CCSS:RI2.3,4,5,6,7,9; L2.4e; S&L2.5; W2.10
RI3.1,3,4,5,7,9; L3.4d; S&L3.5; W3.10 / Technology:Digital recording for sharing of poems and art piece / Art Integration:Poetry
Wax Resist art piece
Text: (worthy of a close read)
The Moon Book by Gail Gibbons / LEXILE:
740L / Text Complexity Score:
Essential Question: What are the characteristics of the Earth and Moon?
Purpose for FIRST reading KEY IDEAS & DETAILS
General Understanding
- Topic
- Main Idea
- Who, what, where, why, when, how
- Identify
- Describe
- State
- Examples
- Connections between individuals
- Connections between events
- Connections between ideas
- Procedures
- Relationships/Interactions
- Cause/Effect
- Retell
- Summarize
- Predict
- Simple inferences
- Ask & Answer questions
- FIRST READ - What did the text say?
Materials Needed:paper or learning log, large chart paper (1 per 3 students), markers
Reading Format:whole group
Discussion Format (Cooperative Learning):partners, whole group
Text-Dependent Question(s):
2nd& 3rdgrades– Where does the moon get its light? Use evidence from the text to support your answer. (Write short response in form of a complete sentence, thenTurn & Tell) (RI2.3) (2Sci2.2a) (RI3.3) (3Sci1.1b)
3rd grade – What characteristics does the text provide that help us to understand the physical appearance of the Earth and Moon? (Graffiti strategy, students get into groups of three, each group has a large chart paper which they divide into 3 sections labeled Earth, Moon, and Both/Together. As you show the pages one at a time, students write characteristics they notice on the chart paper in the Earth and Moon sections of the chart. Share and post charts after the next question.) (RI3.3) (3Sci1.1c)
3rd grade – What important details from the text describe the relationship between the Earth and Moon? Cite evidence from pages 3 and 4. (Record information on the Both/Together section of the chart. Share as a whole group.) (RI3.1) (3Sci1.1c)
Writing Format:
Short Response (answer) – complete sentence statements using evidence and words from the text for answers. (Example: The moon gets its light. . .)
Listing - brainstorming lists on chart paper (Graffiti strategy)
(W2.10) (W3.10)
Purpose for SECOND reading CRAFT & STRUCTURE
Vocabulary
- Academic
- Domain specific
- Tier 2
- Multiple meanings
- Headings/Bold
- Signal Words
- Captions/Illustrations
- Table of Contents/Glossary
- Title Page/Cover
- Title/Author/Illustrator
- Graphs/Tables
- Maps/Diagrams
- Description
- Compare/Contrast
- Sequence
- Cause/Effect
- Problem/Solution
- Question/Answer
- Author
- Own
- Firsthand/Secondhand
- Answer
- Explain
- Describe
- SECOND READ - How did the text say it?
Materials Needed:Using Text Features worksheet; USOE Science text “Earth & Moon”, additional text to model text features with ”Paula the Predictor, “Paula the predictor costume and magic ball- optional, stones or markers for locating features, text feature poster
Reading Format:whole group, partners
Discussion Format (Cooperative Learning):partners, whole group
Text-Dependent Question(s):
Show a tough textbook you are motivated to learn from.Discuss how good readers “predict” what they will be learning about by “reading” the text features. Show text feature poster. Have “Paula the Predictor” model looking through the book to share magical predictions about what it will be about – use science big books or document camera to do this. Ask students, “Is Paula really magical?”
2nd & 3rd grades – What key facts do the text features of this text help us to understand? (Identify text features used in the “Earth & Moon booklet using the Using Text Features worksheet.) (RI2.5) (RI3.5)
Work in partners to do a review game with worksheet.
•Number different text features ex. Title #1, Table of Contents #2, etc.
•Teacher defines a text feature
•Partners:
•A. Think (think of the answer)
•B. Share (show the numbered answer on their fingers)
•C. Show (teams show the class the answers they came up with)
2nd and 3rd grades – What context clues on page 2 of the “Earth & Moon” booklet help us to understand what the word appearance means? (Use the blank inside cover of the booklet for the following vocabulary study routine:
- Draw a horizontal line about ½” below the top of the page from one side to the other. [Write the word appearance in the space created.]
- Draw a horizontal line about ½” below the first line from one side to the other. [Write DEFINITION then copy the definition for appearance from the glossary in the space created.]
- Draw a horizontal line about ½” below the second line from one side to the other. [Write PART OF SPEECH then noun in the space created.] (prior knowledge)
- Draw a vertical line from the third line to the bottom of the page, dividing the remaining section in half. Then divide the left section in half with a horizontal line. [Write WHAT IT IS in the top left section. Have students work as partners to highlight or underline words, phrases, or illustrations in the text that define appearance then transfer information to this section].
- [Write WHAT IT ISN”T in the bottom left section. As a class, brainstorm words or phrases to include in this section.]
- Have students draw the appearance of the Earth and Moon in the remaining section [right column]. Use text and text features to assist students in drawing pictures which will help them with the definition of appearance, but also reinforce the difference in the appearance of the Earth and Moon. [Note the DESCRIPTIVE text structure of page 1 and the COMPARE/CONTRAST text structure of page 2 which will help students as they look for information to complete this task.]) (RI2.4) (L2.4e)(2Sci2.2a) (RI3.4) (L3.4d) (3Sci1.1c)
Short Response: Using Text Features worksheet
Graphic Organizer/Vocabulary Study – routine cited above
(W2.10) (W3.10)
Purpose for THIRD reading INTEGRATION OF KNOWLEDGE & IDEAS
Describe Relationships / Identify Reasons / Similarities/Differences
Compare/Contrast / Evaluate Information
Describe Connections / Explain & Support Points / Interpret Information / Integrate Information
- THIRD READ- What does the text mean?
Additional Text(s): [Articles, Primary sources, Poetry]Moonshot: The Flight of Apollo 11 by Brian Floca [AD990L]
Selected Text: [The Moon Book: compare page 18 with page 19]; [The Moon Book: compare page 21 with page 7];
[The Moon Book: compare pages 21-23 with Moonshotpages 30 (last stanza)-31]
Materials Needed: paper or learning log
Reading Format:whole group
Discussion Format (Cooperative Learning):partners, whole group
Text-Dependent Question(s):
2nd grade – How does the moon affect the ocean tides? (Use text/text features from The Moon Book pages 18-19 to write a short response: ThinkPad Brainstorming) (RI2.7)
3rd grade –What is the connection between the information about the moon in The Moon Book on pages 21 and page 7? (Use text/text features to write a short response: ThinkPad Brainstorming) (RI3.7)
2nd3rd grades–How does the information in The Moon Book on pages 21-23 compare/contrast with the information used to explain the same event in Moonshot on pages 29-30? (Use Top Hat graphic organizer to compare/contrast information) (RI2.9) (RI3.9)
2nd & 3rd grades– Integration of knowledge & ideas: *What are the characteristics of the Earth and Moon? (Create lists of words [nouns, verbs, and adjectives – don’t separate on chart/list] describing the Earth and Moon from the three texts. Post the lists to support students in the art integration task.) (RI2.9) (2Sci2.2a) (RI3.9) (3Sci1.1c)
See ART INTEGRATION#1 for synthesis task.
Writing Format:
Short Response: Listing – student choice on how they would like to format their written responses
Graphic Organizer – student produced on blank page: Top Hat
Listing – whole group
(W2.10) (W3.10)
ART INTEGRATION
1.[Media: Video, Visual Art, Music, Technology; Quantitative: Charts, Data]:Crayon Resist art piece with Diamonte poem
Materials Needed: paper, crayons, water colors
Reading/Looking/Listening Format:individual, partners
Discussion Format (Cooperative Learning):partners, whole group
Text-Dependent Question(s):
2nd & 3rd grades – *What are the characteristics of the Earth and Moon?(Utilizing lists of descriptive words (THIRD READ task) used in The Moon Book, “Earth & Moon”, and Moonshot, create an Earth/Moon contrasting descriptive Diamonte poem. Use the following format:
- Line A: Moon
- Line B: Two vivid adjectives that describe the Moon
- Line C: Three interesting “-ing” action verbs that describe the Moon
- Line D: Two concrete nouns about the Moon and two concrete nouns about the Earth
- Line E: Three interesting “-ing” action verbs that describe the Earth
- Line F: Two vivid adjectives that describe the Earth
- Line G: Earth
Lion
Majestic, proud
Roaring, snarling, prowling
Mane, muscle . . . Fleece, fluff
Bleating, leaping, grazing
Meek, gentle
Lamb
(Students will use the list created as a class and make lists of at least 6 adjectives, 6 “-ing” verbs, and 6 nouns for both the Earth and Moon each with a partner. They will then create their own poems.)
Art Piece: Students will create a contrasting crayon resist watercolor painting of the Earth and Moon by drawing and coloring a circle with crayons (half of the circle to represent the Earth and half of the circle to represent the Moon). They may include stars and planets surrounding. They will then use blue water color to wash the entire piece. After typing their poems, they will attach them to their art piece. Students may narrate their poems and share the painting with narration digitally. (S&L2.5) (2Sci2.2a) (S&L3.5) (3Sci1.1c)
Option: “Moonlight Sonata” by Beethoven (play while students work on art piece)
Writing/Arts Format:
Poetry – Diamonte: contrasting descriptive poem
(W2.10) (W3.10)
Art Piece - Wax Resist
Music – listening/appreciation
2. [Media: Video, Visual Art, Music, Technology; Quantitative: Charts, Data]:Moon Chant (Martha Avant)
Materials Needed:chart showing four phases of the Moon, 30 percussion instruments
Reading/Looking/Listening Format:whole group
Discussion Format (Cooperative Learning): individuals cooperating in concert
Text-Dependent Question(s):
2nd & 3rd grades – Key Ideas & Details: What are the phases of the Moon named in the chant? (Describe the appearance of the moon in each phase.) (RI2.4e) (2Sci2.2a) (RI3.4d) (3Sci1.1c)
2nd & 3rd grades - Craft & Structure: What part of the chant lets us know what the author notices about the Moon? (“Looking at the moon is never dull.”) (RI2.6) (RI3.4)
2nd & 3rd grades– Integration of Knowledge & Ideas: What changes do you notice during the different phases of the Moon? (Compare/contrast whole class discussion) (Use chart showing four phases of the Moon; The Moon Book pages 12-13) (RI2.7) (2Sci2.2a)(RI3.7) (3Sci1.1c)
Students perform and experience showing knowledge through music. Use the following format:
Moon Chant:
“Crescent Quarter Gibbous Full, Looking at the Moon is never dull.”
While chanting, teach the students the following:
- 4/4 Meter (4 beats repeated over and over)
- Beat (steady like a heartbeat)
- Rhythm (usually fits with the words – not steady)
- Clap, snap, pat legs
- Combine all three
- Add instruments
- Rest – instrument is placed carefully down in front of the student
- Ready – instrument is silently held; ready to play
- Play – instrument is played
Writing/Arts Format:
Music: beat, rhythm, rhyme