Elementary and Early Childhood Education Lesson Plan Template

Name: Catherine Graska Date: 11/4/21

Course: ECE 4410 Lesson Plan #:
Subject Area(s): Reading/Science Grade Level/Time Frame: 4th/ 3 days

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
Georgia Standard (s) of
Description of the learning environment(s) where the learning experience
will take place
 Whiteboards cover most of the wall space in this classroom. The
teacher wanted the students to be able to solve math problems
from anywhere in the classroom. The only other items on the walls
are decorations and positive mindset posters for students.
 There are six tables in the middle of the classroom for students to
sit at. We use tables instead of desks, so students are able to
collaborate and scaffold each other’s ideas. One or two students
may sit at independents desks due to behavior issues.
 We don’t really have any special areas in the classroom. Our
classrooms are fairly small, so there is not a lot of extra room. We
do have space outside our classroom that we share with another
class where students get to work. There is a round table with big,
comfy chairs, as well as little couches for students to sit at when
working with their classmates.
 We have a technology station in the back of the classroom with
three desktops and three laptops. We only have one iPad in the
classroom, but students are not allowed to use it. Students can use
the iPad from the classroom next door when they are available.
Number of students in class:
 Number of males:
 Number of females:
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or
504 plans
Students w/ EIPs 5 Students will get support from
other students on certain tasks.
English learners 3 Students will get support from
other students at their table on
certain tasks.
Gifted
Students with gaps
in academic
knowledge
Other learning
needs
 Personal: Students have been very interested in space this year,
due to SpaceX launching and being at home do to COVID. The kids
contantly talk about space and the moon.
 Cultural: Every moon has a different name for the moon. Since I
have different cultures in my classroom, I will ask around the room
what they might have called the moon in their country. This allows
them to make some kind of personal connection from their country
where they were born.
 Community: Students can complete some of this activity at home
or with other students. I recommended that students meet up at
the park, or in the neighborhood community area to all work
together.
ELAGSE4RI2: Determine the main idea of a text and explain how it is

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 Excellence, WIDA
Standard(s), etc.
Prior Academic
Knowledge and
Prerequisite Skills
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Vocabulary: Includes
words, phrases and symbols
used within disciplines.
 Multiple meaning words
are words and phrases
with subject specific
meanings that differ
from meanings used in
everyday life (e.g., table,
ruler, force)
 General academic
vocabulary used across
disciplines (e.g.,
compare, analyze,
evaluate)
 Subject-specific
vocabulary defined for
use in the discipline
(e.g., vowel, numerator,
constitution,
photosynthesis)
Language Supports: instructional
supports that help students
understand and successfully use
the language function (e.g.,
sentence starters, graphic
organizers)
Step 3:
Design
Assessment Georgia Performance Standard(s)
Framework
ELAGSE4RI2: Determine the main
idea of a text and explain how it is
supported by key details; summarize the text.
S4E2. Obtain, evaluate, and communicate information to model the effects of
the position and motion of the Earth and the moon in relation to the sun as
observed from the Earth.
b. Develop a model based on observations to describe the repeating pattern
of the phases of the moon (new, crescent, quarter, gibbous, and full).
This will activate prior knowledge about determining the main idea of a text.
They also have prior knowledge on summarizing the text and finding facts
and details. They should also have some knowledge on the moon. They will at
least need the prior knowledge of how to determine the main idea of a text.
The central focus of this lesson is for students to grasp the concepts of
determining the main idea by pulling text evidence and describing the moon
phases and the repeating pattern.
At the end of the lesson, students will be able to:
a. Determine the main idea of a text by finding key details.
b. Summarize the text using key details and vocabulary.
c. Identify and create the different phases of the moon using
pancakes.
Vocabulary Language Supports
Multiple meaning words (if
applicable): Students will be asked if they have
Phases any questions about the
vocabulary.
Academic vocabulary: Vocabulary will be discussed on
Summarize Day two and will be reviewed
Main Idea thoroughly for students.
Subject-specific vocabulary: Vocabulary will be discussed
Full Moon throughout the lesson. There will
New Moon also be an anchor chart with the
Waning Gibbous vocabulary and pictures to help
Waxing Gibbous the students.
Wanning Crescent
Waxing Crescent
Quarter Moon
Half Moon
Assessment Plan
Corresponding Format of Assessment(s)
Learning Objective(s)
or Learning Target(s)
At the end of the KWL Chart, Video modeling the moon phases
lesson, students will be and summarizing the book, Main Idea Activity
able to:
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 supported by key details; a. Determi
summarize the text. ne the
main
S4E2. Obtain, evaluate, and idea of a
communicate information to text by
model the effects of the position finding
and motion of the Earth and the key
moon in relation to the sun as details.
observed from the Earth. b. Summar
b. Develop a model based on ize the
observations to describe the text
repeating pattern of the phases of using
the moon (new, crescent, quarter, key
gibbous, and full). details
and
vocabul
ary.
c. Identify
and
create
the
different
phases
of the
moon
using
pancake
s.
Type of Assessment Format of Assessment Supports, Evaluation Criteria
(e.g., quiz, test, Accommodations, How will you know
checklist, KWL chart, Modifications or measure if the
performance task) (Differentiated students have met
Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Students will start with The students should
a KWL chart. Their n/a know something, so
moon phases chart will if nothing is
also somewhat serve as answered, that
a pre-assessment. student might need
extra attention.
Formative assessment(s) KWL Chart Students will work IF students get
Main Idea Activity with partners to below a 70 on the
complete the Main formative
Idea Activity assessment, they
will be pulled to a
small group at some
point.
Summative assessment(s) Video modeling the Students will work A checklist will be
moon phases and with a partner for this used to assess
summarizing the text assignment, students on their
video.
Pre-Assessment Data Summary
The pre-assessment scores showed me that most of the students know the moon phasees. Some students
got the waning and waxing phases mixed up. Some of my students were confused about the main idea,
which was strange, as they have learned about main idea before.

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create Seo, B.-H., Sohn, J.-H., & In Cowley, J. (2016). What shape is the moon?.
Learning Sydney: Australian Geographic, an imprint of Bauer Media Ltd.
Include your Quad Text Set items
Activities Moon & Its Phases. Generation Genius. (2021, October 6). Retrieved
here as well as other materials
December 3, 2021, from

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Technology Connection
(OPTIONAL but should be included
as often as possible)
Connection to the Arts
(OPTIONAL but should be included
as often as possible)
Supporting Diverse Learners
Culturally Responsive Teaching
Research and Theory, or
Principles of Child Development
Higher Order Thinking Questions
(HOTQs)
Instructional Strategies and
Learning Tasks (Will VARY by
content area)
https://www.generationgenius.com/videolessons/moon-
phases-video-for-kids/. 
Moon Phase Diagram and Anchor Chart
Pancake mix and griddle
Main Idea Activity
Student Resources:
Moon Phase Chart
Science Journal
iPad
Pancakes
Balls and Flashlights
The teacher will show the students a video during the first day. On the
third day, student will use the iPads and iMovie to create a video for
their summative assessment.
Students will get to basically make their own movie. They have the
freedom to do what they want, but they have to show the moon phases
with pancakes and summarize the book.
I will support my students who have EIP’s by allowing them to work with
a partner on the second formative assessment and also the summative
assessment.
I will support my ESOL students the same way I support my students
with EIP’s. There will be supports on the walls for my ESOL students.
Since I have students who were born in unique places, I will ask them
what they called the moon in the different country. I know that even at
my house we called the moon ‘Luna’. It is very interesting to them that
we are all connected by the night sky, as we can look up and all see
them same moon and sky.
Vygotsky was very supportive of social and collaborative learning. I
believe my students specifically learn best when they are working with a
partner, as they can scaffold each other’s thinking. I try to allow the
students to work together and collaborate on thoughts as much as
possible.
“Can you explain the difference between each shape of the moon?”
“Can you infer what this book might be about based on the title?”
“Based on our observations, what do we already know about the moon
and its phases?”
“What do I mean when I say, “What is the author’s main idea?”
“How can we use pancakes to show the different phases of the moon?”
“How can we use text evidence to explain the main idea of a text?”
“What main points would you use to create a summary of a book?”
Day 1:
Students will complete the first part of the KWL.
“Based on our observations, what do we already know about the moon
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 and its phases?”
“Can you infer what this book might be about based on the title?”
The students will have varied answers. I will then read the book What
Shape is the Moon? by Bo-hyeon Seo. This will serve as the hook and
introduction to the lesson.
We will then watch the Generation Genius video to give the student a
baseline of what we will talk about after.
After the video, I will show a little presentation to deepen their
knowledge on the moon. They will write things down inn their science
journals.
We will then compare what they observed the past month and the
information we just learned. We will also look at the Moo Phase
diagram.
“Can you explain the difference between each shape of the moon?”
Students will then go off with a group or partner with a ball and
flashlight to try and create the moon phases that way. After they
attempt, the teacher will model for them to enjoy.
Have students fill out the other parts of the KWL.

Day 2:
“What do I mean when I say, “What is the author’s main idea?”
Have the students discuss what they already know. The teacher will
review any materials as needed. This should only take about 10 minutes
depending on the students.
“How can we use text evidence to explain the main idea of a text?”
I will the read the book that we read yesterday, again. We will discuss
what the students think the main idea of the text is. The students will
point out the key words that help them find the main idea. The students
will discuss at their table then we will discuss as a group.
We will then review the main idea of other texts we have read in class.
With a partner, students will then use the UNWRAP strategy to find the
main idea. When they have finished this, they may start their book
summary that they will complete and film the next day.

Day 3:
This day will be more of our activity day. To start off, I will explain what
we will be doing for the day.
“How can we use pancakes to show the different phases of the moon?”
“What main points would you use to create a summary of a book?”
The students will discuss both of these questions.
As the teacher starts making the pancakes with different fruits and
toppings to make craters, the students will finish their summary and
start to plan their informational video. Once the teacher is done making
pancakes, she will walk around the room to help.
The students will then begin to create their videos using the iPads and
iMovie. The students will have full control over this video, as long as all
of the items on the checklist are included. Students may need to finish
editing their videos the next day before we can share them with the
class.
Lesson Closure If all the students are done with their videos, we will share each group’s
video. This may have to go into the next day. If they are not done, I will
have them start to clean up their supplies and transition into math or
specials.
Re-teaching, Re-Engagement, For the students who need re-teaching, I will pull them into a small
Practice group. Whether this is on the science topic or reading, we will work
through the content using a different method, more one-on-one.

Extensions For the students who need an extension, I will have them peer review
another group’s video. They could also write their own version of the
book we read, depending on the time.

Optional Reflection Piece

Step 5: Post-
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Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection  In terms of what went well, the students had a lot of fun. Most of my students did a great job on all
three days of the assignment. The video on day one really helped them understand the deeper
concepts regarding the moon. I also think the little experiment with the ball and flashlight really
helped them. All of them were so creative in making their summary and informational video.
 The video took a lot longer than expected. Y tech savvy students were able to help the other
students when they finished theirs. The lesson did end up taking four days, as they could not finish
the video. I was expecting something to go wrong with the pancakes, but everything went smoothly.
 The experiment on the first day and the pancake activity were really great for them. If my students
are not engaged, they are not learning. This is a big thing I experience in my placement. I do not
think I will have to re-teach anything, as they were so engaged and focused on all the tasks.
 I feel like I could have done more modeling ad talking inn terms of day two. However, they had
already gone other main idea the day before, so I expected them to have a better grasp at it.
However, once we engaged in looking at other books we have read, they got focused again and
started retaining more information.
 I learned that learning is all about having fun and making those connections. I was testing to see if
the students did better on my fun activity compared to an activity my CT gives out. The students
were so well behaved, all because they were having fun. I do feel like I need to slow down when I am
teaching as I tend to fly through things do to nerves.

Learning Theories/Research Base

 My whole lesson was based around Vygotsky’s collaborative learning theory. I allowed the students
to work together as much as possible. Like I mentioned, my students perform much better when
they have others to scaffold their thinking. I believe that aspect of this lesson really helped them
with completing their best work.

Assessment Analysis
 My students did really great on all of their assessments. They did exceptionally well on the video,
which shocked me, as this was a big task for some of my students. Again, I think working with a
partner really helped them. My students performed the worse on the main idea activity, as they
have talked about it before, but we will continue to discuss it. I also believe that next time I would
use a rubric rather than a checklist, as some students needed more guidance.
 I will pull small groups for the students who struggles on similar parts. For example, some students
with main idea, and other struggled with summarizing. I will pull two small groups and work through
these materials with them.