®
Guided
Reading
NARRATIVE
POEM
NP
Look at
the Moon
Written by May Garelick and illustrated by Barbara Garrison
Key IDEA In rhyming verse, a child wonders if the full moon shines on everyone around
the world. The question is answered with the moonlit night in the woods, the city, the sea,
the jungle, the Arctic, and Australia.
LITERACY STANDARDS Addressed in This Plan
RL.2.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Recount stories, including fables and folktales
from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.4 Craft & Structure Sessions 1, 2, 3 Describe how words and phrases (e.g., regular
beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
RL.2.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending ­concludes
the action.
RL.2.7 MAIN FOCUS Integration Use information gained from the illustrations
and words in a print or digital text to
demonstrate understanding of its characters,
setting, or plot.
L.2.5
Additional Instruction Demonstrate understanding of word relationships
and nuances in word meanings.
L.2.5b Vocabulary Acquisition & Use Session 1 Distinguish shades of meaning among closely
related verbs and closely related adjectives.
RF.2.3b Phonics & Word Recognition Session 2, ­Additional Instruction Know spelling-sound correspondences for
additional common vowel teams.
RF.2.4b Fluency Session 2 Read grade-level text orally with accuracy,
appropriate rate, and expression.
W.2.3
ISBN 978-1-62889-113-3
SL.2.1a Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the
­topics and texts under discussion).
Text Types & Purposes Writing Task Write narratives in which they recount a wellelaborated event or short sequence of events,
include details to describe actions, thoughts, and
feelings, use temporal words to signal event order,
and provide a sense of closure.
RL.2.10 Range of Reading & Level of Text Complexity By the end of the year, read and ­comprehend
literature, including stories and poetry, in the
grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Vocabulary Acquisition & Use W.2.8
Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer
a question.
L.2.4
Vocabulary Acquisition & Use
Additional Instruction
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly
from an array of strategies.
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Session 1
Learning Focus
RL.2.2
Students read closely to
identify key ideas and
clues in the text that help
them determine the central
message. Students retell
the story by identifying key
elements that support the
overall message.
PREVIEWING THE TEXT 5 minutes
Read the book title and the author and illustrator credits with students. Invite
students to read the back cover.
Who do you think the title is speaking to?
It sounds like the title is telling me, the reader, to look at the moon. I
wonder why.
ou are already thinking about the text. Now turn to the back cover and read
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it silently. So, have you ever asked yourself the question on the back cover?
I haven’t ever asked that question, but it’s interesting. I think I know the
answer, but I wonder how this poem will answer it.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus to students. Have them read the first two pages.
Check on their application of the focus. Provide support if needed. Then have
them finish reading the book.
ELL SUPPORT
RL.2.2 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: First, ___. Then,
___. Next, ___.
s we read, we are going to think about the message in the poem. We’re
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going to look closely at the details in the text to try to figure out what we are
meant to learn from them. Let’s read the first two pages. . . . What are some
of the details we read about?
A little girl is talking to the moon. She wonders if the same moon she sees
shines on everyone. She has a black cat and asks if the moon that shines on
her cat as it prowls around is the same as the moon that shines on her.
e may not be able to figure out the girl’s question yet, but we can start to
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think about it. Does anybody have any ideas based on the evidence from the
text we just read?
It seems like the girl is trying to answer her question by first thinking about
her cat and the moon. I think the moon that shines on her cat is the same
as the moon that shines on her, so maybe the answer will have something
to do with how cats and people share the moon.
I like the way you’re using evidence from the text to come up with the
meaning or message of the poem.
Corrective Feedback
Have students closely reread
the title and the first few
pages. Encourage them to
silently reread, stopping
at key points to think and
talk together about their
understandings.
If you are satisfied that students can apply the focus, set the reading
assignment for the session. If you are not, prompt students to return to the
first two pages to read and think through the details and the message
behind them.
ur work as readers today is to retell the poem and try to figure out the
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message in the details. Now read the rest of the book.
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DISCUSSING THE TEXT 10 minutes
Invite students to recount parts of the poem, pointing out text evidence that
helps them figure out the poem’s message. Ask students to consider the
question on the first page of the poem and talk about details that help them
answer it.
s we talk together, make sure you listen carefully to the speaker and don’t
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interrupt each other. Who will retell parts of the poem, using evidence from
the poem that helps us figure out the poem’s message and answer the
question asked on the first page?
The poem takes the reader away from the barn where the cat prowls and
tells about forest animals, like owls, deer, opossums, and rabbits, asking
if they are under the same moon, too. It’s like the poem is moving farther
away from the girl, and the moon is still there.
How do these details help you to answer the question from the beginning?
SL.2.1a Discussion
Collaborative
Comprehension Share
Think about the most
important things that
happened in the story. Did
someone learn something
new by the end? The answer
to this question might be
the author’s message to
the readers.
Each time the poem takes the reader to a new place, the moon is still there,
so I think the answer is that the same moon shines on the whole world.
Focus on the words stalking, hunting, and pursuing on the second page.
et’s read this page closely and think about these words. What do you know
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about the meaning of these words?
L.2.5b vocabulary
Shades of Meaning
They all mean almost the same thing.
cat that is stalking, hunting, and pursuing another animal. But the meanings
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aren’t exactly the same, are they? How are they different?
Stalking is like following secretly. Hunting is chasing in order to catch and
eat. Pursuing is chasing quickly and for a long time.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read narrative poems.
ou recounted the poem and used details from it to figure out the message.
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Keep the work we’ve done in mind as you read other poems.
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.
VOCABULARY
RL.2.4 Point out this
example of figurative
language used to describe
the moon: bathing the
woods in glowing beams.
Discuss how words that paint
a picture in the mind of the
reader can add interest and
give meaning. Then discuss
what it means for woods to
be bathed in glowing beams
of moonlight.
TEACHER’S
CHOICE COMPREHENSION: RECOUNT STORIES
E-RESOURCE
Formative Assessment Have students use the blackline
master on page 10 to retell the poem’s events in their own words. Review
students’ responses as you evaluate their mastery of the learning focus.
RL.2.2 COMPREHENSION
Recount
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from
the text to answer the question: What is the message the author wants you
to understand? Use evidence from the poem to support your answer. Review
students’ collected evidence as you evaluate their mastery of the learning
focus.
W.2.8, RL.2.2 WRITING
Gather Information
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Session 2
LEARNING FOCUSES
RL.2.2, RL.2.5
Students return to the text
to read closely and retell
the poem. They cite text
evidence to describe how
the structure of the poem
supports their understanding
of the poem’s message.
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.
Who can quickly remind us what our discussion was in the last session?
We read the poem Look at the Moon, and we talked about the details in
the poem that helped us answer the question from the beginning.
any of you were able to use the details in the poem to figure out the
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poem’s message.
READING THE TEXT CLOSELY ELL SUPPORT
L.2.4 Vocabulary Support
vocabulary such as prowl,
stalk, and pursue in context
using the ELL vocabulary
strategies in Getting Started.
10 minutes
Explain the new learning focuses. Invite students to reread the first two pages.
Check in to see how well they understood the focuses. If you are satisfied that
students can apply them, set the reading assignment for the session. If not,
provide corrective feedback as suggested on page 2 of this lesson plan.
oday as we read, we are going to think about the poem’s structure. A poem’s
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structure is the way it is organized. We know the details and the message of the
poem. Now we’ll reread to see if the author put the poem together in a way that
helped us understand those things. Reread the first two pages silently. Let’s talk
about how the author begins the poem.
The author starts by having the girl ask a question about the moon.
What happens next?
The question is repeated, with just a little difference from the first time.
ow does asking the question, and then asking it again right at the beginning
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prepare the reader for what is to come?
It shows that the moon is shining on different things in the girl’s world.
ou thought about how the poem’s structure helps get at the message. I’d
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like you to continue doing that as you reread the book.
Formative Assessment: Phonics and Fluency Listen to each student read
a portion of the text. Observe how they decode various spellings of long o in
words, such as roam on page 6 of the poem. Pay close attention to fluency as
well. If students need additional practice with decoding or fluency, provide the
necessary support at the end of the session. Ask students to note words or
phrases they find challenging for discussion after the reading.
SL.2.1a
DISCUSSION
Collaborative
Comprehension Share
Think about what happens at
the beginning of a story or
poem. Think about the things
that happen in the middle of
the book and at the end. This
will help you understand the
whole story or poem.
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DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students retell the story of the poem, focusing
on the d
­ ifferent parts of the poem—beginning, middle, and end—and
articulate how those parts work together to reveal the message of the poem.
et’s review the story and the message in the poem. We can talk about how
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each part helps us figure out the poem’s message. What is the message of
the poem?
The whole world is connected by the same moon. We all see the same
moon. The moon is the same all over the world.
Now, who can retell the beginning of the poem?
A girl wonders whether the same moon that shines on her shines on
everyone, including her cat.
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an you point to text evidence from the poem that supports the message?
C
It’s important to think about the details, the structure, and the message
all together.
When she wonders about her cat, the poem says, “Behind the barn, my
black cat/Prowls in the light of the moon—.” So, right from the start, we see
that the light of the moon is the same, even though the cat is wandering
away from the girl.
Who can do the same for the middle part of the poem?
In the middle, the poem talks about the woods, so it’s even farther away
from the girl. The words say, “Moonbeams sparkle overhead/As the rays of
moonlight silently spread,” and that’s the same moon, too.
Focus students’ attention on the places shown in the illustrations.
hat do you notice about each location mentioned in the middle part
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of the poem?
They are farther and farther away, like in the city, on the sea, across the sea
to another land that seems like Africa, in the North and South poles, and
even in Australia.
And what is happening in each place?
The same moon is shining.
Where does the end of the poem begin? How do you know?
The end begins when the poem answers yes to the questions the girl has
been asking. I can tell because now there is no more wondering and the
words in the poem talk about each place, ending with the cat and the girl,
like it made a circle.
What do you notice about the last page in the poem?
The last page in the poem is a lot like the first page, so it ends almost the
same way it began, but with the answer instead of the question.
Focus on this example of figurative language: The moon’s reflection paves/A
glowing path across the waves.
s I was listening to you read, I noticed that some of you seemed unsure of
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what it means for the moon to “pave a glowing path.” Who can tell me what
usually gets paved?
a road; a street; a sidewalk
What do you do with a path?
You follow it. You it lead you somewhere.
So, what does the moon do for sailors at sea?
It makes a path for them to follow.
Guide students to discuss how they recalled details and considered the poem’s
structure as they figured out the message of the poem. Remind students to be
respectful of each other as they take turns speaking and sharing their ideas.
RL.2.4 VOCABULARY
Figurative Language
TEACHER TIP
Students need to be guided
in interpreting figurative
language. They need time
to think about what they
are reading and to come to
conclusions. Discussion helps
students clarify, confirm, or
revise their understandings.
e’ve read the poem twice. Let’s talk now about the poem’s story, message,
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and structure. As you share with your group, remember to listen carefully,
wait your turn to speak, and ask questions when you don’t understand
something someone has said. Who wants to start?
As I thought about the poem’s story, I remembered what happened in the
beginning, the middle, and the end. I noticed that the beginning got me
thinking about the question, the middle helped me answer the question on
my own, and the end let me know I was right.
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Who’d like to add to that?
Each time the poem took the reader to a new place, like the jungle or the
sea, I could tell that the light of the moon was the same there as it was in
the beginning for the girl.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note this session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use
of the learning focuses.
TEACHER’S
CHOICE PHONICS AND FLUENCY FOLLOW-UP
RF.2.3b
PHONICS & WORD
RECOGNITION
Vowel Teams
RF.2.4b
Fluency
Intonation
Phonics Practice Write road on a whiteboard or chart paper. Underline the oa
in road. Guide students to use the Sound and Say routine to read this word.
et’s practice reading words with the long o sound using our Sound and Say
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strategy. We’ll try it together. (Point to underlined letters of the word.) Sound
it. (Students say the underlined sound.) Now say the word. Let’s go back to
page 6 of the poem and read this word in our book.
Fluency Practice Remind students that when they see a sentence ending in
a question mark, they should read the sentence as though they are asking
someone a question. Model correct intonation and have students repeat
several times.
TEACHER’S
W.2.8, RL.2.2
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
What is the message the author wants you to understand? Use evidence from
the poem to support your answer. Review students’ collected evidence as you
evaluate their mastery of the learning focuses.
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Session 3
RETURNING TO THE TEXT 5 minutes
Explain that students will now reread the first three pages of the poem, as
they consider how the illustrations help them understand the poem’s message
and structure.
o far we’ve been focused on the story in the poem, and how details in the
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poem’s beginning, middle, and end helped us follow along and understand
the poem’s message. As we reread the poem for a third time, we’ll think
about the pictures and how they help our understanding. Why do you think
the pictures might be important to our understanding?
The pictures might show things that the words don’t say.
READING THE TEXT CLOSELY LEARNING FOCUSES
RL.2.2, RL.2.5, RL.2.7
Students return to the text
to read closely and cite
text evidence that enables
them to recount the poem’s
story, describe its structure,
and determine its message.
Simultaneously, students
identify details in illustrations
that help them understand
characters, setting, and plot.
10 minutes
Review the learning focuses and invite students to reread the first three pages.
Check to see how they are doing with application of the focuses as you have
done previously. Then have students reread the rest of the book, paying
specific attention to the illustrations.
s you reread the first three pages, think about how the pictures give you
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more information.
The words tell me about the cat behind the barn and the moonlight
shining down on the cat, but the picture on the third page shows me what
that looks like.
hat do you see in this beginning part that helps you understand
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the message?
I see the moon and it looks just like the moon on the first page, so I know
it’s the same moon.
VOCABULARY
RL.2.4 Point out this
example of rhythm, rhyme,
and repetition: Headlights,
house lights/Blazing white
street lights./Red, white, and
green lights./Night in the
city. Have a conversation with
students about how rhythm,
repetition of words, and
rhyme can add interest, give
meaning, and make a poem
more memorable.
Keep thinking this way as you reread the rest of the book.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links the three learning focuses. Remind students to
think about how the illustrations and the text details in each part of the poem
help them understand its story and message.
et’s talk about how you were able to use the pictures in each part to deepen
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your understanding of the poem’s story and message. Who can tell us how
they thought about the pictures throughout the poem?
Each time the words in the poem described a new place and asked about
the moon in that place, a picture showed that place and the same moon
shining on it.
That describes the middle part of the book. What about the end?
SL.2.1a DISCUSSION
Collaborative
COMPREHENSION SHARE
When you read a story, read
the words on the page. Then
look closely at the picture on
that page. Think about what
part of the story the picture
shows.
The words at the end are about all the places the moon shines. The picture
there is from way up high and shows many of the places, like around the
barn, the woods, and a city. Above all of those places is that same big
moon. This helped me really understand that everyone everywhere sees
the same moon.
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Support students as they reread the book on their own. As students discuss
their ideas with the class, remind them to be respectful of each other and
listen carefully.
ou will reread the book on your own. You may find that you each think
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differently about the pictures, or even the message of the poem. When that
happens, be sure to listen to what is being said before you offer your own
thoughts. Who wants to share their thoughts?
I agree with others that the message is about all of us being under the
same moon, but when I thought about how the poem is like a circle, and I
looked at the picture of the girl looking out at the water, I thought it also
meant that the world is small.
TEACHER’S
W.2.8, RL.2.2
WRITING
Respond to Question
TEACHER’S
CHOICE
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. Then ask them
to write a response on a separate sheet of paper that answers the question:
What is the message the author wants you to understand? Use evidence from
the poem to support your answer. Have students use the text evidence they
collected to support their writing.
Writing Task: Narrative
W.2.3
WRITING
Narrative
E-RESOURCE
Summative Assessment Invite students to think about people
and places that they know the moon shines on and then write their own
narrative paragraph or poem to describe how the same moon shines on all
of them. Have them recall how the author of Look at the Moon chose words
and phrases carefully to create strong images about how it looks when the
moon shines. Tell students that they may include the same or similar details as
in Look at the Moon so that readers will be able to figure out their message.
Review with students the importance of structure in narratives or narrative
poems. Students will work independently to write their narratives using the
blackline master on page 12. Encourage them to illustrate their writing and
share it with the class.
ou have collected text evidence and details about Look at the Moon that
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show how the author got the poem’s message across to readers. Now you
will work on your own to write a narrative paragraph or poem. Think about
the people and places that you know the moon shines on. Chose words and
phrases of your own to describe how the moon shines on them all. You can
make pictures to go with your writing.
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY Synonyms Help students develop vocabulary through a discussion
of synonyms.
L.2.5 VOCABULARY
Synonyms
urn to the page that talks about elephants walking in single file. Which word
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means almost the same as walking?
tramping
emember that words that mean the same or almost the same are called
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synonyms. Who can give me a synonym for sea?
ocean
How about woods?
forest
VOCABULARY
Context Clues Help students use sentence-level context as a clue to the
meaning of words. Focus on the words blazing on page 12 and casting on
page 28.
L.2.4 VOCABULARY
Context Clues
et’s reread page 12. How can we use context clues to figure out what the
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word blazing means?
I think the word that comes after it, bright, gives a clue. Also, I know that
fires blaze, so maybe the author means that the street lights are bright like
a fire is.
I like how you made an inference using what you know about fires. You also
used context clues. Now let’s reread page 28. How can you figure out what
the word sills means?
The word window comes before it so it must have something to do with
a window. I see in the picture that there are flowers on a ledge by the
window. I think this is the sill.
emember to use context clues in the words and pictures to help you
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understand unfamiliar words.
PHONICS
Common Vowel Teams Use the Sound and Say routine to help students
distinguish between long and short o in one-syllable words. Write the following
words on chart paper or a whiteboard, underlined as indicated: rock, road,
mom, cone, dog, dove.
RF.2.3b PHONICS & WORD
RECOGNITION
Common Vowel Teams
et’s use the sounds of long and short o that we know to read these words.
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Listen to me sound and say the first word. (Point to the underlined letter o,
say the short o sound, then read the word, rock.) Now it’s your turn. (Point
to the underlined oa in road.) Sound it. (Students say the long o sound.) Now
say the word.
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Name
Date
Comprehension: Recount Stories
Use your own words to retell what happened in Look at the Moon.
Beginning
Middle
© Mondo Publishing
End
Score:
10 Look at the Moon
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Name
Date
Collecting Text Evidence
What is the message this author wants you
to understand?
Use text evidence from the book to help you answer the question. Mark
helpful pages with self-stick notes. Be sure to include page references as
you take notes. You may need more than one copy of this chart.
Page(s)
© Mondo Publishing
Evidence of Author’s Message
Score:
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Name
Date
Writing Task: Your First Draft
Think of people and places you know that the moon shines on. Write
a narrative paragraph or poem that describes how the same moon
shines on all of them. Think about how carefully the poet chose words
and phrases to create images as you describe how it looks when the
moon shines. Be sure to pay attention to the structure of your response.
REMEMBER: A well-written narrative paragraph includes
• A beginning: strong opening that tells what you are writing about
• A middle: details to describe actions, thoughts, or feelings
© Mondo Publishing
• An ending: closing sentence or two to sum it all up
Score:
12 Look at the Moon
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