Cardinal, Juliette

EDU 517
Final Lesson Plan
December 6, 2023
Lesson Plans for Before, During, and After Reading
We Dream of Space by Erin Entrada Kelly

LESSON INTRODUCTION:
Grade Level- Sixth Grade
ELA Common Core State Standards-

Reading Standards Writing Standards

Grade 6 RI.7 “Integrate information presented in Grade 6 W.9 “Draw evidence from literary or
different media or formats (e.g., visually, informational texts to support analysis, reflection,
quantitatively) as well as in words to develop a and research”.
coherent understanding of a topic or issue”.

Grade 6 RI.3 “Analyze in detail how a key Grade 6 W.4 “Produce clear and coherent writing
individual, event, or idea is introduced, illustrated, in which the development, organization, and style
and elaborated in a text (e.g., through examples or are appropriate to task, purpose, and audience.
anecdotes)”. (Grade-specific expectations for writing”.

Grade 6 RL.3 “Describe how a particular story’s Grade 6 W.3 “Write narratives to develop real or
or drama’s plot unfolds in a series of episodes as imagined experiences or events using effective
well as how the characters respond or change as technique, relevant descriptive details, and well-
the plot moves toward a resolution”. structured event sequences”.

Selected Novel- We Dream of Space by Erin Entrada Kelly

[Copyright © 2020 by Erin Entrada Kelly, Published by Greenwillow Books]
 The lessons are based on the entire novel

Why this Book was Selected-

 We Dream of Space by Erin Entrada Kelly is an excellent book for students to read. The novel
encourages students to read outside of their comfort zone as many students do not choose to read
historical fiction or science fiction as a pleasure read. The novel is engaging and relatable while
also teaching about science and historical context regarding the Challenger space shuttle. The
novel exposes students to a plethora of new vocabulary words and has an abundance of rich
figurative language.
 I chose to teach this text because it teaches science fiction and historical fiction in a way that is
easy to understand, relate to, and learn from. The novel relates to students' interest which will
increase their motivation for reading and their engagement while reading. The novel also includes
rich vocabulary and figurative language which leads to many teaching opportunities.
Timeline for Students’ Reading-
 This book consists of 400 pages and 20 chapters. In order to maintain student interest, the book
should be read over four weeks. Students should be responsible for determining the pace in which
they read, however, to allow for class discussions, activities, and meeting the deadline, students
will have a target to meet for each week.

Student Targets
Week Reading Target
1. Chapters 1-5
2. Chapters 5-10
3. Chapters 10-15
4. Chapters 15-20

 The first week of reading, the book will be read aloud to the whole class. Weeks two through
four, students should complete the week’s assigned reading on their own time. This can be done
independently or with a partner.

Context-
 There are four blocks of Language Arts and it is taught for 45 minutes a day. Each block is made
up of roughly 20 students.
 The students have just finished reading and analyzing A Long Walk to Water by Linda Sue Park.
From this unit they have reviewed and practiced symbolism, figurative language, vocabulary, and
point of view. They are also familiar with the structure of before, during, and after lessons based
on the book they were reading.
 LESSON 1:
Before Reading

Overview-
Lesson 1: Before Reading is aimed to prepare students for reading the middle grade novel, We Dream of
Space by Erin Entrada Kelly. This lesson will address prior knowledge, vocabulary, and concepts. This
lesson is also aimed to stimulate students’ interest in the novel. The lesson will focus on the 1986 space
shuttle, the Challenger.

ELA Standard-
Grade 6 RI.7 “Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue”.

Grade 6 W.9 “Draw evidence from literary or informational texts to support analysis, reflection, and
research”.

Objective-
Students will conduct research and take notes on the 1986 Challenger space shuttle mission using various
sources to build schema on the historical context of the novel We Dream of Space by Erin Entrada Kelly.

Outcomes-
Anticipated-
Students will acquire knowledge on the scientific and historical context of the novel We Dream of Space
by Erin Entrada Kelly. Students will be familiar with the Challenger space shuttle mission as well as
important terms and ideas related to this topic. Therefore, students will be better able to comprehend the
novel.

Unanticipated-
Students will become more interested in space and the Challenger mission. Students will be excited and
motivated to read the novel. Students may want to learn more about this topic or want to read more books
related to space. Students may also develop an interest in other scientific and historical fiction books.

Materials-
We Dream of Space by Erin Kelly, E. E. (2020). We Dream of
Entrada Kelly Space [Kindle Edition ].
Greenwillow Books, an
imprint of
HarperCollinsPublishers.
Photos of the Challenger space
shuttle from 1986
& Blames Himself. NPR.
Sources for research activity
photo 1
Berkes, H. (2016, January 28).
30 Years After Explosion,
Challenger Engineer Still
https://www.npr.org/secti
ons/thetwo-way/2016/01/
28/464744781/30-years-
after-disaster-challenger-
engineer-still-blames-
himself

NASA. (2023, October 24).

NASA Views Images,
Confirms Discovery of
Shuttle Challenger
Artifact. NASA.
https://www.nasa.gov/hist
ory/nasa-views-images-
confirms-discovery-of-
shuttle-challenger-artifact/
photo 2
PBS & WGBH Educational
PBS Video- an overview of the Foundation. (2021, July
Challenger space shuttle 15). The Space Race: The
Challenger Tragedy:
Retro Report. PBS
LearningMedia.
https://cptv.pbslearningm
edia.org/resource/space-
race-the-challenger-
tragedy-video/retro-
report/
Graphic Organizer Graphic Organizer

[Adapted a pre-made worksheet

from Canva]
 Glossary of Terms Glossary Worksheet

[Adapted a pre-made worksheet

from Canva]

Prior Knowledge-
Science and Historical Fiction
 Students should be familiar with the genres of Scientific Fiction and Historical Fiction.
o Mini lesson
 Students should understand the importance of historical context when reading a historical fiction
novel.
Space
 Students should be familiar with space exploration.
 Students should have prior knowledge of the Space Race.
 Students should have prior knowledge of what a space shuttle is and what its purpose is.
Vocabulary
 Students should be familiar with vocabulary associated with these topics.
o See glossary of terms for words to pre-teach.
Activity
 Students have previously used online resources to conduct research and take notes.
o See graphic organizer, to guide note taking
Lesson Procedure-
[Science Fiction and Historical Fiction Genres Mini Lesson]

Lesson Hook
 Students will analyze two photos of the Challenger from 1986 (photo 1) (photo 2).
o Students will discuss the images with a partner
 Students will work with their partner to caption the two images.
 Students will then be shown the photos with their original captions.
o Students will lead a whole class discussion to discuss their thoughts.

 Students will watch a video that provides an overview of the Challenger space shuttle mission.

Modeling
 Display and read a paragraph from the npr article
 On their whiteboards, students will write 1-3 bullets of the most important points from the text.
  Students will share some of their ideas aloud.
o Highlight the text that aligns with their note.

Guided Practice
 Read the first question of the graphic organizer aloud to students.
 Using the paragraph of the article that was just read, students will jot down some ideas to begin
answering the first question of the graphic organizer.
o “What is the Challenger and what year did the Challenger disaster occur?”
 Students will share some of their ideas aloud.
o Highlight the text that aligns with their note.

Independent Practice
 Students will look through the various resources.
 Students will take notes on the Challenger, using the graphic organizer to guide their
notetaking.
Assessment (informal)
 Review the questions on the graphic organizer with students.
o With a different colored pen, students will add any ideas that may be missing from
their graphic organizers.

 Students will turn in their edited graphic organizers as an informal assessment to ensure
students were able to analyze resources and comprehend the historical and scientific context of
the Challenger.

Closure-
 Read students the summary on the back of the novel, We Dream of Space.
o Ask students, “why do you think it will be important to understand the science and
historical context of the Challenger for reading this book?

Science Fiction and Historical Fiction Genres Mini Lesson

[This lesson would be most beneficial to students before the main lesson as it introduces students to the
fact that the scientific and historical context to the book is important.]
Objective- Students will analyze the conventions of the science fiction and historical fiction
genres.
Materials-
Lesson Delivery-  Provide students with a description of the science fiction genre.
o Students will brainstorm a list of books that they have read under
this genre.
o As a whole group, students will make a list of elements and
characteristics of novels in the science fiction genre.
 Students will do the same for the historical fiction genre.
 Explain to students the importance of understanding the scientific and
historical context for novels within these categories.
Supporting All Students-
Relevant Suggestions for ELL students-
Before
Cognitive intervention to support a student to
complete the written response.
Accommodation for a student who has already
met the writing objective.
Grade 6 W.9 “Draw evidence from literary or
informational texts to support analysis,
reflection, and research”.
- Pre-teach vocabulary words needed to
understand the research material.
- Allow students to use captions in their first
language for the video.
- Provide students with a leveled text to
supplement the original article readings.
- The student only has to complete one caption
writing. The student will receive assistance
with their writing.
- The student can type their responses for the
graphic organizer or use the speech to text
feature.
- The student has met the objective by
displaying their ability to analyze various
texts for research on a topic.
- The student will be asked to use quotes to
support their notes on the graphic organizer.
Graphic Organizer
 LESSON 2:
During Reading

Overview-
Lesson 2: During Reading is designed to support students while they are reading the novel, We Dream of
Space by Erin Entrada Kelly. This lesson will help students make text-self, text-text, and text-world
connections.

ELA Standard-
Grade 6 W.9 “Draw evidence from literary or informational texts to support analysis, reflection, and
research”.

Grade 6 RL.3 “Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes)”.

Objective-
Students will gather information about the Nelson Thomas family siblings while reading We Dream of
Space by Erin Entrada Kelly, to create a character analysis in the format of a one-sheet book.

Outcomes-
Anticipated-
 Students will develop comprehension and critical analysis skills.
 Students will be able to closely read texts for character analysis.

Unanticipated-
 Students will think more carefully about the way that they act, treat others, and respond when
faced with challenges.

Materials-
We Dream of Space by Erin Kelly, E. E. (2020). We Dream of
Entrada Kelly Space [Kindle Edition ].
Greenwillow Books, an
imprint of
HarperCollinsPublishers.
 How to create a one-sheet book The Reading Residence. (2023).
Creating a mini-book using
1 sheet of paper - The
reading residence. The
Reading Residence.
https://thereadingresidence.
com/creating-a-mini-book-
using-1-sheet-of-paper/

Character Analysis Note Sheet Character Analysis Note Sheet

[Adapted a pre-made worksheet

from Canva]

S.T.E.A.L Character Analysis S.T.E.A.L Worksheet

Note Sheet
[Adapted a pre-made worksheet
from Canva]

Other Materials:  A large sheet of paper

 Scissors
 Writing supplies such as
markers, crayons,
colored pencils

Prior Knowledge-
Conventions of the Book
 Students are familiar with the scientific and historical context of the novel.
Character Analysis
 Students have previous experience analyzing characters in novels.
 Students should be familiar with character traits.
 Students have learned the STEAL acronym in previous grades and lessons.
Lesson Procedure-
Lesson Hook
 Show and read students an example of a one-sheet book.
o Explain that it was made using only one sheet of paper!

Modeling
 Students will follow along to create their one sheet book out of a large piece of paper.
o Model each step and have students follow along on their one-sheet book.
 Students will label each page with the character’s name.

[Character Analysis Mini Lesson]

Guided Practice
 Students will read the first chapter of the novel as a class.
o While reading, as a class, keep a running list of notes for each sibling including notable
quotes, traits, interests, etc.

Independent Practice
 While students read, they will fill out their one-sheet books, documenting information on each
of the characters.
o Each page of the one-sheet book should be covered with images, traits, explanations,
and quotes highlighting who that character is.
 Students can use the character analysis note sheet provided to them as a guide to help them take
notes while reading.
 Students can also use the S.T.E.A.L worksheet to help them analyze each character.

Assessment
 Students will turn in their one-sheet books after they have finished reading the novel as an
assessment.
 Students will be assessed on their ability to accurately and concisely demonstrate their
knowledge of each of the main characters Bird, Fitch, and Cash from the novel We Dream of
Space by Erin Entrada Kelly.
Each character analysis should include:
 Character traits
 Quotes
 Images
 A text to text, text to self, or text to world connections

Lesson Closure-
 Students will partake in a gallery walk of the one-page books.
o Students will leave post-it note comments for the one-sheet books that stood out to
them.
Character Analysis Mini Lesson
[This lesson would work well after students set up their one-page books but before they begin reading the
novel.]
Objective- Students will review the skills to analyze characters in a novel.
Materials-  White boards and dry erase markers
 Paragraph for character analysis
Lesson Delivery-  Review the STEAL acronym for characterization analysis.
10 minutes o Display the acronym STEAL on the board.
o Set a timer for 45 seconds.
o Each team (groups of 4) will write what each letter of the
acronym means on their whiteboards.
 Review other tools for character analysis such as looking at how the
character reacts to challenges or changes over time.
 Display a paragraph about a fictional character.
o Model using the S in the STEAL acronym to analyze the
character.
 Have students work in partners to analyze the character using the other
elements of the acronym as well as other strategies for analyzing
characters.

Supporting All Students-

Relevant Suggestions for ELL students-
During
Cognitive intervention for a student who is not
able to comprehend the text.
Cognitive intervention to support a student to
complete the written response.
Accommodation for a student who has already
met the reading objective.
Grade 6 W.9 “Draw evidence from literary or
informational texts to support analysis,
reflection, and research”.
- Provide students with a glossary using
visuals and clear definitions.
- Provide the student with a list of questions to
help them comprehend the novel.
- Provide the student with a structured one-
page book so that they can fill in each
section.
o For example, provide them with
headings such as “character
personality traits”, or “significant
quotes”.
- The student has met the objective by
displaying their ability to draw evidence from
the literary text to support their character
analysis of the characters in the novel. The
student has provided relevant and effective
information from the novel in their one-sheet
book to analyze the character.
- The student should include specific quotes to
support each of the ideas in their one-sheet
book.
Character Analysis Note Sheet
S.T.E.A.L Worksheet
 LESSON 3:
After Reading

Overview-
Lesson 3: After Reading is designed to assess students on their comprehension of the novel, We Dream of
Space by Erin Entrada Kelly. This assessment should measure both literal and inferential comprehension.

ELA Standard-
Grade 6 RL.3 “Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well
as how the characters respond or change as the plot moves toward a resolution”.

Grade 6 W.3 “Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences”.

Objective-
Students will demonstrate literal and inferential comprehension of the novel, We Dream of Space by Erin
Entrada Kelly, by rewriting a section of the chapter titled “Tuesday, January 28, 1986” in the perspective
of a character from the novel, as though the Challenger mission was a success.

Outcomes-
Anticipated-
 Students will comprehend the text both literally and inferentially.
 Students will develop a clear and elaborate analysis of the characters in the novel.
 Students will develop a clear and thorough understanding of the plot.

Unanticipated-
 Students will develop an interest in narrative writing.
 Students will engage in narrative writing for pleasure.
 Students will reflect on the theme of the novel.
 Students will make text-self and text-world connections.
 Students will develop an interest in space and the Challenger.

Materials-
We Dream of Space by Erin Kelly, E. E. (2020). We Dream
Entrada Kelly of Space [Kindle
Edition ]. Greenwillow
Books, an imprint of
HarperCollinsPublishers.
 Writing Assessment Rubric Reazon Systems, Inc. (n.d.).
IRubric: Retelling
Through Another
Characters Perspective
Rubric. Rcampus .
https://www.rcampus.com
/rubricshowc.cfm?
code=A2W2XC6&sp=yes
&
[Based on this rubric. See the
rubric being used below]
Video of the Challenger launch CBS News. (2022). From the
fail archives: 1986 Space
Shuttle Challenger
explosion. YouTube.
YouTube. Retrieved
December 6, 2023, from
https://www.youtube.com
/watch?v=hgA4HUfpyF4.
Chapter Review and Narrative Worksheets
Writing Brainstorm
[Adapted from a pre-made
worksheet on Canva]

Other Materials: - Computer/ something to

write with

Prior Knowledge-
 Students are familiar with the different types of writing including narrative.
o Students have written their own narratives in pervious grades.
 o If students do not have adequate recollection of narrative writing provide a quick mini
lesson for review.
 Students are familiar with point of view and have previously learned about the different points of
view in writing.
o Mini lesson to review point of view.

Narrative Writing Mini Lesson

[This mini lesson should be the first lesson given to students to introduce the after reading lesson. The
lesson should familiarize students with narrative writing and prepare them to write their own narrative.]
Objective- Students will review narrative writing.
Materials- Overview of narrative writing video
Lesson Delivery-  Students will write “Narrative Writing” on the front of a notecard.
 Students will discuss with a partner or small group what narrative
writing is and will write the definition below the title on the card.
 Students will then discuss in their groups what narrative writing should
include. Ex. Characters, setting, dialogue, etc. Students will write these
ideas on the back of their cards.
 Provide students with a quick review of narrative writing.
o Overview of narrative writing video

Point of View Mini Lesson

[This lesson should be given before the main lesson. The novel We Dream of Space was written in third
person point of view; however, they will be writing their narratives in first person point of view from the
perspective of a character in the book.]
Objective- Students will analyze the components of first person and third person point of
view.
Materials-

pronoun chart
Lesson Delivery-  Provide students with an overview of each point of view.
 Give students a pronoun chart and have them fill out common pronouns
used for each point of view.
 Display a sentence from We Dream of Space by Erin Entrada Kelly. (ex.
“She wondered absently where Dani was sitting, but she could hardly sit
still long enough to look around” (Kelly 315).
o Model analyzing the sentence for point of view. Highlight the
pronoun “she”.
 With assistance as needed, students will work in partners to rewrite the
sentence from a first-person point of view.
o Ex. I wondered absently where Dani was sitting, but I could
hardly sit still.
Lesson Procedure-
[Narrative mini lesson]
[Point of view mini lesson]
 Lesson Hook
 Show students the video of the Challenger launch failure.
 Students will discuss with a partner how they felt while watching the video.

Modeling
 Read the chapter, “Tuesday, January 28, 1986” from the novel We Dream of Space by Erin
Entrada Kelly aloud to students.
 Provide students with an example of a character reacting to the live footage of the Challenger
launching.
o For example, Bird running out of the room.
 Students will write on a different color sticky note how Bird reacted to and felt while watching
the video live or hearing the news that the Challenger failure.
o Students will display their sticky notes on the board and will walk around and look at
what their peers said.

Guided Practice
 Ask students the question “how do you think the novel would have been different if the
Challenger did not fail to launch?
o Students will discuss with a partner.
 Students will be introduced to the assessment.
 Students will then spend time brainstorming and planning their narrative writing pieces.
o Students can choose to complete the narrative writing brainstorm worksheet or can
spend time planning what part of the novel they want to rewrite, how they want to
change it, whose perspective it will be in, etc.
 Students will discuss ideas with peers and ask questions as needed.

Independent Practice
 Students will answer the short answer questions.
 Students will work on their narrative writing.

Assessment
 See below.

Lesson Closure-
 Students will read their narrative to a partner.
 Students will participate in a class discussion about narrative writing. Students should think
about the skills they used for narrative writing and the different elements they had to think
about.

Short Answer Questions

Literal Comprehension
 1. Write a summary in 3,7, or 11 sentences that addresses: [highlight which number for different students]
a. Who is the story about?
b. What is the novel about?
c. When does it take place?

2. What do Bird, Fitch, and Cash like to do in their free time?

Inferential Comprehension
1. If the Challenger mission was a success, how would this have changed the ending of the novel?
2. Why did the author choose to write this novel in 1986 around the Challenger mission?
a. How does this historical event support the development of Bird, Cash, and Fitch’s
character?

Assessment-
Narrative Writing Prompt:
How would the novel change if the Challenger launch was a success? Re-write a section of the chapter
titled “Tuesday, January 28, 1986” in the perspective of a chosen character from the novel. Think about
how this character would respond to the successful launch, how it would change the character’s
development, and how it would change the rest of the novel.

Students will write narratively by rewriting a section (2-5 pages) of the chapter titled “Tuesday,
January 28, 1986” in the perspective of a character from the novel. Students will re-write the
section as though the Challenger launch was a success, rather than a disaster.

Students will apply both literal and inferential comprehension of the text in their narratives. Students
will demonstrate literal comprehension of the characters and the plot by being able to rewrite a section
of the novel. Students will also apply their knowledge of the Challenger mission.
Students will demonstrate inferential comprehension by inferring how a character would feel and
respond to the Challenger successfully launching. Students will demonstrate their inferential
comprehension of the novel’s main themes through the way they change the novel.

Writing Objectives:
 Students will write narratively using proper spelling and grammar conventions.
 Students will write narratively using effective language and writing techniques. Writing should
be organized, clear, and concise. Students should use descriptive language, relevant dialogue,
and specific details.
 Students should have a clear point of view; it should be clear whose perspective the piece is
told in.

Rubric:
[I am using a rubric from an online source. I have re-created the rubric based on/using the original writing
but have added one section (Change in plot) to fit my assignment better.]
Unsatisfactory Progressing (2) Proficient (3) Excellent (4)
(1)
Point of View The writing The writing The writing The writing
rarely reflects sometimes reflects mostly reflects always reflects
first person point first person point first person point first person point
of view. of view. of view. of view.
Perspective The chosen The chosen The chosen The student
 character’s character’s character’s displays the
original original original character’s
personality is not personality is personality is original
displayed in the slightly displayed displayed in the personality using
student’s writing in the student’s student’s writing effective dialogue,
through dialogue, writing through through dialogue, relevant actions,
actions, or dialogue, actions, actions, or details. and strong details.
details. or details.
Aligns with Student does not Student somewhat The student’s The student
Original Story reflect the reflects the narrative reflects displays a
original original the majority of the thorough
chapter/novel in chapter/novel in original reflection of the
their writing. their writing. chapter/novel. original
Their narrative Their narrative Their narrative chapter/novel. The
leaves out major leaves out some of includes major narrative includes
details and the major details details and events. all major details
events. The text and events. The The text aligns and events. The
does not fit with text does not seem with the rest of the text aligns well
the rest of the to fit with the rest novel. with the rest of the
novel. of the novel. novel.
Follows Prompt- The student does The student The student The student
Challenger launch not follow the somewhat follows follows the follows the
is successful prompt and the the prompt but the prompt and prompt and
writing lacks writing lacks includes their own includes unique
creativity. creativity. creative ideas. and creative ideas
throughout their
entire narrative.
Clarity The student’s The student’s The student’s The student’s
narrative lacks narrative makes narrative is mostly narrative is easy to
clarity. The sense but has easy to follow and follow. The text is
student left out some areas of uses proper written well and
key details and/or confusion or poor language and uses effective
used unclear language and structure. language and
language and structure. structure.
structure.
Spelling/Grammar Many errors in Some errors in Few errors in No errors in
spelling and spelling and spelling and spelling and
grammar. grammar. grammar. grammar.

Responses-
A strong response will demonstrate a student’s inferential comprehension. Strong responses will
accurately address how the chosen character would have responded if the Challenger launch was
successful. Strong responses will draw on the original text while displaying creativity and thoughtful
ideas.

A weak response will lack inferential comprehension. Students might simply change the plot from having
a failed launch to having a successful launch. Weak responses will lack details that convey how the
character felt as a result of the successful launch and will fail to address how the change affected the
themes, character development, and plot.
Supporting All Students-
Cognitive intervention for a student who is not
able to comprehend the text.
Cognitive intervention to support a student to
complete the written response.
Accommodation for a student who has met the
writing objective.
Grade 6 W.3 “Write narratives to develop real
or imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event sequences”
- Provide the student with a graphic organizer
for summarizing the chapter.
- Provide the student with sentence starters, as
well as a graphic organizer for how to
organize their narrative.
- The student only has to write a paragraph to a
page.
- The student has met the writing standard if
they have written narratives with effective
technique, relevant descriptions, and specific
details.
- For the short answer question number 1, the
student will be given 3 sentences to write the
summary. This will challenge them to write
concisely.
- The student’s narrative is based on the entire
chapter rather than a specific section.
Worksheets
Worksheets
FINAL ANALYSIS:
Added Value to Build Learning
The three lessons for the novel, We Dream of Space by Erin Entrada Kelly work together to help

students analyze and comprehend the novel. The first lesson works to build the students’ background

knowledge of the scientific and historical context of the novel. This lesson sets students up to read the

novel and analyze and comprehend the elements of the text. The second lesson supports students while

they read by prompting them to read closely at the characters. Students reflect on the novel both for literal

and inferential comprehension by analyzing the main characters personalities, perspectives, and

responses. The final lesson ties in both the first and second lessons. The after reading lesson ties the

before reading lesson of building schema on the Challenger to the during reading lesson of analyzing the

characters in the novel. Students must apply their comprehension of what happened in novel as well as

their inferential comprehension of how characters would respond if the plot had been different.

This book has the potential to effectively be used to teach social studies, science, or language arts class.

This book is set during 1986 and many of the elements of the novel represent that time period. This novel

could be integrated into curriculum for teaching about this time period or about historical contexts such as

the Space Race. This novel could also be applied to a science class as it discusses throughout the novel

ideas of space and science. This novel could be integrated into a science curriculum to teach about space

discovery and exploration, physics/how space shuttles work, or space in general. The options for a

language arts class are endless with this book. There are a plethora of opportunities for using the novel to

teach about point of view, plot, symbolism, figurative language. There are also many opportunities for

writing assignments that support the novel. Beyond curriculum, the book highlights many

social/emotional ideas, presents many impactful themes, and is relatable for a wide variety of readers.

Differentiation
Chiara, a student who cannot read with inferential comprehension at grade level would benefit

from one-on one or small group assistance. Before reading Chiara should work in small groups or one on

one to help her write the captions. Small group discussion should focus on reviewing literal
comprehension of the research and should pose questions to help support her with inferential

comprehension. During reading, Chiara should read in small groups. Chiara should write questions as she

reads to help her think critically about the text and support her reflection of the ideas. A graphic organizer

about the plot, characters, and ideas would be useful for her to keep track of the literal comprehension of

the novel so that she can apply it to inferential comprehension. After reading Chiara should participate in

a small group discussion about the novel. The group discussion should discuss the novel and ask thought

provoking questions that are geared to helping her think inferentially.

Forrester is unable to read fluently as a result of limited word analysis skills. Before reading, pre-

teaching essential vocabulary words would be extremely beneficial for this student. The student should be

given a glossary of words to use while reading. During reading, the student should participate in reading

one on one with the teacher or using an online resource to read the text aloud to them. The student should

read aloud with the teacher or online resource. Forrester should ask questions about words they do not

know or use online resources to determine the unknown word. After reading, the student should be given

assistance with their narrative writing. They should use the text to talk feature while writing so that they

dictate what they want the narrative to say.

Taylor, a student who reads at grade level but cannot write at grade level would benefit from

accommodations that help the student build their writing skills. Before reading, the student should

participate in writing a caption for one of the images. The student should receive one on one feedback

about their caption and should be given assistance in making it stronger. During reading, provide Taylor

with a structured one-sheet book so that they know what they need to include on each page. After reading,

the student should complete the narrative writing assessment using sentence starters, as well as a graphic

organizer for how to organize their narrative. The student only has to write a paragraph to a page of

writing.