LESSON PLAN #2 of 5

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Topic: Moon phase
Subject/Content area: Science
Central Focus question: Why does the moon look different at different times of the
month?
Focus question for lesson #2: What are the phases of the moon in sequential order?
NYS Science Standard / New York State P-12 Common Core Learning Standards
Connections: ELA/Literacy
TESOL Standard
P-ESS1-1. Observe and describe the apparent motions of the Sun, moon, and stars to
recognize predictable patterns
W.PK.8 With guidance and support, recall information from experiences or gather
information from provided sources to answer a question. (P-ESS1-1),(P-
ESS2-1),(PPS3-1)
SL.1 Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
SL.PK.3 With guidance and support, ask and answer questions in order to seek
help, get information, or clarify something that is not understood. (P-ESS1-
1),(P-ESS2- 1),(P-PS3-1)
Standard 1 Students will listen, speak, read, and write in English for information and
understanding.
Measurable Content Objective:
Students will be able to restate different phases of moon in order.

Measurable Language Objective:

Students will be able to retell phases of the moon in order by using sequential words
Academic Vocabulary
reflect, first quarter, last quarter, waxing crescent and gibbous, waning crescent and gibbous,
new moon, full moon, moon phase
Transitional/sequential vocabulary
BeginningFirst, in the beginning, first of all, in the first place, to begin
MiddleSecond, secondly, next, then, after, and then, later, furthermore, eventually
EndIn the end, finally, last, lastly, at the end, at last
Language Function
Students will be able to retell different phases of the moon
Language Demand
Grammatical competence: Students will retell phases of the moon using transition words
and complete sentences through the modalities of speaking, reading, listening
Pragmatic competence: Student will work with partner and retell the phases of the moon
using their knowledge of language and content
Language supports
 Build background knowledge by review lesson #1
 Visuals presented on PowerPoint and/or student worksheets
 Simplify language using numerical support
 Students practice language as partners for hands-on activity
 Teacher includes sequential reference sheet in students’ interactive notebook and
hands-on activity for students to use
Teacher Actions
  Activate prior knowledge Teacher reviews the phases of the moon and what the
class did for activity from lesson #1
 Teacher informs the class that the students will do By mentioning a fun
something very fun later but can’t reveal to the class surprise item, teacher
what it is. heightens students’
 Teacher poses a question to the class, “Can anyone interests and continues the
tell me what sequence words are?” stamina of the unit at the
 Students, “first, next, then, finally.” beginning of the lesson.
 Teacher writes down the words on the white board
as students say them Teacher writes the
 Teacher poses another question, “Are there any other words so that all students
words that anyone had come across that you want to can see/read as well as
share?” listen to the sequence
 One Student, “last?” Another student, “middle?” words
 Teacher, “Good try. For middle, it is usually used to tell
someone which part of the story it is.”
 Teacher demonstrates different parts of the story using Teacher scaffolds idea
#1 as beginning, #2 as middle, and #3 as end on the of sequencing using
whiteboard. Teacher starts by writing down numbers 1, sequential numbers while
2, 3 then asks students which sequence words belong to elicit responses from
which number. The teacher also do the reverse by students
asking which number will be a proper choice for the Teacher informally
specific words selected; students are actively engaged checks for students’
in the discussion – Teacher, “I like all these hands up!” understanding during this
part of the instruction
 Teacher poses question, “Now, why would we need
to know these sequence words?”
 Student, “so we can know step by step.”
Teacher poses higher
 Teacher, “that’s great. Now when will you need to tell
order thinking
something step by step?”
questions(analysis Bloom’s
 Student, “in your writing – to explain something.”
Taxonomy) and observes
 Teacher,” exactly, like a personal narrative. Or a recipe how student are able to
when we need to tell someone how to bake something, apply the function of
like cookie or cake.” sequence words in the
 Teacher poses another question, “Why do we need to lesson today and beyond.
know sequence words for moon phases?”
 Students pause and when teacher gives hint (“think
about the moon phases – does it come in a certain
order?), they realize why.
 Teacher, “if we were to tell someone who does not know
Writing modeling gives
anything about moon phases, this is how we will say
all students an opportunity
it…”
to see how sequence
 Teacher models writing on whiteboard by using a
words are used within a
sentence starter and elicit either the sequence words or paragraph.
the academic moon vocabulary from the students.
Guided practice
 Teacher demonstrates to students the logistics of -->The Oreo activity is an
the Oreo activity step by step engaging hands-on activity
-Students are to work as partners to enhance students’
-Students are to pull apart each cookie in the middle, understanding of academic
 which yields 2 half cookies vocabulary, as well as a
-Students are to refer to the anchor chart or their great opportunity for
reference sheets in their notebooks for moon phase students to practice the
shapes language component
-Students are going to use plastic fork or knives given to within the context.
make the desired moon shape
-Students are to place the moon phase cookies on the
blank moon phase data sheet The Oreo activity is also
-Students are to label their moon phases a delicious activity that the
-After students are finished, teacher will ask students to students can enjoy after
give oral report on the order of the moon phases using they verbally restate the
sequencing words order of the moon phases
-Students will be able to enjoy the Oreo cookies
following the oral report
-Teacher reminds students to work in a respectable
manner
-Teacher checks for students’ understanding Teacher pairs partners
 Teacher scaffolds the activity by distributing sequential of unequal or equal LEPs
sheet, referring to anchor chart, partner work and so that the higher LEP can
encourages the students to use the resources given help the lower LEP
 Students share their sentences with specific feedback students
from the teacher
Independent practice
Teacher distributes differentiated independent practice
Additional references – sequential vocabulary sheet
Moon anchor chart
White board - sequential paragraph model
Strategic Intervention On Level for
For Entering/Emerging ELLs Transitioning/Expanding ELLs
 Label all moon phases  Label all the moon phases
(with word bank) and and verbally report the
verbally report the order order of the moon phases
of the moon phases to to teacher using at least 5
teacher with scaffolds sequence words and
such as starting sentence subject-verb agreement
frames, sentences
 For oral report, teacher
using cloze sentence
frames to elicit responses
from students
 During the activity, teacher circulates the room for observations of students
performances (video students and non-video students)
 After activity, students are asked to monitor their progress by completing a self-
assessment
List of Student Assessments for Lesson #2
 Informal assessment
Students’ knowledge and comprehension about moon phases during instruction
Students’ knowledge regarding to language – the usage of sequential words during
instruction and follow-up activity
Partner work oral report using sequential words and academic vocabulary
  Formal assessment
Label moon phases for Oreo activity (students were given reference sheets to utilize
from previous lessons)
Students will complete a self-assessment to monitor their progress after each lesson
Closure
 Students orally tell the teacher the order of the moon phases - then they can eat the
cookies as exit tickets
 Teacher observes students responses as she circulates the classroom
 Teacher makes conference notes for each student after every lesson
 Teacher will give students individual feedbacks of glow and grow in their
interactive notebooks before next lesson
List of instruction materials
 For students: moon phase anchor chart, Oreo cookies, plastic cups, plastic knives
and forks, napkins, paper plates, student interactive notebook (sequence reference
sheet, moon phase data sheet, self-assessment checklist), pencils
 For teacher: Projector, laptop, whiteboard, dry erase marker, PowerPoint
presentation
Reference List
Phases of the moon cookie activity – Addie Williams (Teachers pay teachers)
PowerPoint – The Science Penguin [Website]