Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

Academic Standards: Academic Standards for Reading, Writing, Speaking, and Listening
• 1.1 Learning to Read Independently
A. 1.1.5 Establish the purpose for reading a type of text
(literature, information) before reading.

A. Knowledge of phonics, syllables, prefixes, suffixes, the

dictionary or context clues to decode and understand new
words during reading. Use these words accurately in writing
and speaking.

B. Identify the basic ideas and facts in text using strategies

(e.g., prior knowledge, illustrations and headings) and
information from other sources to make predictions about
text.

G. Demonstrate after reading understanding and interpretation of

both fiction and nonfiction text.
 Clarify ideas and understandings through reading
and discussion.

• 1.2 Reading Critically in All Content Areas

A. 1.2.5 Read and understand essential content of informational
texts and documents in all academic areas.
 Make inferences about similar concepts in multiple
texts and draw conclusions.
B. Use and understand a variety of media and evaluate the
quality of material produced.
 Use a variety of media (e.g., computerized card
catalogues, encyclopedias) for research.
• 1.6 Speaking and Listening
C. 1.6.5 Speak using skills appropriate to formal speech
situations.
 Use complete sentences.
 Pronounce words correctly.
 Use appropriate volume.
 Pace speech so that it is understandable.
  Adjust content for different audiences (e.g., fellow
classmates, parents).
 Speak with a purpose in mind.
D. Contribute to discussions
 Ask relevant questions
 Respond with relevant information or opinions to
questions asked.
 Listen to and acknowledge the contributions of others.
 Adjust involvement to encourage equitable
participation.
 Give reasons for opinions.
 Summarize, when prompted.

Academic Standards for Science and Technology

3.1 Unifying Themes

• 3.1.4 C. Illustrate patterns that regularly occur and reoccur in nature.
 Use knowledge of natural patterns to predict next occurrences
(e.g., seasons, leaf patterns, lunar phases).

3.4 Physical Science, Chemistry, and Physics

• 3.4.4 D. Describe the composition and structure of the universe and the earth’s place in
it.
 Recognize earth’s place in the solar system.
 Explain and illustrate the causes of seasonal changes.
 Identify planets in our solar system and their general
characteristics.
 Describe the solar system motions and use them to explain
time (e.g., days, seasons), major lunar phases and eclipses.

Assessment Anchors for Reading:

• R4.A.1 Understand fiction appropriate to grade level.
 R4.A.1.2 Identify and apply word recognition skills.
 R4.A.1.3 Make inferences and draw conclusions based on
text.
 R4.A.1.4 Identify and explain the main ideas and relevant
details.
 R4.A.1.5 Summarize a fictional text as a whole.
 R4.A.1.6 Identify genre of text.
• R4.A.2 Understand nonfiction appropriate to grade.
 R4.A.2.1 Identify and interpret the meaning of vocabulary in
nonfiction.
 R4.A.2.2 Identify and apply word recognition skills.

 R4.A.2.3 Make inferences and draw conclusions based on

text.
  R4.A.2.4 Identify and explain main ideas and relevant
details.

 R4.A.2.5 Summarize a nonfictional text as a whole.

 R4.A.2.6 Identify the genre of text.

• R.4.B.1 Understand components within and between texts.

 R4B.1.1 Identify, interpret, compare, and describe

components of fiction and literary nonfiction.

 R4B.1.2 Make connections between texts.

Assessment Anchors for Science:

• S4.D.3 Composition and Structure of the Universe

 S4.D.3.1 Describe Earth’s relationship to the Sun and the
Moon.

Lesson Objective(s)
(Stated in observable and measurable terms)
• The students will be able to compare and contrast characteristics between the planets
using a Venn diagram.

• The students will be able to explain their reasoning for why they chose the information
included in their Venn diagram.

• The students will be able to read Ten Worlds: Everything that Orbits the Sun by Ken
Croswell (2006).

• The students will be able to create a Photostory about the solar system with narration
about each planet.

• The students will be able to show their model of the Solar System with the class and/or a
partner.

• The students will be able to demonstrate their listening when other students are
presenting their model of the Solar System by sitting quietly and asking relevant questions.

• The students will be able to write accurate characteristics in their fact sheet.

• The students will be able to complete a quiz based on the material that was covered in
class.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

• Observe the students as they are working with their partner while completing the Venn
diagram.

• Assess the students’ reasoning for why they chose to include the information they
included in their Venn diagram. There Venn diagrams will be assessed on completeness.

• Assess the students understanding of what they are reading by asking them questions.

• Use a scoring rubric to evaluate the model of the planets that was created.

• Assess the students reasoning for the facts they chose to include on their fact sheet.

• Observe students as they create their fact sheet. The fact sheet will be collected to
assess the students’ answers.

• Observe the students as they compare and contrast as they complete the Venn diagram.

• Use a checklist to assess how well the students are listening to the other student’s
presentations

• Use a checklist to assess the students’ final product of their Photostory pictures and the
information they are narrating.

• The quiz will be collected and graded.

Materials:

Ten Worlds: Everything that Orbits the Sun, Venn diagram, materials for students to make their models,
fact sheet, computers, books, magazine articles, magic square handouts, Photostory.

Inclusion Techniques for Students with Special Needs:

• For the student with Down syndrome, he will be paired up with a student who is patient
and will help guide the student through the activities.
 • For the student with Down syndrome, the schedule of the day will be posted on his desk,
so he knows the routine.

Enrichment Techniques:

For students who are gifted they will be asked to provide 5-7 facts about each planet instead of
three facts. The students can work at home to find materials to make a model of the solar system.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able
to participate in the lesson):

• The computer teacher will be in the room to help work with students when narrating
their Photostory.

• Make sure the grouping of the students is heterogeneous.

• The teacher will circulate to ensure the students are on task.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Begin the lesson with making a K-W-L chart about what students already know about the solar
system. Explain to the students that they are going to be beginning a unit plan on the solar system.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

• The students will read the story Ten Worlds: Everything that Orbits the Sun by Ken Croswell
(2006).

• After reading the story the students will complete a Venn diagram to help them compare and
contrast Earth and Saturn.

• The students will work with a partner to complete the diagram, but each child complete one
individually.

• As a group the class will discuss why they chose certain information to include in their
diagrams (reading, speaking, listening, writing, visually representing, and viewing).
 • After having many discussions about the planets and their characteristics, the students
will make a model of the planets.
• The students will have to create each planet out of materials they find at home and then
put the planets in order from the planet that is closest to the sun to the planet that is farthest
from the sun.
• The students will be asked to create a fact sheet.
• The fact sheet should include two to three facts about each planet and at least three
things they found interesting after researching each planet.
• Introduce Photostory to the students (the computer teacher will come into the classroom
to help with this).
• Explain to the students that they will be creating a Photostory about the solar system.
• Students will be required to narrate their facts during their Photostory.
• The research that the students will be doing is finding out the order of the planets as well
as the color and characteristics of each planet (writing, visually representing, reading, and
viewing).

Guided Practice/Independent Practice/Assessment Activities

The students will complete a magic square on the Solar System. There will be two

handouts for this activity. The first handout is the statements that the students must read before

they can work on the second handout. The first handout will have a list on nine vocabulary

words that are arranged by letters the below the vocabulary words there will be a list of nine

definitions. The students will have to read the definitions and match the correct letter with the

correct number. When students think they have all the terms correctly matched up they can fill

in the second handout. The second handout consists of a box that has three columns and three

rows. In each of the boxes is a letter (A-I). The students will have to put the correct number

that corresponds to the letter (the letter is the term and it is already in the box, so the students

will have to put the number in that matches the letter in the box). The students must put the

numbers in the correct box. The students will match definitions with terms. If the totals of the
 numbers are the same across and down, the magic number will be solved.

Closure:

To conclude the lesson the students will share their photo story with other students in the class.
The teacher will put students into groups of four and the students will use big chart paper to list
characteristics about the planets.