- I can retell major events from Sun and Moon. (RL.1.1, RL.1.2, RL.1.3, RL.1.7, W.1.8, SL.1.2, L.1.6)
- I can describe the central message of Sun and Moon.(RL.1.2, W.1.8, SL.1.1)
These are the CCS Standards addressed in this lesson:
- RL.1.1: Ask and answer questions about key details in a text.
- RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- RL.1.3: Describe characters, settings, and major events in a story, using key details.
- RL.1.7: Use the illustrations and details in a text to describe its key ideas.
- W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Daily Learning Targets
Ongoing Assessment
- During Work Time A, B, and C, track students' progress towards the reading standards in this lesson using the Reading Literature Checklist.
- During Work Time B, circulate and listen for students to use words and phrases acquired through the read-aloud during the Role-Play protocol. Note how students are interacting with one another using the Speaking and Listening Checklist (see Assessment Overview and Resources).
- During Work Time C, circulate and observe students individually writing their Sun and Moon response sheets. At the end of the lesson, collect students' writing samples to check progress toward W.1.8.
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Learner: Moon Movement Routine (5 minutes) 2. Work Time A. Focused Read-aloud, Session 2: Sun and Moon (15 minutes) B. Role-Play: Beginning, Middle, and End (15 minutes) C. Independent Writing: Sun and Moon Response Sheet, Parts III and IV (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Prepare:
- Sun, Moon, and Stars Word Wall Card for the word darkness. Write or type the word on a card and create or find a visual to accompany each word.
- Story Elements board icons for the beginning, middle, and end.
- Parts III and IV of the Sun and Moon response sheet on clipboards for Work Time C.
- Review the Role-Play protocol. (Refer to the Classroom Protocols document for the full version of this protocol.)
- Post: Learning targets, Moon Movement chart, and applicable anchor charts (see materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson materials.
- Create the Story Elements board in an online format--for example, a Google Doc--to display and for families to access at home to reinforce these skills.
- Video record students as they engage in the Moon Movement routine Steps 1-6 to evaluate strengths and areas for improvement. Post it on a teacher webpage or on a portfolio app such as Seesaw for students to watch at home with families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
- Video record students as they role-play to watch with students to evaluate strengths and areas for improvement. Post it on a teacher webpage or on a portfolio app such as Seesaw for students to watch at home with families. Most devices (cellphones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards: 1.I.A.1, 1.I.B.5, 1.I.B.6, and 1.I.C.10
Important points in the lesson itself:
- The basic design of this lesson supports ELLs by providing opportunities to deepen comprehension and expand oral language by acting out events of the text Sun and Moon. Students will also have the opportunity to demonstrate understanding by writing in a structured organizer.
- ELLs may find it challenge to comprehend the question "Why do think the author wrote the book?" because it may seem abstract. Consider making this question more concrete by researching the author of Sun and Moon, Lindsey Yankey, and displaying a picture of her throughout the read-aloud. Discuss her inspirations for writing. Refer to her photograph each time the class thinks about her motivation for writing about the sun and the moon.
Levels of support
For lighter support:
- During Work Time C, invite a student to model completing the first section of the graphic organizer for the class.
- The supports in Lesson 10 and in this lesson are similar to the supports in Lessons 8-9 because the tasks mirror one another. Based on student performance in Lessons 8-9, consider releasing students from some of the supports to foster independence and to assess student progress.
For heavier support:
- During Work Time C, complete the first section of the Sun and Moon response sheet, Part 3 with the class as a shared or interactive writing experience to prepare students to work on the remaining sections independently.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students share ideas about the central message of Sun and Moon. Some students may need additional support with understanding and remembering these ideas. Offer alternatives to auditory information by writing students' ideas on chart paper and referring to them in future lessons.
- Multiple Means of Action & Expression (MMAE): In this lesson, students talk with a partner about why the author wrote Sun and Moon. Some students may need additional support with taking the perspective of the author. Provide alternatives for expression by inviting students to act out an interview with an author.
- Multiple Means of Engagement (MME): Students have had multiple opportunities to learn and practice the Moon Movement routine. Some students may benefit from opportunities to be seen as a peer model. Foster community by inviting a few students to help you demonstrate the steps of the Moon Movement routine.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New:
- darkness (T)
Review:
- character, setting, moon, sun (L)
Materials
- Moon Movement chart (from Lesson 2; one to display)
- Story Elements board (begun in Lesson 10; added to during Work Time A)
- Reading Literature Checklist (for teacher reference; see Assessment Overview and Resources)
- Sun and Moon (one to display; for teacher read-aloud)
- Sun, Moon, and Stars Word Wall card (new; teacher-created; one)
- Sun, Moon, and Stars Word Wall (begun in Lesson 1; added to during Work Time A)
- Story Elements Board Icons: Sun and Moon (from Lesson 10; three; added to Story Elements board during Work Time A)
- Story Elements Board: Sun and Moon (from Lesson 10; answers, for teacher reference)
- Working to Become Ethical People anchor chart (begun in Lesson 4)
- Role-Play Protocol anchor chart (begun Lesson 4)
- Speaking and Listening Checklist (for teacher reference; see Assessment Overview and Resources)
- Sun and Moon response sheet (from Lesson 10; one per student and one to display)
- Pencils (one per student)
- Unit 1 Guiding Question anchor chart (begun in Lesson 2; added to during the Closing; see supporting materials)
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Learner: Moon Movement Routine (5 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Read-aloud, Session 2: Sun and Moon (15 minutes)
"According to the learning targets, which part of the story elements will we be filling in today?" (beginning, middle, and end)
"What did you hear that helped you understand the important events from the beginning of the story?" (Moon is bored with night and asks Sun to trade places, but Sun tells him that first Moon must spend an entire night looking closely at the world.) "What did you see in the illustrations that helped you understand the beginning of the story?" (Moon looked sad; Moon talked to Sun.)
"What is darkness?" (lack of light)
"What did you hear that helped you understand the important events from the middle of the story?" (Moon agreed to spend one more night in the sky looking closely at earth. Moon saw many beautiful things, such as foxes hunting, colorful cities, children's dreams, fireworks, etc.) "What did you see in the illustrations that helped you understand the middle of the story?" (beautiful things such as fireworks, flowers, dreams, animals, etc.) "Who can repeat what your classmate said?" (Responses will vary.)
"What did you hear and see that helped you understand the end of the story?" (Moon realized all the exciting and enjoyable things he could watch during the night and decided not to trade places with Sun.)
"Why did Moon change its mind? What was the central message or lesson that Moon learned?" (Moon realized that the world is beautiful no matter if it's day or night, and Moon learned to appreciate his place in the night sky.)
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C. Independent Writing: Sun and Moon Response Sheet, Parts III and IV (20 minutes)
"What happened in the beginning of Sun and Moon?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"Why do you think the author wrote the book?" (Responses will vary, but may include: to imagine what the sun and moon might think about, and/or to describe the wonderful things that happen on earth at night.)
"Can you say more about that?" (Responses will vary.)
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