UMF Unit-Wide Lesson Plan Template

Name: Rachel Layman Program: ECH Course: 460

Lesson Topic / Title: Moon Facts Free Choice Small Group Large
Group
Lesson Date: January 27, Lesson Length: 30 minutes Grade/Age: First Grade
2020
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching rigorous
curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions /
Reasoning
Children will learn about the moon and why it
changes shape. At this point in the school year the
children are learning about
Children will write about what they learned. comprehension. This lesson plan
will not only serve as a way to
show that they are comprehending
the information but that they are
retaining it as well.

Content Standard(s) Instructional Decisions /

NGSS: Earth, Space Science: Patterns of the motion
of the sun, moon, and stars in the sky can be
observed, described, and predicted.
MELDS: Reading Standard for Literature: Writing: can be observed, described, and
Compose informative/explanatory text in which
they name what they are writing about and supply
some information about the topic.
Reasoning
The NGSS standard aligns with the
first objective because the moon
changing shape is something that
predicted.
The MELDS aligns with the
second objective because the
children will be writing about what
they learned from the informative
text.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner

performance and determines best supports for continued learner growth.
Assessment Instructional Decisions /
Reasoning
Each child will write at least two things that they
remember from the book. This will be a summative
assessment based on what they
 remember from the book.

Instructional Materials and Resources - Stays current in content knowledge and expands
expertise in reviewing instructional materials from the perspectives of both the discipline
and individual learner needs.
Materials, Resources, and / or Technology Instructional Decisions /
Reasoning
Tell Me Why the Moon Changes Shape by Shirley
Willis This book gives information about
the moon and why it changes
Moon Facts Worksheet shape as well as other facts about
the moon and its place next to the
Earth.

The worksheet says “Moon Facts”

on the top of it and has lines for
children to write on.

Vocabulary: Astronaut, crater,

moon, moonlight, orbit, phases,
space, spacesuit, sun, wilt.
Instructional Methods: Selects, creates, and sequences learning experiences and
performance tasks by using a variety of instructional approaches, strategies, and
technologies that make learning accessible to all learners and support learners in reaching
rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions /
Reasoning
I will gather the children at the rug and tell them
that I am going to read them a book. Gathering the children to the rug
I will read the title of it and let them know that they puts the children in a large group
will need to remember at least two things from the setting and ensures that they are
book to write down afterwards. sitting next to peers that will allow
After I read the book I will show them the them to focus. I let them know
worksheet and explain what to do on it. ahead of time that they will need to
I will give an example of something I learned from remember at least two things so
the book. I will also ask for them to give me some that they can be paying extra
examples. attention for something to write
I will ask if they understand what to do and then ask down. Asking them for examples
the helper of the day to start passing out the papers helps reinforce the information.
to the different tables. Explaining the worksheet helps
I will instruct the children to put their papers in the reinforce what the children are
‘Done Box’ when they are done. supposed to be doing. The helper
I will dismiss the students by tables and desks and will pass out papers while I
instruct them to put their names on their papers first dismiss the class by tables because
thing. it helps keep the class calm and
focused.
Meeting students’ needs (differentiation,
extensions, modifications, accommodations)
Students are encouraged to ask questions and ask
for help. For the children who finish early they can
do leftover work or they can read a book if they
have no extra work.
J and H are the only ones who have IEPs. So, I will
be looking to them to make sure they understand
and checking in with them to see that they are
working.
Instructional Decisions /
Reasoning
All of the students can finish this
work with or without help.
Offering help to everyone leaves
students not feeling embarrassed
for asking. Checking in with
students helps with this as well.
The children who finish early have
either work they need to finish
from another part of the day or
they can read a book from the
bookshelves or their reading bin.
This allows them to challenge
themselves as needed.