works cited page

Books

Florian, D. (2007). Comets, Stars, The Moon, and Mars. Orlando, FL: Harcourt Books.
Green, D. (2009). Astronomy Out of This World! New York,NY: Kingfisher. Gibbons, G. (2007). Galaxies, Galaxies! New York, NY: Holiday House.
Gibbons, G. (1998). Moon Book. New York, NY: Holiday House.
Gibbons, G. (2008). The Planets. New York, NY: Holiday House.
Lassieur, A. (2007). The Moon Exposed. Chicago, IL: Raintree
Mitton, J. & Balit, C. (2003). Once Upon A Starry Night: A Book of Constellations. Washington, DC: Francis Lincoln Limted.
Olivers, J. (2007). The Way Back Home. New York, NY: Philomel Books.
Rabe, T. (1999). There’s No Place Like Space! All About Our Solar System. New York, NY: Dr Suess Enterprises LP.
Seymour, S. (1998). Comets, Meteors, and Asteroids. Logan, IA: Perfection Learning.
Whitehouse, P. (2004). The Stars. Chicago, IL: Heinemann Library.
Whitehouse, P. (2004). Working in Space. Chicago, IL: Heinemann Library.

Comets, Meteors, and Astroids by Seymour Simon

Comets, Meteors, and Asteroids

by Seymour Simon

Summary: Comets, Meteors, and Asteroids presents basic information about comets, meteors, and asteroids. The author explains each space object, what it is made of, and where it can be found. The book contains full size illustrations. The text is great to use as reference guide.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

SC ELA Standard: 4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator: 4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

Activity/Lesson: The teacher will break the class into three groups. Each group will be provided with a copy of the text. Each group will be assigned one of the three topics: Comets, Meteors, and Asteroids. The group will read their section on their assigned topic. The groups will be provided with additional research tools such as computer time and other reference books on space. The students will prepare a presentation to the class.

Objectives:

• The student will demonstrate an understanding that there are other celestial objects other than the sun and the planets in our solar system.
• The student will identify the characteristics of the following: comets, asteroids, and meteors.
• The student will create a 5 min presentation on their assigned topic

Materials:

• Comets, Meteors, and Asteroids
• Poster board
• Markers
• additional reference materials (science texts, articles, computer time, magazines, encyclopedias)

Procedures:

1. The teacher will talk about the night sky. What kinds of objects do we see in the night sky? What kinds of things exist in our galaxy? In our solar system?
2. The teacher will do a picture walk through Comets, Meteors, and Asteroids, highlighting important facts and captions.
3. The teacher will break the class into three groups. Each group will be assigned one of the three topics: asteroids, comets, and meteors.
4. Each group will read the section on their topic in Comets, Meteors, and Asteroids.
5. Each group will be given additional time to further research their topic.
6. Each group will prepare a presentation (min 5 minutes) for the class. They must illustrate their topic on a poster board.
7. The following questions must be addressed in their presentations: What is the celestial object researched? What does this celestial object look like? How big or small can this celestial object be? When and how did we discover this celestial object's presence in our solar system? Where in the galaxy is this celestial object typically found and/or how can we detect this object in the night sky? How does this celestial object affect life on Earth?
8. The groups will present their presentations to class
9. After the presentations the teacher will review what was presented on each topic.

The Stars by Patricia Whitehouse

The Stars

by Patricia Whitehouse

Summary: The Stars takes the reader on a journey through space to learn more about stars. The book includes explanatory diagrams, facts, NASA photography, and a glossary. The book explains what stars are, their composition, the life of a star, their color and size, and many other interesting facts.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

SC ELA Standard: 4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator: 4-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

Activity/Lesson: The teacher will read The Stars aloud to the class to introduce to the lesson on stars. The text will be used to engage and provide information. The students will create a flip book of their chosen star.

Objectives:

• The student will describe the life cycle of a small, medium, and large star using correct vocabulary.
• The student will make a flip book "movie" detailing the life of the star
• The student will compare the life cycle of small, medium, and large stars.

Materials:

• The Stars
• white paper for flip books
• markers, pencils, pens
• 1 completed flip book to show to class
• stapler
• additional resources for research on stars
• computers

Procedures:

1. The teacher will read The Stars
2. After reading the book, the teacher will talk about different types of stars found in the universe, What are stars, What are stars made of, how is a red star different from a blue star, and the life cycle of small, medium, and large stars.
3. The teacher will explain to the students that they will be making a flip book "movie" of a star.
4. Show the students a completed flip book and how when you flip the pages it looks animated.
5. The students can choose to make a movie of the life of either a small, medium, or large star.
6. The flip book must include the different stages of the life cycle.
7. The teacher will call on volunteers to share their "movies" and explain the different cycles of the star.

Comets, Stars, The Moon and Mars by Douglas Florian

Comets, Stars, The Moon, and Mars

by Douglas Florian

Summary: The author uses poetry to explore the earth, the moon, the sun, stars, planets, comets, galaxies, the universe, black holes, and the great beyond. The book contains 20 entertaining yet informational poems about space. The book is a great text to start off a unit on astronomy. The text briefly covers many topic in fun and interesting way.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.1 Recall that Earth is one of many planets in the solar system that orbit the Sun. 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.

SC ELA Standards: 4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator: 4-2.2 Analyze informational texts to draw conclusions and make inferences.

Activity/Lesson: The teacher will use this text at the beginning of the Astronomy Unit. The teacher will read Comets, Stars, The Moon, and Mars. As the teacher reads aloud the text, the students will write down in their journals things they found interesting, things they didn't understand, comments, and what they want to learn from the unit on Astronomy. The text will activate the students' prior knowledge, bring any misconeptions to the teacher's attention, and get the students interested in learning Astronomy. The picture and wording are both very catchy.

Objectives:

• The student will identify important facts about the solar system
  

Materials:

• Journals
• Comets, Stars, The Moon, and Mars

Procedures:

1. The teacher will tell the students that we are about to start a new unit on Astronomy.
2. The teacher will read the text Comets, Stars, The Moon, and Mars.
3. While reading the text, the students will write in their journals they found interesting, things they didn't understand, comments, and what they want to learn from the unit on Astronomy.
4. The teacher will collect the journals and alter her next lesson based on the responses of the students. The teacher will address all questions and misconceptions listed in the students' journals.

The Moon Exposed by Allison Lassieur

The Moon Exposed

by Allison Lassieur

Summary: The Moon Exposed explains different properties of the moon. The book is broken down into 10 sections: old myths about the moon, what the moon is, how the moon moves, why the moon stays near the earth, the relationship between the moon and earth and tides, what is on the moon, seas on the moon, weather on the moon, light on the moon, phases, why the moon disappears, walking on the moon, and moon tourists. Each page the author lists difficult relevant vocabulary words at the bottom of the page with a definition. The author provides diagrams and descriptive illustrations. In addition to the vocabuarly words, the author also addresses common myths about each section.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.3 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.

SC ELA Standard: 4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator: 4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

Activity/Lesson: The teacher will use the text to introduce a lesson on the moon. The student will create a graphic organizer to explain what they have learned about the moon. As the teacher reads aloud the text, the students will jot down notes to use on their graphic organizer. The students also have sticky notes to write down questions about anything they did not understand. After the reading, the students will place their sticky notes on the front board and the class will discuss the questions. The teacher will also model how the moon moves around the earth and different parts of the moon face the sun.

Objectives:

• The student will identify the important attributes of the moon
• The student will create an accurate graphic organizer about the moon

Materials:

• The Moon Exposed
• Moon graphic organizer
• model of the earth- blue ball
• model of the sun- a light without a lamp shade
• model of the moon -tennis ball
• phases of the moon worksheet

Procedure:

1. The teacher will ask the students what they know about the moon.
2. Next the teacher will read The Moon Exposed
3. As the teacher reads aloud, the students will jot down notes on their graphic organizers and any questions on sticky notes.
4. After reading the text the students will place the sticky notes on the front board and the class will discuss the questions
5. Next the teacher will ask for 2 volunteers to hold the sun (light) and the earth(blue ball). The teacher will model how the moon moves around the earth and the phases.
6. The teacher will start by telling the students that the light represents the sun, the blue ball the earth, and the tennis ball the moon.
7. The students will complete a worksheet labeling all of the phases of the moon.

Working in Space by Patricia Whitehouse

Working in Space

Patricia Whitehouse

Summary: Working in Space explains how astronauts work in space. The author clarifies why astronauts float in space, the clothing they wear in space, training, taking photos in space, fixing satellites, and many other interesting facts about their job. The book begins with an explanation of the different types of astronauts and their jobs. Next the author details the training that is required to go on a space mission and the types of experiments astronauts conduct in space. The book covers the clothing and equipment that they use. The author provides additional space facts and a glossary at the end of the text.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

SC ELA Standard: 4-5 The student will write for a variety of purposes and audiences.

Indicator: 4-5.3 Create written descriptions using language that appeals to the readers’ senses.

Activity/Lesson: The teacher will read Working in Space to the students. After reading the text, the student will keep a week long journal of their life as an astronaut. The students will pretend that they are on a space mission to a planet that they choose. Each day the student will write about their day in space in their journal.

Objectives:

• The student will identify the main job responsibilities of an astronaut.
• The student will identify how an astronaut works in space

Materials:

• Working In Space
• journals

Procedures:

1. The teacher will ask the students if they know any careers for those you study space (astronauts, astronomers, space craft engineers, planetarium director, and astrogeologist)
2. The teacher will then read the book, Working in Space.
3. The teacher will allow the students to ask any questions that they may have about working in space.
4. The students will pretend that they are going on a mission to any planet of their choice. The students will write in their daily journal for a week about their life as an astronaut.
5. The students will share their journal entries with the teacher each day.

The Planets by Gail Gibbons

The Planets

by Gail Gibbons

Summary: The Planets discusses the movements, location, and characteristics of the planets in our solar system. The book also discusses the following topics/concepts: day and night, orbit, rotation, year, and astronomy. The book is well laid out and easy to read. The book provides a good overview of each of the planets in the solar system. The book however does still address Pluto as a planet so the teacher must address the fact that Pluto is no longer classified as a planet.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science

Indicator: 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.

SC ELA Standard: 4-5 The student will write for a variety of purposes and audiences.

Indicator: 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

Activity/Lesson: The teacher will use this book to begin an activity on planets. The students will break into break of 8. Each group will be assigned a planet. The groups will not tell the other groups what planet they have been assigned. The groups will construct a brochure about their planet. The groups will present their brochure to the class and the class must guess their planet.

Objectives:

• The student will identify the main properties of an assigned planet
• The student will create a brochure for an assigned planet
  

Materials:

• The Planets
• Computers
• Additional reference books for the groups to use for research
• construction paper
• glue
• markers
• other art supplies

Procedures:

1. The teacher will read The Planets aloud.
2. The teacher will split the class into eight groups and quietly assign a planet to each group. (The group will be instructed to not tell the other groups what planet they have been assigned.)
3. Each group will design a brochure for their planet describing the different properties.
4. Each group will present their brochure to the class without telling what planet they were assigned.
5. The class must guess what planet each group is presenting
6. The teacher will write on the board important facts about each planet as they are presented by the groups.

The Moon Book by Gail Gibbons

The Moon Book

By Gail Gibbons

Summary: The Moon Book by Gail Gibbons describes the moon phases, its revolution around the earth, and how we study the moon. The book uses bright pictures and clear language to describe where the moon gets it light from. The author also details the history of travel to the moon. The Moon Book is an excellent resource to help explain the relationship between the moon, sun, and earth. At the end of the book, the author also lists major milestones, stories, and other important facts about the moon.

SC Science Standards: 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.6 Illustrate the phases of the Moon and the Moon’s effect on ocean tides.

SC ELA Standards: 4-2 The student will read and comprehend a variety of informational texts in print and non print formats.

Indicators: 4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

Activity/Lesson: The teacher will use this book to introduce the phases of the moon. The text will be used to introduce the new topic and peak the interest of the students. After reading the book, the students will complete a moon phase graphic organizer each night at home for a complete cycle of the moon.

Objective:

• The students will illustrate the phases of the moon

Materials:

• The Moon Book
• Moon phase graphic organizer
• Smartboard presentation about phases of the moon

Procedures:

• The teacher will start the lesson on Moon Phases by reading the book The Moon Book.
• The teacher will ask the students if they have ever noticed how the moon changes and ask the students whey they think this happens
• The teacher will discuss the different phases of the moon as well as the movement of the moon in relation to the sun and earth through a smartboard presentation.
• After the presentation, the students will be given a graphic organizer to fill out each night with the help of their parents. The students will draw the moon and write a brief description of the changes that took place from the previous night.
• At the end of the cycle the students will hand in their graphic organizers to the teacher

Follow up activity: The students will look at a lunar calendar and look up their birthdays and locate the moon phase for their birthday. The students will draw the moon phase for their birthdays.

Once Upon a Starry Night

by Jacqueline Mitton and Christina Balit

Summary: Once Upon a Starry Night explains ten widely known constellations. The book takes the reader on a vivid journey of the night sky. The author compares the night sky to a vast picture book and says that the sky is filled with kings, queens, gods, heroes, and mythical creatures. The ten constellations that are portrayed in this book include: Cassiopeia, Andromeda, Perseus, Pegasus, Lyra, Hercules, Orion, Centaurus, Ophiuchus, and Argo. The author details the myths behind each constellation. The pictures are colorful and rich. The book also offers a map of the night sky.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

SC ELA Standard: 4-6 The student will access and use information from a variety of sources.

Indicator: 4-6.4 Paraphrase research information accurately and meaningfully.

Activity/Lesson: After the teacher reads the book aloud, the students will work in groups to research their assigned constellation. The students will draw and prepare a presentation on their constellations to the class. After all of the groups have completed their drawings the teacher will put together all of the constellations and create a class map of the nights sky.

Objectives:

• The student will identify the properties of an assigned constellation.
• The student will illustrate an assigned constellation.
• The student will orally present a minimum of 5 facts about an assigned constellation to the class

Materials:

• Once Upon A Starry Night
• Black poster board
• white crayons
• gold star stickers
• computers and additional reference texts for the students to use for research.

Procedure:

1. The teacher will aks the students if they know what constellations are and if so which ones have they heard of.
2. The teacher will also ask the students what a myth is and any examples they may know.
3. Next the teacher will read Once Upon a Starry Night
4. The teacher will break the class into 10 groups, assigning one of the ten constellations from the book to each group.
5. Each group with research their constellation and draw on black chart paper using white crayons and star stickers.
6. The groups will prepare a short oral presentation on their constellations and present to the class.
7. The teacher will put together all of the constellation to make a map of the nights sky on the ceiling.
   

Galaxies, Galaxies by Gail Gibbons

Galaxies, Galaxies!

By Gail Gibbons

Summary: Galaxies, Galaxies explains in a simple and clear way the Milky Way and different types of galaxies. The book uses understandable language as well as colorful illustrations to hold the readers attention. The book begins with an explanation of the Milky Way and then moves into the different types of galaxies. The book also touches on stars, gravity, different types of telescopes, the history of space.

SC Science Standard: 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

SC ELA Standard: 4-6 The student will access and use information from a variety of sources.

Indicator: 4-6.3 Organize information by classifying or sequencing.

Activity/Lesson: The teacher will use the text to introduce Galaxies. The book will be used to engage the students interest and provide information on the different types of galaxies. After the read aloud, the students will work in groups to sort a set of galaxy images (one set of 20 per 4-6 students).

Objective:

• The Student will identify the parts of a galaxy
• The student will identify the different types of galaxies
• The student will compare and contrast the different properties of galaxies
• The student will sort images based on properties
  

Materials:

• Galaxies, Galaxies!
• overhead projector
• 20 images of galaxies per group
  

Procedure:

1. The teacher will briefly discuss with the students what a galaxy is, mentioning that it contains billions of stars bound together by their mutual gravity and that our Sun is just one of over a hundred billion stars that makes up our Milky Way Galaxy.
2. The teacher will give each group a set of 20 photographs of different galaxies.
3. The students will come up with categories to classify the photographs based on the traits. (at this point do not provide answers to the students let them come up with their own classification schemes)
4. Once all groups have finished classifying their photos, choose a few groups to explain how they sorted their photos. Ask the groups to explain how the galaxies are different.
5. The teacher will then read Galaxies, Galaxies!
6. After the book, the teacher will review the different type of galaxy discussed in the text.
7. Afterwards the students will review their categories of photos and make any changes necessary based on the information from the text and the class discussion.
8. The students will write down how they classified each photograph according to the type of galaxy.

Follow up Activity: Discuss the Hubble's galaxy classification system and have students sort the same 20 photos based on that scheme.

The Way Back Home by Oliver Jeffers

The Way Back Home

By Oliver Jeffers

Summary: This book tells the story of a boy who finds himself stuck on the moon. Not only does he find himself stuck on the moon by also that he is not alone. The story begins with a boy flying his plane higher and higher into the sky when suddenly he runs out of fuel and lands on the moon. Meanwhile another part of the moon a martian crashes his space ship. Eventually as their eyes adjust to the darkness they find one another. The book details their adventures together and their journey back home. The book is creative and filled with vivid illustrations.

SC Science Standard: 4-3: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.

SC ELA Standard: 4-5 The student will write for a variety of purposes and audiences

Indicator: 4-5.2 Create narratives containing details and a sequence of events that develop a plot.

Lesson/Activity: The teacher will use this text towards the end of the Astronomy unit to assess what the students have learned while allowing the students to exercise their creativeness. The teacher will read aloud the text up to the point where the martian and the boy bump into one another on the moon. The teacher will instruct the students to write their own version of the boy and Martians adventures and illustrate their story. The students must use accurate facts and illustration about the solar system that they have studied throughout the unit. The students will share with their stories with the class.

Objectives:

• The student will recall the different properties and objects in our solar system.
• The student will rewrite the end of the book The Way Back Home.

Materials:

• The Way Back Home
• Paper
• Markers

Procedures:

1. The teacher will review important facts that the class has covered during the Astronomy unit.
2. The teacher will read the story The Way Back Home up to the point where the Martian and Boy meet on the moon.
3. The students will then complete their own version of the story with illustrations. The students must use accurate facts that they have learned during the Astronomy unit.
4. The students will share their stories with the class
5. The teacher will finish reading the story after all students have finished their stories.
6. The teacher will review the facts that the students used in their writings.
   

Astronomy Out of This World by Basher and Green

Astronomy Out of This World!

Created by Basher and Written by Dan Green

Summary: Astronomy Out of This World gives details about the Sun, the Solar System, black holes, stars, planets and many other features of our solar system. The author uses first person to help the reader relate to each celestial body. The book uses comic like illustrations to grab the readers' attention. Each page contains several facts and an illustration. The book begins with the sun and the planets then ends with dark energy and space-time. A few topics may be difficult for a fourth grader to fully comprehend on their own and may require scaffolding from the teacher. Overall the book is well organized and visually appealing.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.

SC ELA Standard: 4-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Indicator: 4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

Lesson/Activity: The teacher will use this text in one of the centers for the Astronomy

my unit. The students at this center will choose two celestial bodies (that have not been chosen by other groups) and create a Venn diagram, as a group. The students will use chart paper to create their Venn diagrams and each group will display their diagram on the walls for the other students to read.

Objectives:

• The student will identify important properties of two celestial bodies.
• The student will compare and contrast the properties of the two celestial bodies
• The students will correctly complete a Venn Diagram on their chosen celestial bodies.

Materials:

• Astronomy Out of This World!
• Chart paper
• markers

Procedure:

1. The teacher will break the class into their center groups.
2. The students in center #1 will read aloud the introduction chapter of the text
3. Next the students will look through the table of contents and choose two celestial bodies that have not been chose by other groups.
4. The students will read aloud in their groups the sections for each of their chosen celestial bodies.
5. The students will use chart paper and markers to create a group Venn Diagram comparing and contrasting their chosen celestial bodies. The Venn diagram must contain at least three comparisons.
6. The students will display their Venn Diagrams on the wall.
7. The class will discuss each Venn diagram after all groups have completed that center.

There's No Place Like Space! by Tish Rabe

There's No Place Like Space!
By Tish Rabe

Illustrated by Aristides Ruiz

Summary: In the book There is No Place Like Space: All About our Solar System, the Cat in the Hat takes the reader on a journey through our solar system. The book introduces the eight planets and their attributes. The book also explains other important facts about the solar system such as the location of the sun and the planets. The author uses catchy rhymes to introduce learning about the planets, stars, the moon, constellations, and the sun in a fun and interesting way. The book contains colorful and eye catching illustrations.

SC Science Standard: 4-3 The student will demonstrate an understanding of the properties,movements, and locations of objects in the solar system. (Earth Science)

Indicator: 4-3.2 Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon.

SC ELA Standard: 4-2 The student will read and comprehend a variety of informational texts in print and non print formats.

Indictor: 4-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

Lesson/Activity: The teacher will use There's No Place Like Space at the beginning of the Astronomy Unit. The book will be used to engage the students and activate prior knowledge. The teacher will read aloud the book to the students. As a class the students will complete a KWL chart. After the class has completed the KWL chart, each student will choose one of the planets, a constellation, the sun, or the moon from the book and write a poem about that fact.

Objectives:

• The student will recall the properties of the eight planets, the sun, and the moon.
• The student will create a poem about one or more facts from the text.

Materials:

• There is No Place Like Space: All About our Solar System
• KWL chart
  

Procedures:

1. The teacher will activate the student' prior knowledge by questioning the students about the solar system ( fill in -what I know column on KWL chart.)
2. The teacher will ask the students what they would like to learn about the solar system (what I want to learn on KWL chart)
3. The teacher will read aloud the text There is No Place Like Space: All About our Solar System to engage and activate prior knowledge.
4. The teacher will stop after each planet is introduced and recall the important properties.
5. The students will compete the KWL chart (what I learned column)
6. The students will choose a topic from the text and create a poem to be turned in at the end of the class.