Lesson Title:

Name:

The Darkest Dark

Lesson #
Subject:

Kinnon Smith

ELA/Science

Date:

X
Grade(s):

1/2

Rationale:
This lesson teaches about how fears are not as bad as they seem, how to overcome them, and how to follow your dreams. It has
an inspirational component, but it also talks about Space and the first Canadian Astronaut, Chris Hadfield. It also talks about the
first moon landing, and how watching it made Chris Hadfield want to become an astronaut. The Darkest Dark is a real, unique
story that is inspiring to read. This lesson also opens the door to teaching about space in a science context, or a historical context,
the first Canadian astronaut or the moon landing.
Curriculum Connections:
Curricular Competency:
Big Ideas:
- Language & story can be a source of creativity and joy this story shares Chris Hadfield origin story. The pre-reading activity will
also allow the students to be creative and later they can write a story based on their handmade images.
- Everyone has an unique story to share The students can share their stories with each other and with the teacher at the end of
the activity.
- Curiosity & wonder lead us to new discoveries about ourselves & the world around us This story can ignite curiosity about space
and the world.
Content:
- Story/text, metacognition strategies (in pre-reading activity), and vocabulary associated with text (ex: astronaut, spaceship,
gravity, moon).
Core Competency:
- Comprehend & Connect: students will actively listen to the story, and design their own space. The post-reading activity will have
students write their own space adventure or if stuck, they can write about their dreams.
Learning Intentions
Students will be able too:
Engage as listeners, viewers, & writers.
Use personal experience to connect.
Recognize text structure & elements.
Express personal responses.
I can be a good audience
member/listener
I can connect personal experiences
with a story

Activity
Pre-reading: students will design their
own space (art project).
During reading: actively engage with story
& questions.
Post reading: write about their dreams or
space adventure.

Assessment
Attentive, focused, answers to prompts.
Completes each level of activity in a
timely manner.
Completed booklet with picture and story.

Prerequisite Concepts and Skill:

Word and letter formation, ability to write in sentences/story pattern, ability to responds to verbal/auditory cues.
Materials and Resources with References/Sources:
For Teacher

For Students

The Darkest Dark, Chris Hadfield

Flag specific vocabulary and good imagery in book
A list of space related words that students can use in their
stories (if needed).

8 x 11 black paper.
Fluorescent paint/crayons for visibility on black paper.
Journal notebook.
Pens/pencils.

Differentiated Instruction (DI):

- Teacher moves around the room, may suggest/encourage words/writing tips
- Moves around to ensure all questions are asked & answered regarding activities
- Have fiddle toys available for active students to engage with during story time.
Organizational/Management Strategies:
-Have supplies away from children until instruction given out
-Have prepared supplies easily accessible for effective distribution
-Ensure circle formation for story time.

Possible Aboriginal Connections / First Peoples Principles of Learning

- Learning is embedded in memory, history, and story could mention how First Nations members tell stories to continue on
their history through time.
- Learning requires exploration of ones identity students have to explore themselves to write a story about their space
adventure.
I understand that these are not necessarily connections. I think one of the best ways to Aboriginal Connections is to show how
they are in almost everything that is done in school. Circle time, oral story telling, sustainability, and so much more can be
connected to Aboriginal lessons.
Lesson Activities:

Teacher Activities
Introduction (hook/motivation/lesson overview)
- Ask students if they know what space looks like
- For pre-reading activity, students will be designing
what they think outer space looks like. ACTIVITY.
- Show cover of book, and explain that we are going
to hear about the First Canadian Astronaut.
Body
(lesson flow/ management)
- Before you get started, ask students what an
astronaut is.
- Start reading, stop at Chris & Albert on the moon.
Ask students if they included a moon in their space
- Read to One T.V. on island, ask students to reflect
on only having one T.V. for all of Nanaimo (what it
would be like).
- Read until next page; ask students what they think
gravity is.
- Read until last page. Ask students who that man is.
Check they understand that the little boy grew up to
be the big man (inference skills).
- Ask students what space related words they
learned from the lesson.
Create a list of words that they give you so they
can draw upon that list when they are writing.
Closure (connections within lesson or between
lessons, sharing successes, summaries)
- Post reading: Instruct students to write out their
story in space, remind them to look at their picture or
word list if they are lost for ideas.
- Draw parallels between students story and Chris
Hadfield.
- Before students are able to hand in their work, ask
them to tell you the 3-2-1
3 things they learned from the lesson, 2 things they
still have questions about, and 1 thing they would like
to teacher to know.
- Finish with quote: The dark is for dreams, and the
morning is for making them come true Chris
Hadfield.

Reflections: (over)

Student Activities

Pacing

Students will answer or question the idea in head

3 mins

Students will complete pre-reading activity

15 mins

Students answer
3 mins
Students answer. They may show their own picture
of space.
Students critically reflect on the availability of T.V.
Answer and share.
Students analyze and answer.

15 mins

Students answer and share.

Students answer and share.

Students will journal in their books about their space

adventure
20 mins
Students will listen and share if they want to do.
Students will synthesize their learning into the 321
activities.