First Grade Read Aloud Lesson Plan Guide

Lesson Title: 8 Days in Space

Grade: 1st Grade
Teacher: Sarah Wallace
Time Required:

Standard(s)-Common Core State Standard (CCSS):

Choose corresponding grade level CCSS standard from here:

CCSS.ELA-LITERACY.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of
information in a text.

Language Arts Objective: The learner will be able to write about the data they are collecting so a reader of their
journal could understand what the data is.

Content Objective: The learner will be able to describe who collected data in our story and come up with some
ideas of why it was important for the astronauts to collect the data for somebody else later in the story.

Assessment: The learner will create a data journal and find data of their own to collect and record and tell the
teacher why it may be important to have this data.

Adaptations for Diverse and Special Needs: Lesson will be adapted as needed for the students I am working with.

Key Vocabulary Materials

1.) Data
2.) Information 1.) Eight Days Gone by Linda
3.) Collecting McReynolds
2.) Black Construction paper
3.) Stapler
4.) White crayons
5.) Colored construction paper
6.) Scissors
7.) Glue

Lesson Sequence:

Anticipatory Set (Before Reading)

1.) My friends, do you all know how people get to the Moon?
2.) What do you all think that it would feel like to walk on the moon?
3.) What do you think that the inside of a spaceship looks like and what important things do
you need in a spaceship when youre going to the moon?
4.) Today we are learning a very important word. This word is Data. Data means any
information that somebody else may not know. Data is important to collect and write down
so that others may understand what we know as well.
5.) (open up to page about desolation) What do you all notice about this page? What do you
see? What do you think this astronaut is hearing? (lead them to answers about not seeing a
who lot and only one person with probably not a lot of sound). Being surrounded by empty
space is what desolation and barren means. Tranquil and stark, which are two other word
on this page, mean calm and silent.
 Body of the Lesson (During Reading):

*throughout entire book, I will be filling out a data journal with their ideas of what data
may be collected throughout this trip to the moon.*
1.) (On page where people are watching the spaceship leave) I want to point out that there
are lots and lots of people watching this spaceship take off. This was the first spaceship
to land on the moon so the whole United States was very excited about this spaceship.
Im wondering if any of these people are interested in the data the astronauts are going
to collect
2.) Think: (on page when spaceship disconnects) Why do you think we need to check the
systems before part of the spaceship disconnects?
3.) (Next page) okay I want you all to tell each other what kinds of things you think a
astronaut might need to observe and track.
4.) (Haul equipment page) On this page they are testing things on space. Lets think back to
why we might need to observe or track certain things. Whatever this astronaut is testing
might be what we need to track. Lets turn and talk to each other about what this might
be that hes testing.
5.) (Brave explorers page) Who do you all think is going to look at all this data the
astronauts gathered? Why is it important to gather data?
Exploring/Extending (After Reading):
1.) Since we talked about how important it is to gather data and what data might help us with, we are
going to create our own data notebooks.
2.) I need each of you to pick out 2 pieces of black construction paper and fold them all hamburger
style and then I will staple them together to create our book.
3.) Next, we are going to use white crayons to write our names and data journal on the front of our
book (show example of how to spell).
4.) Now, on each page we are going to put a picture on one side of what data we are gathering. This
could be how many people have blue backpacks, what is for lunch today, or where in the room the
reading corner is. This is going to be anything that if you brought a friend to class, they might not
know. You are going to use the scissors to cut out colored construction paper to be your background
and then use the crayons to color a picture of what you are describing.
5.) On the other page, you will cut out a colored back ground to glue down, and then you will write a
sentence about what data you are telling the reader of your journal. This could be 6 blue
backpacks Hot dogs for lunch or map of classroom
6.) Once you have finished cutting all of this out and gluing it into your book, I would like to take a
picture of any data you collected and then you guys can take these home! Also, I would like you
guys to please tell me why your data is important and who might need to know this data.
*things we can notice. How many things are blue

Closure:
I am so impressed with all of the data we collected today and how awesome your data notebooks look! If you guys
want to keep collecting data at home, you can put it in a notebook to remember what data you find! Good job my
friends!

Reflection:

This lesson went really well and the kids really understood the idea of data by the end of the extension activity. At
first the children seemed disengaged and if I were to do this lesson again, I would choose only a few questions to
ask. They seemed to be uninterested because I was asking too many questions without reading the story. Throughout
the book, the children were engaged and were pointing out details that I had not noticed. They understood where the
data was coming from and the basis of why data is important to collect. Two out of three students later pointed out
data that I hadnt even thought about and asked if they could include it in their journal. I was very impressed with
this and felt very successful with my teaching. They all met the objective of connecting that the astronauts were
collecting data in space and that it would later be analyzed by scientists on Earth. I learned that I could find a focus
of the questions I ask (connecting all of them) and this would help them better meet the objectives. In the
Kindergarten lesson I believe my questions didnt have an obvious connection and this made the tasks confusing for
the students later on.

Lesson Feature Check List

(Highlight)
Preparation Scaffolding Group Options
Adaptation of content Modeling Whole class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Comprehensible input Independent

Integration of Processes Application Assessment

Reading Hands-on Individual
Writing Meaningful Group
Speaking Linked to objectives Written
Listening Promotes engagement Oral
Viewing