Jorge Merino 13 Dr. McKool ELD 308 Lesson Plan 1: Interactive Read-Aloud Grade: 4 Time: 15 minutes Standard: SL.4.4.

. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Objective: The student will listen as I read aloud, stopping only to look back on our predictions, connections, and wonderings. The students will show their success by; enjoying the book and participating when we stop to talk about the book.

Materials: The Moon Book, by Gail Gibbons Lesson Sequence: Before Reading: Boys and girls, today I am going to read a book aloud. It is called The Moon Book, by Gail Gibbons. We have been studying about the universe and have even talked a little about the moon in class. What can you tell me about the moon from what you know and from the picture on the front of the book? Allow for students to give answers and tell students to put up the peace sign, the pointer and middle finger together, when they have similar answers, so that a variety of answers can be heard. Very good answers boys and girls; I see you all have been paying attention during class (in a joking manner and laugh). During Reading: Stop reading in the middle of the book and ask students if their moon facts were in the book yet. This will assure that students have been paying attention and trying to make a connection with the book. Also, stop to ask questions with the book.

1. Pg. 9, What is this complete rotation called earlier in the book? (Orbit is the answer) 2. Pg. 24, What allows the astronaut to stay on the ground of the moon? (Gravity is the answer) After Reading: I want you to turn and talk to a neighbor about two things: 1. Did you enjoy the story? 2. What was your favorite part? After students discuss with their partner for three minutes, discuss these questions with the whole group. 1. Have the students raise the peace sign, when they have similar answers, so that a variety of answers can be told. 2. This could be a good strategy to improve the students listening skills because they will have to listen intently to their peers to see if their answers have a common ground. We have made some great connections to the story and listened well today. I cant wait to read another story with you all!

Assessment: I will know students are successful if they: 1. Participated in discussion 2. Enjoyed the book

Lesson Plan 1: Reading Minilesson Grade: 4 Time: 15 minutes Standard: RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Objective: Students will use their knowledge of the phases of the moon gained from The Moon Book to recompose the information into alternative forms of organizing data.

Materials: Printed model from pages 11-13 of the phases of the moon in, The Moon Book, by Gail Gibbons. Black marker for each student Reading notebook

Lesson Sequence: 1. Lesson Introduction/Anticipatory Set (Engagement) Boys and girls, do you remember what book I read during the interactive read aloud? Yes, The Moon Book. Does anyone remember different facts that they learned from this book? What were the different ways that the information was provided? Was it all reading or were there other ways the author gave you information? Looking for the students to say pictures, lists, and diagrams.

2. State Objective and Purpose Today, we are going to be working together to draw and organize the moon phases in order and providing a description for each moon phase. We will learn how to use our own knowledge and that of The Moon Book, to show different ways of displaying information because all students learn information differently.

3. Teach and Model

I know that I learn better when information is displayed visually, like in a picture. In The Moon Book there is a perfect example of this. There are pictures of the moon phases with descriptions on the bottom to connect the words to the pictures. In the visual representations from The Moon Book, the author lists the information that she felt was necessary to understand the moon phases in chronological order. She tells you what the moon looks like and in some of the descriptions says the amount of time that has passed since the new moon. This is important because she describes specific information about the moons phases, which could help you decipher the difference between each phase. Good readers can pick out important information that connects to the main idea. I will give you all an example. If I wanted to tell the principal about our day the main point would be our day as a whole, but I would break the day into the separate subjects that we learn during the day in chronological order. I would tell him that we do math, reading, writing, lunch, bathroom breaks, gym, science and finally, social studies. Was there anything in the description of our day that isnt important information? (Bathroom breaks). This allows for a more specific description and gives the principal a good idea of how our time is being spent. Now if the principal would like to see his favorite subject of math all he has to do is remember what part of the day I told him we cover that subject. Organizing that important information is the most important part of remembering it. There are many ways that authors can organize information to get their main point across. Two different examples that we are going to use to practice organizing information are diagrams and timelines. I will use a diagram and timeline to organize the information about our day for the principal. Use diagram and timeline to organize data.

4. Guided Practice Hand out copy of the visual model from The Moon Book to every student. For two minutes I want you all to pick out the important information that you think is important to the main idea.

We will now to practice using the diagram and the timeline. This could help you find a new way to organize the information that you read about in the future. I will draw both organizational strategies on the board For the diagram we will use will look like a brainstorming web, with the main point in the middle as the Earth and the moon phases will be the links that connect to Earth. For the timeline we will start at the New moon and list the phases in order to the second Crescent moon. In your reading notebooks, I want you to represent the information given on the handout in any way that you feel will help you understand the information best. You can copy the example given in The Moon Book, a diagram or a timeline to record the information on the moon phases.

5. Independent Practice/Assessment During your independent reading today, I want you to organize the information that you have learned in your book. Use any of the examples given today and write them in your reading notebook. 6. Closure What are different ways to organize information that you have read about? Do we all organize information the same way? What organizational strategy will you use for your independent reading? Great job listening and learning today boys and girls!

7. How will I know the lesson has been successful? You will be able to determine that the lesson was successful if the students participated in modeling the organizational strategies independently in their reading notebooks.

Lesson Plan 2: Writing Minilesson Grade: 4 Time: 15 minutes Standard: W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. o Use dialogue and description to develop experiences and events or show the responses of characters to situations. o Use a variety of transitional words and phrases to manage the sequence of events. o Use concrete words and phrases and sensory details to convey experiences and events precisely. o Provide a conclusion that follows from the narrated experiences or events. Objective: Students will organize a list of descriptive characteristics and characters using The Moon Book and prior knowledge. Students will write a story using their imagination and at least two descriptive characteristics and two characters from the list.

Materials: Readers notebook Pen/pencil

Lesson Sequence: 1. Lesson Introduction/Anticipatory Set (Engagement) Boys and girls, earlier today we did a reading minilesson on the book I read to you all yesterday, The Moon Book. We learned about the moons stages and described them. We will use some descriptions of the moon again in the upcoming lesson, where you will be able to let your minds run free!

2. State Objective and Purpose Today, we will develop our own stories about the moon, by using descriptive characteristics mentioned in the book and from our prior knowledge. The ability to create

stories by organizing ideas is something that professional writers do, which means we are all professional writers here. 3. Teach and Model Have a chart written on the board with the title Characteristics of the Moon and next to it, Characters on the Moon. We have learned a lot of different characteristics of the moon in our science class and in the book, The Moon Book. One characteristic of the moon that I find interesting is that the moon has 1/6 the gravity than that of the Earth. That means that if you go to the moon you weigh only 1/6 of your weight on Earth! Using this characteristic I could include in my story that my main character is having trouble adjusting to the gravity difference and how he solves this problem. Maybe I could include that my astronaut uses a jetpack to help keep him close to the surface of the moon! Maybe my astronaut will come into contact with another human being who has been living there since the first Apollo mission described in The Moon Book.

4. Guided Practice Lets work together to list more characteristics of the moon for the chart on the board. What are other characteristics you can think of that you already know or what you learned from The Moon Book. As I write down the characteristics, we will also write down characters that we could come into contact with on the moon. As we make up this list, start to think of what will go on in your stories and how your characters will interact with the characteristics and characters on the moon.

5. Independent Practice/Assessment Boys and girls, now I want you to use any of the characteristics and characters to write your own story about the moon. Remember you are the professional writer, so write a story that you will enjoy because if you enjoy it, then other people will too!

6. Closure Did listing the characters and the characteristics of the moons environment help you write your story? How? How can we use this strategy of listing important topics, like characters and characteristics of a story, to help us write about other subjects like math and science?

7. How will I know the lesson has been successful? You will be able to determine that the lesson is successful if students are able to contribute to the list of characters and characteristics of the moon and use the list to write their own story about the moon.