LESSON PLAN 4: Mae Jemison - Mini Reader

Learning Segment Focus or Big Idea:

This lesson plan is part of a 5-day unit for Mae Jemison. The big idea is for students to learn about Mae
Jemison and how she persevered in her life goals to achieve her dream of becoming an astronaut. After
attaining her dream, she continued to dream bigger and accomplish other goals. The big idea is for
kindergartners to be exposed to the concept of hard work, determination, and setting goals for themselves.

This lesson plan is Day 4 of the 5-day unit. The main learning focus is for students to remember important
events in Mae Jemisons life, and use their vocabulary and phonological knowledge to fill in the blanks while we
read the mini reader together. This activity will continue to embed the thematic message of this 5 day unit of
perseverance and hardworking!

Grade: K Content Area: English Language Arts and Social Studies

Time Allotted: 30 minutes Classroom organization: Class instruction begins on the carpet then
students will go to their seats to read and fill in the blanks in their mini
readers.

Resources and materials:

Teacher prep work:
Write the learning target statement on the whiteboard: I can read about Mae Jemison. I can write the words
that are important to understand more about Mae Jemison.
Make copies of mini readers in color if possible (collated, cut in half, and stapled).

Teacher materials:
Chart paper from yesterdays lesson with the list of 5 major events
Blank copy of mini reader to project on doc cam
Pen or marker
Teacher version of vocabulary composition notebook
Pointer (or pen can be used as pointer)
Alphabet chart in view for students to refer to on whiteboard or wall

Student materials: One copy of mini reader for each student, students vocabulary composition notebooks,
pencils, crayons, coloring pencils

Suggested reference books:

Calkhoven, L. (2016). You Should Meet Mae Jemison. New York, NY: Simon Spotlight.
Colins, L. (2014). Mae Jemison. North Mankato, MN: Capstone Press.

Content Standard(s):
HSSCS. K.1.2.: Learn examples of honesty, courage, determination, individual responsibility, and
patriotism in American and world history from stories and folklore.

CCSS.ELA-LITERACY.RF.K.1: Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-LITERACY.RF.K.1.A: Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.RF.K.1.B: Recognize that spoken words are represented in written language by
specific sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.C: Understand that words are separated by spaces in print.
CCSS.ELA-LITERACY.RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding
words.
CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-LITERACY.RF.K.3.C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my,
is, are, do, does).
CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A: Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.4: Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.

Specific Academic Learning Objectives:

What do you want students to learn in this lesson? Students will learn:

Students will learn about Mae Jemison and how the vocabulary learned from prior lessons and this unit are
used in sentences.

What should students be able to do after the lesson? Students will be able to:

Students will be able to follow along with the teacher and whole class to read the mini reader and fill in the
blanks that target vocabulary words from previous lessons and this unit.

In terms of differentiation, the table below identifies what I expect students will be able to do after this lesson:
What all students will be able to do Follow along with the teacher to read the mini reader and fill 3
or more word blanks.

What most students will be able to do Follow along with the teacher to read the mini reader and fill in
all 6 word blanks.

What some students will be able to do Follow along with the teacher to read the mini reader and fill in
all 6 word blanks. Be able to write some words independently.

Prerequisites:
What skills, knowledge and prior experience do students need for this lesson?

Students will need to have participated in the Day 1 through Day 3 lessons for this unit. Students will need to
know the vocabulary words and associated body movements for: astronomy, crew and hardworking. Students
will need to know the vocabulary words: scientist and doctor which were taught and reinforced in previous
lessons. Students will need to have phonological awareness to be able to write the letters in the fill in the
blanks. Students will need to know and adhere to behavior expectations and discussion norms.

How will you determine whether students have these?

Activities throughout Days 1 through 3 embedded the learning targets through a variety of strategies and skills.
Teacher observation of students is critical to pull small groups for quick reteaching or on the spot correction
depending on the situation. Vocabulary words were explicitly taught and body movements and definition of key
Tier-2 vocabulary words were practiced and reinforced throughout this unit. In terms of determining whether are
able to adhere to behavior expectations and discussion norms, students speak with each other everyday and
discussion norms and behaviors are monitored and reinforced.

How will you connect to students' interests, backgrounds, strengths and needs, including their
cultural, ethnic, and socio-economic differences?

At the beginning of the lesson, students are asked to make a connection to the reading about Mae wanting to
be a scientist when she was in kindergarten. This allows students to tap into their own personal interest of what
they want to be when they grow up. Although in this lesson we do not go into great detail about what each
student wants to be, there is an opportunity for deeper reflection as described at the end of this lesson in the
extension section. During the collaborative part of the lesson, on page 11 of the reader, I ask the students
what the first sentence means to them. I have them close their eyes, think and visualize what the sentence,
Jemison always believed in following her dreams even when people said she couldnt. This taps into
students backgrounds, interests, and schema as well.

Academic language demands:

What academic language is used in the lesson? (Vocabulary, language structure and conventions,
genres, symbols, etc.)

Genre: Nonfiction text

Convention: Spelling vocabulary words
Vocabulary:
Word Definition

astronaut Person who travels into space in a spacecraft

astronomy Study of space and objects in space (such as the moon and stars)

chronological order Arrange in the order it happened

crew Team of people who work together

doctor A qualified person of medicine who takes care of people

NASA A U.S. government agency that does research on space

National Aeronautics and Space Administration

professor A teacher teaching in a college or university

scientist A person who studies or investigates a field of science and does scientific work

space shuttle Reusable spacecraft

What are the language demands of the task? Please address receptive (listening, reading) and
productive (speaking, writing) skills.

Students will use both receptive and productive skills in this lesson. They will need to be active listeners and
participants. Students will need to be able to listen and read along with the whole class. Students will need to
be able to speak and write to complete the activity of writing in their mini readers. Students will need to
demonstrate their understanding and knowledge orally (raise hands, chorally, or partner talk).
Students will need to work cooperatively with their tablemates to figure out the last 2 fill in the blanks and write
the correct letters into the mini reader.
Accommodations (to ensure all students have access to the curriculum):
How will you make the academic language accessible to all students?
How will address the specific needs of your English learners?
How will you address the specific needs of your students with special needs?

Strategies to help students understand vocabulary:

Visual cues for vocabulary
Students act out meaning of certain vocabulary words
Students explain the word to each other:
Students are explicitly taught the definition and then will need to restate the meaning chorally,
and verbally in pairs
Mentor texts and examples in previous lessons

Students have been exposed to most of these vocabulary terms in previous lessons in social studies and
science (scientist, professor, astronaut, experiment), as well as the lessons from Day 1 through Day 3.
Students practiced the body movements (TPR) for the words: astronomy, hardworking, and crew. This will
address the specific needs of all students and those with special needs as it involves whole brain teaching with
kinesthetics. English learners will also be closer to the teacher on the carpet and their table seats are closer to
the front of the classroom. At the end of this lesson students will also get to work together and speak to each
other. It is important to have structured time for all kindergarten and English learners to use and develop their
language with each other.

Assessment:
What evidence of student learning will you collect?

This lesson is more about teaching students skills to use their resources (vocabulary notebooks) and their
knowledge about learning about Mae Jemison in the past 3 days and really connecting all of that with the
targeted vocabulary words for this unit while still embedding the character trait of hard work and perseverance.
Evidence of students learning will be mostly through observation of students collaboration and listening to
students.

How will you use this evidence?

Formative assessment: During the whole class activity, I can observe students as well as during the partner
work time. I can circle the room and check for understanding and see if students are able to find the correct
vocabulary word to fill in the blanks.

What criteria will you use to interpret the evidence?

The criteria is that students will need to verbally identify at least 3 or more targeted vocabulary words. I am
also looking to see if students are able to work collaboratively with their table partners and demonstrating
discussion norms.

How will the evidence affect your next steps in teaching?

If students exceed the learning target as outlined in the differentiated learning chart, then we can spend more
time on making more connection to the text, such as text to text, text to self and text to world.
If students are struggling, I will do more guided practice during the independent work session and help them to
identify the 2 words on page 11 and explicitly model on the doc cam how to spell those words.
Instructional Sequence:

Set or introduction:
How will you begin the lesson? How will you engage and motivate learners, connect to prior
Time
experience, activate prior knowledge and/or share learning outcomes?
5 mins

Begin the lesson with all students on carpet and chart paper, Facts about Mae Jemison,
accessible for students to see. Review the list quickly but focus more on the 5 major events in
Mae Jemisons life. As you have students state these 5 major events, have them come up and
circle the entire sentence or bullet point in a bright color (not used before on chart paper). You
should end up with the following 5 major events circled in the same color:

1. She was born in October 17, 1956

2. She became a doctor in 1981
3. In 1992 she went into space on the space shuttle Endeavour
4. She became a professor in 1995
5. In 2011 she joined NASAs 100 Year Starship program

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1. Great research, readers! What do you think Mae Jemison needed to do in order to be a
doctor, astronaut, and professor?

Take 2-3 hands and reinforce: determination, hard work, never giving up, following dreams
Students will give answers that express these sentiments so pick up on the ones that tie into
perseverance.

Ask the whole class to say/show the definition for: hardworking

hardworking

Starting point: Standing straight and tall

Say: Hard
Physical movement: Make muscle arms with both arms
Say: working
Physical movement: Take both hands and make a hammering, pounding movement
Say the definition: to work with energy and commitment

Read the learning target for todays lesson.

2. Great work, class. To infinity [Students reply, Any beyond! and go to their seats]
(You can use any of your own transition cues)

23 mins Developing Content/Body of Lesson: What instructional strategies and learning tasks will you
use in the main part of the lesson?

Have class helpers pass out mini readers to each student. Project your copy of the reader on the
doc cam.

3. Lets read this front page together, Mae Jemison Name

4. The first thing I do is always the same, I pick up my pencil and write my name (our class
 chorally say this together while we write our names)

Turn the page and read the page 2 using pointer to point to each word as you read. Point out the
picture of the state of Alabama and the star that represents the city of Decatur.

5. Students, Im going to read this sentence one more time to you and this time, I want you
to use your yellow crayon to circle the sight words that you can read (was, on, in). Mae
Jemison was born on October 17, 1956 in Decatur, Alabama.

As you read the sentence aloud to students, model circling the sight words: was, on, in
Turn to page 3. Use pointer and read.

Modeling:
6. When she was in kindergarten, she told her teacher she wanted to be a (pause)
7. Hmmm, wow, I remember reading something about Mae Jemison in one of our books
about what she wanted to be when she was in kindergarten. Look at that picture here
(point to picture on page), it gives us a big clue.
8. Raise your hand if you think you know the answer

Reread the sentence with long pause if no hands are up. Wait for 3-5 hands then take all hands.
Say, thank you regardless if answer is correct or not.

9. Heres a clue, lets count how many letters are in this word [Whole class counts as you
point under each line]
10. Where can we look if we need help with words? [Possible answers: word wall, words
around the room, vocabulary notebooks]
11. Yes, our vocabulary notebook! Lets pull that out and check our spelling.

Model how to find the word in vocabulary notebook and model how to write scientist into the
each letter space.

12. I love that sentence! Mae Jemison already had a dream of being a scientist when she
was in kindergarten. She was just like you, right now, dreaming of doing great things as
a kindergartner. Ill read the sentence again and you circle sight words you can read.
[Model circling in yellow crayon the words: was, in, her, she, to, be, a] (Depending on
time of year and which sight words have been taught -- only circle sight words that have
been taught in your class) Class, I want you to think about what you want to be when you
grow up. Close your eyes and see yourself doing what you want to be. Now on the count
of 3, go ahead and everyone call out what it is you want to be when you grow up! 1, 2, 3!

Get the class attention by clapping or chanting cue. Read page 4 using the pointer.

13. She read books about space and objects in space. She loved (pause).

Some students may recognize the definition of astronomy is in the first sentence. If so, there will
be many hands in the air. If there are a lot of hands, let the whole class answer chorally. If there
are few hands take all and say thank you after each answer.

14. Lets do the definition for astronomy! [Whole class can stand up to side of seats and do
 astronomy definition that has been practiced all week]
15. Ok! So she read books about space and objects in space. She loved astronomy.
16. Astronomy is a long word, lets count [Whole class counts as you point under each
line]
17. Where can we look if we need help with words? Im going to use my vocabulary notebook
and find that word. It was from this weeks vocabulary work so Im going to flip to this part
with the post-it. [Make sure you are showing all of this under the doc cam so all students
can see]
18. Oh, theres the word! [Point to the word using pointer]
19. Lets write the word in together a, s, t, r, o, n, o, m, y [Model writing the letters on each
line]

Read page 5 using the pointer.

Guided Practice:
20. Later, she went to Cornell University Medical College and became a (pause). Look at the
picture there, its a big clue! [Most if not all will know this answer so take the answer
whole class]
21. Can you help me spell the word? [Call on student with raised hand]
22. Thats great, we can look up that word in our notebooks and check our spelling. Lets
count how many letters are in the word. [Whole class counts]
23. Ok, so who would like to tell us how to spell doctor?

Write each letter in on each line.

24. Im going to read this page again and you circle all the sight words you can read. [Note
that depending on students levels, some may circle more sight words than others, but
make sure you circle the sight words that you have taught the class so far]
25. Im going to circle the words she, to, and, and a because those are the sight words we
have learned together.

Read page 6 using the pointer.

26. On September 12, 1992, Jemison lifted into space on the Endeavour space shuttle. [My
class are very attuned to bolded words so hands will be up after I read this page] (If you
have not yet covered bold words, you can point out that text feature here)
27. Yes! Space shuttle is bolded, its an important word! We learned about that word
yesterday. Look at that picture of the space shuttle!
28. Now you go and circle the sight words you can read. [Wait for students to circle on their
first a little before modeling circling the words On, on, the

Read page 7 using the pointer.

29. Mae Jemison became the first African-American woman (blank) in space. [Take hands or
have whole class choral answer if most hands are up]
30. Our word of the week! Astronaut!
31. Now what should we do to spell the word? Turn to your table partner and talk about the
steps we need to do in order to spell astronaut correctly.
Give students few minutes to talk.

32. Who would like to share what you and your partner said?

Take 1 hand - by now the goal is that they will tell you to count the lines and look up the word in
the vocabulary notebook.

33. Who was your partner? [Student answer, X] Ok, X, please tell me how to spell
astronaut.
34. Lets all write together as X tells us. [Write the word in your reader]
35. Ok, then whats the next step? [Take hands, acceptable answers: read again and circle
sight words]
36. Good thinking! Lets be word detectives and circle all the sight words we can read (the,
in).

Read page 8 using the pointer.

37. Jemison had to work together with the team on the shuttle. They were a (pause).

Some students may recognize the definition of crew is in the first sentence. If so, there will be
many hands in the air. If there are a lot of hands, let the whole class answer chorally. If there
are few hands take all and say thank you after each answer.

38. Lets all do the definition for crew! [Whole class can stand up to side of seats and do crew
definition that has been practiced all week]
39. Who would like to come up here and write in the word crew? [Call on student and share
the pen]
40. 2B, how can we help X?
41. Thats right, we can check our spelling in vocabulary notebooks because it was this
weeks words.
42. Lets spell it out loud together. [Student X writes the word crew on each line]
43. Now what do we do? [Take whole class answer of read again and circle sight words]
44. Who would like to come up here and circle the sight words? [Call on student and share
the yellow crayon. Read page 8 again. Circle words: to, with, the, on, the, a]
45. You guys are doing great working together like a crew!

Turn to page 9 and point out that there are no lines or word to fill in.

46. Let me read this page and please join in with me.
47. Later on, Jemison became a professor at Dartmouth College. [As you read this page
circle the sight words: on, a, at]
48. Do you notice anything else on this page? [Take hands for bolded word]
49. Thats right, the word professor is in bold because it is an important word and was one of
our vocabulary words from our jobs unit. Good job, word detectives!

Turn to page 10 and read using pointer.

50. Then in 2011, Jemison joined NASAs 100 Year Starship program. [Circle the word in
while you are reading]
 Turn to page 11 and read using pointer.

Collaborative / Independent Practice:

51. Jemison always believed in following her dreams even when people said she couldnt.
52. Wow, that was a long sentence. Let me read it again for you because I noticed many of
were busy circling in sight words (in, her, said, she) while I read to you. I want you to
listen to this sentence carefully. [Reread the first sentence]
53. Now close your eyes and think about what that means and what it means for you. Be still
and silent for a little and think. [Count 22 seconds in your head]
54. Ok, open your eyes and now share your thoughts with your partners at your table. What
does that sentence mean to you?
55. 5, 4, 3, 2, 1. Talking is done. Back to me. Ok, who can share with the class what your
partner told you? [Take 2-3 hands]
56. Thats great how you all found a way to connect to our reading. Thats called making a
connection and its specifically called text to self connection.
57. Ok, let me read the last sentence here to you and I want you to really listen, look at the
pictures (use pointer and circle the pictures at bottom of page) for clues and you may
work with your table partners to fill in the two words on this page.
58. She is a (pause), a dancer, a scientist, a professor, and an (pause). [As you read this
sentence, tap underneath each corresponding clipart]

Give students few minutes to collaborate and fill in the blanks for doctor and astronaut. Circle
room quickly to assess and redirect as necessary. Do a clapping or chanting call to get students
attention.

59. Lets read that last sentence together now that you have filled in the blanks.
60. She is a doctor, a dancer, a scientist, a professor, and an astronaut.
61. Great work, 2B!

Read page 10 using the pointer.

62. Lets read this last page together.

63. She believed she could do anything, and you can, too! Reach for the stars!

2 mins Closure:
How will learners summarize or reflect on what they learned (for example, share work, share a
strategy, share a process, discuss what they learned, raise a new question)?

Ring the bell and have students clean up.

64. Class, that was hard work to read this booklet and fill in the blanks. But you worked
together as a team, like a . [Allow whole class answer of crew]
65. Some of you were a little nervous about filling in the blanks, but look, you were able to fill
the blanks with the class and the help of your partners.
66. To reach for the stars we have to work hard and never give up.
67. We have to work with energy and commitment! [Teacher do movement for this definition
while you say it]
68. Can you join me and show me hardworking? [Whole class stand up and do definition]
 69. Starting point: Standing straight and tall
Say: Hard
Physical movement: Make muscle arms with both arms
Say: working
Physical movement: Take both hands and make a hammering, pounding movement
Say the definition: to work with energy and commitment

5-10 Extension (after recess or end of day)

minutes
Since taking individual answers for what students want to be when they grow up during this
lesson would take too long, have students share out (circle time) their dreams and aspirations
after recess or at the end of the day as a closure and connecting to what they have learned
today.

Or you could add a writing component for this connection. There is a writing sheet with a prompt
that connects to Mae Jemison wanting to be a scientist in kindergarten and asking students what
they want to be when they grow up.

Word work activity suggestion (10-15 minutes)

Have students complete the word work for today. The thematic message of perseverance and
hardworking is embedded into this word work activity. Additionally, it reinforces that Mae
Jemison was an astronaut -- if anything else, *all* your students will be able to say that Mae
Jemison was a hardworking astronaut.