Landing On the Moon
Shared Reading
Vocabulary:
Prior to reading, “harvest” vocabulary that you think the students will need to have
pre-taught before listening to the texts/passages.
 Write the words on cards
 If possible, add a picture to the word cards
 TELL the students the meaning of the vocabulary words
 Have students provide synonyms and/or antonyms
o Write either Similar to: or NOT on a card and then write the word
o Place it by the vocabulary card on the board
 Have the students SAY the word with you several times so they know the
pronunciation
 Have students turn to neighbors and SAY the word and GIVE the meaning
(reverse)
 UEN Earth & Moon Vocabulary – helps for definitions
Ask the students what they KNOW about the space travel to the Moon and the
Landing on the Moon.
 Students complete a small Knew, New, Q Chart.
 First, they should list things they thing they know in the Knew column
 Students can also record some questions they may have I the Q column
Knew
List the things the students
“think” they know about the
landing on the moon in bulleted
format

New
The column is for recording the
new information t he students
learn from the reading
Q (questions)
List questions students have that
will clarify their learning.
If the questions are not answered
in the reading, further shared
research is required
Ask the students to record any new information they hear during the
interactive read alouds
Pre-read the following two texts to determine whether they will be reading
their entirety or if only selected passages will read.
In an Interactive Read Aloud format, read One Giant Leap, by Dana Meachen Rau
Reaching for the Moon, by Buzz Aldrin.
Create a large Knew, New, Q chart for the class to summarize individual
student learning



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Have student refer to their graphic organizer to provide NEW information
ALWAYS return to the things they thought they knew and revise thinking
where needed
o If this step is skipped, students remember the wrong information
Return to the questions to see if they have all been answered
o If not, look back in the texts
o Do further research online or other print texts
Transfer answered question information and revised “knew” information to
the New column
Additional Resource: Complete the UEN "How big are the Earth and Moon" Lesson
and reinforce the use of the correct vocabulary words when teaching about the
Earth and moon.
Vocabulary:
Revisit the vocabulary word cards on the board.
 Ask students if they heard the words as you read
 Place the text under the document camera
 Find the vocabulary word in the text
 Have students explain what the word means in context
Additional Reading:
Read some selected “journal entries” from the book Moon Journal by Karen M.
Rogers & Diane Cox using the document camera.
 Evaluate how these entries match or do not match the information in the
previous texts.
 Use a T-Chart to record the differences (contrast)
Shared Opinion Writing:
Using all of the information gathered from reading (graphic organizers, charts,
vocabulary, etc.) have students work in pairs to write to the prompt:
“What do you think is the most challenging part of traveling to the Moon?”
 Introduce topic or text
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State an opinion
Provide Reasons for opinion
Create an organizational structure
Use linking words/phrases to connect opinion and reasons (i.e., because,
therefore, since, for example)
 Provide a concluding statement or section
Independent Narrative Writing:
Have students write about traveling to the moon through diary or journal entries.
Use a rubric to encourage writing with:
●
●
●
a sequence of events that unfold naturally
descriptive details
the use of dialogue and descriptions of actions, thoughts and feelings
Then, with guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. If possible, use technology to
produce and publish writing.