Lessons & Units :: The Moon Over Star 2nd Grade Unit

Read-Aloud Lesson: The Moon Over Star

Lesson Plan

The Moon Over Star

The Moon Over Star
Learning Goal
Identify and compare the thoughts and actions of the two main characters to determine the message of the story.
Duration
Part 1: Approximately 40-45 minutes
 
Part 2: Approximately 15-20 minutes
 
Part 3: Approximately 15-20 minutes
Necessary Materials

Provided:
1. Detailed lesson plan
2. Graphic organizer for guided practice
3. Independent student worksheet

Not Provided:
The Moon Over Star

 
  1. This lesson is a close reading of the entire text. So it’s important to engage students often, to enhance their learning. Here are two tips:

    •   When you ask the more complex questions from the lesson, ask students to “turn-and-talk” or “buddy-talk” before answering.

    •   Once you are deep into the lesson, instead of asking students every question provided, ask them to share with you what questions they should be asking themselves at that point in the text. This is also a great opportunity to use "turn-and-talk."
       
  2. Suggested teacher language is included in the lesson.

  3. We recommend you read the book once to your students, either the day or morning before teaching the lesson.

  4. This research-based, read-aloud lesson may seem long. Why do students need the lesson to be this way?
 

Part 1: Teacher Modeling and Questioning

 

Write the following student-friendly learning goal on the board, then read the learning goal out loud with the class: 

We will determine the message of the story by comparing the thoughts and actions of the two main characters.

 
Prepare Students for the Lesson
 

Show students the front page of the New York Times (print link separately) from the 1969 Moon Landing and read the title “Men Walk on Moon.”

 
Teacher says: In 1961, the President of the United States, John F. Kennedy, said that America would send men to the moon in a few years. Very few people believed this could happen, but men and women at NASA, the organization that studies space, worked very hard to make the dream come true. This newspaper is from 1969, the day after the dream came true. Our story is about the day the dream did come true.
 
Open book and show students the Earth and moon picture on the opening pages. Read 2 out loud, then stop. Page 2 ends with, “I could go to the moon too.” Show illustration.
1.

Teacher says (models thinking): The author just gave us important information about the setting in this story.

  • The story takes place in the summer of 1969.
  • The story takes place in a town called Star.
2.
Teacher asks: What does the author tell us on these pages about an event that is occurring that day?
 
Students answer: The author tells us that if all went well, a spaceship would land on the moon today.
3.
Teacher asks: What does the girl dream?
 
Students answer: She dreamed that one day she could go to the moon too.
Read more
4.
Teacher says: This little girl is one of the characters we are going to focus on today; We are going to compare her thoughts and actions to the thoughts and actions of a different character in the story.
5.
Teacher asks: So who is this first character we are focusing on today?
 
Students answer: The little girl.
6.
Teacher asks: And what is one of this little girl’s thoughts?
 
Students answer: She dreams of going to the moon.
 
Read page 4 out loud, then stop. Page 4 ends with, “...astronauts’ children too.’” Show illustration.
7.

Teacher says: We just read that the girl’s grandfather, Gramps, thought that the space program was a waste of money. We also read that he was praying for the astronauts too, just like his granddaughter.

Gramps is the second character we are focusing on today; so we will compare the little girl’s thoughts and actions to Gramps’ thoughts and actions.

 
Read pages 5-8 out loud, then stop. Page 8 ends with, “...25,000 miles per hour.” Show illustrations.
8.
Teacher says: The girl says that she and her cousin were rushing through space at 25,000 miles per hour. However, this is confusing, so let’s take a closer look.
9.
Teacher asks: Where, actually, are the children?
 
Students answer: They are at Gran’s watermelon patch.
10.
Teacher asks: What did they build with scraps found in the barn?
 
Students answer: They built their own spaceship.
11.
Teacher asks: So, where are they pretending to be?
 
Students answer: They are pretending to be on the spaceship.
 
Read pages 9-12 out loud, then stop. Page 12 ends with, “...about to come true?” Show illustrations.
12.
Teacher asks: Why does the girl have an answer to her cousin Carrie’s question?
 
Students answer: She has an answer because she had been reading the moon stories in the paper.
13.
Teacher asks: What else does she know?
 
Students answer: She also knows that the President said America would send men to the moon.
14.
Teacher says (models thinking): Earlier, we read that she dreamed one day to go to the moon. Then, you just told me that she reads moon stories in the paper and knows information about the space program. From this information, I can conclude that the girl is very interested in the space program. Let’s keep reading.
 
Read page 14 out loud, then stop. Page 14 ends with, “...called Eagle.” Show illustration.
15.
Teacher asks: What did Gran holler?
 
Students answer: Gran hollered, "Come quick! They’re landing!"
16.
Teacher asks: What did the children do?
 

Students answer: The children ran pell-mell for the house and squirmed around the television screen.

 
If necessary, explain that “pell-mell” means in a frantic, disorderly way.
17.
Teacher asks: What was on the television screen?
 
Students answer: The moon and a spaceship called Eagle were on the television screen.
18.
Teacher asks: So, based on all this information, what were the kids running towards in the house? Why?
 
Students answer: They were running towards the television because the astronauts were landing on the moon.
19.
Teacher asks: Based on this information, what can be concluded about how the children feel about the moon landing?
 
Students answer: The children are excited to see the moon landing.
20.
Teacher asks: When all the children ran for the house, where was Gramps? How can you tell?
 
Students answer: Gramps stayed outside, because the text says he kept right on tinkering with the engine. Also, the illustration shows him outdoors.
21.
Teacher asks: What did we learn earlier about Gramps’ thoughts on the space program?
 
Students answer: Gramps thinks that the space program is a waste of money.
22.
Teacher asks: Based on this information, what can be concluded about how Gramps feels about the moon landing?
 
Students answer: Gramps is not excited to see the astronauts land.
 
Read pages 15-16 out loud. Stop after "240,000 miles away." Show illustrations.
23.
Teacher asks: What are the children waiting to hear on the television?
 

Students answer: They are waiting to hear the voice of an astronaut 240,000 miles away.

 
Read the rest of page 16 and page 17 out loud, then stop. Page 17 ends with, “...Season to season.” Show illustrations.
24.
Teacher asks: What did the children just hear on the television?
 

Students answer: They heard Commander Armstrong saying that the Eagle had landed.

25.
Teacher asks: What did the children and most grown-ups do when they heard Commander Armstrong’s voice?
 
Students answer: They cheered.
26.
Teacher asks: Where was Gramps while they cheered based on the illustration?
 
Students answer: The illustration suggests that he was sitting outside.
27.
Teacher says (models thinking): Remember, the author told us earlier that the grandfather thought that the space program was a waste of money. Then, he didn’t come inside when the space program was on the television. On this page, the author tells us about a memory the little girl has of her grandfather.
28.
Teacher asks: What does Gramps say in that memory?
 
Students answer: He said, "Why spend all that money to go to the moon when there’s so many folks in need right here on Earth?"
29.
Teacher asks: What does the girl wonder about after the memory?
 
Students answer: The girl begins to wonder what Gramps’ dreams had been since the time he was little.
30.
Teacher asks: What do we learn about Gramps’ life?
 
Students answer: He had worked on the farm all his life, doing the same jobs day-to-day and season-to-season.
31.
Teacher says: We have learned so much about the grandfather Gramps. I want you to make a connection between Gramps’ life, his thoughts, and where he is when the others are inside.
32.
Teacher asks: Remember, while everyone else is inside watching the moon landing, where is Gramps?
 
Students answer: Gramps is sitting outside.
33.
Teacher asks: Based on what we read so far, how may the grandfather be feeling as he sits outside?
 

Students answer:

  • The grandfather is feeling sad or upset that money was used or ‘wasted’ on the space program when people on Earth may be in need.
  • The grandfather is feeling disappointed that his country spent so much money on the space program when he himself had to work hard his whole life.
 
Read page 19 out loud, then stop. Page 19 ends with, “‘It’s okay.’” Show illustration.
34.
Teacher asks: What do we learn about Gramps on this page?
 

Students answer:

  • He is tired.
  • There are deep lines in his face.
35.
Teacher asks: Why, most likely, does the girl say, "It’s okay," when her grandfather says "maybe" to her request?
 
Students answer: The girl could suddenly see how tired he was. She wants Gramps to know that he doesn't have to watch the moon walk with her.
 
Read pages 21-23 out loud, then stop. Page 23 ends with, “...Gramps said quietly.” Show illustrations.
36.
Teacher asks: What is everyone doing now?
 
Students answer: They are all watching the astronauts bounding across the moon on the television screen.
37.
Teacher asks: Where is Gramps, and what is he doing?
 
Students answer: Gramps is in the room too, watching. He is putting his hand on the girl’s shoulder and saying, "I reckon that’s something to remember."
38.
Teacher asks: How is this reaction by Gramps different than how he reacted earlier?
 
Students answer: Earlier, he was outside and did not seem interested. Now he is watching TV with the family and seems interested.
39.
Teacher asks: What does Gramps mean when he says, "I reckon that’s something to remember?"
 
Students answer: Gramps means that Commander Armstrong and the other astronauts bounding across the moon is something memorable.
40.
Teacher asks: Why might this be memorable to Gramps?
 
Students answer: No one has ever landed on the moon before; Gramps is seeing this for the first time, and recognizes that it is a ‘first.'
41.
Teacher says (models thinking): Let’s look at what Commander Armstrong actually said. He said, "That’s one small step for man, one giant leap for mankind." So, Commander Armstrong just landed on the moon. For almost ten years, his crew had been working to land on the moon. He said that his step was a small step for man, and a giant leap for mankind. That means that while he himself only took a small step, the fact that he was able to walk on the moon represented a giant step forward for all people.
 
Read pages 26-27, finishing the book. Show illustrations.
42.
Teacher asks: What did the girl share with her grandfather?
 
Students answer: She shared her dream that she may one day go to the moon too.
43.
Teacher asks: What was her grandfather’s response?
 
Students answer: He told her to keep on dreaming, and then he reminded her that they were together now on the prettiest star in the heavens.
44.
Teacher asks: What does Gramps most likely mean when he says that they were together now on the prettiest star in the heavens?
 
Students answer: He means that they are now in Star, their town, which is on Earth, the prettiest place in the universe.
45.
Teacher asks: The last line says that the moon told the little girl to dream. What does this mean?
 
Students answer: This means that the moon and the moon landing, which occurred that night, encouraged the girl to dream about the future. She is dreaming that she will one day be able to go to the moon as an astronaut.
46.
Teacher asks: Let’s review some of the important parts of this story. What is the girl’s dream?
 
Students answer: The girl’s dream is to go to the moon, or be an astronaut.
47.
Teacher asks: How does the grandfather feel at first about the space program?
 
Students answer: He feels as if it is a waste of money.
48.
Teacher asks: How does the grandfather feel at the end about the girl’s dream?
 
Students answer: He encourages her to keep on dreaming.
49.
Teacher asks: Based on this information and the fact that Gramps said that the moon landing was memorable, has Gramps changed his mind about the space program?
 
Students answer: Yes
50.
Teacher asks: How does Gramps feel about the space program?
 
Students answer: He feels like the space program produced a memorable event, and he encourages his own grandchild to dream about it.
51.
Teacher asks: Based on all you now have learned, what may be the author’s message to children in this story?
 

Students answer:

  • Children should dream.
  • Keep dreaming; you may achieve your dreams.
  • Even though life may be hard for some, dreams are important too.
 

Part 2: Guided Practice & Discussion

 
For this oral lesson, it is suggested to have the completed graphic organizer on the board with the answers concealed before this part of the lesson. After students provide a correct answer, reveal the corresponding answer on the graphic organizer.
1.
Teacher says: Today we are focusing on the girl and the grandfather’s actions and thoughts at the beginning, middle, and end of the story.
2.
Teacher asks: What does the little girl think in the beginning of the story?
 
Students answer: The little girl dreams that one day she could go to the moon.
3.
Teacher asks: What does the grandfather think in the beginning of the story?
 
Students answer: The grandfather thinks that the space program is a waste of money.
4.
Teacher asks: What happens in the middle of the story when the space program comes on TV?
 
Students answer: The children run inside to see the program on TV; the grandfather stays outside and does not watch the program or cheer.
Read more
5.
Teacher asks: What happens at the end of the story?
 
Students answer: The girl tells her grandfather her dream, and the grandfather encourages her to keep dreaming.
6.
Teacher asks: What message does the author want children to learn?
 

Students answer:

  • Children should dream.
  • Keep dreaming; you may achieve your dreams.
  • Even though life may be hard for some, dreams are important too.
 

After the answers for the graphic organizer have been completed and discussed with the class, ask the following two extension questions.

 
Teacher asks: Based on the actions and thoughts of the girl and the grandfather, what type of relationship do you think the two have?
 
Students answer: The girl and the grandfather have a supportive relationship because the girl tells the grandfather it’s okay when he can only possibly watch the program with her. She does this because she recognizes that he is tired. Then, the grandfather is supportive because he tells her to keep on dreaming when she reveals her dream of becoming an astronaut.” Extension: “The grandfather is supportive because he sets aside his concerns with the space program’s cost to encourage his granddaughter to keep on dreaming.
 
Teacher asks: What can you conclude about the qualities of the grandfather’s character?
 

Students answer (may vary and could include):

  • The grandfather is hardworking because he worked on the farm from the time he was little doing the same jobs day-to-day and season-to-season.
  • The grandfather is supportive because he encourages his granddaughter to keep dreaming.
  • The grandfather is selfless because he sets aside his concerns with the space program’s cost to encourage his granddaughter to keep dreaming. He knows it is important to her.
 

Part 3: Student Independent Practice

 
Read each question out loud to your students and have each student complete the worksheet independently.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

User Comments

Ok, this was a very long process but this did work with my lovely 2 graders

Submitted by llpattrin_2148575 on 1/18/17

This format really helps me visualize the setup for instruction. I could easily envision my class engaged.

Submitted by kimmobleyoutlaw_1162590 on 9/8/15

Love that this story is available in 4th grade Reach text book.

Submitted by mccglass on 10/25/14

Great work. It's really helpful. Thanks a lot.

Submitted by maya.kehouadji_954034 on 9/25/14