Final Differentiation Lesson Plan

Differentiation Lesson Plan
Instructor: Subject Area: Grade: Date:

Haylee Liebl, Kaitlyn Hall, Tori Lee Language Arts 3 9/26/23
Science: Stars &
Constellations
Information about the Lesson
Complete each section below with the background information about the lesson. The italicized statements/questions are
provided to guide the writing of background information. You do not need to answer each separately. Type the background
information in each section below the dotted line. * This first page is all background/planning for the Lesson Activities
Central Focus: (this will be added to the lesson introduction)
 Identify the theme or the topic of the lesson.
Today we are going to learn about stars and constellations and how they represent our own beliefs and
other Native American beliefs. The reason we are learning about stars and constellations is because people
sometimes use constellations as a map.
Learning Objective(s) (these will be added to the lesson introduction and learning activities)
 Using language functions (measurable verbs) to identify what students will know and be able to do by the end of the
lesson. Sample language functions are: analyze, argue, categorize, compare/contrast, describe, explain, interpret,
predict, question, retell, and summarize.
 There should be one overall objective for the theme or topic. Then one main objective for each book.
 Make sure to connect objectives with assessment. (Think through both formal and informal assessments and add to
that section prior to planning the Lesson Activities)
At the end of this lesson, students will analyze and summarize stars and constellations.
Below Grade Level: Haylee

Students will be able to analyze and describe what constellations are and what they are made of.
Students will summarize what their constellations represent.
Grade Level: Katie
Students will be able analyze the different uses for the term “star”.
Students will recognize that there are different kinds of constellations, and that they each have their own
individual background story.
Above Grade Level: Tori

Students will compare the similarities and differences between Ojibwe Constellations and other
Constellations like the Big Dipper and Little Dipper.
Students will recognize constellations and what makes up constellations.
Materials Needed: (list the materials or link wherever they are in the lesson)
 List and include the materials needed for this lesson. You can provide links (make sure they work) for the graphics
organizers, instructional activities, and assessment. * Cite the sources here as well.
Students:
 Paper
 Pencil
 Coloring tools: crayons, colored pencils, markers
 Lined paper
Teacher:
 “The Forever Sky” by Thomas Peacock, illustrated by Annette S. Lee
 Project example
 Video Link: https://youtu.be/1sZ15SUeS9w
 Graphic organizer:
At Grade Level: Katie


Students:
 Pencil
 Chromebook
 Notebook
Teachers
 White Board
 Doc Camera
 Find the Constellations by H. A. Rey
 Graphic Organizer
 Article about Ojibwe Constellations Link: https://www.space.com/native-american-night-sky
 Lined paper
 Constellation App: SkyView Lite
2
MN Content Standard(s) (this will be added to the lesson introduction and learning activities)
 List all standards addressed within the content of this lesson. An overall standard for the theme or topic. Then a
standard for each of the books. If one standard covers all the books, that is acceptable.
Science Standard:
3E.2.1.1.1 Record observations of the sun, moon, and stars and use them to describe patterns that can be
predicted.
English Writing Standard:
3.6.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
d. Provide a concluding statement or section.
Differentiation
 Write a short narrative for each section below that explains the supports targeted to the subgroups and individual
learners within the class so that all of your students have the best opportunity for success.
 Complete each section below the dotted line.
Building on Personal/Cultural/Community Assets: (this will be added to the lesson introduction)

 Explain how the theme or topic allows students to link new learning to prior academic learning, personal meaning,
their culture, or the “real-world” community in which they live.
-------------------------------------------------------------------------------------------------------------
Personal:
Students will be able to ask parents or guardians at home about different experiences they have had with
the stars and could get more information about the topic from them.
Cultural/Community:
The theme of the lesson is stars and constellations, and we will be connecting this to the Native American
community. We are using different texts, one of which talks about the constellations of the Ojibwe culture
and how they represent the spirits. The other books will talk about other cultures' constellations and how
they got their names. Students can connect this back to their community because the Ojibwe culture is at
the forefront of their community.
Grouping Students (this will be added to the learning activities)

 Describe how and why students will be divided into groups
--------------------------------------------------------------------------------------------------------------------------------
The students are grouped together by their different reading levels (below grade level, on grade level, and
above grade level). This will allow students to be able to work on reading at their level without feeling
stressed about keeping up with other students.
Planned Supports (this will be added to the learning activities and assessment)
 Describe the targeted supports used to allow diverse learners to meet lesson objectives.
----------------------------------------------------------------------------------------------------------------------------------------------------------
 “Constellations: Connect the Dots in the Sky!”
 https://youtu.be/1sZ15SUeS9w
3
 When students are writing about their constellation, they will be able to ask questions. For
example, how to spell a word. Students are only required to write 3 sentences. If they want to write
more, they are more than welcome to.
At Grade Level: Katie
 Stars Mary Lyn and Marla Frazee
 Once the activity is complete and it comes to the writing portion, I will write some common words
that the students might want to include in their story.
 Students will be able to ask questions (How to spell certain words and check the progress of story
they are writing-does it make sense?)
 Find the Constellations by H.A. Rey
 Article: “The Native American Night Sky: 7 starry sights to see”
 Enrichment Activity: SkyView Lite (app)
Lesson Activities
 Provide a detailed description of what the teacher and students do to complete the lesson objectives written in
outline/bullet-point format.
 Include instructional strategies, learning tasks, key questions, transitions, student support, student grouping, and
assessment (informal and formal) strategies throughout the lesson.
 The italicized prompts are reminders of what qualities should exist in these plans. Do not answer each prompt as if it is
a question.
Lesson Introduction: This is the “consider” phase which sets the stage, engages the learner while activating prior
knowledge and experiences. Make sure your plan accounts for these aspects of a constructivist lesson:
 Set a purpose and pique curiosity through use of reading a book covering the overall theme or topic, prompts and/or
videos.
 Activate student prior knowledge and/or experiences.
 Introduce and explain the overall learning objective/task for all students.
 Include overall objective and aligned standard.
 Include building on personal/cultural/community assets.
Minutes Description of Activity
Each group will be Have prepared groups for separate instruction. Get student into groups, the teacher “leader of the group”
allotted 10-15 will find an area that is quiet and equipped with materials for activities/read aloud.
minutes
 Start the lesson by asking the students if they know what stars and constellations are. Ask
where stars are located. Explain some vocabulary that students might not know: Stars,
Constellations, Milky way, Asemaa, Bineshiinh, Gaagige Giizhig, Niigaanii, Nooko,
Waynabozho
 5 mins- Read “The Forever Sky” by Thomas Peacock and Illustrated by Annette S. Lee
-Before reading, ask students to look at the cover and explain what they think the story will be
about.
- explain to the students that they should look at the images in the sky while I am reading.
-questions:
- What kinds of shapes have you seen in the sky at night?
- What stories have you heard about from your family?
-What is the milky way?
-What do you think is going on while the Northern Lights?
Grade Level: Katie
Start out by reading Stars by Mary Lyn Ray and Marla Frazee
- Introduce the book. Make sure to ask if student have seen the stars at
4
night.
o Have you ever heard of the word constellation? What does that
word mean? Have we seen them, and do we know the names of any
of them.
o “Has anyone heard of or read this book before?”
o “What do we notice about the cover or author, what do we think
this story is going to be about?”
- Expected answers:
o “No, I haven’t heard of this book, I think the author is trying to tell
us that we will be learning about different stars.”
- Stop and ask questions about certain things in the book.
o “Can you put a real star into your pocket? Why do we think the
authors added this into the story?”
o “What cheers you up when you are feeling down?” “What do you
do when you someone feeling sad?”
- Expected answers:
o 1. Expect to hear a no, and maybe something about the star being a
good luck charm. I might them ask is any of them have a personal
good luck charm.
o 2. Hear some of the answers, maybe relate them to each other in
some way, or point out some ways they are different. Not really
looking for a specific answer.
- Ask them question following the end of the read-aloud.
o What did we notice about the story?
o What were they using the stars for?
o Is there anything in here that you have heard of before? Like maybe
the gold star on a paper or on you shirt?”
- Expected answers:
o 1. Something about how the stars are used for different things, I
would then connect that to the fact that all stars in space have
different stories to their constellations.
o 2. Listen for a few of the examples, ask if they have heard the term
‘star’ in any other setting/term.
Have them fill out the Graphic Organizer listed below:

- Emphasize that there are different ways that the term “star” was used.
Prompt the students with “what were some different scenarios or examples
that you remember from the book that gave a different definition of the
term “star”. Have them fill the middle pink box with the actual definition of
a star, and the outer white boxes should be uses or backstories of what they
remember.
5
Objective: Students will compare the similarities and differences between Ojibwe constellations and other
a. Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
·
· Start by asking students if they know what a star is. If they have ever gone out stargazing. Have
students talk to their shoulder partner about their experience. Have three or four students share with
the whole group what they talked to the other students about.
· Thank you, guys, so much for sharing! Today we are going to be talking about stars and how they
create images in the sky called constellations. Can anyone tell me what the definition of a star is?
We went over this yesterday in class. If you can’t that is okay, but I just wanted to check in and see
if anyone remembers.
· Stars are huge glowing balls of hot gas. Constellations are any certain grouping of stars that were
imagined by those who named them.
· Go over Find the Constellation book. Pages 6, 7, 8, 9, 34, and 42 read each page under the Doc
Camera. Talk about each page and make sure pictures are visible.
· Bring up the online website on the smart board and walk students through the article reading
paragraphs and explaining pictures. Start asking students if they have found some similarities or
differences between the constellations.
Learning Activities: This is the “construct” phase when students build on prior knowledge and experience and build new
knowledge and skill through new learning experiences. Make sure your plan accounts for these aspects of a constructivist
lesson:
 Students are actively engaged with the content knowledge/skills to make meaning as the lesson is relevant to the
to the student’s personal experiences, cultural background, or where they live.
 Model skills and allow for practice of skills.
 Students are engaged with one another to explore the topic.
 A variety of learners are supported.
 Each book should have its own graphic organizer and learning (instructional) activity.
 Include each objective and aligned standard.
 Include grouping of students and planned supports for diverse learners.
Minutes Description of Activity
Each group will Have the students go back to their seats and get a pencil out. While the students are getting a pencil out,
be allotted 20-30 hand out the graphic organizer.
minutes. Explain to students what they will be doing for the main part of the lesson.
Students will watch a video called “Constellations: Connect the Dots in the Sky!”
6
- https://youtu.be/1sZ15SUeS9w
After the video is finished, have the class look at the cluster web. The cluster web is used to make sure
that the students comprehended what they just heard in the video.
- Have the students fill in the topic spot and put constellations. Things that the students could
fill the cluster web, are things they learned from watching the video or things that they may already
know about constellations and stars. As a class, come up with 3 things that the students could fill into
the circles in the cluster web.
- Students will then take time to fill in the 3 other spots on the cluster web.
Once the students are done filling out the graphic organizer, they will grab a blank piece of paper and
each student will make their own constellation.
Explain the directions to the students:

- they will draw/create their own constellations. They can choose whatever coloring or drawing tool that
want to use.
- There needs to be stars with lines connected to them, just like a Constellation is seen in the
sky. The constellation can be whatever shape they would like.
- Whatever they draw has to be appropriate.
- Give them time to create their constellation
When the students are done creating their constellation, the students are going to write about their
constellation.
- When students are writing about their constellation, they need to include the words star and
constellation somewhere is their writings. Students will explain what their shape is, why they
made their constellation that shape, and anything else they would like to share about their
constellation. This is going to be the students assessment and students need to write at least 3
sentences.
Grade Level: Katie
Pass out the materials for the activity (construction paper, gold stars and notebook
paper) have the students take out a white crayon.
- Show an example of what the group is going to do with materials. Ask
them what they see. What they think it is, and then read the class the story
that I wrote for my constellation. The example will have a three paragraph
story.
Have a set of materials set for a step-step demonstration of the activity.
- “The first step of the activity is going to be placing the stars on the black
paper, now these should not be too close to each other and should not be
touching. We want them to be a little spaced out. We are going to place 10-
15 stars on the paper. Go ahead and start placing your stars on the paper.”
(Show on a doc camera/SMART board the process of me doing the activity
with the class). Place my example stars then start to walk around the room,
making myself available for questions/comments and giving feedback
about the activity so far.
- “Next we are going to take our white crayon and connect the star together.
Does everyone see how my stars are connected? Are there more than two
lines connected to one star? No, right?” We want to show that there is
something in on the paper, connecting all the stars to the others on the will
turn into a mess, so we are going to have a rule of only having two line
coming out of one star. (again demonstrate on board. A wrong way, prove
how it looks jumbled, show the example previously made, point out the
7
line on the paper.)
Bring the group back together and have them refer to their graphic organizer. Have a
few of the students share out some of the things that remember when it comes to both
these questions:
- “Where they can find a star?” and “What were some of their backstories?”
The students will then write their own story for their constellation. They will come up
with a name and backstory that is at least two paragraphs long. I will be looking for
sentence structure, related vocabulary and details that add to the story.

Objective: Students will compare the similarities and differences between Ojibwe constellations and other
a. Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
Students will be put into groups based on their reading and comprehension levels.
After we are done with the readings, the teacher will pass out the graphic organizer. The graphic organizer
compares Ojibwe constellations and other constellations like the Big Dipper and Little Dipper. Once all
organizers are passed out to the students, the teacher will turn on the Doc Camera and put the organizer under
the camera.
Tell students to put their names on the paper because the teacher does not want to play the name game. Tell
the students that this organizer is for comparing the different constellations. In the left middle box, we will
put Ojibwe Constellations. In the right box, we will put Other Constellations. Explain that the middle row of
connected boxes is for statements that are true about both objects. Then in the right-most boxes, we put
statements that are only true about the Ojibwe culture. In the left-most boxes, we only put statements that are
true for the other constellations.
Tell the students that we will do 2 of each of the boxes together as a class and then students will do the other
boxes individually. First, ask the students if they have any things that are true for one of the sections or that
are true for both. Wait for responses. Some responses for the Ojibwe Constellations could be Wintermaker, 4
main constellations, Hole in the sky is a spiritual doorway, or constellations are based on seasons. Some of
the similarities are having stories on how constellations got their names, go around Polaris, are made up of
stars, or have brighter and duller stars. Options for the other constellations section are Orion, North Star in
Constellation, Big and Little Dipper, and Zodiac Constellations.
When you are done filling out the graphic organizer with the students allow 5 minutes for students to finish
writing on the organizer. When all the students are done, we will start the writing activity. Explain what the
activity entails. “The last thing that we are going to do for our lesson on constellations is to write a two-
paragraph paper about two different constellations.” “One of the constellations needs to be from the Ojibwe
culture and one from the other culture.” We will be using our graphic organizer and the articles and books
that I have shown to help us write the paper. We will just be gathering our information today and then
continue working on this for the rest of the week.
When all of that is done, the teacher will introduce an enrichment activity that allows students to continue
learning outside of the school setting. Introduce an app called SkyView Lite. SkyView Lite is an app where
you can see where constellations are located and what stars are in those constellations. You can use this at
any time of the day and in any space. Show students how to get the app and let them explore.
Lesson Conclusion: This is the “confirm” phase when students complete informal assessments that require them reflect on
what was learned, compare new knowledge and skills to prior knowledge, and check for understanding.). Make sure your plan
accounts for these aspects of a constructivist lesson:
 Bring class back together for students show and share what they have learned with you and other students.
 Students compare new experience to prior knowledge and experiences..
 Students extend ideas and check for understanding using informal assessments.
8
Once everyone is done with the instruction we will come together and share what we have learned. Each
student from the different groups will be with students from a different reading level. So, in every group,
there will be one student from the below-grade level, one student from the at-grade level, and one from the
above-grade-level group. This will allow students from every group to share something different that they
have learned and help other students fully understand what is happening. The teacher will be walking
around the classroom to listen to what students are saying as a way to informally assess the students. This
will allow the teacher to perform an informal assessment of the students and to see if they need to go over
anything else for that lesson.
Assessment
 Type a narrative that explicitly explains the choice of, and how different assessment strategies were used in the lesson
activities above.
 Include all forms of assessment used, both informal and formal assessment. Use the italicized statements/questions to
guide the writing of the assessment utilized throughout the lesson.
 Each assessment strategy described below should be readily identifiable as to how it is implemented in the “Lesson”
sections above.
Assessment Strategies
 Describe the assessment strategies and attach copies of appropriate materials.
 Identify individual assessments as individual, small group, or whole class.
 Describe how the assessments each align to the objectives and standards. How do you know the students met the
objective(s)? Include objectives and standards.
 Identify the kind of evidence that is collected for each assessment strategy and how it is collected.
 What are the diverse needs of your students? How will you support them?* This is your planned supports.
Each group will have their own assessment.

The assessment for this group will be writing about their constellation that they created. When writing,
students may talk about the shape, why they chose to make their constellation look the way it does, the
colors they chose and so on. The students will write at least three sentences. If the student chooses to write
more than three sentences, they are more than welcome too. A topic sentence, fact sentence, and a
conclusion section need to be included in the writing. When receiving their writings, I will look at the
overall sentence structure. I will also be checking to see if there is a topic, fact, and a conclusion sentence.
Grammar, punctuation, legibility, will also be graded.
Grade Level: Katie
d. Provide a concluding statement or section
Above is the standard/s that I will be giving my informal assessment feedback upon. The students in my
group will be creating their own name and backstory for the constellation that made in the activity. For the
informal assessment I will be looking over the backstories the students made for their constellations. Do
9
they have; clear ideas, details, related vocabulary, and accurate sentence structure. Because this is an
informal assessment, there will not be a rubric. I will look over the story and give feedback as I see fit
based upon the standards. While the activity is happening and the students are writing their stories, I will
be walking around and reading their stories as they are workshopping. The on-the-spot feedback should be
taken into consideration as well. Did they incorporate the recommended changes?

The assessment activity is the writing portion of the lesson. Students will write at least two paragraphs
(half a page) comparing two different constellations. One of the constellations needs to be from the Ojibwe
culture and one needs to be from the other culture. Students can use the graphic organizer to help them
with ideas or find different articles and books about constellations. They will be given a writing rubric that
they will follow and will be the grading scale. The teacher will go through the rubric with the students, so
they understand what each row and column mean.
Exceeds Meets Approaching Below Expected

Expectations Expectations Expectations Level
Writes Complete Writes 2 or more Writes 1 paragraph 4 to 5 complete Three or less
Sentences paragraphs sentences sentences
Ideas Each paragraph Paragraphs about No central idea in No central idea in
has a topic the same topic each paragraph the writing
sentence and assignment
cohesion.
Punctuation Beginning and A few errors in 1/3 of the Poor Punctuation
ending punctuation punctuation are sentences have in most sentences
and capitals are all present some punctuation
correct. errors
Spelling Few or no spelling A few errors in 4 or more errors Many misspelled
errors each paragraph per paragraph words
Legible Neat and legible Some stray marks Difficult to read Illegible
and cross overs
Word Choice Many colorful A few interesting General or Simple words with
adjectives, action word choices are common words a minimal
verbs, and used in every used vocabulary are
interesting phrases paragraph used
used in every
paragraph
Run on Sentences Complex and A few run-on Several fragments Unable to discern
compound sentences or or run on sentence structure
sentences are used fragments are sentences are
without run-ons or evident when present
fragments using compound
sentences
Detail Every sentence Some detail is General No details are
provides detail to present in every knowledge is present
support the paragraph communicated
paragraph with little detail
10

Final Differentiation Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Differentiation Lesson Plan

Uploaded by

Copyright:

Available Formats

Differentiation Lesson Plan

Instructor: Subject Area: Grade: Date:

Below Grade Level: Haylee

Above Grade Level: Tori

At Grade Level: Katie

English Writing Standard:

Building on Personal/Cultural/Community Assets: (this will be added to the lesson introduction)

Grouping Students (this will be added to the learning activities)

Have them fill out the Graphic Organizer listed below:

English Writing Standard:

Explain the directions to the students:

Grade Level: Katie

Above Grade Level: Tori

English Writing Standard:

Each group will have their own assessment.

Below Grade Level: Haylee

Above Grade Level: Tori

Exceeds Meets Approaching Below Expected

You might also like