CEP Lesson Plan Form

Teacher: Emma Date: Oct 17, 2021

School: Shepardson Elementary Grade Level: 1st Content Area: Reading, writing, science, communicating

Title: The Moon Phases Lesson #: _1_ of _4_

Lesson Idea/Topic and Students will sit on the floor. The teacher will ask the class and fill out the
Rational/Relevance: “K” and “W” section from the KWL chart. Once the chart is filled out, the
students will sit quietly and I will go over the vocabulary sheet for this lesson
and then students will listen to read aloud “Faces of the Moon”. Once the
story is complete I will play the https://youtu.be/vt_LtIJyISQ “Phases of the
Moon” song and then students will sit at a desk to complete the flip book of
moon phases as a whole group.

This will give the students an introduction about the moon, and that there
are different phases (what we can see of the moon) depending on it’s
position compared to the sun and the earth.

Student Profile: This classroom has 11 boys and 12 girls. The 1st grade classroom at
Shepardson has no ELL’s, no ASD students and 3 children who are on IEPs.
The students vary in their literacy and math levels.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Reading, Writing, and Communication- First Grade Standard 2. Read a wide range of informational texts to build knowledge and to better understand the
human experience.

2. Apply foundational reading strategies to fluently read and comprehend informational texts.

Reading, Writing, and Communication- First Grade Standard 4.- 10. Gather information from a variety of sources; analyze and evaluate its quality and relevance;
and use it ethically to answer complex questions.

1. Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.

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CEP Lesson Plan Form

Earth and Space Science First Grade Standard 3. - 1. Patterns of movement of the sun, moon and stars as seen from Earth can be observed, described and
predicted.

9. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the
universe and Earth’s place in it.

Understandings: (Big Ideas)

Explanation: Children will be able to explain and describe aspects of the phases of the moon.

Self Knowledge: Children will have knowledge of phases of the moon after reading the book “Faces of the Moon”, watching the song “Phases of the Moon”, and
filling out the moon phase flipbook.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

Open Ended:

- What are some things that you are wondering about the moon?
- What are some things that you already know about the moon?
- What are some things that you want to learn about the moon?
- Why does the moon have different phases?
- What did the moon look like last night?
- How can you tell what phases the moon is in?
- Can you create your own moon phases?
- How are the moon phases different or similar?

Close Ended:

- Did you know the moon had different phases?

- How many phases does the moon have?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

Reading, Writing, and Communication:

I can:

- I can use key ideas and details to describe characters, settings to enhance understanding.
- I can actively think of questions while reading.
- I can use illustrations and details in a story to describe its characters, setting, or events

This means: Students will be able to acquire knowledge and understanding through reading comprehension.

Earth and Space Science:

I can:

- I can understand that the moon has different phases depending on the position of the moon compared to the earth and sun.
- I can look at the night sky and recognize the moon phase.

This means: Students will be able to identify different moon phases and explain why there are different phases.

List of Assessments: (Write the number of the learning targets associated with each assessment)

KWL Chart - Students will tell teachers things that they know, what to know, and what they have learned.

Observation: Teachers will actively walk around and assist students making their own moon phase flip book.

Documentation: Knowledge will be documented on the KWL chart and in the creation of individual flip books.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be utilized in this lesson?
Yes
Approx. Time and Materials
Anticipatory Set
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The purpose of this activity is to introduce students to the moon phases, what each
phase looks like in the sky and why the moon has different phases.
Which model(s) will be used?
One teach - one assist
Why did you choose this model(s) and what are the teachers’ roles?
I decided to pick this model because it is effective in ensuring that students have
individualized and whole group support. Other teachers will be able to assist students
while I am teaching the main lesson. Since this is the model that we typically use in the
classroom, I felt that the students would respond best to this and gain more
understanding and knowledge.
Roughly 55 minutes
KWL Chart - 10 Minutes
Vocabulary introduction - 3 minutes
Read Aloud - 15 Minutes
Phases of the Moon video - 4 minutes
Flipbook - 20- 30 minutes
Debrief- 5-10 minutes
Materials:
- “Faces of the Moon Book”
- Video https://youtu.be/vt_LtIJyISQ
- Flip book handout “Faces of the Moon”
- Pencil
- Markers
- Anchor chart for a large KWL chart to display in the classroom.
The strategy I intend to use is: Invitation
I am using this strategy here because: Students will be invited to express what they
already know, what they are wondering, and what they are interested in learning. I want
to start broad and ask questions about what they know about space, stars, the sun or
moon in general and then dive into the moon specifically. I intend to start this lesson by
asking students “What are things that you have noticed about the sun, moon, stars or
seasons? and then go more specific into “What did the moon look like last night?”
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“What have they noticed about the moon lately?” “Does the moon always look the
same?” “Is the moon always in the same position at night?”

Procedures The strategy I intend to use is: Large group activity

I am using this strategy here because:
This lesson will be taught in a large group setting. Students will be able to learn from
their peers by engaging in whole class discussion. While filling out the flipbooks, I want to
ensure there is limited confusion since this can be a confusing topic so I will be filling out
the flip book using the overhead projector along with the students. At the end of the
lesson, the students will be able to hear from their peers about different things that they
learned about the moon phases.

Teacher Actions Student Actions Data Collected

1. Teacher will invite
students to sit on the
carpet.
2. Teachers will invite
students to raise their
hands and answer
questions about what they
know and what they want
to know about the moon.
3. Teacher will fill out
anchor chart depending on
what students say
4. The teacher will
then project the “Phases of
the Moon Vocabulary”
paper so students can be
aware of the vocabulary
that will be in this lesson.
5. Teacher will begin
to read book (Faces of the
Moon)
6. Teacher will play
1. Students will come
and sit on the floor and
quietly wait.
2. Students will
respond to the teacher
when they are asked what
they know and want to
know about the moon.
3. Students will listen
to the teacher read the
definitions and ask any
clarifying questions.
4. Students will sit
quietly and listen to the
book “Faces of the Moon”
while actively thinking of
questions
5. Students will ask
any clarifying questions
6. Students will watch
video “Phases of the Moon”
7. Students will go

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CEP Lesson Plan Form

“Phases of the Moon” song back to their own desks and

on the board. wait patiently.
7. Teacher will invite 8. Students will
students to go back to their receive a flip book.
tables and take out a pencil 9. Students will follow
and markers. along with the teacher to
8. Teachers will pass complete the flip book
out moon phase flip books 10. Students will then
9. Teacher will make a think of what they learned
flip book alongside the and share it with the class.
children using the
projector.
10. Teacher will invite
students back to the carpet
to debrief and fill out some
of the “L” column about
what they just learned
about the moon.

Closure The strategy I intend to use is: Whole group reflection

This provides students with space to reflect on what they just learned and allows for
students to collaborate with each other. Instead of just ending the lesson and moving on,
I want the students to really take time to reflect on their knowledge and how they can
apply this knowledge in their everyday lives. Using the L column of the KWL students will
be able to directly compare what they knew before the lesson, what they wanted to
know, and what they learned during the lesson.

Differentiation Content Process Product Environment

Modifications: Encourage Students need Students will be Teachers are
students to assistance from able to able to assist
complete all co teachers and communicate students in

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CEP Lesson Plan Form

sections of flip peers while to others about their work and

book. completing the phases of there is space.
phases of the the moon and Students may
moon the reasons for use noise
worksheet different canceling
phases headphones.
Extensions: Encourage Students help Students will be A positive
students to their peers who able to explain learning
write a may be in depth the environment
sentence about struggling by phases of the provides
each phase. offering moon, be able students with a
guidance. to identify what clean place to
phase the work that is
moon is in and free of other
understand distractions.
why the moon
has different
phases.
Assessment Fill out KWL chart as a whole class especially focusing on the “L” section.
Completion of flip book

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during the
lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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