DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
1st Grade ELA
Module 6 Astronomy
1A: Introduction to the Sun and Space pg 256
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 ask and answer questions to determine the meaning of atmosphere, outer space and astronomy (LAFS.1.RI.2.4)
 use illustrations and details in the text to describe the sun (LAFS.1.RI.3.7)
 with assistance, categorize and organize information about what things are located in Earth’s atmosphere and what things are located in outer space (LAFS.1.W.3.7)
 ask and answer what questions orally, requiring literal recall and understanding of the details or facts from Introduction to the Sun and Space (LAFS.1.SL.1.2)
 describe the sun with relevant details, expressing ideas and feelings clearly (LAFS.1.SL.2.4)
 add drawings to descriptions of Earth’s atmosphere and outer space to clarify the concepts (LAFS.1.SL.2.5)
Core Content Objective(s):
Students will:
 recognize the sun in the sky
 explain that the sun, moon, and stars are located in outer space
 explain that the sun is a source of energy, light, and heat
 classify the sun as a star
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Comprehension questions are designed for students to provide Core Lesson Vocabulary:
Lesson:
evidence-based answers that incorporate lesson vocabulary.
atmosphere, n. The bubble of air that
Introduction to the Sun and Space
surrounds Earth Example: The earth’s
(see Duval Reads 1st Grade Quarter 2
Low Name some objects you can see in the sky. (Answers
atmosphere allows us to breathe. Variation(s):
Module 6 Anthology pg 256)
may vary, but may include things such as airplanes, clouds, and
atmospheres
birds.)
gas, n. Unlike liquids or solids, a thin
Vocabulary Word Work:
Low You just heard that the sky has two levels. The first level is
substance through which objects can pass,
gas
made up of a blanket or bubble of air that surrounds the earth. What such as smoke or steam Example: One cold
do we call this bubble of air? (the atmosphere)
day when I saw my breath, I realized that my
Teacher Model Activity
High Use the details from the text to describe outer space. (The
breath was a gas. Variation(s): gases
Before Reading
second layer of the sky beyond the atmosphere, an endless expanse rays, n. Straight beams of light or energy
Review “How to Determine Meaning of Unknown Words”
of stars and moons and other objects)
Example: The sun’s rays were shining in my
strategies (see Teacher side RI.2.4 resource) with
Low You also heard that beyond or above the atmosphere is the
eyes.
students. Explain that sometimes you come across a word level of the sky we call outer space. Name some objects that can be Variation(s): ray
or phrase that you do not know the meaning of. Tell
found in outer space. (stars, sun, moon)
students that good readers use many different strategies
Moderate Show image 1A-5: The sun
1
to help determine the meaning of the unknown word or
phrase.
During Reading:
Model how to find a meaning of an unknown word from
text using one of the listed strategies. For example,
teacher can reread paragraph 3, and point out that the
author defined the word atmosphere or outer space.
After Reading:
Then teacher will model how to write text clues such as
the author’s definition to determine their own definition of
the unknown word using the unknown word T-chart. (see
resource folder).
What is this a picture of? (the sun) What did you learn about the
sun? [Ask any of the following questions to cover information missing
from students’ descriptions of the sun.]
• Is the sun a rock or a star? (star)
• Is the sun hot or cold? (hot)
• What is the sun made of? (gas, specifically hydrogen gas)
• Is the sun near Earth or far away? (far away)
• Is the sun bigger or smaller than the earth? (bigger) How much
bigger? (a million times)
Moderate What is a shadow? (a shady spot) How are shadows
created? (When light shines on an object, the object blocks the light
that hits it from landing behind that object, causing a shaded area.)
High Reread paragraph 13 (beginning with “Over the next several
days…). How does this paragraph relate to astronomy? (This
paragraph describe astronomy. The author writes the definition of the
astronomy is this paragraph, “the study of everything beyond the little
home that we call Earth.”)
shadow, n. A shaded spot created when light
is blocked from an area behind or under an
object
Example: I like trying to step on my shadow
when I am walking down the sidewalk.
Variation(s): shadows
surface, n. The outside or top layer of a solid
object Example: The surface of the moon is
very bumpy. Variation(s): surfaces
Academic Language:
unknown word- a word that is not known or
familiar to the reader
illustrations a sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
key details- a point of information in a text that
strongly supports the meaning or tells the
story. a statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding:
What? Pair Share:
Asking questions after a read-aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the read-aloud that starts with the
word what. For example, you could ask, “What does the sun do in the morning?” Turn to your neighbor and ask your what question. Listen to your neighbor’s response. Then your
neighbor will ask a new what question, and you will get a chance to respond. I will call on several of you to share your questions with the class.
Writing Lesson 1A Using Background Knowledge to Write Information
Materials
A collection of books about space and astronomy (enough books for each small group to have 4-6 titles)
Lesson Preparation
Collect books from your library on the topic of space and/or astronomy. Choose a book for your model lesson with clear photographs depicting concepts your students likely know
something about.
Opening
Lesson
 Remind students they are now Astronomers; scientist who study space.
 Explain that some astronomers teach others about space by writing or talking about it. Refer to
your collection of books about space.
 Tell students that today, they will start a new informational report on space to teach others all
about it.
2
Notes and Charts
Teacher Modeling





Guided Practice





Display the Informational Text Features chart and the First Grade Informational Writing chart
from the previous module. Review what students already know about informational writing.
Preview some of the books on space you have collected for this study. Show students the cover
of each, tell the title, and briefly leaf through them to establish that they are informational books
with the features we would expect to see.
Think aloud and point out some details as you go, making connections to information you
already know about space.
Explain that looking through the texts and studying the illustrations closely reminds you of what
you already know about the topic of space.
Explain that good writers use what they already know to write well about a topic.
**This is a perfect opportunity to shape
Place students into groups of 3 or 4 and provide each group with several books on space for
explanatory talk. It will provide the oral
them to peruse.
structure for students’ writing on the topic.
Have them look through the texts with a partner(s) and talk about the illustrations and text.
As students talk and study, listen in to gather information about what your students already know
about the topic of space.
When the talk is exhausted, call them together and share some things you heard them talking
about.
Tell students their job today is to think about all they know about the topic of space and start a
new report to teach others facts about space.
Independent Writing




Have students write independently or with a partner.
Confer as students write, encouraging them to tell more.
Take anecdotal notes regarding students’ topic choices, writing fluency, genre growth, etc.
Select a student or two to share who have used their time well and written facts about space.
Closing



Have selected students share their writing with the group.
Have others listen for a fact they hear.
Encourage listeners to give compliments, ask questions to clarify, or make comments.
3
Ex. Questions and Comments
Tell me about that! I can learn a lot about
black holes from you!
What causes that? I think you should that.
Readers would really want to know!
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
1st Grade ELA
Module 6 Astronomy
2A: The Earth and the Sun pg 265
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 ask and answer questions to determine the meaning of the words sunrise, sunset, rotate, axis, orbit and gravity (LAFS.1.RI.2.4)
 describe the connection between the Earth and the sun (LAFS.1.RI.1.3)
 ask and answer where questions orally, requiring literal recall and understanding of the details or facts from The Earth and the Sun (LAFS.1.SL.1.2)
 describe the causes for night and day on Earth with relevant details, expressing ideas and feelings clearly (LAFS.1.SL.2.4)
 explain the meaning of “AM” and “PM” and use in appropriate contexts (LAFS.1.L.3.6)
Core Content Objective(s):
Students will:
 identify Earth as a planet and our home
 identify the earth’s rotation, or spin, as the cause of day and night
 explain that other parts of the world experience nighttime while we have daytime
 explain sunrise and sunset
 explain that Earth orbits the sun
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students
Core Lesson Vocabulary:
Lesson:
to provide evidence-based answers that incorporate
gravity, n. The force or pull of objects down to
The Earth and the Sun
lesson vocabulary.
Earth or toward each other Example: Every
st
(see Duval Reads 1 Grade Quarter 2
time I throw a ball up in the air, gravity pulls it
Module 6 Anthology pg 265)
Low Describe what we see at sunrise each day. (sun
down again. Variation(s): none
coming up over the horizon in the east) Describe what we
horizon, n. The place in the distance where
Vocabulary Word Work:
see at sunset each day. (sun going down below the
the land or a body of water appears to meet
horizon
horizon in the west)
the sky
Moderate When we are on the side of the earth facing
Example: While I was standing on the beach, I
Group Activity
away from the sun, is it day or night? (night) Is it day or
saw a large ship on the horizon, far off in the
During/After Reading:
night on the opposite side of the earth? (day)
distance.
Allow students to choose an unknown word from the text such as
High What words in the text help you explain the difference Variation(s): horizons
sunrise, sunset, rotate, axis, orbit or gravity. In groups or pairs,
orbit, n. A regular and repeated path that one
between sunrise and sunset? (The author provides
students will then use the “how to determine the meaning of
definitions of both sunset and sunrise in the text. I can also object takes around another, usually in space
unknown words” strategies (as reviewed in lesson 1), to determine
4
the meaning of their chosen word. Students will determine what
clues from the text help them understanding the word meaning and
write their own definition of the word.
Helpful tip: consider writing short passages from the text on
sentence stripes or index cards so students can reference various
points in the text as they are determining the meaning of the
unknown words.
infer the meaning of both words when the author writes
that sunset is when “the sun is going down.”
Moderate When we are on the side of the earth facing the
sun, is it day or night? (day) Is it day or night on the
opposite side of the earth? (night) What causes night and
day? (the earth’s
rotation)
Low What do we call a large object in space that revolves
around a star for light? (a planet) On what planet do we
live?
(Earth)
Moderate The earth moves in two different ways. One way
the earth moves is orbiting the sun. What is the other way it
moves? (It spins or rotates on its axis.)
High If we look up in the sky at different times of the day,
the sun is in many different places and looks like it has
moved. Describe the connection between the Earth and
the sun.
(The Earth rotates on an axis. It also moves around the
sun. The path the earth follow around the sun is called
Earth’s orbit. It takes 365 days or one year to go around
the sun.)
Example: People used to believe that the sun
circled the earth; now we know the earth
travels in an orbit around the sun.
Variation(s): orbits
planet, n. A large object in space that does not
provide its own light but circles around a star
for light Example: The earth is a planet that
circles around the sun. Variation(s): planets
rotates, v. Spins around an axis or center
Example: The ballet dancer rotates round and
round very fast during a pirouette.
Variation(s): rotate, rotated, rotating
Academic Language:
unknown word- a word that is not known or
familiar to the reader
illustrations a sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
key details- a point of information in a text that
strongly supports the meaning or tells the
story. a statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding:
Where? Pair Share:
Asking questions after a read-aloud is one way to see how much everyone has learned. We learned about where the sun rises and sets, as well as where the earth orbits and spins.
Think of a question you can ask your neighbor about the read-aloud that starts with the word where. For example, you could ask, “Where is the atmosphere?” Turn to your neighbor
and ask your where question. Listen to your neighbor’s response. Then your neighbor will ask a new where question, and you will get a chance to respond. I will call on several of
you to share your questions with the class.
Writing Lesson 2A Choosing a Topic; Writing All About It
Materials
Books on the general topic space or specific space topics including from the Scholastic Classroom library: Fly Guy Presents Space by Ted Arnold, The Moon Book by Gail Gibbons,
Energy From the Sun by Allan Fowler, The Sun is My Favorite Star by Frank Asch, Updated Pluto Dwarf Planet by Christine Taylor-Butler.
5
Lesson Preparation
Become familiar with the books you are using in the lesson and whether they are all about space books or on one specific topic of space (the sun, the moon, etc.) Try to carve out
time to read aloud as many trade books on space as you can.
Opening
Teacher Modeling
Guided Practice
Independent Writing
Closing
Lesson
 Remind students that in the previous day’s writing lesson they began writing all about space. In today’s
reading lesson the author only wrote about the earth and the sun. Explain that the earth and the sun are
a part of space, but they aren’t all about space.
 Explain that today students will decide if they want to keep writing “all about space”, or just about one part
of space like the moon, the sun, the earth, or another planet.
 Using your collection of books on space and space topics, show students several books and read them
the titles. Read a few pages of Fly Guy Presents Space by Ted Arnold. Explain that it is an all about
space book. Follow a similar process with other titles; The Sun Is My Favorite Star, The Moon Book, etc.
and explain that these books are about one tiny part of space rather than all about space.
 Explain how the title usually helps you to know what the book is about.
 Hold up Updated Pluto: Dwarf Planet by Christine Taylor-Butler and read the title. Have students turn and
talk about whether this book is an all about space book or one tiny part of space (one tiny part-Pluto).
 Make the point that the author knew a whole lot just about Pluto, so that’s what she decided to teach us
about, rather than all about space.
 Using your collection of books on space and space topics, show students several books and read them
the titles. Read a few pages of Fly Guy Presents Space by Ted Arnold. Explain that it is an all about
space book. Follow a similar process with other titles; The Sun Is My Favorite Star, The Moon Book, etc.
and explain that these books are about one tiny part of space rather than all about space.
 Explain how the title usually helps you to know what the book is about.
 Hold up Updated Pluto: Dwarf Planet by Christine Taylor-Butler and read the title. Have students turn and
talk about whether this book is an all about space book or one tiny part of space (one tiny part-Pluto).
 Make the point that the author knew a whole lot just about Pluto, so that’s what she decided to teach us
about, rather than all about space.
 Send students off to write.
 Confer with students as they write and guide them in topic selection as needed.
 Take anecdotal notes on informational text features students use and their needs regarding organization
and elaboration.
 Select one “all about space” and one “tiny part of space” piece for the authors to share in the closing.
 Just before the time is up, have students read their work with a partner.
 Have selected students share their writing.
 Have others listen to decide if it is an all about space piece or one tiny part of space.
 Discuss possible titles for each one that will help readers know about the scope of the topic.
6
Notes and Charts
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
1st Grade ELA
Module 6 Astronomy
3A: Stars pg 272
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Ask and answer questions to determine the meaning of the words such as dusk, telescope, observatory and meteor (LAFS.1.RI.2.4)
 Describe the connection between meteors and Earth’s atmosphere (LAFS.1.RI.1.3)
 With assistance, categorize and organize information about what things can be seen at dusk (LAFS.1.W.3.8)
 Describe what is seen in the sky at dusk (LAFS.1.SL.2.4)
 Add drawings to descriptions of what can be seen in the sky at dusk to clarify the concepts (LAFS.1.SL.2.5)
 Accurately apply the meanings of the antonyms dusk and dawn (LAFS.1.L.3.5)
Core Content Objective(s):
Students will:
 Classify the sun as a star
 Describe stars as large, although they appear small in the night sky
 Describe stars as hot, distant, and made of gas
 Explain that astronomers study the moon and stars using telescopes
 Describe how people sometimes tell stories about the moon and stars
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students
Core Lesson Vocabulary:
Lesson:
to provide evidence-based answers that incorporate
dusk, n. The time of day just after sunset
Stars
lesson vocabulary.
when the sky is not yet dark
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg 272)
Example: In the summertime, my mom lets me
Low Describe what you might see in the sky at dusk. (sun play outside until dusk.
Vocabulary Word Work:
setting, colors of sunset, stars coming out, darkening sky,
Variation(s): none
dusk
meteor, n. A rock that flies through space;
moon coming up)
sometimes mistakenly called a “shooting star”
Due to 2016-2017 revisions, please disregard page 279 of the
Moderate When we look up at the stars at night, they look Example: Some people make a wish on the
anthology.
like they are blinking and they look tiny. Are stars actually
first star they see at night, but I will make a
tiny and blinking? (no) Why do they look like they’re
wish on the first meteor I see.
Student Workbook Activity page 25
blinking? (Gases in our atmosphere cause stars to look like Variation(s): meteors
Before Reading:
they are twinkling.)
stars, n. Hot balls of gas that give off light and
Review strategies to determine the meaning of unknown words.
Why do they look tiny? (They are really far away.)
heat
7
During/After Reading;
Students will use the unknown words t-chart on page 25 of the
student workbook to determine the meaning of any unknown word
from the text.
Suggested unknown words:
- stars
- meteor
- universe
Helpful Suggestion: Have students bring their workbook to the
carpet as you are reading. Before you read, post some suggested
words and have students pick a word they would like to complete on
their chart.
Scaffolds:
 For struggling learners
o Choose the word for students and provide sentence
and images from the text to support students in writing
the meaning.
 For advanced learners
o Provide short summaries of the text to students. Allow
students to highlight and annotate unknown words and
their meaning in the text.
Low Stargazers stand outside and look up at the stars,
sometimes using binoculars. Astronomers have special
buildings they go to in order to study the stars. What are
these buildings called? (observatories) What tools do
astronomers use to see the stars more clearly?
(telescopes)
Moderate We learned that not all stars are the same. Why
are some stars blue and some stars red? (Some are hotter
than others.)
Moderate We learned that stars may look small, but they
are actually incredibly large. Explain why stars look so
small. (they are so far away)
Low If you look up in the sky at night, you might see a
streak of light, sometimes called a “shooting star.” Is it
actually a star? (no) Do any stars fall through the sky? (no)
What are you probably really seeing? (a meteor)
Example: Many stars are visible from Earth in
the night sky.
Variation(s): star
telescopes, n. Tube-like tools with lenses and
mirrors used for magnifying objects in space in
order to observe them
Example: Telescopes are fun to use because
you can see things in the sky that you cannot
see at all without them.
Variation(s): telescope
universe, n. Everything in space taken
together, including planets, stars, and space
itself
Example: The universe is so big that I can’t
even imagine it.
Variation(s): universes
Academic Language:
unknown word- a word that is not known or
familiar to the reader
Low What is a meteor? (a rock that flies through space)
illustrations a sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
Moderate What happens to meteors when they hit the
earth’s atmosphere? (They usually burn up completely.)
key details- a point of information in a text that
strongly supports the meaning or tells the
story. a statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing Lesson 3A Organizing Informational Writing
Materials
Updated Pluto: Dwarf Planet, by Christine Taylor-Butler from the Scholastic classroom library, 4-5 pages of large paper for modeling how to put one fact on each page. Bookl ets
with 4-5 pages or enough paper for students to make booklets once they’ve written their facts. A piece of student “all about space” writing with miscellaneous facts mixed together,
or a sample of your own on the topic of the sun (The sun is recommended as a class book in the Pausing Point Activities following lesson 5A, page 303). Choose a topic many
students are likely to have some background knowledge of. Save this class model for future lessons.
Lesson Preparation
Attach the blank report pages to the board so students can see each one as you model.
8
Opening
Teacher Modeling
Lesson
 Remind students they are astronomers now teaching others about space. In the previous lessons
they started an all about space book and then decided whether to stay with that topic or write about
one small part of space like Pluto or the earth.
 Explain that today you will teach them how to organize their writing to make it easier for readers to
understand the information.








Guided Practice




Remind students they have learned that to teach others about a topic, they have to know enough
about it. Remind them they have learned to think about what they know and count the information
on their fingers to make sure have a handful of facts.
Introduce Updated Pluto Dwarf Planet and read several of the most interesting pages. Come back
to each page and cover the text under the topic sentence with your hand. Explain that the first
sentence is the big idea and everything under tells more about the big idea.
Explain that this author decided to organize his book by putting one important fact first on each
page, then telling more about that fact. It’s a big idea and then some details about that idea.
Refer to the blank pages on the board and explain that you will use these to make a class book
about a space topic.
Display the student example writing and read it aloud. (You may wish to include the author in the
modeling)
Explain that authors of informational books have to decide how to organize their facts to make it
easy for readers to understand their topic.
Demonstrate how to identify each fact from the student’s piece and then write each one on a
separate page of the paper you have taped on the board. (**What you have now is a main idea-key
detail structure and the sequence for the table of contents.)
Tell students that now each page has a big idea and the author can write some key details to make
it even more interesting to readers.
Involve students in discussion about what details could be added to each page to tell more about
the big idea on that page.
Have students decide by showing thumbs up or down, if the information suggested goes with the
topic on that page.
Be sure to clarify or redirect if students offer information that is not relevant to the page you are
working on. Explain that you might need to add a new page to write about a new fact.
Have students tell you what they noticed about how you wrote your facts. (You thought about what
you knew about the topic and then wrote just one fact on each page. Then you said more and wrote
more about each fact.)
9
Notes and Charts
**If your students are already organizing
their work in this way, they may not need
this lesson.
Independent Writing

Explain to students that their job today is to think about their topic and write just one fact on each
page of paper. When they are finished with that, they should start illustrating the facts to tell even
more.


Send students off to write.
Confer as they write, guiding them to understand how to put one fact on each page.
 That’s an interesting fact! That’s your big idea, isn’t it? What details will you add to tell
more about it?
 Where should you put that? Does it go with this page or does it need its own page?
Authors have to decide.
 Is that a true fact? How do you know about that? I think we should check that out before
you decide to add it. Remember, facts are real and true.

Take anecdotal notes regarding students’ use of facts, their spelling development, vocabulary use,
etc.
Select several students who have organized their facts one to a page to share in the closing.

Closing



Have selected students share their writing.
Encourage others to give compliments, make connections and ask questions.
Remind students that when they organize their writing and put like information together, it
makes it easier for readers to understand.
10
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
1st Grade ELA
Module 6 Astronomy
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Lesson Name
4A: Stargazing and Constellations pg 280
Module Date Range
November 28-December 22, 2016
Language Arts Objectives (LAFS):
Students will:
 ask and answer questions to determine the meaning of the words and phrases such as celestial bodies, ancient, modern, constellations, myths and hypotheses
(LAFS.1.RI.2.4)
 use illustrations and text details to describe the Big Dipper, Orion and other constellations (LAFS.1.RI.3.7)
 ask and answer who questions orally, requiring literal recall and understanding of the details or facts from Stargazing and Constellations (LAFS.1.SL.1.2)
 accurately apply the meanings of the antonyms ancient and modern, and the antonyms major and minor (LAFS.1.L.1.5a)
 explain the meaning of “hit the nail on the head” and use in appropriate contexts (LAFS.1.L.1.6)
Core Content Objective(s):
Students will:
 explain that Earth orbits the sun
 explain that astronomers study the moon and stars using telescopes
 describe how people sometimes tell stories about the moon and stars
 explain what a constellation is
 identify the Big Dipper and the North Star
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Comprehension questions are designed for students
Core Lesson Vocabulary:
Lesson:
to provide evidence-based answers that incorporate
advances, n. Modern improvements; progress
Stargazing and Constellations
lesson vocabulary.
Example: With advances in medicine, babies
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg 280)
get shots to protect them from many terrible
High How are the stars observed during ancient time in
diseases.
Vocabulary Word Work:
comparison to the stars we observe today? (The modern
Variation(s): advance
ancient
constellations are the same constellations observed by
ancient, adj. Very, very old or long, long ago
people hundreds of years ago. The stars have not changed Example: In ancient times, Egyptians built the
Group Activity:
from ancient times.)
pyramids. Variation(s): none
After Reading
Low The ancient Greeks believed that gods put certain
celestial bodies, n. Any objects, including
groups of stars together in the sky in order to make
planets, stars, comets, or meteors that can be
11
In groups, students will complete the Horizontal Word Wall activity
on page 288 of the anthology. Directions and details provided in the
anthology.
(see Duval Reads 1st Grade Quarter 2
Module 6 Anthology)
pictures that would tell stories and teach lessons. What are
these pictures called? (constellations)
Moderate Show image 4A-4: Big Dipper. Why this group of
stars is called the Big Dipper? (group of stars that looks
like a ladle or pot)
Low What is special about Polaris, the North Star? (It
always stays in the north, making it a good star to use for
navigation.)
Low Show image 4A-7: Orion. This constellation is called
Orion. [Trace a line with your finger connecting the three
stars in his belt as you ask the following question.] These
three stars form a famous piece of Orion’s clothing. What
do they form? (his belt)
High How did the author include clues in the text to help
the readers understand what a hypothesis is? (The author
defines the word hypotheses in the text. The author also
explains that it is based on facts that astronomers
discovered so the reader can infer the meaning of the
word.)
Low We also learned about another important astronomer,
Galileo. What invention did he improve upon that helped
astronomers make new discoveries? (telescopes)
found in outer space Example: The sun, the
moon, and other stars are examples of
celestial bodies.
Variation(s): celestial body
constellations, n. Certain groups of stars in
the night sky that seem to form specific shapes
or outlines of “pictures” Example: Last
summer, my dad showed me how to find
different constellations in the night sky.
Variation(s): constellation
myths, n. Stories that people tell to explain
things in nature, or to teach people how to act
Example: In ancient times, some people
believed in myths about a sun god who ruled
over the world. Variation(s): myth
Academic Language:
unknown word- a word that is not known or
familiar to the reader
illustrations a sketch, drawing or picture; a
picture or diagram that helps make something
clear or attractive
key details- a point of information in a text that
strongly supports the meaning or tells the
story, a statement that defines, describes or
otherwise provides information about the topic,
theme or main idea.
Check for Understanding:
Who? Pair Share:
Asking questions after a read-aloud is one way to see how much everyone has learned. A lot of people and animals were mentioned in today’s read-aloud, from the ancient
stargazers and Orion, Scorpio, and Taurus, to Copernicus and Galileo. Think of a question you can ask your neighbor about someone in the read-aloud that starts with the word
who. For example, you could ask, “Who was ‘the father of modern astronomy’?” Turn to your neighbor and ask your who question. Listen to your neighbor’s response. Then your
neighbor will ask a new who question, and you will get a chance to respond. I will call on several of you to share your questions with the class.
Writing Lesson 4A
There is no new lesson today. Consider using this time for students to continue writing information.
12
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
1st Grade ELA
Module 6 Astronomy
5A: The Moon pg 289
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between the orbit of the moon around the earth and its appearance at various phases of the orbit (LAFS.1.RI.1.3)
 Describe an illustration of the moon and the source of its illumination and use pictures and detail in “The Moon” to describe the read-aloud’s key ideas (LAFS.1.RI.3.7)
 Ask and answer when questions orally, requiring literal recall and understanding of the details or facts from “Introduction to the Sun and Space” (LAFS.1.SL.1.2)
Core Content Objective(s):
Students will:
 Explain that astronomers study the moon and stars using telescopes
 Describe how people sometimes tell stories about the moon and stars
 Identify the four phases of the moon—new, crescent, half, full
 Explain that the moon orbits the earth
Lesson Activities
Comprehension Questions ( w/ expected student response)
Vocabulary
Comprehension questions are designed for students to
Core Lesson Vocabulary:
Lesson:
provide evidence-based answers that incorporate lesson
appearance, n. The way something or
The Moon
vocabulary.
someone looks
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg 289)
Example: Whenever I want to check on
Low When we look at the moon at night, it looks like it is glowing. my appearance, I look in a mirror.
Vocabulary Word Work:
Is it really glowing? (no) Why does the moon look lit up? (It
Variation(s): appearances
appearance
reflects the light from the sun.)
counterclockwise, adv. Moving in a
Workbook Activity page 26
Moderate The earth orbits the sun. What is the connection
circle toward the left, which is the
During/After Reading:
between the moon and the earth? (The moon orbits the earth.)
opposite direction from the increasing
In groups, students will complete the Four Phases of the Moon
numbers on a clock face
activity on page 296-298 of the anthology. Students will need copies Low The earth takes a year to complete its orbit around the sun. Example: To loosen a screw, you have
of instructional master 5B-1 (see resource folder).
About how long does the moon take to orbit around the earth? (a to put a screwdriver into it and turn
month)
counterclockwise.
Teacher says, “We learned a lot in today’s read-aloud about how
Variation(s): none
the moon changes: reflecting the sunlight, going through an orbit,
Moderate You heard that the appearance of the moon changes
and going through different phases. Today you will complete an
throughout its orbit because more or less of the sun’s light
craters, n. Large, dipped holes
activity about the four phases of the moon.”
reflects off it. These changes in the moon’s appearance are
called phases.
13
On page 26 of student workbook, explain that this sheet addresses
the phases of the moon. Ask students to listen to the directions and
write the appropriate number in the blank.
Directions: The pictures show four different phases of the moon.
Write the number “1” on the line below the new moon. Write the
number “2” below the crescent moon. Write the number “3” below
the half moon. Write the number “4” below the full moon.
In addition, students need to be able to describe each phase of the
moon and why it appears/looks that way to us on earth.
Which phase is the moon in when it looks like a big circle? (full
moon)
Which phase is it in when it looks as if it has been cut right down
the middle? (half-moon)
Which phase is it in when it is a thin, curved sliver? (crescent
moon)
Which phase is it in when we can’t see it at all? (new moon)
Low Many people have said that the moon looks like it has a
face, and there are many stories about the “man in the moon.”
What are those dark spots? (lava lakes)
Moderate You heard about some ways that the moon is not like
the earth. The earth’s atmosphere supports the plants and
animals that live on Earth. Is there life (any plants or animals) on
the moon? (no) Why not? (The moon doesn’t have an
atmosphere.)
Example: There were large craters in the
middle of the road, so drivers had to
drive carefully around them.
Variation(s): crater
crescent, n. The shape of the moon as
seen in its first or last quarter
Example: My banana was shaped like a
crescent.
Variation(s): crescents
reflecting, v. Bouncing light off one
surface onto another
Example: When our power went off, I
thought everything looked magical with
candlelight reflecting off the walls of the
room.
Variation(s): reflect, reflects, reflected
Moderate What happens when meteors hit the moon? (They
make big holes.) What are these holes called? (craters) Why isn’t Academic Language:
the earth covered with craters? (The earth’s atmosphere burns
connection A relationship or association
up most meteors before they hit land.)
between one or more individuals, ideas,
or events
describe To convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations
explain To make plain or clear; to make
known in detail
identify To recognize or establish as
being a particular person or thing
Check for Understanding:
Hand Signals
Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process:
- I understand____________ and can explain it (e.g., thumbs up).
- I do not yet understand ____________ (e.g., thumbs down).
- I’m not completely sure about ____________ (e.g., wave hand).
Writing Lesson 5A Interrogative Sentences/Question and Answer Structure
Materials
14
Energy From the Sun by Allan Fowler from the Scholastic classroom Library, sentence strips
Lesson Preparation
Write each sentence below on a sentence strip. Provide . and ? cards for students to match to each sentence. If possible, read aloud Energy from the Sun by Allan Fowler,
sometime prior to the lesson.
Opening
Teacher Modeling
Lesson
 Display these sentences on the board or in a pocket chart:
 Is the moon a star
 The moon is not a star
 The sun is a star
 What can you see in space
 Why is the sun hot
 Who can go into space
 When does the earth rotate
 Planets do not have light

Explain that some sentences tell us something and end with a period. Other sentences ask a question and
end with a question mark. These end marks tell readers how to read the sentence.


Read the first two sentences aloud as examples.
Explain that the first one is a question and needs a question mark. Have students crook their pointer finger
like a question mark. Have them listen to how your voice goes up at the end when you ask a question.
Place the mark next to the sentence. Follow a similar procedure with the statement and place the period.
Have students hold up their hand like a stop sign to show telling sentence means stop.


Guided Practice







Read each sentence with students and have them show their question mark finger or their stop sign hand
to decide if it needs a period or a question mark. Have volunteers place the marks and reread all the
sentences again to hear how your voice sounds different at the end.
Display Energy From the Sun by Allan Fowler, page 8 and then page 16.
Read each page and then the answers that follow the questions. Explain that sometimes authors of
informational texts use questions in their teaching books and then answer the question with facts.
Have students listen again as you read each page to hear the question and the answer.
Explain to students that they can choose to do that too! They can ask a question before they tell their
facts. Show students the question marks and periods on the pages and explain the author used them to
show us how to read his book.
Using your class example from the previous lesson, revise one of the pages in the air so students can
hear how it would sound if you wrote a question and then answered the question with your facts.
Have students raise their hand if they think they will try to add a question to their writing today.
15
Notes and Charts
**Place these sentence strips in a center
for students to practice reading and
placing the marks.
Independent Writing






Closing



Send students off to write.
Confer as they write and encourage students to use a question and then answer it with a fact.
You may need to demonstrate how to take a statement and turn it into a question.
Remind them to use a question mark at the end of their question. If students are confused about which
one to use, read their sentence to them and have them listen to your voice.
Take anecdotal notes regarding students’ use of questions and answers as an organizational tool.
Select a student or two who have used questions to share in the closing.
Have selected students share their writing.
Have others listen and identify the questions they hear.
Remind students that questions need question marks at the end and that authors can choose to ask
questions in their teaching books.
16
Ex. Questions and Comments
Listen to me read this. Does it sound
like a question? What mark do you
need?
Remember informational texts give
facts, so you have to tell some facts.
You can’t just ask questions!
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
1st Grade ELA
Module 6 Astronomy
Pausing Point pg 302
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (LAFS.1.RI.1.3)
 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (LAFS.1.RI.2.4)
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Comprehension questions are designed for
Give students a key module
Student Performance Task
students to provide evidence-based answers
concept or vocabulary word
Student Workbook page 27
that incorporate lesson vocabulary.
such as sun or star. Have them
Read aloud sentences about either the Earth, Moon or Sun and students will circle the
brainstorm everything that
corresponding picture on their workbook page 27. See anthology page 302 for
- See Student Performance Task
comes to mind when they hear
performance task sentences.
the word, such as, made of
(see Duval Reads Module 6, Quarter 2 Read-Aloud Anthology)
gas, far away, big, etc. Record
their responses on chart paper,
Pausing Point Activities
a chalkboard, or a whiteboard
Choose one activity to review and reinforce the standard(s) taught thus far (see essential
for reference.
questions and language arts objectives).
Read the Pausing Point activities carefully to determine which Pausing Point activity would
best serve your students based on the students’ understanding of the standards. All
students need to practice the work of the standard in preparation for the module
assessment.
(see Duval Reads Module 6 Read-aloud Anthology)
Check for Understanding
Student Performance Task
Writing Lesson PP
There is no new lesson today. Consider allowing students to use this time to continue writing their reports.
17
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
1st Grade ELA
Module 6 Astronomy
6A: The History of Space Exploration and Astronauts pg. 308
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between the United States and the Soviet Union with respect to the Space Race (LAFS.1.RI.1.3)
 Describe the way in which the Chinese launched early rockets (LAFS.1.SL.2.4)
Core Content Objective(s):
Students will:
 Explain that astronomers study the moon and stars using telescopes
 Describe how people sometimes tell stories about the moon and stars
 Explain that astronauts travel to outer space
Lesson Activities
Comprehension Questions ( w/ expected student response)
Comprehension questions are designed for students to
Lesson:
provide evidence-based answers that incorporate lesson
The History of Space Exploration and Astronauts
vocabulary.
st
(see Duval Reads 1 Grade Quarter 2 Module 6 Anthology pg. 308)
Moderate When rockets launch, we usually say, “Blast off!” In
Vocabulary Word Work:
the read-aloud today, you heard that the Chinese invented
launch
rockets. How did the Chinese launch these first rockets? (by
lighting gunpowder; by making an explosion) Why does saying
Due to 2016-2017 revisions, please disregard page 314 of the
“blast off” make sense? (blast means explode)
anthology.
Low In the 1950s, the Soviet Union and the United States
Student Workbook Activity page 28
competed to see who could go to space first. What did we call
During Reading:
this competition? (The Space Race)
Discuss and note how the Soviet Union’s success in putting the first
man-made object into orbit caused the United States to begin the
Moderate The Soviet Union was the first country to send an
“Space Race”. Explain the text based content in details to support
object into space: the satellite, Sputnik 1. How did they get it
student’s comprehension.
into space? (They launched a rocket carrying it.)
After Reading:
Students will complete a sentence frame writing on the how the
Low The United States wanted to catch up to the Soviet Union,
United States and Soviet Union are connected by the space race
so they started the NASA program and launched a satellite into
space, too. Then both countries launched something else, even
18
Module Date Range
November 28-December 22, 2016
Vocabulary
Core Lesson Vocabulary:
astronaut, n. A person who is trained to
travel into space
Example: An astronaut has to train for
many years before he or she travels in
space.
Variation(s): astronauts
launch, v. To lift or push an object with
force
Example: In the afternoon, they planned
to launch the rocket into the air.
Variation(s): launches, launched,
launching
rockets, n. Engines that power
spacecraft, driving them through the air or
space
Example: The rockets shot straight up into
the air.
Variation(s): rocket
spacecraft, n. A vehicle for traveling
beyond Earth’s atmosphere
(cause and effect). Students will write their answer on workbook
page 28.
more important, into space. What did they send next? (people;
astronauts)
Scaffolds:
 For struggling leaners
o Reread and revisit the text in small groups
 For advanced learners
o Have students note other connection in the text.
Moderate What is the connection between the United States
and the Soviet Union and the space exploration? (both
countries wanted to be first to explore space)
Low What is an astronaut? (a person who travels in space)
Moderate You heard that being one of the first astronauts was
not an easy job. What were some of the challenges astronauts
faced? (Training was difficult, such as treadmill and ice water
tests. Space travel was unknown and risky.)
Example: A spacecraft has many strong
layers to protect the astronauts as they
travel to space.
Variation(s): rocket
technology, n. The practical use of new
scientific discoveries
Example: My mom said that all
telephones used to be connected by a
wire to the wall, but that technology has
changed a lot since then.
Variation(s): technologies
Academic Language:
connection A relationship or association
between one or more individuals, ideas,
or events
describe To convey in words the
appearance, nature, and/or attributes of
literary or informational text using vivid
observations
explain To make plain or clear; to make
known in detail
identify To recognize or establish as
being a particular person or thing
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing Lesson 6A Telling Facts Using Words and Illustrations
Materials
The Moon Book by Gail Gibbons, class report from previous lessons, First Grade Informational Writing Chart, Informational Text Features chart
Lesson Preparation
Read The Moon Book prior to the lesson and locate the best places to use as examples. If possible read the book aloud to students on a previous day and leave it available for
them to peruse, so they are familiar with it before you use it as an example.
Opening
Lesson
 Remind students they’ve been writing information to teach others about space. Reread the Informational
Text Features chart and remind students they’ve learned that informational texts have many features in
common; the most import feature is they give facts on the topic.
19
Notes and Charts
Teacher Modeling

Explain that today students will learn that authors often give many facts in their words and illustrations to
make their topics interesting and understandable to readers.



Remind students they’ve been learning about the moon in reading lessons.
Display The Moon Book, by Gail Gibbons.
Read the first page of the book and explain that the author told two facts on this page and illustrated
both of them realistically. Point out which fact goes with each illustration. Point out the label on the
moon. Point out what makes it realistic.
Explain that authors want to be sure that readers who might not know much about their topic can
understand the information, so they use lots of details and facts in their words and in their realistic
illustrations. Explain realistic again.
Read pages 2-3 and ascertain what the words tell and how the author used the realistic illustrations to
give more facts to be sure we understand what they are teaching us. Have students tell why the author
used the labeled illustration on page 3 and how it helps them as a reader. Why did the author color the
sky dark blue and black rather than green and orange?
Read pages 4-5 and use a similar process. Involve students in discussion about all the facts the author
used. She used lots of facts in the words and in the illustrations.
The author often uses more than one illustration on the page to be sure we understand what she is
teaching.
Turn to the class book and read the first page. Work with students to decide if there are enough facts on
that page. Add some facts and discuss what the illustration(s) could show and what it might look like.
Will there be labels, realistic colors? What color will the sky be to make it realistic?





Guided Practice



Independent Writing



**Note: If you have not read the book
aloud previously, introduce it now
telling the title and author. If you have
already read the book remind
students of that.
Have students turn and talk about the second page of your class book and what information could be
added, so it tells lots of facts instead of just one or two. Share out and discuss what could be added.
Come to consensus and add some information to the words. Discuss the illustrations.
 Will there be one illustration or more than one?
 What does the page need in order for the information to be understood by readers?
Explain to students that their job for the next two days is to make sure they have lots of facts in their
words and realistic illustrations. The illustrations should help readers that might not know about their
topic to understand the topic.
Send students off to write.
Confer with students, guiding them in their use of realistic illustrations as facts and urging them to add
more to their words.
Take anecdotal notes regarding students’ use of realistic illustrations to tell facts, their vocabulary use,
etc.
20
Ex. Questions and Comments
What could you add to your illustration
to show readers what all the parts of a
car are?
Sometimes drawing an arrow from the
word to the illustration is helpful for
Closing

Select a couple of students to share in the closing who have told lots of facts and used realistic
illustrations.




Have selected students share their writing.
Call attention to what makes the illustrations realistic.
Have listeners count facts on their fingers and retell them.
Congratulate all writers for teaching others about astronomy.
21
readers. Let’s find that in a book so
you can see what I mean.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
1st Grade ELA
Module 6 Astronomy
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Lesson Name
7A: Exploration of the Moon pg. 315
Module Date Range
November 28-December 22, 2016
Language Arts Objectives (LAFS):
Students will:
 Identify reasons the author gives to support that President Kennedy and the NASA scientists were determined to go to the Moon (LAFS.1.RI.3.8)
 Describe the connection between unmanned and manned missions to the moon (LAFS.1.RI.1.3)
 Use illustrations and details in the text, The Solar System, Part I to describe key ideas (LAFS.1.RI.3.7)
 With assistance, categorize and organize information about what would be seen and experienced on the surface of the moon (LAFS.1.W.3.8)
 Ask questions to clarify directions for an activity in which students are creating a sketch and written statement about what they might do, see, or feel if they went to the
moon (LAFS.1.SL.1.3)
Core Content Objective(s):
Students will
 Explain that the sun is a source of energy, light, and heat
 Classify the sun as a star
 Identify Earth as a planet and our home
 Identify the earth’s rotation or spin as the cause of day and night
 Explain that Earth orbits the sun
 Explain that our solar system includes the sun and the planets that orbit around it
 Indicate that there are eight planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune)
Comprehension Questions ( w/ expected
Lesson Activities
Vocabulary
student response)
Lesson:
Comprehension questions are designed for
Core Lesson Vocabulary:
Exploration of the Moon
students to provide evidence-based answers
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg. 315)
that incorporate lesson vocabulary.
abundant, adj. Plentiful; more than enough
Example: The farmers celebrated their
Vocabulary Word Work:
Moderate How does the illustration Surveyor 1
abundant harvest with a town fair.
determined
(7A-2) help our understanding of the words,
Variation(s): none
(see Duval Reads 1st Grade Quarter 2
“unmanned spacecraft”? (The illustration depicts a accomplish, v. To achieve something
Module 6 Anthology)
Example: We can accomplish our goal of
space craft or space probe that was built to
photograph (take pictures) of the moon’s surface
winning the game if we work together.
Teacher Model Activity
and get information about the moon’s
Variation(s): accomplishes, accomplished,
Before Reading
accomplishing
22
Explain that authors write key points in informational text and in order to
understand these key points, good readers need to identify reasons the
author gives to support the key points. Review that these reasons are
evidence to support the author’s main idea.
During/ After Reading:
After reading the first paragraph, think aloud about how the author wrote that
President Kennedy and NASA scientist were determined to succeed in
putting an astronaut on the moon. Continue reading and note reasons or
evidence to support this statement. Model how to complete the statement
evidence chart using the statement listed below. The chart can be projected
on the document camera (see resource folder) or created on chart paper.
Statement
Evidence
They started the Apollo
Program that had many
President Kennedy missions.
and the NASA
scientist were
determined to
They had astronauts practice
succeed in putting using equipment during the
astronauts on the
Apollo 7 mission
moon.
Apollo 11 landed on the moon
with three astronauts.
temperature. It was not built to transport a
person).
Moderate Explain how specific aspects of the
illustration, Apollo 4 (7A-3) contributes to what is
being conveyed by the words in the text.
High How does the illustration image card, 7A-10
Armstrong Stepping onto the Moon support the
words in the text, “That’s one small step for man,
one giant leap for mankind”? The image card
emphasis is on Neil Armstrong’s first step on the
moon and contributes to a deeper understanding
of what that means for the human race.
High How can we observe and study text
illustrations to help us understand the main idea
of the text? We can study the illustrations and
make connections between the illustrations and
words to describe the text’s main idea and key
details.
Moderate How does the image card 7A-12 The
Flag depicts the importance of the Apollo program
and all that it accomplished? The vocabulary
word, accomplish is reflected in this image card
as it depicts the American flag planted in the
moon’s soil and the evidence that America
reached the moon first and accomplished the goal
set by President, John F. Kennedy.
Moderate How do the image cards provide clues
to the main idea and support describing key
details? The illustrations are visual support to help
us connect illustrations to words in a text. This
visualization support our deepening our
understandings.
inner, adj. Close to the center; the inside of
something Example: The inner circles of the
spider’s web were smaller than the outer
circles.
Variation(s): none
solar, adj. Related to the sun
Example: My mom has a solar-powered
wristwatch that works by soaking up the rays
of the sun.
Variation(s): none
unique, adj. One of a kind
Example: Each person in the world is different
from any other person, so we say that each
person is unique. Variation(s): none
Academic Language:
key point- a statement that defines, describes
or otherwise provides information about the
topic, theme or main idea.
evidence- to prove or disprove something;
proof
Check for Understanding:
Visual Representation
Ask students to create a visual representation (e.g., web, concept map, flow chart, or time line) to show the elements or components of a topic or process. This technique effectively
reveals whether students understand the relationships among the elements.
Writing Lesson 7A Text Features Glossary and Index
Materials
23
Updated Pluto Dwarf Planet by Christine Taylor-Butler, The Moon Book by Gail Gibbons, Fly Guy Presents Space by Ted Arnold, Energy From the Sun by Allan Fowler all found in
the Scholastic classroom library.
Lesson Preparation
Become familiar with TOCs and indexes in the mentor texts for this lesson.
Opening
Teacher Modeling
Lesson
 Display the Informational Text Features chart and review it.
 Refer to the feature illustrations with captions and labels.
 Ascertain from students why authors add illustrations with captions and labels (to help readers
understand the topic by clearly showing something they are teaching.)
 Explain that today you’ll teach them about two more features authors use in informational books:
glossaries and indexes.
 Add glossary and index to the Text Features chart.









Guided Practice

Display the glossary on page 22 of Updated Pluto Dwarf Planet. Explain the function of a
glossary.
A glossary is a special feature that tells the meaning of some words in the text. Usually,
authors put it in the back of the book. Usually, the words in the glossary are important to
understanding the topic and the author thinks they might be words that are unfamiliar to
readers.
Refer to the first word, core. Read the definition. Turn to page 12 and show students that the
word core is bold print. Explain why the author put core in the glossary. (Core is an important
word related to planets and the author thought you might not know what a core is.)
Point out the pronunciation guide beside each word and explain its function. Explain that not all
glossaries have pronunciation guides.
Leaf through the back pages of The Moon Book and Fly Guy Presents Space. Explain that
neither Gail Gibbons nor Tedd Arnold put a glossary in these informational books.
Display the glossary in Energy From the Sun. Explain that Allan Fowler decided to use a
photograph to show what each word means rather than use words to tell the meaning.
Explain that if a word in the text is bold, and they don’t know what the word means, they can look
for a glossary and if there is one, they can find the meaning.
Next show the indexes in Updated Pluto Dwarf Planet and in Energy from the Sun. Explain the
function of an index (to locate information quickly) as a feature that helps researchers or readers
to find information quickly without having to read the whole book.
Turn to some of the pages listed to affirm that the word can be found there.
Explain that if students want to add an index in their book, they will need to number their pages
because the index always has the page number where information can be found.
Have students scan the index and tell you words to locate and what page to turn to.
24
Notes and Charts
**Glossaries and indexes will be easier for
students to understand if there is ample time to
actually use these features in authentic ways with
teacher scaffolding.
Independent Writing


Have a volunteer number the pages of your class report to prepare it for an index.
Tell students their job today is to work on their report and decide if they would like to add a
glossary and/or an index. Authors have to make that decision.



Send students off to write independently.
Confer with students and guide their decisions in adding text features.
Take anecdotal notes regarding students’ use of genre features, their fluency, spelling growth and
willingness to add information when prompted.
Select a student or two to share their decisions in the closing.

Closing



Have selected students share their writing.
Encourage others to compliment, ask questions and make connections.
Refer to the First Grade Informational Writing chart and ascertain what each sharing author
included and might need to add to their report.
25
Ex. Comments and Question
Stretch that word out and see if you can near
more sounds.
Check it with your finger and make sure you
have a letter for each sound.
Is that word on the word wall?
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
1st Grade ELA
Module 6 Astronomy
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Lesson Name
8A: The Solar System, Part 1 pg. 323
Module Date Range
November 28-December 22, 2016
Language Arts Objectives (LAFS):
Students will:
 Identify reasons the author gives to support that astronomers now know of eight major planets revolve around the sun (LAFS.1.RI.3.8)
 Describe the connection between the sun and the first inner planets (LAFS.1.RI.1.3)
 Describe an illustration of the moon and use pictures and detail in “The Solar System, Part I” to describe the read-aloud’s key ideas (LAFS.1.RI.3.7)
 With assistance, categorize and organize information about Mercury, Venus, Earth, and Mars (LAFS.1.W.3.8)
 Ask and answer what questions orally, requiring literal recall and understanding of the details or facts from “The Solar System, Part I” (LAFS.1.SL.1.2)
 Accurately apply the meanings of the antonyms abundant and scarce (LAFS.1.L.3.5a)
Core Content Objective(s):
Students will:
 Explain that the sun is a source of energy, light, and heat
 Classify the sun as a star
 Identify Earth as a planet and our home
 Identify the earth’s rotation or spin as the cause of day and night
 Explain that Earth orbits the sun
 Explain that our solar system includes the sun and the planets
 that orbit around it
 Indicate that there are eight planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune)
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for students to
Core Vocabulary
The Solar System, Part 1
provide evidence-based answers that incorporate lesson abundant, adj. Plentiful; more than
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg 323)
vocabulary.
enough
Example: The farmers celebrated
Vocabulary Word Work:
Low You heard that the word solar means something related their abundant harvest with a town
abundant
to the sun. What is the solar system? (group of planets and
fair. Variation(s): none
other celestial bodies that orbit the sun)
accomplish, v. To achieve
Due to 2016-2017 revisions, please disregard page 329 of the
Low How many planets are in our solar system? (eight)
something
anthology.
26
Group Activity
Before Reading:
Review the Statement/Evidence chart from the previous lesson. Explain to
the students that today they will complete a Statement/Evidence chart
together. Reveal the chart so they know what they are listening for as you
read.
During/After Reading:
Students will work in pairs or groups to identify evidence from the text to
support the statement listed below. Students can write their answers on
post-it notes and a large statement-evidence class chart can be used for
students to place their post-it note evidence. Allow time for groups to share
their evidence based on the read aloud.
Statement
Astronomers now
know of eight
major planets
revolve around the
sun.
Evidence
What do all the planets have in common? (They orbit the
sun.) You heard that orbiting the sun is the only thing all
eight
planets have in common. What does this mean? (Orbiting
the sun is the only way in which they are the same; in other
ways
they are all unique or very different from one another.)
Moderate You learned that all eight planets orbit the sun.
Why don’t they bump into each other? (They all have their
own path, or orbit.)
Moderate You learned that the first four planets are Mercury,
Venus, Earth, and Mars. Why are they called the inner
planets? (They are closest to the sun.)
Low A planet’s year is how long it takes the planet to orbit
the sun. Which planet has the shortest year, meaning it takes
the shortest time to go around the sun? (Mercury)
Low This is the first planet in the solar system, known for
being the smallest and the closest to the sun. What is the
name of this planet? (Mercury)
Low This is the second planet in the solar system, known for
being the brightest planet as seen from Earth. What is the
name of this planet? (Venus)
Moderate This is the third planet in the solar system, known
for having lots of water, oxygen, and life. The third planet is
the most important one to us. What is the name of this
planet? (Earth) Why is it most important to us? (We live on
it.)
Low This is the fourth planet in the solar system, known as
the Red Planet. What is the name of this planet? (Mars)
Example: We can accomplish our
goal of winning the game if we work
together.
Variation(s): accomplishes,
accomplished, accomplishing
inner, adj. Close to the center; the
inside of something Example: The
inner circles of the spider’s web
were smaller than the outer circles.
Variation(s): none
solar, adj. Related to the sun
Example: My mom has a solarpowered wristwatch that works by
soaking up the rays of the sun.
Variation(s): none
unique, adj. One of a kind
Example: Each person in the world
is different from any other person, so
we say that each person is unique.
Academic Language:
key point- a statement that defines,
describes or otherwise provides
information about the topic, theme or
main idea.
evidence- to prove or disprove
something; proof
Check for Understanding:
What? Pair Share:
Begin by telling students that asking questions after a read-aloud is one way to see how much everyone has learned. We learned about four planets today: Mercury, Venus, Earth,
and Mars. Think of a question you can ask your neighbor about the read-aloud that starts with the word what. For example, you could ask, “What is the name of the planet with a lot
of water?” Turn to your neighbor and ask your what question. Listen to your neighbor’s response. Then your neighbor will ask a new what question, and you will get a chance to
respond. I will call on several of you to share your questions with the class.
Writing Lesson 8A Diagrams
Materials
Updated Pluto Dwarf Planet by Christina Taylor-Butler, The Moon Book by Gail Gibbons, Informational Text Features chart, a students report that could benefit by including a
diagram
Lesson Preparation
27
Become familiar with the features of the diagrams in the mentor texts used in the lesson.
Lesson
Opening
 Bring students together and ask them to bring the piece of writing they are currently working on.
 Display and review the Informational Text Features chart.
 Remind students they have been learning about informational text features and adding them to their
reports. Explain that today you’ll show students another type of illustration called a diagram.
Teacher Modeling
 Display page 17 of Updated Pluto Dwarf Planet.
 Explain that this illustration is a diagram. A diagram is an illustration that shows the parts of something
and their relationship to each other, and/or how something works. In this diagram the illustration shows
where the planets are in relationship to each other in our solar system and their orbital path. Diagrams
usually have labels that tell what and where the parts and sometimes arrows or other signs that show
directional movements or sequences.
 Display any one of the diagrams in The Moon Book. Read the page and ask students what the diagram
shows.
 Ask students why they think authors include diagrams in their informational books. Things that are
complicated are easier to understand if there is a diagram rather than trying to explain it with only words.
Think about trying to put together a bicycle. The author who writes the directions usually puts in
diagrams with pictures that show exactly what the parts are, where they fit, what order to use them.
We’d never get a bike together if there were no pictures!
 Turn to your class report and model a peer conference acting as the author and the class acting as your
partners. Tell them your ideas about whether a diagram would be helpful to readers and ask for their
feedback. Be sure to thank the class for being your partners and offering such good ideas. Remind
students they should always thank their partners for listening and offering good ideas.
 Explain that today students will decide whether or not their report needs a diagram.
 They will take turns reading their report to their partner and telling their ideas for a diagram. If they have
suggestions for their partner, they can offer them.
Guided Practice
 Pair students and have them read their reports to a partner while they are gathered with you.
 Listen in to reinforce good listening and capture some great ideas to share with the group.
 As students finish have them refocus on you. Share some good ideas you heard and praise those who
remembered to thank their partners for listening and offering suggestions.
 Add diagrams to the Informational Text Features Chart.
 Send students off to write.
Independent Writing
 Have students work on their reports.
 Confer as they write and reinforce the use of informational features that fit the topic.
 Take anecdotal notes on students’ selections of features, their use of conventions, their
independence with the room’s resources, stamina for writing, and other areas of growth.
 Select a student or two who have used diagrams to share in the closing.
Closing
 Gather students and have the selected students share with the group.
28
Notes and Charts
Ex. Questions and Comments
What do you want readers to learn
from this diagram? Can colors help
you? Can arrows help you?


Have others tell what they learn from the diagrams or other informational features the authors
shared.
Congratulate the authors for using illustrations that teach others something.
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson Name
Module Date Range
Grade ELA
Module 6 Astronomy
9A: The Solar System, Part 2 pg 330
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Identify reasons the author gives to support that astronomers now know of eight major planets revolve around the sun (LAFS.1.RI.3.8)
 Describe the connection between the sun and the reason the last four planets are referred to as the outer planets (LAFS.1.RI.1.3)
 Describe illustrations of the solar system and use details from “The Solar System, Part 2” to describe read-aloud’s key ideas (LAFS.1.RI.3.7)
 With assistance, categorize and organize information about the eight planets (LAFS.1.W.1.8)
 Describe what is unique about each of the eight planets with relevant details, expressing ideas and feelings clearly (LAFS.1.SL.1.4)
Core Content Objective(s):
Students will:
 Identify the earth’s rotation or spin as the cause of day and night
 Explain that Earth orbits the sun
 Explain that our solar system includes the sun and the planets that orbit around it
 Indicate that there are eight planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune)
 Classify Pluto as a dwarf planet
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Lesson:
Comprehension questions are designed for
Core Lesson Vocabulary:
The Solar System, Part 2
students to provide evidence-based answers that
(see Duval Reads 1st Grade Quarter 2 Module 6 Anthology pg. 330)
incorporate lesson vocabulary.
categorize, v. Sort or put into a group with
other similar objects
Vocabulary Word Work:
Low In the previous read-aloud, you learned that
Example: My teacher asked me to
categorize
there
categorize this stack of books as fiction or
st
(see Duval Reads 1 Grade Quarter 2
are four inner planets, closest to the sun: Mercury,
nonfiction for our classroom library.
Module 6 Anthology)
Venus,
Variation(s): categorizes, categorized,
categorizing
1st
29
Due to 2016-2017 revisions, please disregard pages 337-341 of the
anthology.
Earth, and Mars. In this read-aloud, we learned that
debris, n. The pieces left over when
Jupiter,
something is destroyed or broken
Saturn, Uranus, and Neptune are outer planets. What Example: When I dropped my plate of food,
Student Workbook Activity page 29
makes them outer planets? (They are farthest away
I had to clean up the mess
During/After Reading:
from the sun, on the outside borders of the solar
while my dad swept up the debris from the
Using student workbook page 29, students will identify evidence from the text system.)
broken plate. Variation(s): none
to support the statement listed below.
Moderate How are the outer planets different from
outer, adj. Far from the center; the outside
the inner planets? (Inner planets are all made of
of something
NOTE: the statement is the same from yesterday since the read aloud is a
metal
Example: The outer part of the earth’s
continuation of yesterday’s read aloud. The evidence student provides
and rock and the outer planets are made of gases)
surface is the part we live on. Variation(s):
should focus on the planets mentioned in today’s read aloud (Jupiter, Saturn, Low (Show image 9A-2: Jupiter) This is the fifth
none
Uranus, Neptune and Pluto).
planet in the solar system, known for being the
probes, n. Tools designed to collect
largest planet, and having a red spot and sixty-three
information in outer space and send it back
moons. What is the name of this planet? (Jupiter)
to Earth
Statement
Evidence
Low (Show image 9A-5: Saturn)
Example: Probes have collected a lot of
This is the sixth planet in the solar system, known for information about the surface of Mars.
Astronomers now
the rings around it. What is the name of this planet?
Variation(s): probe
know of eight
(Saturn)
violent, adj. Dangerously rough
major planets
Moderate What makes Saturn unique and easy to
Example: When I was wrestling with my
revolve around the
recognize? (It is not the only planet with rings but no
brother and he got hurt, my mom said we
sun.
other planet has rings like Saturn’s.)
were being too violent. Variation(s): none
Low (Show image 9A-7: Uranus) This is the seventh
planet in the solar system, known for being the
Academic Language:
coldest planet and for rotating on its side. What is the key point- a statement that defines,
name of this planet? (Uranus)
describes or otherwise provides information
Low (Show image 9A-8: Neptune) This is the eighth
about the topic, theme or main idea.
evidence- to prove or disprove something;
or last planet in the solar system, known as the blue
planet. What is the name of this planet? (Neptune)
proof
Moderate How can the illustrations help us describe
what is unique about the planets with relevant details,
expressing ideas and feelings clearly?
Check for Understanding: Evaluate students' completed workbook page and provide explicit feedback based on their understanding of the lesson objective.
Writing Lesson 9A Closings
Materials
Energy From the Sun by Allan Fowler, The Moon Book by Gail Gibbons, First Grade Informational Writing chart
Lesson Preparation
Become familiar with the closings of the three mentor texts used in this lesson, become familiar with students’ reports in order to make suggestions for endings.
Lesson
Notes and Charts
Opening
 Display the First Grade Informational Writing chart.
30


Teacher Modeling




Guided Practice




Independent Writing
Closing



Remind students they have already learned about closing or ending a report so readers know
the report is over.
Explain that they are almost finished with their current writing project and today you’ll revisit
closings to learn some new ways to end their reports.
Display Energy From the Sun.
Have students listen as you read the first and last pages of the book for what they notice. (The
report begins with a question and the last page answers that question!)
Display the last page (21) of Updated Pluto Dwarf Planet. Explain that Christine Taylor- Butler
ended her book with a diagram showing Pluto in our solar system. Establish that this diagram
shows just how tiny Pluto is and the title of her book is-Dwarf Planet.
Display The Moon Book and have students listen for how Gail Gibbons ends her book. Call
attention to how she placed just two words on the last page…the moon. Ask students why they
think she used those two words to end her report. (Because that’s what the book is about.)
Reread your class report and engage students in discussion about ideas for ending it. Remind
students of the models they’ve seen in the mentor texts and compose some ideas in the air for
students to hear.
With their input compose an ending and add it to the class report.
Explain to students that as authors they will need to decide how they want to end their report
and there are many choices.
Send students off to write.

Have students work on their reports.
Confer with students as they write, guiding them to explain their decisions.
Take anecdotal notes regarding student’s ability to take and give feedback to peers, their
willingness to make their writing readable, and their growth toward the elements of the standard
for informational writing.
Select a student or two who have made interesting decisions to share in the closing.



Gather students for the closing.
Have selected students share their writing and decision making.
Encourage listeners to give compliments, ask questions and make connections.
31
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
Lesson
Module Date Range
1st Grade ELA
Module 6 Astronomy
Review pg. 342
November 28-December 22, 2016
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (LAFS.1.RI.1.3)
 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (LAFS.1.RI.2.4)
 Identify reasons the author gives to support specific points in the text (LAFS.1.RI.3.8)
Comprehension Questions ( w/ expected student
Lesson Activities
Vocabulary
response)
Module Review:
Comprehension questions are designed for students to
Give students a key module
Choose one activity to review and reinforce the standards being assessed. Read provide evidence-based answers that incorporate lesson concept or vocabulary word
the Module Review activities carefully to determine which Module Review activity vocabulary.
such as astronaut or planet.
would best serve your students based on the students’ understanding of the
Have them brainstorm
assessed standards. All students need to practice the work of the standard in
-based upon teacher-selected activities (see Module Review) everything that comes to mind
preparation for the module assessment.
when they hear the word, such
(see Duval Reads Module 6 Read-aloud anthology pg 342)
as rocket, helmet, spacesuit,
etc. Record their responses on
chart paper, a chalkboard, or a
whiteboard for reference.
Check for Understanding: Student work samples and teacher’s observations (with anecdotal notes) can be utilized as informal assessments to determine areas needed to reteach prior to end of module assessment.
Writing Lesson MR Table of Contents
Materials
Updated Pluto Dwarf Planet by Christine Taylor-Butler, Look What Came From Mexico by Miles Harvey, paper for students’ Tables of Contents and for the class book.
Lesson Preparation
32
Become familiar with the Table of Contents from the mentor texts and decide whether to use one or both. **The Aztec Empire, The Ancient Maya, and The Inca Empire have Tables
of Contents but they are more complex and might be confusing. You will need to decide which offers the best, clearest example for your class.
Lesson
Opening

Teacher Modeling

Notes and Charts
Tell students that informational texts like the ones they are writing often have a tool that helps readers find
information quickly. Today they will learn how a Table of Contents works and decide if they want to add one to
their report.
Display the Table of Contents in Updated Pluto. Explain to students how a TOCs works and what makes it a
helpful tool.
Readers who are looking for information or researching a topic can use the Table of Contents to see if
a book has information they are looking for or are interested in. That way they don’t have to read the
whole book if they just want to know one thing. They can read title to be sure the book is on the right
topic and then read the TOCs to see if the information they need or want is even in the book. That’s
what makes it so useful to readers. Let’s say I want to find out if Pluto has a moon. I can look at the
TOC, look down the chapter titles, and look-a chapter called, Pluto’s Moon!
Guided Practice
Independent
Writing

Involve students in shared or interactive writing to create a TOC for the class report. Use the first fact on each
page to use as a chapter title, or guide students in creating a shorter statement of the main idea to use as the
title. Have a volunteer write the page number(s) for each entry.

Call attention to the use of capital letters for each word in the title on TOC page. Explain that chapter titles are
always capitalized.

Explain to students that their job today is to make a Table of Contents for their report. They will find the first fact
on each page and write it just like you did for the class report to make their own Table of Contents.

Make sure students know how to get paper for their contents page and disperse students to write.

Have students work on their reports.

Guide them in adding titles and numbers to their contents page.
33
**Students can begin adding titles to
their contents page and wait until the
report is final to add page numbers.
That way, if they pages for any reason,
they won’t have to renumber.
Closing

Take anecdotal notes on students’ ability to manage adding a contents page, their use of conventions, details
in their drawings and preferences for tools to illustrate.

Select a student or two who have been successful adding new text features to share their work in the closing.

Gather students for the closing

Have selected students share their work.

Have others listen closely to offer comments, ask questions and make connections.

Congratulate students on great work!
34
DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
1st Grade ELA
Module 6 Astronomy
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Lesson
Assessment
Module Date Range
November 28-December 22, 2016
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (LAFS.1.RI.1.3)
 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (LAFS.1.RI.2.4)
 Identify reasons the author gives to support specific points in the text (LAFS.1.RI.3.8)
Lesson Activities
Due to 2016-2017 revisions, an updated module assessment can be found in the resource folder and the student
workbook. Please disregard the old module assessment on pages 345-352 of the anthology.
Before the Module Assessment, review some of the test taking strategies with your students (see the K-2 Test
Taking Strategies document in the resource folder). Select the strategies that apply to the type of test they will be
taking during this Module Assessment (read aloud, reading on their own, selected response questions, extended
or constructed response questions, etc.)
You will have the choice to give either the Standards Based Module Assessment or the Content Based Module
Assessment (taken from Core Knowledge). You do not have to give both assessments to your students.
Standards Based Module Assessment
Workbook pages 31-34
Reread Stars aloud to students without reviewing the content, asking questions or stopping to promote discussion. Then
read aloud each question and answer choices to students (see student workbook page 31-34). Allow time for students to
answer the nine questions to assess the language arts objectives for this module. An answer key and data tracker are
provided for grading and data analysis (see teacher resource folder).
Content Based Assessment
Workbook pages 35-38
35
Comprehension Questions ( w/
expected student response)
Comprehension questions are
designed for students to provide
evidence-based answers that
incorporate lesson vocabulary.
-see Module Assessment
questions
Vocabulary
n/a
Part I
Directions: I am going to say a sentence using a word you have heard in the read-alouds. First I will say the word, and
then I will use it in a sentence. If I use the word correctly in my sentence, circle the smiling face. If I do not use the word
correctly in my sentence, circle the frowning face. I will say each sentence two times. Let’s do number one together.
1. Atmosphere: The earth’s atmosphere is the part that is far, far away from Earth and contains the moon. (frowning face)
2. Gravity: When you throw a ball into the air, the earth’s gravity brings it back to the ground. (smiling face)
3. Orbit: The earth travels in an orbit around the sun. (smiling face)
4. Planet: A planet is a large object that provides its own light and heat. (frowning face)
5. Meteor: A meteor is a rock that flies through outer space. (smiling face)
6. Telescopes: Scientists use telescopes to look at tiny objects such as bugs. (frowning face)
7. Constellations: If you look up in the night sky, you might see constellations, or groups of stars, that look like pictures.
(smiling face)
8. Astronaut: An astronaut is someone who travels in outer space. (smiling face)
9. Launch: Many scientists work together to launch rockets into space. (smiling face)
10. Solar: Things associated with the moon are called solar. (frowning face)
Directions: I am going to read more sentences using other words you have heard in the read-alouds. If I use the word
correctly in my sentence, circle the smiling face. If I do not use the word correctly in my sentence, circle the frowning face.
I will say each sentence two times.
11. Ancient: This new bicycle is considered ancient. (frowning face)
12. Appearance: Someone who cares about their appearance would make sure their face is clean and their hair is
combed. (smiling face)
13. Determined: A student who is determined to get good grades would do all his homework and do his best in class.
(smiling face)
14. Categorize: When you have a lot of information to learn, it helps to categorize it, or put in into a chart to help you
remember it. (smiling face)
15. Major: Major means small or unimportant. (frowning face)
Part II
Directions: Listen to the following sentences about celestial bodies. Next to the number of the sentence I read, you will
notice four names. You will notice that the first three names are always the same. Let’s read them together: “sun, moon,
Earth.” You will also notice that the last name is usually different. I will read the four choices to you after I read each
sentence. Circle the name of the appropriate celestial body being talked about in each sentence:
1. I am the source of light and heat for the whole solar system. (sun)
2. I am the planet on which we live. (Earth)
3. I revolve around the earth. (moon)
4. I am known as the “Red Planet,” and astronauts may be able to visit me one day. (Mars)
5. I am the largest planet and have a big red spot, which is actually a storm. (Jupiter)
6. I am a star. (sun)
7. I was visited by astronauts from Earth. (moon)
8. I am the smallest planet and closest to the sun. (Mercury)
9. I am the planet with big, beautiful rings. (Saturn)
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10. I am the only planet we know about with enough water and oxygen to support life. (Earth)
11. I am the star that allows life to survive on Earth. (sun)
12. People call me Earth’s sister planet and the brightest planet, and I can be seen in Earth’s sky. (Venus)
13. I lie on my side and I’m the only planet not named after a Roman god. (Uranus)
14. I am a blue planet and the farthest from the sun. (Neptune)
15. I have phases named after how much you see of me: new, crescent, half, and full. (moon)
Check for Understanding:
Module Assessment
Writing Lesson Making a Rubric for Self-Assessment and Revision
Materials
Class report, large 3-column chart for the rubric, Informational Writing Features chart, First Grade Informational Writing chart
Lesson Preparation
Make the chart by drawing columns and writing the criteria for Great First Grade Informational Writing in the left column.
Opening
Teacher Modeling
Lesson
 Congratulate students on their smart work as astronomers. Remind them they are writing teaching books to
teach others about a space topic and have learned all about informational text features and what it takes to write
great first grade teaching books.
 Refer to the informational text features chart and review it as needed.
 Enlist students’ help as additional teachers in the room. Explain they can help you by assessing their writing
and make their writing “great first writing” rather than to wait for you to do it.
 Explain that today they will help you use the First Grade Informational Writing checklist to develop a rubric or
guide to know if their writing is great first grade writing or if it still needs something to make it great.
Notes and Charts

** Note: This rubric only
addresses the genre features in
the standard for informational
writing.
Display a large chart with three columns and only the Great Full Moon Writing column filled in. The column on
the left will be at standard for first grade or at a level slightly more than your students are currently performing.
The column on the right will contain criteria that are indicative of the lowest performance level your students
currently exhibit and the middle column will contain criteria that are where most of your students currently
perform. (see below)
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





Guided Practice



Great First Grade Informational Writing
I taught readers all about
 I mostly taught readers
 I wrote a story or only
my topic.
about my topic.
told what I think about
the topic.
I named the topic in my
 I named my topic, but I
 I didn’t name my topic
first sentence and in my
don’t have a title that
and don’t have a title.
title.
tells what I’m teaching.
I put lots of facts about my  I put some facts in
 I didn’t write many facts.
topic in the realistic
illustrations and in the
My illustrations aren’t
illustrations and in the
words.
realistic enough.
words.
I wrote an ending that
 I wrote an ending that
 I did not write an ending.
matches my topic.
doesn’t match my topic.
Full Moon Writing
Half Moon Writing
Crescent Moon Writing
Explain that since you have been studying phases of the moon, it seemed appropriate to use the growing moon
as a symbol for their growing writing. The best first grade writing is classified as full moon, good writing is half
moon, and writing that still needs lots of revision is crescent moon writing because it has some growing still to
do.
Note: The criteria in the full moon column come directly from the standard and the lessons that have been
taught so far. You may have different rubric criteria depending on what you have taught your students to do as
informational writers. This is an example of a fairly simple rubric for students to begin learning on.
Have students help you develop criteria for half moon and crescent moon so they’ll understand it when they use
it independently.
Using your class report as a model, read through the rubric criteria and look for whether or not that criteria is
met in your report. Decide (with students’ input) if each element falls in the full moon category or falls within one
of the other columns. Be sure to push students regarding what is good enough while still making the best
attainable for everyone.
Explain that any element that isn’t full moon will need to be revised to make it full moon.
Explain to students that their job today is to look at their own writing with the rubric, just like you they did with the
class report. They will work with a partner, take turns rereading their writing, and checking the rubric to look for
each element. If an element is missing, they should add it as soon as both partners have had their turn.
Note: If this task is beyond your students at this point, work with small groups while the others continue writing
and illustrating.
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**Note: If this task is beyond
your students at this point, work
with small groups while the
others continue writing and
illustrating.
Independent Writing

Make the rubric visually accessible to all the students and send them off with partners.



Confer with students as they work with their partners or work with a small group.
Pay particular attention to how partners are interacting and reinforce good communication.
Take anecdotal notes regarding how students work with partners, their ability to understand and use the rubric,
and their willingness to add information
Select a student or two who have added to their piece as a result of the rubric to share in the closing.

Closing



Have selected students share their writing. Ascertain what was added and draw the connection between the
new information and the rubric so all students better understand what constitutes “good enough”.
Call on students to share how using the rubric helped them.
Call on students to share how their partner helped them.
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DUVAL COUNTY PUBLIC SCHOOLS
ELA Curriculum Lesson Guide
Course
Module # and Name
1st Grade ELA
Module 6 Astronomy
Module Guiding Question (to build background):
How has the study of the stars influenced our daily life?
Lesson
Culminating Activity pg. 353
Module Date Range
November 28-December 22, 2016
Language Arts Objectives (LAFS):
Students will:
 Describe the connection between two individuals, events, ideas, or pieces of information in a text. (LAFS.1.RI.1.3)
 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (LAFS.1.RI.2.4)
 Identify reasons the author gives to support specific points in the text (LAFS.1.RI.3.8)
Comprehension Questions ( w/ expected student
Lesson Activities
response)
Comprehension questions are designed for students to
Culminating Activities
provide evidence-based answers that incorporate
Based on the student’s end of module assessment, choose activities to remediate lesson vocabulary.
needed weaknesses and provide opportunities for enrichment. Remediation
activities should be standards-based and align to the data collected from journal
-based upon chosen lesson activities (see Culminating
artifacts and the end of module assessment.
Activities)
(see Duval Reads Module 6 Read-aloud anthology pg. 353)
Vocabulary
Review core vocabulary words
based upon students’
performance on the end of
module assessment.
Check for Understanding: Student work samples and teacher observation (with anecdotal notes) can be utilized as assessments to determine success of remediation and
enrichment.
Writing Lesson Assess: Editing
Materials
Editing checklist, a piece of student writing for editing, colored pens or pencils for student editing
Lesson Preparation
Prepare the editing checklist from Module 1 if your students are familiar with it or the one below. Select a piece of student writing (with the author’s permission) to use as your
model for editing.
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Opening
Lesson
 Display the editing checklist and review it with students.
 Explain that the only new item on the list is names of planets begin with a capital letter.
 Tell students that today you will be editors and help you edit the class report using this checklist.
Then they will help you edit a classmate’s report. They will then edit their own reports so other
people can read them easily.
Notes and Charts
Name___________
Editor__________
Editing Checklist
My sentences make sense. _____
My sentences end with . ? ______
My sentences begin with a capital letter. _____
Names of planets begin with a capital letter. _____
Teacher Modeling
Guided Practice
Word wall words are spelled correctly. _____
 Write your name on the line next to Name on the checklist. Write Class on the editor’s line.
 Edit the class report. Reread it aloud to make sure all the words are there and that it makes sense.
 Call attention to planets’ names in the class report, if there are any, and explain that when using the
name of a planet as its name, it should be capitalized.
 Work down the checklist reading the class report for each item. Make a check next to the item after
it’s been declared correct.







Project the piece of student writing so everyone can see it.
With the student author next to you (the one whose writing you are editing), go through the same
process as above.
Involve students in looking at the rubric, then checking for each item in the report.
As errors are located, have the author make the changes with a colored pen or pencil.
Prior to correcting spelling, remind the author to look closely at the words and circle up to 5 they
aren’t sure are spelled correctly.
Involve students in helping the author correct the word wall words (or known sight words)
misspelled.
Words not found on the word wall can be checked for spelling by making sure the author used the
best sound spelling.
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**Since there are variations as to when to
capitalize earth, you will need to accept
approximations until students are ready to sort
that out


Independent Writing
Closing



Explain to students that they will work with a partner today to take turns editing their report. They
will edit one report at a time. The author will read it and use the checklist. The editor will help the
writer make sure the writing has all the things on the checklist and write their name on the editor’s
line.
Send partners off to edit.

Have students use the checklist to edit their work.
Circulate and confer to guide authors and editors in using the checklist.
Take anecdotal notes regarding students development with editing. What can they do alone? What
can they do with help?
Select partnerships to share that worked very well together.


Have selected partners share how they worked well together.
Congratulate authors on great work making their writing readable!
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**Keep in mind that students are just
learning to edit and their work might not be
consistently correct. Over time they will
become great editors of their own work.