Title of Activity: Living on the Moon Age/Grade Level: 5th Grade Content Area: English/Language Arts Objective: The

students will engage in a creative writing activity about living on the Moon. The students will apply their knowledge of the phases of the moon to write a story with multiple paragraphs that include plot, setting, and an ending. IN Standard/Foundation: EL.5.4.2 2006 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. EL.5.5.1 2006 Write narratives that: establish a plot, point of view, setting, and conflict. show, rather than tell, the events of the story. Materials Needed/Media/Technology: Oreo cookie, a Popsicle stick, moon phase cards, brainstorming charts, writing paper, writing utensil ____________________________________________________________ I. MOTIVATION: Say: Has anyone ever thought about living on the moon? What would it be like?

GOAL FOR LEARNER: Using what you know about the moon from our science lessons, we will write a fictional story about living on the moon! II. PROCEDURE: 1. Assign students into groups of two, using the provided grouping list. 2. Tell the students they will write a story about living on the moon. 3. Share interesting facts about the moon and creative ideas to get the students excited. 4. Activate prior knowledge: Review the meaning and proper application of setting, plot, conflict, etc., within a story. 5. Provide each student with a brainstorming web and allow 5-10 minutes to brainstorm with his or her partner. 6. Instruct students to begin writing their story. 7. Meet with each group and discuss where their story is headed to make sure they are on the right path. 8. Allow 30 minutes for each partnership to complete their stories. 9. Assist the students in revising their rough drafts. 10. Allow 10-12 minutes to finalize their drafts. 11. Instruct students on completing the Oreo cookie activity.

NEW INFORMATION: Share interesting facts about the moon and creative ideas to get the students excited. o One day on the moon is 27 days long on earth. o It would take 130 days to drive to the moon in a car. o The moon is 4.5 billion years old Activate prior knowledge about writing in paragraphs CHECKING FOR UNDERSTANDING: Review the meaning and proper application of setting, plot, conflict, etc., within a story. Ask: Lets review what the setting means. The setting of the story in Charlottes Web (this is a story we read in class) is a farm; thumbs up for yes, thumbs down for no. Does the setting mean where a story takes place? Say: Can someone raise their hand and tell me the plot of Charlottes Web? Thumbs up if you think (he or she) is right, thumbs down if you disagree. Say: What was one conflict Wilbur faced on the farm? Thumbs up if you think (he or she) is right, thumbs down if you disagree. MODELING: Imagine what life be like if you lived on the moon. Create a brainstorming web on the white board as a class. (see attached form) GUIDED PRACTICE: Divide students into groups of two Instruct students to create a brainstorming web with their partner The teacher will monitor the partnerships progress and assist as needed CHECKING FOR UNDERSTANDING: Walk around the classroom and check each groups web. Give feedback and additional instruction if needed. PRACTICE: Say: Now we are ready to start our rough drafts. Instruct students to use their web outlines to guide their writing. Say: Remember, we need a beginning, middle, and end. Say: You will have 30 minutes to complete your rough drafts. I will be at the writers circle to answer any questions.

ASSESSMENT: Students will visit the writing workshop to make any necessary changes to the completed rough drafts. Students will make revisions to complete final draft. The students will apply their knowledge of the phases of the moon to write a story with multiple paragraphs that include plot, setting, and an ending. CLOSURE: Using the thumbs up, thumbs down procedure, ask the students, Do you have a beginning, middle, and end? Students will follow the classroom procedure when submitting their final draft to the grading tray. Praise the students for their hard work, and say, Now, on to dessert. Have you ever tasted a moon? Give an Oreo cookie, a Popsicle stick, and a moon phase card to each student. Tell them not to eat the cookie until instructed. Instruct the students to carefully twist the Oreo cookie, to separate the halves. Using the Popsicle stick, create a shape of the moon that you have shown on your card. Share the shape of the moon with your partner. You may now eat the moon. III. EVALUATION (attached) EXTENSION: Students can illustrate their story of living on the moon. Various library books about the moon will be available to the students. Unsatisfactory The story includes characters, beginning, middle, and ending The rough draft is complete The final draft is complete Student worked well with partner The story has multiple paragraphs The story includes setting, plot, and at least one conflict The story is on topic Satisfactory