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Lesson

Plan: The Planets Go All Around

Name: Stephanie Domingo

Grade: 5

Date: 3/2/2015

Content Area: Reading, Writing, Science

Duration: 3 days; two 30 minutes, one 45 minutes


Materials needed:
- Houghton Mifflin Science Textbook (Chapter 10: Lesson 2)
- Moon reading handout By: Cynthia Sherwood
- Pencil
- Planets compare and contrast data table
- Haiku Handout

Guiding Questions:
How many moons does each planet have?
What are the phases of Earths moon?
Does your poem have the appropriate amount of syllables?
Enduring understanding:
The importance and function of a system
What component/s will be the lesson focus?
Comprehension: The amount of moons each
planet has and the phases Earths moon has.
Vocabulary: Lunar Eclipse, Moon Phases, Solar
Eclipse

Strategy or skill emphasis


Students will use sequence to show and
explain the earths moon phases.
Students will also continue to compare
and contrast each planets moon using the
data table.

Purpose of lesson
To gain knowledge of the Earths moon and its phases.
To learn a type of poem and apply the learning of the moon within that poem.
Language modalities to be used in this lesson:
Reading, Writing, Listening
Language function, forms, demands and academic vocabulary used in this lesson:
Compare and Contrast Data Table
Lunar Eclipse
Moon Phases
Solar Eclipse

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Critical Thinking Skills

Student Engagement Techniques and


Grouping

ACEI 3.3-Critical thinking, problem solving and performance


skills.

ACEI 3.4-Active Engagement in Learning

They will practice critical thinking by reading the


textbook and completing the moon phase handout.
Students will also practice critical thinking by explaining
the moon within the given criterias of a haiku.

Students will have the opportunity to read with a


partner or in a group.
They will also share their poems to each other before
turning it in.




ACEI 3.2 Adaptation to diverse students.

Identify type of learner

DIFFERENTIATION PLAN
List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,


Striving learners, 504 students, reading)

(learning environment, content,


process, product, performance task)

(Write the instructional


approach/accommodations that will be
used for these learners)

SPED

Content/Process

Striving Learners

Learning Environment

Accelerated Learners

Performance Task

Readings will be read to them


or read with them.
I will collaborate with the
resource teacher about the
lesson and how she will help
these students.
Students who get distracted
from each other will be
seated separately and
monitored. They are not to
be partnered up
A challenge question will be
posted on the board for those
who finish the task early.

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1. Standards/Benchmarks/GLOs

ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
I CAN fill out the data table with the information thats read from the texts.

5.L.3: Use knowledge of language and its conventions when writing, speaking, reading or
listening.
I CAN make use of the vocabulary words in my writing.

5.W.1: Write an opinion piece on a specific content area. Supporting a point of view with
reasons and information.
I CAN write a haiku poem about the moon

SC.5.8.3: Explain that planets orbit the sun and that the moon orbits Earth.
I CAN explain the planets that orbit the sun and how many moons each planets have.
I CAN explain the moon phases and eclipse the Earths moon goes through.



2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria)

Students will finish the compare and contrast data table.


Students will complete the moon phase handout.
Students will create a haiku poem about the moon.
I will assess them using anecdotal notes as they work, checklist on their completion of each
task, and a rubric for the poem them will be writing.

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3. Activities/Instructional Strategies

(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

Attention getter/s
to be used in this
lesson.

1.

2.

3.

4.

1,2,3 attention getter


You say 1 out loud as you put one finger up. At this time students should
stop what their doing and mimic your action.
You put 2 fingers up and all students should have their eyes on you.
You put 3 fingers up and all students should be prepared to listen to the
teacher.
Introduction
1. Tell the students that we will be learning about the moons of other
(2 Minutes)
planets and mostly about the earths moon.
2. Explain what they will be doing for the lessons using the I CAN
Statements:
a. I CAN fill out the data table with the information thats read
from the texts.
b. I CAN make use of the vocabulary words in my writing.
c. I CAN write a haiku poem about the moon
d. I CAN explain the planets that orbit the sun and how many
moons each planets have.
e. I CAN explain the moon phases and eclipse the Earths moon
goes through.
Building
3. Ask the students to take out their data table and science notebook.
background
4. Tell the students to copy the vocabulary words
(3 Minutes)
a. Lunar Eclipse- When Earth passes directly between the Sun
and the Moon, casting a shadow on the Moon.
b. Moon Phases- Shapes created by the changing amounts of the
visible lit areas of the Moon.
c. Solar Eclipse- When the Moon passes directly between the
Sun and Earth, casting a shadow on Earth.
Focus/Mini
5. Read the handouts Moons in Orbit and Our Moon
lesson (I do)
6. Fill out the rest of the data table and have the students follow.
(15 Minutes)
7. Ask them guiding questions so that they are helping you fill the table
out.
Guided practice 8. Ask the students to take out their science textbook
(We do)
9. Pass out the moon phase worksheet
(45 Minutes)
10. Read through the Chapter 11: Lesson 2
11. Stop and explain vocabulary words and to discuss the moon phases.
12. Fill out the worksheet with them.
13. Ask students to volunteer to read.
14. After reading the chapter and discussing the moon and the moon
phases have students take out a sheet of paper.
15. Tell them to label it Haiku Poem
16. Explain to them what a Haiku Poem is (5,7,5 syllables)

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5. Work Time
(30 Minutes)
Collaborative
Group work
(You do it
together) OR
Independent
work
Independent
work (You do it
alone)

6. Monitoring
Plan

7. Closure
(10 Minutes)

17. Show them an example of a Haiku poem about the moon.


18. Tell them that they will be writing a Haiku poem about the moon and
any phase of the moon they learned about.
19. Give students time to work on the Haiku poem.
20. Tell students to share their Haiku poem with a friend to make sure it
talks about the moon, it has at least one vocabulary word, and that it
meets the haiku poem components.

Take anecdotal notes on students participation and their ability to stay on task.
Note if theyve been filling out their data table and moon phase worksheet
appropriately.

21. Have students turn in their data table, their moon phase handout,
and their poem.
22. Post an exit note question on the board for the students to answer.
a. What are the names of the different phases the Earths moon
goes through?

Complete the Assessment 3 Lesson Reflection (for now, leave this blank)

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Teacher Assessment Tool
Students
First Name

I CAN fill out the data table


with the information thats
read from the texts.

I CAN make use of the


vocabulary words in my
writing
I CAN write a haiku poem
about the moon
(ME/MP/DP/WB)

I CAN explain the planets that


orbit the sun and how many
moons each planets have.

I CAN explain the moon


phases and eclipse the
Earths moon goes through.

1.

2.

3.

N/A

N/A

N/A

N/A

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

N/A

N/A

N/A

N/A

18.

19.

20.

21.

22.

23.

24.

N/A

N/A

N/A

N/A

25.

26.

N/A

N/A

N/A

N/A

27.

N/A

N/A

N/A

N/A

Padua/Lock ITE 317/416L /f14

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Student Assessment Data Table

5.W.1: Write an opinion piece on a specific content area. Supporting a point of view with
reasons and information.
5.L.3: Use knowledge of language and its conventions when writing, speaking, reading or
listening.
Score
4 (ME)

Description
Poem uses vocabulary words
Poem describes the moon or a moon phase
Meets the 5,7,5 rule
Poem is clear to understand

3 (MP)

Poem uses vocabulary words


Poem describes the moon
Meets the 5,7,5 rule
Poem is a little clear to understand

2 (DP)

Poem doesnt uses vocabulary words


Poem describes the moon
Doesnt meet the 5,7,5 rule
Poem is hard to understand

1
(WB)

Poem doesnt uses vocabulary words


Poem doesnt describes the moon
Doesnt meet the 5,7,5 rule
Poem is hard to understand

No effort was made

Padua/Lock ITE 317/416L /f14

Domingo 8

Padua/Lock ITE 317/416L /f14