7 Literacy Assessments

Third Grade Thematic Unit:

Exploring the Moon

Kaitlyn McCabe
Drexel University
EDUC 529 Final

December 11, 2019

Table of Contents

3 Unit Introduction
4 Timeline & List of Assessments
5-6 PA Common Core Standards
7. Learning Objectives
8 Portfolio Assessment & Purpose
9-12 Ongoing Assessments
13-14 Week 1: Moon Features and Folklore
15-16 Week 2: Margaret and the Moon & Apollo 11 Space Launch
17-19 Week 3: Moon Phase Art Project & Illustrated Story Maps
20-25 Week 4: Illustrated Story Map Wrap-up & Portfolio Building
26 Image Credits
Exploring the Moon Unit Introduction
This thematic unit is designed for third grade, presenting
introductory knowledge of the moon with a focus on the
Moon's surface features, the Moon's phases, Moon
folklore, and America's history-making feat putting the
first human on the Moon.

Within this unit, literacy activities include independent

reading of Moon folklore texts, creative writing about
the Moon and Apollo 11, and art projects that facilitate
deeper understanding of vocabulary.

By valuing reflection, artistic choice, and

interactive assignments, the aim of "Exploring the
Moon" is to integrate literacy across disciplines
while guiding students to achieve higher-levels of
thought. Students will make deep connections as they
begin to investigate the effects of the Moon, through
both its physical presence in outerspace and its
cultural influence on Earth.
 Unit Assessments
Formative Summative
• KWL chart • 2 Journal prompts (rubric)
Week 1 • Reading observation folklore checklist • Learning Log reflection
• Vocabulary crossword puzzles
• Learning Log Reflecton

• KWL chart
• Reading observation folklore checklist • 2 Journal prompts (rubric)
• Partner pair and share folklore graphic • Learning Log reflection
Week 2 organizer
• Vocabularly bingo
• Apollo 11 storyboard worksheet
• Learning Log Reflection

• KWL chart • 2 Journal prompts (rubric)

Week 3 •
•
Moon phases art project (Peer assessment)
Vocabulary Defintion Speed Round
•
•
Learning Log reflection
Vocab Test (Percentage correct)
• Moon Folklore illustrated story map
• Learning Log Reflection

• KWL chart • Learning log reflection

• • Final product: Moon Folklore illustrated story map
Week 4 •
Portfolio curation & presentations
Learning Log Reflection (rubric)
• Portfolio (rubric)
 PA Common Core Standards: Literacy

Standard - CC.1.1.3.D Standard - CC.1.3.3.A

Know and apply grade-level phonics and word analysis skills in decoding Determine the central message, lesson, or moral in literary text;
words. • Identify and know the meaning of the most common prefixes explain how it is conveyed in text.
and derivational suffixes. • Decode words with common Latin suffixes. •
Decode multisyllable words. • Read grade-appropriate irregularly spelled
words. Standard - CC.1.3.3.K
Read and comprehend literary fiction on grade-level, reading
independently and proficiently.
Standard - CC.1.2.3.A
Determine the main idea of a text; recount the key details and explain
how they support the main idea. Standard - CC.1.4.3.M
Write narratives to develop real or imagined experiences or events.

Standard - CC.1.2.3.F
Determine the meaning of words and phrases as they are used in grade- Standard - CC.1.4.3.Q
level text, distinguishing literal from non-literal meaning as well as shades Choose words and phrases for effect.
of meaning among related words.
Standard - CC.1.4.3.R
Demonstrate a grade-appropriate command of the conventions of
Standard - CC.1.2.3.G standard English grammar, usage, capitalization, punctuation, and
Use information gained from text features to demonstrate understanding spelling.
of a text.
 PA Common Core Standards: Social Studies, Science, & Art

Social Studies:
Standard -8.3.3.A
identify and describe the social, political,cultural, andeconomiccontributions of individuals and groups in united states history.

Science:

Standard -3.3.3.B1
Relate the rotation of the earth and day/night, to the apparent movement of the sun, moon, and stars across the sky.
Describe the changes that occur in the observable shape of the moon over the course of a month.

Expressive Arts:

Standard -9.1.3.B
Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Standard -9.1.3.E
Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation ofworks in the arts.
 Objectives

Objectives:
Students will be able to:
• Interpret the timeline of events and historical significance surrounding the Apollo 11 moon landing.
• Decode third-grade level texts on moon folklore/folktales, demonstrating an understanding of
Folklore elements and themes.
• Identify, define, and illustrate the Moon's phases, surface features, and important characteristics.
• Record weekly reflections in learning logs that show genuine engagement with concepts.
• Answer weekly journal prompts with careful consideration and thoughtfulness.
• Create a Folklore storyline and write/illustrate it as a story map.
• Create and present a meaningful curated portfolio of their Moon unit work.
• Reflect upon their learning progression, identifying areas of strength and areas of weakness.
 Portfolio Assessment

By the end of this thematic unit, students will have a

variety of assignments to choose from to carefully curate
a portfolio showcasing their learning development. This
unit incorporates much reflection throughout as the
student's learn about the Moon, but developing their own
portfolio gives them a chance to reflect specifically on
their favorite topics and moments of clarity and growth.
By making their portfolios, students are given ownership
over their work and can interpret what they are most
proud of, what they would like to do differently next time,
and connect their understanding through tangible
evidence laid out right infront of them.

At the start of the unit the students will be informed that

all their work will be culminating into a portfolio that they
will curate and present to the class. This end goal will give
students motivation and objectives of their own as they
develop their literacy skills while critically thinking about
and exploring the Moon.
 Ongoing Assessment

Weeks 1-4
Formative, example of a whole-class
Moon KWL chart:

• Will be started during Week 1 and will

be added to throughout the unit.

• Very useful formative assessment tool

as it provides insight to teacher on
what individual students know, what
they are curious about, and what they
learned each week during lessons.

• Based on student responses and

participation, the teacher can alter
instruction; planning for more or less
time spent on a concept.
 Ongoing Assessment

Weeks 1-2
Formative, example of folklore reading
observation checklist:
Identifying Marking Folklore Identifying Role
• Will use to observe student's theme(s) elements of the Moon
growing comprehension of folklore as they
independently read, 4-5 students per day,
Monday-Friday (to get to whole class by
week's end).

• Very useful formative assessment because

teacher can see which students are able to
find all key Folklore elements(typically
marked with post-it notes), and which
students are struggling.
 Ongoing Assessment

Weeks 1-3
Summative, Student Journal rubric

• By the end of every week students will

have responded to two journal prompts
pertaining to the week's topics.

• While journals can often be used as

formative assessment, in this unit they
are being used to practice creative
writing; students will be guided to do
their best work, editing and reviewing
each entry, taking their time throughout
the week.

• Each week journal entries will be graded

using the student journal rubric.
 Ongoing Assessment

Weeks 1-4
Formative & Summative, example of student
learning log:

• Students will fill out this learning log near the

end of each week and the teacher can use the
responses as both formative assessment to
alter instruction, and summative assessment to
see if the students are approaching/meeting
the learning objectives.

• An additional tool to display learning

progression to teacher and to assist student's
in self-assessment of their learning through
reflection.
Week 1: Introduction to the Moon's Features and Folklore Genre
Instruction & Assessment:
-Planaterium fieldtrip to start the unit
• Vocab "scavenger hunt" to introduce words
-Mini lesson:
• Introduction to Folklore genre
Genre elements: theme, moral, symbolism, magic,
culture, fantasy, adventure, trickery, talking animals
-Independent reading: Folklore Moon Texts
• Folklore observation checklist
-Start KWL chart (check student BG knowledge)
-Vocabulary activities
• Moon motion-flashlight activity to introduce moon phases
• Words: crater, new moon, waxing crescent, first quarter, waxing gibbous,
full moon, waning gibbous, last quarter, waning crescent, gravity,
illuminate, orbit, revolve, maria, highlands, mankind, feat
Centers:
-Two journal prompts to answer throughout week:
• Moon poem choice: write about an imaginary or real night spent under
the moon (use imagery and detailed words to describe how the moon
looks, make you feel) or write a poem as if you were the Moon. What
does the view of Earth look like from there? How do you feel? What are
you doing? What else do you see?
• Fieldtrip reflection: favorite part, what was surprising? Most interesting?
Did it really feel like you were in outerspace?
-Students make moon vocabulary crosswords and
exchange them.
-Student learning log to be filled out near end of week.
Differentiation:
• Students can use a recording to listen to/read along with during
independent reading.
• Students can draw out their journal prompts.
• Students can make their crosswords online using a web program.
• Students can complete learning log verbally.
• ELL students provided with bilingual flashcards of vocab words.
Examples of Moon folklore texts to be read during Example of a "student-made" crossword puzzle: formative
independent reading: teacher will be using Folklore assessment that is greatly effective at faciliating student
reading observation checklist to observe students learning, both engaging and higher-level thought.
during week 1 & 2.
 Week 2: Margaret and the Moon & Apollo 11 Space Launch

Instruction & Assessment: Centers:

-Read aloud to class: "Margaret and the Moon" -Vocabulary bingo

by Dean Robbins
-2 journal prompts to answer throughout the week:
• Reaction to Margaret Hamilton: reflect upon her role as a female
-Mini lesson: scientist and her importance to the Apollo 11 mission.
•Discuss Margaret and the Moon
•Introduce Apollo 11 Mission (smartboard pictures & short video of Moon • Write a journal entry as if you were Neil Armstrong or Margaret
landing). Hamilton after the moon landing (Include your feelings, reactions,
what you witnessed, and anything else that happened).
-Fill in KWL Chart (check & monitor student knowledge)
-Student learning log to be filled out near end of week.
-Watch interactive Apollo 11 Mission simulation:
(http://www.wechoosethemoon.org)
• Apollo 11 storyboard worksheet
Differentiation:
• Students can fill out their graphic organizer with a partner.
-Mini lesson: • Students can partner up for vocabulary bingo.
Folklore genre elements review • Vocabulary in bingo can be spoken in both languages as needed.
• Students can draw out their journal prompts.
-Independent reading: Folklore Moon Texts • Students can complete learning log verbally.
• Folklore observation checklist
• Folklore graphic organizer pair and share
"Margaret and the Moon" text: an important inclusion to our
Moon unit as students learn about the first moon landing.
Students will be reflecting not just on America's history-
making feat and the astronauts who stepped onto the Moon Moon Folklore Graphic Organizer: formative
but become aware of the fact that there are othey key figures assessment for teacher observation and a guiding
who made a successful Apollo 11 mission possible. device for students as they familiarize themselves
with the Folklore genre.
 Week 3: Moon Phase Art Project & Illustrated Story Maps
Instruction & Assessment:
-This week, learning will start to culminate in meeting
objectives as students begin to create artistic literary
projects that further investigate Moon phases and Moon
Folklore.
- Add to KWL chart (check & monitor student knowledge).
-Mini-lesson:
Illustrated folklore storymaps
-Vocabulary Definition Speed Round
-Moon-phases art project (peer assessment checklist)
-Vocabulary test
Centers:
-Begin illustrated story map
-2 journal prompts to answer throughout the week:
• Plan your illustrated story map: introduce the story, identify main characters and
setting, explain the main events that take place. Write about what you are going
to draw for your story map to summarize the story.
• Discuss your favorite part of the Explore the Moon unit. Is there anything you
wish we learned more about? Do you have any activity ideas that should be
included for next time?
-Student learning log to be filled out near end of week.
Differentiation:
• Students can make their story-map and moon-phase project using a
computer program.
• Students who need extra assistance will be provided a graphic organizer for
their story map.
• Students can draw out their journal prompts.
• Students can complete learning log verbally.
• Students can have extra time to take vocab test and/or can take test verbally.
 Examples of moon phase art
projects: students are encouraged
to use the medium and display
they desire, all creativity welcome!

Peer assessment checklist to assess moon

phase art project: formative assessment
for classmates to check eachother's work
creates a learning community and gives
students new information and ideas
along the way!
Example of summative
vocab test on Explore
the Moon unit Vocab:

students must be able

to identify the moon
phases, know how to
use the words in
writing, and explain the
meaning of the words.
Week 4 Wrap-up: Finished Illustrated Story Maps & Portfolio Curation/Presentation

Instruction & Assessment:

-This week students finish up their final illustrated
story map project and curate their individual
portfolios.
Differentiation:
• Students can work with a peer tutor in creating their portfolio.
• Students who finish early are encouraged to assist others and add on to their
portfolio with further creative writing or illustrations as they wish.
• Students who need extra assistance will be provided a portfolio curation
checklist.

- Review KWL chart (check & monitor student

knowledge).

-Individual portfolio meetings with students.

-Portfolio Curation & self-assessment.

-Portfolio presentations.

-Final Student learning log to be filled out.

My attempt at depicting what an illustrated story map would look like: a large sheet of paper,
narrative strewn throughout larger illustrations. A student's map would have much more detial
and creativity, this was just my quick example!
• Illustrated story maps will be
graded with rubric once the
final project is complete
during week four.

• Teacher will review rubric with

students prior to starting the
project so students are fully
aware of expectations and
have a fair chance at
monitoring their own work.
 End of Unit Portfolios

-Student portfolios should contain atleast five artifacts.

-Students will complete a table of contents, self-

assessment per each artifact, and introduction page,
which will state the purpose of their portfolio and the
work they are most proud of, etc (a portfolio "artist
statement").

Possible artifcacts:
• Journal prompt entries
• Learning log entries
• Vocabulary crossword
• Vocab Test
• Folklore graphic organizer
• Apollo 11 story-board worksheet
• Moon Phases Art Project
• Illustrated story map
portfolio cover page
 End of Unit Student Portfolios

• Student self-assessment to be
filled out per portfolio artifact.
 Portfolio Rubric

• Portfolio rubric includes

student's oral presentation.

• Rubric will be shared with

students at the start of the
unit; teacher will meet with
students individually,
guiding them as needed
throughout the process.
 Image Credits

Slide 1
https://pixers.us/wall-murals/vector-full-moon-illustration-with-stars-and-trees-62905866
Slide 2
https://www.nationalgeographic.com/science/2018/07/apollo-mission-anniversary-art-history-news/

Slide 3
https://www.space.com/26246-lunar-tide-seen-from-space.html
Slide 8
http://apeksha-lanka.com/reflections-2014/
Slide 13
https://www.target.com/p/luna-and-the-moon-rabbit-by-camille-whitcher-hardcover/-
https://www.thriftbooks.com/w/why-the-sun-and-moon-live-in-the-sky_niki-daly
https://www.target.com/p/full-moon-lore-by-ellen-wahi-hardcover/
https://www.target.com/p/where-the-mountain-meets-the-moon-paperback/
Slide 15
https://womenyoushouldknow.net/delightful-new-childrens-book-celebrates-how-margaret-hamilton-saved-the-first-lunar-landing-2/
Slide 17
https://www.google.com/search?q=moon+phases+art+project&client=safari&rls=en&sxsrf=ACYBGNSA3gA0qzeDxdYkYb6Ktoy6o48Zrg:1575848599210&source=lnms&
tbm=isch&sa=X&ved=2ahUKEwju5ea_nafmAhWHiOAKHTj2DfoQ_AUoAXoECAoQAw&biw=1063&bih=713#imgrc=ZlPw6gkJKry0DM:
https://www.mariedrakeplanetarium.org/2017-shows
https://cheshirekatblog.com/category/art/