Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kelsey Wilkie

Date

Subject/ Topic/ Theme

Questioning (Chapter 3)

Grade _____4th/5th ______

I. Objectives
How does this lesson connect to the unit plan?
This lesson continues to analyze the book Morning Girl. The students are consistently adding to their charts about the book and its meaning. This lesson introduces a
new topic that will be looked at while we continue reading the rest of the book.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

C
E

Make predictions based on key words in a text.

Form general questions, using the basic question words, about a text.

Common Core standards (or GLCEs if not available in Common Core) addressed:
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
5.2 Determine two or more main ideas of text and explain how they are supported.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of basic organizational skill, such as using and creating thinking maps. Also knowledge
about how to question what a text says. General knowledge of similes and metaphors.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

Formative (for learning):

Sticky notes while reading chapter 3

Formative (as learning):

Reflection on last paragraph

Summative (of learning):
Folders turned in at the end of class
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students use sticky notes to write
things down, thinking maps to
remember ideas later, and
discussions in the class for a better
understanding.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Sharing student ideas with the

class. The students also fill out
sticky notes and charts in their
folders.

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Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will read chapter 3 aloud

with table partners. They can create
questions together as well.

Students get to choose what

questions they make and what they
are about.

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students fill out sticky notes

while reading and take breaks
to ask each other questions
about what is happening.

Students collaborate with their

partners while the read and
write questions down.

Provide options for

comprehension- activate, apply &
highlight

The students take notes on the

sticky notes while they are
reading.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students share the questions

they made while reading with
the whole class.

Students will write a reflection

about their connection to
Morning Girls feelings at the
end of pg. 21

Lit. Circle Folder, Morning Girl books, pencil, sticky notes, charts from previous meetings (should be
in their folder).

As it normally is, in tables groups. Students will be able to move about the room to different places
when they read the chapter with their group.

III. The Plan

Time

2mins

Components
Motivation
(opening/
introduction/
engagement)

3mins

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
To begin we will discuss the idea of Questioning Students will be listening and paying attention to
and how it is helpful in analyzing a test. Ask
what Questioning is. Possibly taking notes if
questions like:
needed as well.
Why do good readers ask questions?
o To clarify understanding of what
theyve read
o To try to understand an unknown
word
o To make predictions
o To ask the author questions
about why they chose to write
their story or create characters in
a certain way.
Remind the students that when we create
questions, we need to make sure that they begin
with the right question words.
i.e. Who? What? When? Why? Does?
Will?
Students will give examples of good questions that
I wonder.
could be asked, and also using the general question
Also talk about questioning statements or
words.
sentences that generally begin with I wonder.
Students should give examples of what a good
question looks like.
Good: Why do brother and sister seem
to never get along?
Bad: Is Star Boy mean?

Development
(the largest
component or
main body of
the lesson)
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Each student will receive a sticky note to record

his or her questions and simile/metaphors seen.
Make sure they use direct quotes
While the students read, they will be responsible to
stop 3 times while reading to ask questions.

Students will read chapter 3 with a table partner

while stopping 3 times to write questions or
wondering statements that they might have.

They will be reading chapter 3 with their table

partner (still being able to move around the room
to find a spot to read)

10mins

5mins

5mins

10mins

Students will come together as a full group again

to discuss what the main events of the chapter
were.
Some of the students can share their questions
with the class as well.

Closure
(conclusion,
culmination,
wrap-up)

Students will put their sticky notes in their folder

for later.
We will add to our anchor chart if there are any
more similes/metaphors we should pay attention
to.
We are going to reread the last paragraph on page
21.
The students are to think about how Morning Girl
was feeling at this point. Then they will be asked
to make connections by thinking about when they
have ever felt sad like Morning Girl did. They will
write a response in their literature circle folder
about it. Some may share with the class if there is
time to do so.

Students will discuss the book with the class and

talk about what main events happened. They will
also share some of the questions or wondering
statements that they wrote down.

Students will share what metaphors/similes they

found in this chapter.
Students will write a few sentences about a
connection they make to the way Morning Girl
was feeling in the last paragraph. Some may share
if there is time.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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