UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Sara Tinker PSMT Name: Rachel Levandusky

Lesson Plan Title: The Moon Over Star Lesson Plan Topic: Reading Unit
Date: Estimated Time: 60 minutes
Grade Level: 4th Grade School Site: Bonner ES

1. State Standard(s):
SL.4.1b- Follow agreed upon rules for discussions and carry out assigned roles.
L.4.4c- Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key vocabulary
words.
SL.4.1c- Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
RI.4.10- By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grade 4-5 text complexity band
RI.4.2- Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.6- Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.
RI.4.6- Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
RI.4.5- Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.1- Describe the overall structure (e.g. chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.

2. Teaching Model(s):
Co-teaching
Direct Instruction
Kagan: Time, Pair, Share. Turn and Talk
Lemov: No OPT Out, Stretch It,
Questioning: DOK

3. Objective(s):
Monday: Students will brainstorm about a topic by creating a circle map and read/define
new vocabulary words.
 Tuesday: Students will listen to a story aloud, make predictions, read weekly story, and
identify story elements.
Wednesday: Students will identify the point of view of a story by completing a graphic
organizer.
Thursday: Students will read a passage and identify the point of view of it.
Friday: Students will take their weekly assessments on: Language, vocabulary, weekly
story, and reading comprehension. Students will finish their weekly centers: Time for
Kids, brochure, spelling, and vocabulary. Students will engage in literacy centers on word
study and reading skills.

4. Materials and Technology Resources

Monday: Tuesday
Big Wonders Book - Big Wonders Book
Pencil - Wonders Teachers Guide
Elmo - Elmo
Vocabulary Cards -Student White Boards
Computer -Dry Erase Markers
Wonders Teachers Guide -Smart Board
Definition Worksheet

Wednesday: Thursday:
Vocabulary Picture Cards -Passage for each student
Wonders Book -Corresponding question worksheet
White Board -Point of View anchor chart
Marker -Pencil
Elmo -Elmo
Graphic Organizer -White Board

Friday:
Big Wonders Book
Wonders Teachers Guide
Tests
Center Games

5. Instructional Procedures:

MONDAY: 1/23

a. Motivation/Engagement:
TW will draw a circle map on the board.
TW tell students to brainstorm whole group: Today we will brainstorm about a
topic by creating a circle map. We will brainstorm the essential question How
do inventions and technology affect your life? (DOK 2)
 SW raise their hands to give answers to our essential question that is in the circle
map on the board.
TW write down the students ideas in the circle map.
After the students have brainstormed without their book then the TW tell students
to Turn to page 262-263 in your big wonders book.
TW as students to repeat the page number to make sure they were listening.
SW refer to their Wonders Book page 262-263 for additional ideas to add to the
circle map and find how technology affects their lives. (DOK 2)
TW ask What technology or invention do you rely on the most? Why? (DOK 1)
SW look through their text to identify the correct answer.
SW raise their hands to give answers to our essential question that is in the circle
map on the board.
TW ask How do you think inventions and technology help to make their own
lives better? (DOK 1)
TW ask for the students to discuss with their shoulder partner other connections,
or relationships, in technology. (DOK 4)
TW write down the students ideas in the circle map.
Once completed students will turn to page 265 in their Wonders Book.
TW say Today we are going to be introduced to our new 8 vocabulary words.

b .Developmental Activities or Learning Experiences:

Can someone try to read all 8 of these vocabulary words correctly? (DOK 1)
TW introduce vocabulary by calling on about four students to try to read all 8
vocabulary word.
Once students have completed trying to read the words, T and S will repeat the
following 8 vocabulary words: (decade, directing, engineering, gleaming, scouted,
squirmed, technology, tinkering.)
TW call on students to read the vocabulary word, look at the picture and try to
define the word based off of the picture.
SW read the sentence and TW tell the students the definition of the word.
Repeat for all 8 words.
TW ask students questions based off the pictures in the Wonders book
What year will it be in a decade? (DOK 1)
If you were a crossing guard, what would you be directing students to do?
(DOK 1)
What is another structure that was built using the science of engineering?
(DOK 3)
What is an antonym for gleaming? (DOK 1)
What is a synonym for scouted? (DOK 3)
If someone squirmed while watching a play, how do you think that person felt?
(DOK 2)
What are some examples of new technology today? (DOK 1)
What do you like tinkering with? (DOK 1)
 c. Closure:
TW write all 8 words on the Elmo for students to see.
SW write all 8 words and definitions on their definition worksheet.
SW use their glossary in their Wonder Book to write the exact definition to the 8
vocabulary words.

d. Extension
SW draw on their white boards a picture of their vocabulary words if they
complete their definition worksheet early

6. Accommodations
Allow students to sit closer to the Elmo
Have visual aids for each vocabulary word
Modifications
Have the words and definitions pre written for select students so they do not have
to write it on the worksheet

Differentiations for Diverse Learners:

Students who work at a faster pace will work on their spelling centers.

7. Assessment and Evaluation of Learning:

a. Formative:
Teacher Observation
Formative Assessment Log

b. Summative:
Test on Friday
8. Homework Assignment:
Take vocabulary worksheet home and study

TUESDAY: 1/24

a. Motivation/Engagement:
SW take out their white boards and markers.
TW will review vocabulary picture cards and white boards.
What year will it be in a decade? (DOK 1)
If you were a crossing guard, what would you be directing students to do?
(DOK 1)
What is another structure that was built using the science of engineering?
(DOK 3)
What is an antonym for gleaming? (DOK 1)
What is a synonym for scouted? (DOK 3)
 If someone squirmed while watching a play, how do you think that person felt?
(DOK 2)
What are some examples of new technology today? (DOK 1)
What do you like tinkering with? (DOK 1)

b .Developmental Activities or Learning Experiences: Lemov: Stretch It

T and S will read what a historical fiction story is on page 314 of Reading/Writing
Workshop Book.
SW take turns talking to their partners about what the essential question is.
(TIME, PAIR SHARE)
TW review the essential question about how does technology affect your life?
(DOK 2)
SW preview story, make predictions based on the essential question, genre, and
illustrations of the story The Moon Over Star found on page 314 in Wonders.
TW record the students predictions on the board.
T and S will take turns reading the weekly story aloud.
TW ask comprehension questions as the story is read.
Who is the first person narrator of the story? Page 316 (DOK 2)
What do you think Gramps reaction to the moon landing will be? Page 316
(DOK 1)
What do the illustrations on page 316 and 317 show? Page 316 (DOK 1)
What is Maes point of view about the moon landing? Page 318 (DOK 3)
Why does Mae wonder if President Kennedy could see the astronauts? Page 318
(DOK 1)
What new details do you learn on page 318 that indicate the story is historical
fiction? (DOK 1)
TW say With your shoulder partner, discuss the point of view on page 319
(DOK 2) (Kagan strategy)
How does the illustration on pages 318-319 help you understand the text?
(DOK 1)
TW remind the students that historical fiction has realistic characters, events, and
setting,
TW remind students that historical fiction is set in the past and based on real
events.
TW remind students that historical fiction contains dialogue.
Why do you think the author uses the word tinkering instead of fixing Page 320
(DOK 1)
Why didnt Gramps react to the moon landing? Page 323 (DOK 1)
What does the reader learn from Maes thoughts on these pages? Page 322
(DOK 1)
 What does Mae hear while she gazes up at the moon and stars? Page 324 (DOK
2)
What does Mae wonder as she gazes up at the night sky? Page 325 (DOK 1)
What does Mae see flash on the television screen in capital letters? Page 326
(DOK 2)
What simile does Mae use to describe the astronauts moon walk? Page 327
(DOK 2)
Which details help you visualize Maes reaction to her grandfathers words?
Page 329 (DOK 1)
c. Closure:
When story is complete TW as a random student to go to the board to check if our
predictions were accurate.
SW check off every prediction while T asks if we read about each prediction
What did you learn in our story that you did not know before? (DOK 1)
SW respond with multiple answers.
TW refer back to essential question and the students will be able to tell how
humans, buffalo, and the land are connected.
TW tell students to put their book away and have their eyes on me.

d. Extension
Students will go back through the story to identify their vocabulary words that
they learned on the previous day.

6. Accommodations
Stand closer to those students so they can hear you reading.
Modifications
Give them the text if they cannot see the text in the book.
Differentiations for Diverse Learners:
Have the students take notes on their own from facts in the book while following
along in the text.

7. Assessment and Evaluation of Learning:

a. Formative:
White board responses, comprehension questions.
b. Summative:
Test on Friday

8. Homework Assignment:
Daily Reading log
Study for test on Friday

WEDNESDAY: 1/25
 a. Motivation/Engagement:
TW review anchor chart on Point of View- giving the explanation and examples
of the concept.
T and S will complete a graphic organizer on point of view and three supporting
details of the point of view of our weekly story The Moon Over Star.

b .Developmental Activities or Learning Experiences: Lemov: Stretch It

T and S identify the point of view on page 316. (DOK 1)

Who is the first-person narrator in the story? (DOK 1)
SW fill in their graphic organizer with the point of view.
SW work together with their table to identify 3 key details that identify our point
of view.
T and S identify the point of view on page 318. (DOK 1)
What is Maes point of view about the moon landing? Page 318 (DOK 1)
SW will turn over their graphic organizer and complete the other side of the point
of view.
SW work together with their table to identify 3 key details that identify the point
of view on page 318
T and S will identify the point of view on page 322. (DOK 1)
What does the reader learn from Maes thoughts on these pages? (DOK 1)
SW fill in their graphic organizer with the point of view.
SW work together with their table to identify 3 key details that identify our point
of view.

c. Closure:
When graphic organizer is complete students will add more details to the anchor
chart on the board.
SW complete graphic organizer with their table.
SW put graphic organizers in their take home folder.
SW clear off desk and have eyes on teacher.

d. Extension
Students will go back through the story to identify their vocabulary words that
they learned on the previous day.
Students will identify point of view on other chosen pages.

6. Accommodations
Give student a graphic organizer with the answers already filled out.

Modifications
Give them the text if they cannot see the text in the book.

Differentiations for Diverse Learners:

 Have the students take notes on their own from facts in the book while following
along in the text.

7. Assessment and Evaluation of Learning:

a. Formative:
White board responses, comprehension questions.
b. Summative:
Test on Friday

8. Homework Assignment:
Daily Reading log
Study for test Friday

THURSDAY: 1/26:
a. Motivation/Engagement:
TW review the anchor chart on point of view- giving the explanation and concepts
of yesterdays lesson

b .Developmental Activities or Learning Experiences:

T and S will read the passage A Telephone Mix Up on page 266.
TW ask students the essential question How do inventions and technology affect
your life? (DOK 1)
SW read to find out how a telephone brings change to the lives of Meg and her
father.
TW ask students What do you think will happen in the story just by reading the
title? (DOK 1)
How did the invention of the telephone affect the town of Centerburg? (DOK 2)
SW think of an invention and tell how it has affects your life. (DOK 1)
TW pass out a graphic organizer for students to identify the point of view from
this story.

c. Closure:
SW identify Megs point of view on one side
SW identify Dads point of view on the other side.

d. Extension
SW create their own graphic organizer on their point of view in the story and their
partners point of view of the story.

6. Accommodations
SW have completed graphic organizer to follow along.

Modifications
 SW complete one graphic organizer instead of three.

Differentiations for Diverse Learners:

7. Assessment and Evaluation of Learning:

a. Formative:
Teacher observation

b. Summative:
End of week test that they are currently taking on Fridays.

8. Homework Assignment:
No homework

FRIDAY: 1/27

a. Motivation/Engagement:
TW review this weeks genre, skill, and story.
TW draw a circle map on the board and have students tell the teacher what they
learned from the story.
TW tell students to think about the essential question that was taught a few days
prior to the test.
SW take out their white boards and markers.
TW will review vocabulary words while using their white boards and markers.
What year will it be in a decade? (DOK 1)
If you were a crossing guard, what would you be directing students to do?
(DOK 1)
What is another structure that was built using the science of engineering?
(DOK 3)
What is an antonym for gleaming? (DOK 1)
What is a synonym for scouted? (DOK 3)
If someone squirmed while watching a play, how do you think that person felt?
(DOK 2)
What are some examples of new technology today? (DOK 1)
What do you like tinkering with? (DOK 1)

b .Developmental Activities or Learning Experiences:

SW be given a new story that has the same genre and skill as The Star Over
Moon
TW read the passages to the students.
TW ask How do you know that these stories are similar? (DOK 1)
SW answer that the genres are similar.
 TW relate the story back to the previous story.
TW tell students the order of the testing.
SW pick up their tests and begin.
SW take reading portion test first, then they will take their vocabulary test.

c. Closure:
SW take their weekly reading test.

d. Extension
SW complete all other assessments throughout the week.

6. Accommodations
TW read the passage
TW read the questions to the student and circle the answer the student chooses.

Modifications
Give student 4 questions instead of 8.

Differentiations for Diverse Learners:

More sentences than the required amount.

7. Assessment and Evaluation of Learning:

a. Formative:
Teacher observation

b. Summative:
End of week test that they are currently taking on Fridays.

8. Homework Assignment:
No homework