UNLV Student:

Wendy Curtis

PSMT Name:

M. Lemoine

Lesson Plan Title:

Constellation Myth
Creation (Extension
Lesson)

Lesson Plan Topic:

Constellations and
folklore

Date:

11/20/14

Estimated Time:

30 mins

Grade Level:

4th

School Site:

Doral Academy

1. State Standards Science: 13.4.7 Identify the components of our solar system (i.e. planets,
moon, asteroids, comets, sun)
ELA: L.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose and audience.
2. Teaching Model Teacher led discussion focusing on student ideas, leading to independent
creation.
3. Objective Students will create a myth or legend for their constellation drawing that is coherent,
makes sense and is grammatically aware.
4. Materials and Technology Resources Student copies of previous constellations, 26 pieces of
construction paper, 26 copies writing template, scratch writing paper (optional)
5. Instructional Procedures
a. Motivation/Engagement TW refer back to our constellation discussion last week, activating
prior knowledge. What are constellations? What are stars? How do they relate to Folklore? Why did
people write these myths or legends? TW write constellation legends on the board and circle it, so
students may add ideas around it. NO APOLOGIES
b. Development Activities or Learning Experiences As students respond, they will be called
up to the board to write their ideas. As a class we will brainstorm what makes a good legend of myth
and add it. (have paper passer start passing out constellations and blank templates.) Show teacher
model constellation and legend, and discuss organization, length and content.
SW use their own constellation from the last lesson (if using this lesson as complete instead of
extended, have students hand up pair up, then pose and use each other as models to create
constellations onto a half sheet of paper.)
SW work on their personal legend. Give three minutes of thinking and discussing time, then working
independently. Students may want to rough draft or brainstorm on spare paper. TW CIRCULATE
during offering any guidance needed. When students finish writing they may draw over their
constellation with markers and add stars. Then glue the template and constellation to construction paper
side by side.
c. Closure (COLD CALL)Students will stand and share their constellation and legend and what
makes it a legend.
d. Extension Students will read over one of the constellations read previously, and write a
legend to go with it, similar to Aquila and Aquarius' link.
6. Accommodations, Modifications, and Differentiation for Diverse Learners TW assist
students as needed to aid them in their own personal best writing style, constellation drawings
can be as intricate or as simple as drawn as they are open to interpretation.

7. Assessment and Evaluation of Learning

a. formative Ongoing with discussion and circulation, targeting students who needed more
reinforcement from previous lesson. (MAKE IT STICKY, AT BATS)
b. summative Students will create a legend based on their artistic constellation. Legends will be
graded and hung on presentation wall.
8. Homework Assignment None.
9. Reflection
a. Strengths
b. Concerns
c. Insights