Modified Lesson Plan

Formative Assessment
The teacher will gather formative assessments throughout the lesson.
o

During the engage section, students will be given an Anticipation guide to gather their prior
knowledge and asses any misconceptions. Through this, the teacher can then determine the general
understanding students have of the solar system and apply any additional content. Sample questions
are in True/ False format and short response.

The explain section is direct instruction through the use of a non-fiction story. Students will
be answering various question as the teacher reads aloud. The teacher will receive direct feedback to
these questions and guide students toward correct responses.

During the demonstration section, students will both draw and write in their journal what they
have learned about space through today's lesson. The teacher will circulate and monitor responses.

Feedback to Students
Students will receive feedback from the teacher in both verbal and written forms. Students will have the
opportunity to state what they already know about our solar system and then apply this along with what they
have learned through the lesson in a journal format.

Summative Assessment
In a whole group setting students will develop a class brainstorming list on the night sky. Students will then
begin a project, drawing and writing at least one thing they learned through the days lesson about space. The
teacher will be able to assess the students learning through review of this daily journal using the following
rubric:

CATEGORY Weight for Each Category4

3
2
1
X1
(up
to
4
points
available)
Student
uses
Student
uses
Student
uses
Student does
Conventions

all vocabulary some

few vocabulary not use
words taught in vocabulary
words taught in vocabulary
lesson. All
words taught in lesson. 1
words taught
sentences
lesson. 2
sentence
in lesson.
begin with a sentences
begins with a Sentences do
capital letter begin with a
capital letter not begin with
and end with capital letter and ends with a capital letter
correct
and end with correct
and ends with
punctuation. correct
punctuation. correct
First Grade
punctuation. First Grade
punctuation.
spelling and First Grade
spelling and First Grade
phonics used. spelling and phonics are
spelling and
Student is able phonics used not used.
phonics are
to write 3
sporadically. Student is able not used.
complete
Student is able to write 1
Student is
sentences.
to write 2
complete
unable to
complete
sentence.
write
sentences.
complete
sentences.

Drawing details

X1 (up to 4 points available)

Accuracy

X3 (up to 12 points available)

Knowledge
Gained

X3 (up to 12 points available)

All assigned Almost all

Almost all
Fewer than
details have assigned
assigned
85% of the
been added. details (at least details (at least assigned
The details are 85%) have
85%) have
details are
clear and easy been added. been added. A present OR
to identify.
The details are few details are most details
clear and easy difficult to
are difficult to
to identify.
identify.
identify.
95% or more 94-85% of the 94-85% of the Less than
of the assigned assigned
assigned
85% of the
structures are structures are structures are assigned
drawn
drawn
drawn
structures are
accurately and accurately and accurately and drawn
are
are
are
AND/OR
recognizable. recognizable. recognizable. labeled
All assigned All assigned 94-85% of the accurately.
structures are structures are assigned
labeled
labeled
structures are
accurately.
accurately.
labeled
accurately.
When asked When asked When asked When asked
about 10 items about 10 items about 10 items about 10
in an unlabeled in an unlabeled in an unlabeled items in an
drawing of the drawing of the drawing of the unlabeled
same plant or same plant or same plant or drawing of the
animal, the
animal, the
animal, the
same plant or
student can
student can
student can
animal, the
identify all of identify 8-9 of identify 6-7 of student can
them
them
them
identify 5 or
accurately.
accurately.
accurately.
less of them
accurately.

This rubric will be used for all students, ELL or not, depending
on the type of activity they are doing.

Learning Objectives: What should students know and be able to do as a result of this
lesson?

Students should recognize that there are many stars in the night sky as well as planets that
make up our solar system.

Students will demonstrate their knowledge of the night sky by drawing a picture.

Students will be able to identify the title, main idea and details of the story Stars by Steve
Tomecek and Sachiko Yoshikawa.

With guidance, students will recall information to answer questions related to the story and
create a graphic organizer.

2. Guiding Questions: What are the guiding questions for this lesson?

How many stars are in the sky?

What are stars made of?

How far are the stars from Earth?

Is the Sun a star?

Sample answers to guiding questions

o
o

Stars are made of very hot gas. A stars color tells us how hot or cold it is.
The stars never actually disappear! When the sun rotates it causes the sky to be so bright we
just don't see them.

Stars are very far away from the earth. The closest star to the Earth is the Sun!

The Sun is a star!

3. Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to state the differences between day and night skies.
4. Teaching Phase: How will the teacher present the concept or skill to students?
Pass out the "What Do I Know about Space" anticipation guide. The teacher should read each question aloud
and use a sample on the DOC camera. Allow time for students to respond by circling their answer in the first
column only. Upon completion the guides are to be collected. These will then be passed out at the end of the
Space Unit to compare and discuss what has been learned.
http://www.teacherspayteachers.com/Product/What-Do-I-Know-About-Space-Anticipation-Guide-Freebie194433
Right click on the link and open in new window.
Register for a free account or login to Teachers Pay Teachers with existing account.
Download document to desired location.
Display a night time picture.
Ask the students:

"How many stars do you see?"

"Can you count them all easily?"

Sample responses:
o

There are many stars.

They can not be counted very easily.

5. Guided Practice: What activities or exercises will the students complete with teacher
guidance?
The teacher will begin the lesson by reading the book Stars by Steve Tomecek and Sachiko Yoshikawa.
Students should be able to retell portions of the story as well as state the main idea and key details.
During this reading the teacher should ask sample questions such as:
1. What are stars made of?
2. Where do stars go in the daytime?
3. How far away are they?
4. Is the sun a star?
Sample answers to guiding questions:

o
o

Stars are made of very hot gas. A stars color tells us how hot or cold it is.
The stars never actually disappear! When the sun rotates it causes the sky to be so bright we
just don't see them.

Stars are very far away from the earth. The closest star to the Earth is the Sun!

The Sun is a star!

6. Independent Practice: What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?
After the book Stars has been read and discussed students will return to their seats and take out their Science
Journal notebook
If using the Science notebook, students should be directed to turn first to their table of contents page and enter
in the description "What I learned about space today". They will then open to their first blank page and number
it at the bottom, placing again the title at the top of the page "What I learned about space today".
The teacher will then help students to brainstorm a list of things we learned today about the night sky and stars.
Teacher can use a list or a bubble map. A bubble map is drawn as a small circle in the middle of the board with
the title Night Sky. Another larger circle is then drawn around this. Inside the teacher will write the things
students learned today. Around this is placed a box called the frame of reference. The students will then give
suggestions as to where they got this knowledge we just listed. A suggested answer would be the Stars book by
Steve Tomecek and Sachiko Yoshikawa. Students will be directed to recall just one thing from the brainstorm
list and draw/write about it in their journal or book.
7. Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?

When students have completed their books or journals they will be

turned in to the teacher for grading and recommendations. ELL Students

will turn in drawings.
The teacher will then then review the guiding questions:

What are stars made of?

Where do stars go in the daytime?

How far away are they?

Is the sun a star?

Sample answers to guiding questions:

o
o

Stars are made of very hot gas. A stars color tells us how hot or cold it is.
The stars never actually disappear! When the sun rotates it causes the sky to be so bright we
just don't see them.

Stars are very far away from the earth. The closest star to the Earth is the Sun!

The Sun is a star!

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
o

During the brainstorming session the teacher may wish to

draw or use clip art and place next to the words for referencing.
(Pre-Production Stage)
label their drawing. (Early Production Stage)

ELL students needs can partner with a friend to work on

their Science Journal/ Book. (Speech Emergence Stage)

look for and circle any nouns and verbs they used in their
writing. (Intermediate Fluency Stage)

Suggested Technology: Document Camera, Overhead Projector

Special Materials Needed:

o

The book Stars by Steve Tomecek and Sachiko Yoshikawa.

Copies for each student of Anticipation Guide and if needed "My Space
Book".

o
o

Translation materials and labels to mark picture of the night

sky in ELL students home language