®
G ui d e d
Reading
Science
Fiction
670L
“The First
Half Hour”
Written by Jules Verne
Key IDEA Travelers enter space and begin to look for the moon. Instead, they
encounter a large object moving quickly toward them. They are terrified as they wait to
see if the large asteroid will hit them.
LITERACY STANDARDS Addressed in This Plan
RL.4.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 SL.4.1a Comprehension & Collaboration Sessions 1, 2, 3 Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about
the topic to explore ideas under discussion.
L.4.4c
Determine the meaning of words and phrases
as they are used in a text, including those
that allude to significant characters found in
mythology (e.g., Herculean).
RL.4.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Make connections between the text of a story
or drama and a visual or oral presentation of
the text, identifying where each version reflects
specific descriptions and directions in the text.
Additional Instruction Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.4.5a
ISBN 978-1-62889-616-9
RL.4.10 Range of Reading & Level of Complexity By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, in
the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
Sessions 1, 2 W.4.3
RF.4.4b Fluency Session 2 Text Types & Purposes Writing Task Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W.4.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.4.9
Research to Build & Present Knowledge Sessions 1, 2, 3 RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
Vocabulary Acquisition & Use Explain the meaning of simple similes and
metaphors in context.
RL.4.9* MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the treatment of similar
themes, topics, characters or plots of two or
more stories.
*standard adapted from another grade
Vocabulary Acquisition & Use Draw evidence from literary or informational texts
to support analysis, reflection, and research.
W.4.10 Range of Writing
Write routinely over extended time frames
and shorter time frames for a range of
discipline-specific tasks, purposes, and audiences.
Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
Mondo Bookshop Grade 4 1
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Session 1 “The First Half Hour”
Learning Focus
RL.4.1
Students read closely to
analyze details. They explain
what a text says by citing
text evidence and drawing
inferences.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students.
oday’s text is “The First Half Hour” by Jules Verne. Think about what might
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be happening on the first page.
I see darkness and stars. The story might be happening in space or
someone might be traveling in space.
What would you like to find out by reading this story?
I would like to find out if characters in the story are traveling in space
and why.
READING THE TEXT CLOSELY ELL SUPPORT
L.4.4 Vocabulary Support
vocabulary such as
companion, projectile, and
asteroid in context using the
ELL vocabulary strategies in
Getting Started.
10 minutes
Explain the learning focus. Have students read page 23. Check on their
application of the focus. Provide support if needed.
oday as we read this story we will pay close attention to details. We will use
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these details to explain what a story directly tells us and what details we used
to make an inference. Try to focus on important details in the story as you
read page 23. . . . Let’s talk about some of the details on this page.
Can you share with the group something the story tells you directly?
Barbicane believes they are driving through space.
Can you share the details in the story where you found that?
Barbicane says “We are driving through space!”
Who would like to share an inference you made while reading the story?
The captain and Ardan are not sure if they left the surface of Earth.
Can you share the details in the story you used to make that inference?
The story says that Barbicane convinced the captain and Ardan that the
blackness proved that they could not be on the surface of Earth.
Corrective Feedback
Have students closely reread
page 23 to make inferences.
Encourage them to silently
reread, stopping at key points
to think and talk together about
their understandings.
SL.4.1a
DISCUSSION
Collaborative
Comprehension Share
When you are explaining
what the text says, make sure
to use the words the author
wrote so you are telling
exactly what happened.
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If you are satisfied that students can apply the focus, have them continue
this thinking to the end of the selection. If you are not, prompt students to
reread the text segment to consider what the text tells them directly and what
inferences they can make using details in the story.
ur work today is to pay close attention to details as we read, so we can
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use them to explain what the story tells us directly and also make inferences
about what the story doesn’t tell us. Now let’s read to the end of the story.
DISCUSSING THE TEXT 10 minutes
Invite students to point out details from the story they can use to explain what
the text says explicitly or they can use to make inferences.
hink about what you have read or things you already know as we talk
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about the story. Let’s talk about details from the story we can use to explain
something it tells us directly or we can use to make an inference. Who would
like to share with the group something the story tells us directly?
A large object is approaching the travelers.
Can you share what details you used to explain this?
The story says that the three travelers saw a brilliant object approaching
them, and it was enormous.
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Would anyone like to share an inference they made?
Ardan is scared.
Can you share the details in the story you used to make that inference?
Ardan says that they are helpless like men in a small boat going toward
the edge of Niagara Falls. Those men would be scared, so Ardan must be
scared.
I like the way you analyzed details in the story and used what you read in the
story during our discussion. You also used details to explain what the text
told you directly and to make inferences. We should do that often as we think
about details in the stories we read.
Draw attention to the metaphor “against a monster” on page 25.
emember that a metaphor compares two unlike things, but does not use
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the words like or as like a simile does. Look at the metaphor “against a
monster” on page 25. Who can share what Ardan is calling a monster?
L.4.5a VOCABULARY
Similes and Metaphors
He is calling the asteroid a monster.
Can anyone share what two things are being compared in this metaphor?
The two things being compared are a monster and an asteroid.
Would someone share what this metaphor helps the reader understand?
The asteroid is big and scary like a monster.
emember to think about what two things are being compared in a
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metaphor, and what the metaphor helps you understand.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read a story.
Discussion Tip
If possible, allow students
time to read or study
required material before oral
discussions. You may also want
to give them a question to
answer based on their reading
or prior knowledge about
the topic.
oday we analyzed details and used them to explain what the story told us
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directly and made inferences. Keep the work we’ve done in mind as you read
other texts.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
TEACHER’S
CHOICE COMPREHENSION: MAKE INFERENCES
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to make inferences. Review students’ answers as you evaluate their
mastery of the learning focus.
RL.4.1 COMPREHENSION
Make Inferences
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 to collect evidence that helps them answer the
question: How do the travelers feel about their trip? Use evidence from the
text to support your response.
W.4.8*, W.4.9, RL.4.1 writing
Gather Information
Mondo Bookshop Grade 4 3
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Session 2 “The First Half Hour”
LEARNING FOCUSES
RL.4.1, RL.4.4, RL.4.7
Students return to text to
read closely and analyze
details. They cite text
evidence to explain the story
and to make inferences.
They make connections
between the text of the
story and illustrations as well
as determine the meaning of
words and phrases as they
are used in the text.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s quickly review our discussion from the last session.
We talked about analyzing details as we read. We explained what the text
told us directly. We said a large object is approaching the projectile. We
also made inferences. We said that Ardan is scared because he says that
the asteroid is like a monster, and they are helpless like men in a small boat
going toward the edge of Niagara Falls.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 23 and 24. Check
in to see how well they have understood the focuses. If you are satisfied that
students can apply them, have them read the balance of the selection. If not,
provide corrective feedback as suggested on page 2 of this plan.
oday as we read, we will continue to analyze details to explain what the text
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says directly and to make inferences. We’ll also make connections between
the text and illustrations as well as determine the meanings of words as they
are used in the story. Let’s read page 23 silently and think about important
details. . . . Who will share a detail from the story that tells us something
directly?
The object is coming toward them with lots of speed.
Who can share an inference they made using details from the story?
Captain Nicholl and Ardan are excited about leaving Earth.
Can you share the details that helped you make that inference?
They say “Hurrah! Hurrah!” and are described as feeling like electric shocks
were going through them.
Point out the word spectacles on page 24.
he text says that “Captain Nicholl, wiping his spectacles, looked again.”
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Can someone suggest how we can figure out the meaning of the word
spectacles?
We can look for clues in the text around the word.
COMPREHENSION SHARE
Introduce the meanings of
this phrase as it is used in
the text: their hair stood
on end. Have a discussion
with students about why this
phrase does not mean what
the words actually say. Ask
students to work with partners
to discuss what this nonliteral
phrase in the story means.
Yes, let’s look for clues and figure out the meaning of this word. Would
someone like to share what they think the word spectacles means?
Spectacles means “glasses.”
e can use many different strategies, such as context clues, to figure out the
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meanings of words in the stories we read.
Focus on making connections between the story and the illustrations.
e can look at illustrations and connect them to details in the stories we
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read. Who can describe the illustration on page 23?
It is a very dark sky with stars.
ho would like to share details in the story that are connected to the
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illustration?
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The text says, “Look at the stars glittering all around!” Another detail
connected to the illustration is “They could see nothing but utter
darkness.”
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eep reading closely to the end of the story. Think about how the illustrations
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and text are connected.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. If
students need additional practice with fluency, provide the necessary support
at the end of the session.
DISCUSSING THE TEXT 10 minutes
Guide a discussion in which students pay close attention to important details
to explain things the story tells them directly, make inferences, determine the
meanings of words, and make connections between the text and illustrations.
SL.4.1a DISCUSSION
Collaborative
Who can share one thing the story told us directly?
The object coming toward the travelers did not make a noise, have a tail,
or make sparks.
ho would like to share an inference they made and the details they used to
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make the inference?
Although the travelers trust Barbicane to know everything about space, he
is wrong. The object is not a meteorite, but the moon. The details I used
are that the travelers never saw the moon, the meteorite coming toward
them did not have a tail or sparks, it rotated on its axis, and Earth has only
one satellite, which is the moon.
Continue the discussion, focusing on determining the words and phrases used
in a text.
et’s look at the phrase cursed thing on page 25. Ardan calls the object
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coming toward them “a cursed thing.” Can someone share what this phrase
means as it is used in the story?
The phrase means that the object is something bad that will cause them harm.
Continue the discussion, making connections between the illustrations and
the text.
ook at the illustration on page 24. Would someone like to describe the
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illustration?
It is dark with a few stars, and there is something that looks like a rocket ship.
ould anyone like to share connections they made between the illustration
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and the text?
The text says that they are in a projectile moving through space. I wasn’t
sure what a projectile was until I saw the picture of the rocket. Now I
understand that the travelers are in a rocket ship. I can also picture the
“utter darkness” with stars that the travelers see from their windows.
Draw attention to the simile “She’s heading for us as straight as an arrow” on
page 25.
emember, a simile compares two unlike things using the words like or as.
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Look at the simile “She’s heading for us as straight as an arrow” on page 25.
Who can share what two things are being compared in this simile?
L.4.5a VOCABULARY
Similes and Metaphors
The two things being compared are the object coming toward them and
an arrow.
an someone share what the simile helps the reader understand about the
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object?
The object is coming toward the rocket ship in a straight line, or directly at it.
es. Remember to think about what is being compared in a simile and what it
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helps you understand about the story.
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Mondo Bookshop Grade 4 5
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COMPREHENSION SHARE
As you read, look carefully at
the illustrations. Think about
what they add to the story.
They can help you discover
more about a character,
setting, or what is happening
in the story.
Help students understand the benefits of reading required material before a
discussion.
e’ve discussed what the story tells us directly and inferences we made.
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When you discuss stories, it is helpful to read the text before the discussion
and use it as you talk about it. Why do you think it’s helpful to read a story
before a discussion?
If you read before discussing a story, you can point out details from the
story that support the ideas you share.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
RF.4.4b
FLUENCY
Expression
W.4.8*, W.4.9, RL.4.1
writing
Gather Information
RL.4.10
READING
Independent
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read grade-level prose orally with
expression. Note differences in expression among characters’ dialogue.
Suggest that students ask themselves, “How would Ardan say these words?
How would that sound different from Barbicane?” Then have students echoread the text after you.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 to collect evidence that helps them
answer the following questions: How do the travelers feel about their trip?
or Why were the characters in each story frightened? Students may need
multiple copies of the organizer. Review students’ collected evidence as you
evaluate their mastery of the learning focuses.
TEACHER’S
CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED
In preparation for Session 3 (teacher’s choice), have students read the short
text selection “Pang Lu’s Journey” on page 27 of the Themed Text Collection.
Remind students to think about the learning focuses from prior sessions as
they read.
efore our next session together, I would like you to read “Pang Lu’s
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Journey” on your own. As you’ve done before, pay close attention to details
in the text to explain what the story says directly, make inferences, make
connections to the illustrations, and find the meanings to words and phrases
used in the story.
6 ”THE FIRST HALF HOUR”
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Session 3 “The First Half Hour” and “Pang Lu’s Journey”
Key Idea Traveling can be scary if you don’t know much about where you
are going.
REFLECTING ON THE TEXTS 5 minutes
Ask students to reflect on what they learned over the past sessions. Invite
them to review and reflect on both texts.
e have learned to use important details in a story to explain what the story
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directly tells us as well as make inferences. Who would like to share why this
is important?
It is important to pay attention to what the story tells you so that you
can understand what is happening in the story. It is important to make
inferences to help you have a deeper understanding of the characters or
events.
LEARNING FOCUSES
RL.4.1, RL.4.4, RL.4.7, RL.4.9*
Students compare and
contrast texts to read closely
and cite text evidence in
order to explain what the
story says directly and make
inferences. Students also
determine meanings of
words and phrases in the
text and connect the text
and illustrations.
e discussed what the story told us directly and inferences we made in our
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first text. Who would like to share what the story told us or an inference you
made?
The story tells us that an object is coming toward the projectile and the
travelers don’t know what it is. An inference I made is that Ardan believes
that Barbicane is a space expert and knows everything about outer space.
Ardan says, “What doesn’t he know?” when talking about Barbicane.
CROSS-TEXT ANALYSIS 10 minutes
Guide students to compare and contrast the two texts.
SL.4.1a Discussion
Collaborative
et’s think about important details in both stories and talk together about
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how they are alike or different.
Both stories are alike because they have characters that are traveling and
are frightened. They are different because the travelers in “The First Half
Hour” aren’t sure where they are and are scared of an unfamiliar object
coming toward them. The travelers in “Pang Lu’s Journey” are scared
because they can’t find their cousin, read the signs, or understand the
language.
It’s helpful to think about how events in stories are alike and different. This
helps you understand both stories more deeply.
Guide students to synthesize character and plot elements across both stories.
The analysis should lead to connections and new understandings based on
both stories.
et’s think about how discussing the two texts together helps you
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understand both more deeply. Turn and talk with a partner about that. Try to
come up with a possible theme for the two. Who’d like to share?
We think the stories are about being afraid while traveling.
I also noticed a theme across both stories. The characters are afraid of things
that are unfamiliar or unknown.
Mondo Bookshop Grade 4 7
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INTEGRATING THE LEARNING 10 minutes
Invite students to integrate the information from both texts and clearly state
the big ideas across both texts.
hen we read, we try to say what a text was mostly about—the big idea—
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in one sentence. Now we’re going to think through key parts of these two
stories to find a big idea for both of them in one or two sentences. Turn and
talk with a partner. Think about how we can state a big idea that would go
with both texts. . . . Who would like to start?
Traveling can be scary if you don’t know much about where you are going.
Have students reflect on the strategies they learned for comparing two stories
with a similar theme.
et’s recap what strategies we used to deepen our understanding of both
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stories.
We thought about important details that told us something directly
and made inferences about characters and events. We said paying
close attention like this helps us understand the characters and what is
happening in both stories better.
W.4.8*, W.4.9, RL.4.1
writing
Respond to Question
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading the texts. Then
invite them to write a response to one of the questions: How do the travelers
feel about their trip? or Why were the characters in each story frightened?
Remind students to make good use of text evidence they’ve collected to
support their main points.
TEACHER’S
CHOICE
Writing Task: Narrative
W.4.3
writing
Narrative
E-RESOURCE
Summative Assessment Review with students what makes a
strong narrative piece. Students will work independently to write a story about
traveling to somewhere unfamiliar. Guide them to use page 12 for their writing
task. Students may wish to share their stories.
ow that you’ve collected lots of evidence about traveling to an unfamiliar
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place, let’s write a narrative about characters who travel to a new place. Use
details from both texts to plan your story. Let’s quickly review what makes a
strong narrative piece before we get started.
We need imagined events, descriptive details, and a clear sequence of
events. We also need to follow the rules of writing.
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TEACHER’S
CHOICE
Additional Instruction
Optional Guided Reading: “Pang Lu’s Journey”
Prior to Session 3, for students needing additional guidance, you may want to
conduct a guided reading lesson with the short text, “Pang Lu’s Journey.” Use
the learning focuses from Sessions 1 and 2 to reinforce the standards and the
learning.
RL.4.1, RL.4.4, RL.4.7 comprehension
Key Ideas and Details,
Make Connections
oday we’ll spend some time practicing the reading skills we worked on
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with our first story. We will pay close attention to details to explain what
the story tells us directly and make inferences. We will connect the text and
illustrations and figure out the meanings of words and phrases in the story.
Think about important details as you read the story.
CLOSE READING OPTION: “THE TRAIN RIDE WEST”
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on the
page and respond to the prompts before returning for a small-group discussion.
Vocabulary
Reference Materials Discuss with students the word fretted on page 27. Guide
students to understand the meaning of the word.
et’s talk about what the word fretted means. Who can share where we might
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look to find the meaning of a word we don’t know?
We can look in a dictionary or glossary.
es. Would someone like to look up the word fretted in a dictionary and
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share its meaning?
The word fretted means “to feel worry.”
Who would like to share what Pang is doing in this part of the story?
He is worried about what might happen if his cousin doesn’t meet them.
Can someone use the word fretted in a sentence?
RL.4.10 READING
Independent
L.4.4c Vocabulary
Reference Materials
VOCABULARY TIP
If students are using print
dictionaries, you may want
to refresh how to use the
guide words at the top of
the pages. Explain that
words that fall alphabetically
between the two guide words
on a page will be found on
that page.
I fretted when I couldn’t find my lunch box.
Word Recognition
Word Analysis Focus on the word emigrating on page 27.
RF.4.3a WORD RECOGNITION
Word Analysis
The word emigrating has many syllables. How many are there?
There are four syllables.
Is there a familiar word part in this word?
The ending -ing is familiar.
What does that word part tell you about the meaning of the word emigrating?
The meaning is about doing something.
Yes. Now look at the context in which this word appears. What is Pang doing?
Pang is moving from China to America forever.
Yes. So, what does the word emigrating mean?
It means “moving to a new country to make it your home.”
Mondo Bookshop Grade 4 9
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Name
Date
Comprehension: Make Inferences
Record what the text told you directly about the setting, characters, or
events in “The First Half Hour.” Record any inferences you made about the
setting, characters, or events using the details in the story.
Inferences You Made
© Mondo Publishing
The Story Told You
Score:
10 ”THE FIRST HALF HOUR”
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Name
Date
Constructed Response: Collect
Text Evidence
Check which question you are citing evidence for. Think about the question
as you read. Write details from the text that help you answer the question.
Be sure to include page references. You may need more than one copy of
this sheet.
□ How do the travelers feel about their trip?
□ Why were the characters in each story frightened?
Page Number
© Mondo Publishing
Details from Text
Score:
Mondo Bookshop Grade 4 11
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Name
Date
Writing Task: Your First Draft
Write a story about characters who travel to a new place.
REMEMBER: A well-written narrative piece:
© Mondo Publishing
• has imagined events
• has a clear sequence of events
• has descriptive details
• uses clear language that suits your purpose
• follows rules of writing (spelling, punctuation, and grammar)
Score:
12 ”THE FIRST HALF HOUR”
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