“Horrible Harry Goes To The Moon”By

Suzy Kline

&

“Reaching For The Moon”By

Buzz Aldrin

A 3rd Grade Multi-Text Unit on the MoonBy

Meagan Huddler

“Aim for the moon. If you miss, you may hit a star.”-W. Clement Stone

Day 1: Before Reading (Individual)

a. Anticipation Guide/K-W-L Chartb. Carousel

Day 2: Chapter 1 – “Horrible Harry goes to the Moon” (Individual & Pairs)

a. Vocabulary Chartb. Internet Workshop

Day 3: Chapter 2 – “Horrible Harry goes to the Moon” (Individual & Small Groups)

a. Vocabulary Chartb. Double Entry Diary c. Science Experiment

Day 4: Chapter 3 – “Horrible Harry goes to the Moon” & read all of “Reaching for the Moon” (Individual, Small Groups & Whole Group Discussion)

a. Vocabulary Chartb. Think/Pair/Sharec. Radio Reading – “Reaching for the Moon”

Day 5: Chapter 4 – “Horrible Harry goes to the Moon” (Individual, Whole Group Discussion, Small groups)

a. Vocabulary Chartb. Reader’s Theatrec. Phases of the Moon: 3-2-1/Experiment Chart

Day 6: Chapter 5 – “Horrible Harry goes to the Moon” (Individual)a. Vocabulary Chartb. Character Sketchc. Journal Entry from Harry’s Point-of-View

Day 7: Review – “Horrible Harry goes to the Moon” a. Vocabulary Word Sortb. Vocabulary Testc. Timeline of Events

Anticipation Guide (Day 1)

1.) In your own words, predict what you think “Horrible Harry goes to the Moon” will be about. Think about the title and the picture on the front cover. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.) Describe what you think it would be like to go to the Moon. Why would you go there? What do you think you would find? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.) What do you think Harry will do once he lands on the Moon? How will he get there and how will he get back to Earth? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In the chart below, list what you know, what you want to know, and what you learned (at the end of our unit) about the Moon.

Know Want to Know Learned

Carousel (Day 1)

As you look at the pictures from the slideshow, write your thoughts/feelings/opinions about each picture below.

Picture Your thoughts/feelings/opinions1.

2.

3.

4.

5.

6.

Slide Show Pictures

Vocabulary (Day 2)

Word Sentence found in book

Definition Create your own sentence

Inspiration

Remainder

Budge

Rummaged

Internet Workshop (Day 2)

In “Horrible Harry goes to the Moon”, Miss Mackle’s class does research on the Moon. We are going to do our own research on the Moon in pairs. With your shoulder buddy, go to the website listed below and fill out the following questions which will all be found on that website.

http://www.woodlands-junior.kent.sch.uk/time/moon/facts.htm

1.) True/False: The Earth travels around the Moon. 2.) How long does it take the Moon to orbit the Earth? ______________________________________________________3.) How old is the Moon? ______________________________________________________4.) True/False: The Moon rises in the East and sets in the West. 5.) How many miles away is the Moon from Earth? ______________________________________________________6.) How fast does the Moon travel around the Earth? ______________________________________________________7.) Describe the surface of the Moon: ______________________________________________________8.) True/False: The Moon has no atmosphere. 9.) When was water discovered on the Moon? _______________________________________________________10.) Why will the Apollo astronaut’s footprints remain on the surface

of the Moon for millions of years? _______________________________________________________11.) Why can we see the Moon? ______________________________________________________________________________________________________________________________12.) Draw the Moon phase diagram below and label each phase:

On the back of this worksheet, write three more interesting facts from this website.

Vocabulary Chart (Day 3)

Word Sentence found in book

Definition Create your own sentence

Scowled

Pestering

Gravity

Disbelief

Double Entry Diary (Day 3)

Fill out the table below as you are reading Chapter 2 in “Horrible Harry goes to the Moon”. On the left hand column, write the page number and sentence from the book. Then, on the right hand column, write your thoughts/feelings/opinions about the sentence.

Page Number and Quote Thoughts/Feelings/Opinions

Science Experiment (Day 3)

On pages 13-15 in “Horrible Harry goes to the Moon” Miss Mackle’s class does a science experiment about gravity on the Moon. With your group members, fill out the chart below by recording how high you can reach on the Smart Board and how high you jumped (at the top of your leap). Multiply the number of feet you jumped on the Smart Board by six because there is six times less gravity on the moon. Make a prediction first about which person in your group you think will jump the highest (include why you think that). After you complete the chart, write the descending order of people in your group beginning with who will jump the highest to who will jump the least highest based on your results. The last person in the list should be the person who jumped the least amount.

Prediction: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Person’s Name Beginning (How high you can reach)

Ending (Top of your jump)

Descending order of jumps of group members: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary Chart (Day 4)

Word Sentence found in book

Definition Create your own sentence

Scoffed

Comet

Fascinating

Telescope

Think/Pair/Share (Day 4)

In Chapter 3 of “Horrible Harry goes to the Moon” Miss Mackle packs her suitcase with different things to take with her to go to the Moon. In your groups, first, think in your heads about what you would bring with you to the Moon. Then, with your shoulder buddy/group members share your thoughts together. The 1’s in each group will take notes about the ideas that your group comes up with. Finally, each group will share their responses with the entire class as I take notes on the Smart Board with everyone’s ideas. We will discuss as a class what items we should keep/take away/add and why.

Radio Reading (Day 4)

You will read the book, “Reaching for the Moon” by Buzz Aldrin. I will assign each student one page to read carefully the night before we go over this book in class and come up with one question for their designated page. The next day, we will read this story as a class and after your page is read aloud, you will pose your question to the entire class and we will find the answer.

Vocabulary Chart (Day 5)

Word Sentence found in book

Definition Create your own sentence

Puzzled

Forgery

Bargain

Profit

Reader’s Theatre (Day 5)

We will conduct a Reader’s Theatre for pages 40-41 in “Horrible Harry goes to the Moon”. I will assign the following roles for students: Miss Mackle, Mary, Harry, entire class, and the Narrator. Each student will read his/her assigned part aloud in front of the class. Then, at the end of the chapter, we will talk about the phases of the moon and make predictions about what Harry will do next.

Phases of the Moon: 3-2-1 (Day 5)

As I read aloud “The Moon Seems to Change” by Franklyn M. Branley, write 3 things you learned from the book/interesting facts, 2 things you want to learn more about, and 1 question that you have after listening to the story.

*

*

After completing the experiment in the back of “The Moon Seems to Change” with your group members, complete the following chart by labeling and drawing all the phases of the Moon.

Vocabulary Chart (Day 6)

Word Sentence found in book

Definition Create your own sentence

Binoculars

Tentacles

Craters

Temperamental

Character Sketch: Harry (Day 6)

List three adjectives that describe Harry: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your favorite quote from Harry in the book and explain why it’s your favorite:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think the title is “Horrible Harry goes to the Moon”? What does the author mean by this? Give an example from the book to explain your reasoning. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Compare and contrast Mary’s character to Harry’s:

Draw a cartoon of your favorite part of the book that Harry is in:

Journal Entry from Harry’s Point-of-View (Day 6)

Pretend you are Harry. Write a journal entry about what happened in the last chapter of “Horrible Harry goes to the Moon” from Harry’s point-of-view.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary Word Sort (Day 7)

Inspiration Remainder

Budge Rummaged

Scowled Pestering

Disbelief Gravity

Scoffed Comet

Fascinating Telescope

Puzzled Profit

Forgery Bargain

Temperamental Tentacles

Craters Binoculars

Vocabulary Test (Day 7)

Match the word to its definition:

1.)Inspiration a. rejection of belief2.)Remainder b. a magnifier of images of distant objects3.)Budge c. a small celestial body consisting of a

frozen mass that travels around the sun in an oval orbit 

4.)Rummaged d. counterfeit5.)Scowled e. something left over 6.)Pestering f. moody, erratic7.)Disbelief g. confused or perplexed8.)Gravity h. a thorough search9.)Scoffed i. elongated flexible organs10.)Comet j. negotiate the terms of an exchange11.)Fascinating k. arousal of the mind to special unusual

activity or creativity12.)Telescope l. bowl-shaped depression13.)Puzzled m. frown with displeasure 14.)Profit n. the force of attraction between all

masses in the universe15.)Forgery o. derive a benefit from16.)Bargain p. move very slightly17.)Temperamental q. A hand-held device consisting of lenses,

used to magnify objects so that they can be better seen from a distance, and looked at through both eyes

18.)Tentacles r. jeer, laugh at with contempt and derision

19.)Craters s. capable of arousing and holding the attention

20.)Binoculars t. causing irritation or annoyance

Timeline of Events (Day 7)

Put the following events of “Horrible Harry goes to the Moon” in order:

Miss Mackle’s class has a Moon Sale so they can raise enough money to buy a telescope.

Miss Mackle’s class does a gravity science experiment.

Miss Mackle packs her suitcase for the Moon.

Miss Mackle’s class gets a moon couch.

Miss Mackle’s class has their Moonwatch.

Harry takes the class to the Moon.

Miss Mackle’s class does research on the Moon.

1st: _____________________________________________________________________

2nd: ____________________________________________________________________

3rd: _____________________________________________________________________

4th: _____________________________________________________________________

5th: _____________________________________________________________________

6th: _____________________________________________________________________

7th: _____________________________________________________________________

Rubric

Day 1:

-Anticipation Guide/K-W-L Chart ___/10-Carousel ___/10

Day 2: -Vocabulary Chart ___/15-Internet Workshop ___/15

Day 3: -Vocabulary Chart ___/15-Double Entry Diary ___/10-Science Experiment ___/15

Day 4: -Vocabulary Chart ___/15-Think/Pair/Share ___/10-Radio Reading – “Reaching for the Moon” ___/10

Day 5: -Vocabulary Chart ___/15-Reader’s Theatre ___/10-Phases of the Moon: 3-2-1/Experiment Chart ___/15

Day 6: -Vocabulary Chart ___/15-Character Sketch ___/10-Journal Entry from Harry’s Point-of-View ___/10

Day 7: -Vocabulary Word Sort ___/10-Vocabulary Test ___/30-Timeline of Events ___/10

Total: ____/250

Reference List

Horrible Harry goes to the Moon. By Suzy Kline. Illustrated by Frank Remkiewicz. 2000. Scholastic. This book is on the 3rd grade reading level. I chose this book because it was the appropriate reading level and is considered a book of interest for 3rd graders. I wanted to choose a fictional chapter book as my main book for this unit and this book fit my criteria. There is enough information about the Moon in this book for me to elaborate on my topic and correlate both reading and science into one unit. My goal for choosing this book was that I want this book and the activities that correlate with it in this unit to elicit student interest in our Solar System, specifically, the Moon.

Reaching for the Moon. By Buzz Aldrin. Illustrated by Wendell Minor. 2005. Harper Collins. This book is on the 3rd grade reading level. I chose this book for two reasons: because it is an appropriate non-fiction text and because it elaborated on the part in the book Horrible Harry goes to the Moon when Miss Mackle’s class discusses space exploration and astronauts. Since one of the astronauts who landed on the Moon wrote this book, (and he was discussed in the main text for this unit) I thought it would be interesting and beneficial for students to read a story written by him about his life and what it was like to walk on the Moon. My goal for choosing this book was that I want this book and the activities that correlate with it to educate students about space exploration and inspire them to believe in the impossible.

The Moon Seems to Change. By Franklyn M. Branley. Illustrated by Barbara and Ed Emberley. 1987. Harper Collins. This book teaches students about the phases of the Moon. Students will broaden their knowledge of how phases of the Moon are caused and the proper names for each.

Space Explorers. By Eva Moore. Illustrated by Ted Enik. 2000. Scholastic. This book discusses how other planets in the Solar System are different than Earth. Students will broaden their knowledge of planets and other space vocabulary.

Lost in the Solar System. By Joanna Cole. Illustrated by Bruce Degen. 1990. Scholastic. This book provides interesting facts about the Solar System. Students will broaden their knowledge of the Solar System and how all the components work together.

Midnight on the Moon. By Mary Pope Osbourne. Illustrated by Sal Murdocca. 1996. Random House. This book is a mystery chapter book which includes several interesting facts about the Moon embedded within the text. Students will broaden their knowledge about information on the Moon/what it would be like to walk on the Moon.

The Moon. By Seymour Simon. 2003. Simon & Schuster. This is a good resource book which contains factual information about the Moon. Students will broaden their knowledge of information on the Moon.

One Giant Leap. By Don Brown. 2001. Perfection Learning. This book describes the life of Neil Armstrong, one of the American astronauts who landed on the Moon. Students will broaden their knowledge of astronauts and space exploration.

Why Does The Moon Change Shape? By Isaac Asimov. 1991. Gareth Stevens. This book poses a question to the reader and the author answers it by discussing the phases of the Moon and how they are produced. Students will broaden their knowledge by learning about the phases of the Moon and what causes them.

Moon. By Dana Meachen Rau. 2003. Compass Point Books. This is a good resource book that gives a plethora of interesting information on the Moon. Students will broaden their knowledge by learning resourceful information about the Moon.

Language Arts Correlation Chart

Unit Activity NCSCOS Language Arts Grade 3Vocabulary Chart 1.05: Use word reference materials (e.g.,

dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

Anticipation Chart/KWLInternet WorkshopDEDScience Experiment Think/Pair/ShareRadio ReadingReader’s Theatre3-2-1/Experiment ChartCharacter SketchJournal Entry Timeline

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

setting a purpose. previewing the text. making predictions. asking questions. locating information for specific

purposes. making connections.

using story structure and text organization to comprehend.

“Horrible Harry goes to the Moon” “Reaching for the Moon”

2.03 Read a variety of texts, including: fiction (short stories, novels,

fantasies, fairy tales, fables).

nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).

Journal Entry from Harry’s POV 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:-considering main character's point of view.

Character Sketch 3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.

Internet Workshop 3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

Word Sort 5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter

groupings).