level o/34 our solar system: the moon€¦ · the words astronaut, rocket, and spacecraft on the...

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: The Solar System• Our Solar System: The Sun• Our Solar System: The Moon• Our Solar System: Earth

Science

Skills & Strategies

Our Solar System: The MoonLevel O/34

Anchor Comprehension Strategies

• Summarize

Comprehension • Fix-upmonitoring

• Drawconclusions

• Usetextfeaturestolocateinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Science Big Idea • ThemoonisEarth’snaturalsatellite.

TeACher’S Guide

Synthesize Information • Administer Ongoing Comprehension Assessment

• Complete KWHL Chart

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-6269-32

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Reread

• Comprehension Strategy: Summarize Information

• Use Text Features to Locate Information: Sidebar

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Reread


• Use Knowledge of Word Structures to Determine Word Meaning: Compound Words

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Reread


• Use Knowledge of Word Structures to Determine Word Meaning: Compound Words

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Tell students that they are going to read about the moon.

• Display a KWHL chart as shown.

Ask: What do you know about the moon?

Brainstorm with students, and write their ideas in the first column of the chart.

• Ask: What do you want to know about the moon? How are you going to find out what you want to know?

Write students’ ideas in the second and third columns of the chart.

• Explain that some of the information in the book may be a review. Other information will help students find out what they would like to know.

• Save the chart for students to complete after they read the book.

Introduce the Book

• Give students a copy of the book.

• Have them read the title and table of contents.

Ask: How is this book organized? (introduction, three chapters, conclusion)

What is the first chapter about? The third chapter? (the moon and history; moon missions)

• Ask students to turn to page 24 and skim the index. Have each student select a topic that interests him or her. Suggest that students watch for that topic as they read the book.

• To introduce key words and text/graphic features found in this book, use the book’s inside front cover.

© 2011 Benchmark Education Company, LLC 3

Display a detailed picture of the moon. Invite students to describe features of the moon with which they are familiar, such as “the man in the moon,” craters, the full moon, and so on. Write key terms such as crater and full moon on the board. Help students understand the meanings of the terms.

Ask students what they know about people exploring the moon. Write the words astronaut, rocket, and spacecraft on the board. Invite stu-dents to draw pictures of a manned mission to the moon and label it with these words.

Preview the words axis, orbit, and meteorite. Illustrate the meanings of the words by displaying a globe, a tennis ball to represent the moon, and a marble or other small object to represent a meteorite. Preview the word atmosphere with words and gestures.

Prepare to Readnglish anguage earnersE L L

Informal Assessment Tips

1. Assess students’ ability to pre-view the table of contents and index.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

Meeting Individual Needs

For students who struggle with previewing the table of contents and index, model by locating the title and beginning page number of Chapter 1 in the table of contents. Then model looking up crater in the index, ask-ing students to read the page num-bers listed there.

K W H L

What I know about the moon

What I want to know about the moon

How I will learn about the moon

What I learned about the moon

Before ReadingMonitor-Reading Strategy: Reread• Use a real-life example of rereading.

Say: Recently I read a magazine article about the space shuttle. It was interesting, but it contained some difficult ideas. In the mid-dle of the article, I realized I was not sure what I had just read. I skimmed the text from the beginning to the first point I didn’t understand. That’s where I began to reread. This time I under-stood the information I was reading.

• Read pages 2–3 aloud while students follow along. Try to anticipate ideas and words that might confuse students. After reading, say: As I think back on what I just read, I realize that I cannot recall what a satellite is. I will go back and reread that information in the second paragraph on page 2.

Read the second paragraph on page 2 aloud again. Then sum-marize the main idea: A satellite is a body in space that trav-els around another body in space.

During Reading Set a Purpose for Reading• Ask students to read pages 4–9 silently to learn about the

formation and features of the moon. Encourage them to pay close attention to the illustrations and captions. Suggest that they use self-stick notes to mark places where they reread. On each self-stick note, they should jot down the reason for rereading. Did they have problems understanding facts, forget facts, or need clarification of a detail?

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Reread

What? Good readers constantly ask themselves, “Do I understand what I just read?” If the answer to this ques-tion is no, they know the easiest moni-tor-reading strategy to use is rereading. Readers do not need to reread every sentence. Sometimes skimming the text for a particular word or paragraph can rebuild comprehension.

Why? Good readers reread to quickly repair faulty comprehension. Once they have reread, they may use other monitor-reading strategies to deepen comprehension.

When? Good readers reread during and after reading.

How? Good readers stop every page or two and ask themselves, “What did I just read?” If they can’t answer this question, they can return to the last part of the text where they did under-stand and skim the text to repair com-prehension. They may mark confusing parts of the text or unknown words with self-stick notes so they can reflect on these parts at a later time.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Say: I had to reread a few times in Chapter 1. For example, I

realized I was unsure about how the moon’s craters were formed. I went back and reread page 7. I wrote my reasons for rereading on my self-stick notes.

• Ask: What problems did you have with Chapter 1 that made you go back and reread?

Have students share their experiences.

• Ask students to share the ideas and facts they wrote on notes while reading.

• Have students read the checkpoint on page 8. Remind them that stopping to think will help them better understand and remember what they are reading. Have them write answers to the questions in their journals.

• For text-dependent comprehension practice, ask the ques-tions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Summarize Information• Say: Nonfiction texts generally contain many facts. To help me

remember these facts, I summarize as I read. When I summarize, I pick out and write the key ideas, keeping them short and to the point. Sometimes a key idea appears in the topic sentence of a paragraph. Other times I have to use what I read to figure out the key idea. If I can identify just the key ideas in several pages of text, I can understand and remember what I’ve read more easily.

• Distribute the graphic organizer “Summarize Information” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two rows together. They will complete the last row in pairs or independently.


1. Watch students as they reread and write notes on self-stick notes or in their journals.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be rereading unclear parts of text as they read. Document students who are and are not using this monitor-reading strategy.



For students who struggle with this activity, model the strategy again and remind them that rereading unclear parts of text as they read will help them better understand the material.

Rapid readers can write summaries of parts of the text that they found they had to go back and reread.

Introduction–Chapter 1 (continued)


Comprehension Strategy: Summarize Information (continued)• Have students return to Chapter 1 and follow along as you

model how to summarize. Write the information on the graphic organizer as you find it. Read pages 6–7 aloud and say: The moon, our closest neighbor in space, is 238,000 miles away. It has plains, mountains, and valleys; it has craters formed by meteorites crashing into it. I think these are the key ideas on these pages. I’ll write them in the Key Ideas section.

Write the key ideas on the chart.

• Complete the section by skimming pages 8–9 of the book, using the information on the graphic organizer on this page to con-duct a think-aloud.

• Say: Now I can put all the key ideas together and write a summary.

Write the summary in the Summary section of the graphic organizer.

Say: My summary does not include all the main ideas and details from the chapter or from the Key Ideas section. I combined the key ideas into a sentence or two. We’ll continue to summarize information as we read the rest of the book.

Use Text Features to Locate Information: Sidebar• Explain that authors use sidebars to give additional information

that does not appear in the main text. Sidebars are used in many different kinds of publications, from magazines to textbooks.

• Have students locate the sidebar on page 5. Point out that the sidebar is a box with the title “Historical Perspective.”

• Ask students to explain what additional information the author gives in this sidebar.

Ask: What is the sidebar about? How is this information connected to the information in the main text on pages 4–5? (The sidebar tells about the first person to give a scientific explanation of the moon. It adds information to the main text by explaining how the ideas of past scientists are tied to those of modern scientists.)

• Remind students to read the sidebars throughout the text for additional information related to the topic of each chapter.

Reader Response

Why do you think people have always wondered about the moon and made up stories about it? Write a response in your journal and share your thoughts with a group member.

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Pages 6–7: our closest neighbor, 238,000 miles away; has plains, mountains, valleys, has craters formed by meteorites Pages 8–9: has no atmosphere so has no weather; gets very hot and very cold; surface hasn’t changed much since has no water, wind, or air

The moon, our closest neighbor in space, has some surface features like those on Earth. In other ways, the moon is very different from Earth.

Chapter 1

Before ReadingMonitor-Reading Strategy: Reread• Remind students that they saw you write a self-stick note about

rereading. Point out that rereading can help them remember details and pay attention to important information.

• Say: After I read Chapter 2, I recalled many details about the movements of the moon. I remembered that it travels around Earth once every 271/3 days. I remembered that the moon has different shapes depending on where it is in relation to the sun and Earth. However, I couldn’t remember what the text said about the cause of a lunar eclipse.

• Have students turn to page 14. Read aloud while they follow along.

Say: I’ll go back and reread until I come to the part I don’t remem-ber very well. I find it on page 14. It says that sometimes Earth moves between the sun and the moon, and the moon is in Earth’s shadow. This causes a lunar eclipse and the moon becomes a red or copper color. I will make notes about these facts on self-stick notes.

• Explain that as students continue reading, they should jot down times they need to reread and briefly explain the reason. Remind them to write on self-stick notes and put the notes on the pages to which they correspond.

• Tell students that rereading to help them remember important information.

During Reading Set a Purpose for Reading • Ask students to read Chapter 2 to find out why the moon

looks different to us at different times.

• Tell students that as they read, they should think about how the sun affects the moon’s appearance.

After Reading Discuss the Reading • Ask students to share times they needed to reread. Did they

understand the text better after they reread? What confusions do students still have about the text?

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Carefully watch ELL students as they complete the assignment. If they are not rereading and making notes about their reasons, it may be because they do not understand the reasons for rereading. Model addi-tional situations in which rereading is a good strategy.


For students who struggle with this strategy, model it again. Then have students choose at least two parts of each chapter to reread. Ask them to meet with a partner and discuss the reasons for rereading and the facts they found when they did.

Rapid readers can make a graphic organizer to display the information presented in Chapter 2.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

Suppose a younger brother or sister asked you why the moon has different shapes on different nights. What answer would you give? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Summarize Information• Review the “Summarize Information” graphic organizer, and

remind students that a summary tells about the key ideas in a longer piece of text.

• Have students skim pages 10–11 to pull out the key ideas. Write them on the graphic organizer.

• Have students work in pairs to skim pages 12–13 and write key ideas on their charts. Provide support for students who are struggling with this strategy.

• Use the completed graphic organizer in the sidebar for sug-gested answers. Although their wording may vary, make sure students have included the key ideas as noted.

• As a group, write a summary for Chapter 2.

Use Knowledge of Word Structures to Determine Word Meaning: Compound Words• Write the word moonlight on the board. Explain to students

that moonlight is a compound word, a word made up of two smaller words. Draw a line between moon and light.

Say: The compound word moonlight is made up of the two small-er words moon and light. If you know the meanings of moon and light, you can figure out the meaning of moonlight. Moonlight is the light we see coming from the moon.

• Point out that some compound words, such as moonlight, are closed; the two smaller words are written as one word. Some compound words (one-quarter) are hyphenated; the two words have a hyphen (-) between them. Still other com-pound words are open or written as two separate words. Write the words on chart paper and display it.

• Have students find two other compound words in the sidebars on pages 10–11. (sunlight, spacecraft) Together use the meanings of the two smaller words to figure out the meaning of each compound word.

• Have students find the compound word in the sidebar on page 15. (thunderstorms) After they identify the two smaller words in the compound and their meanings, discuss how those meanings helped them figure out the meaning of the compound word.

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Pages 10-11: gravity keeps moon traveling around Earth every 271/2 days; spins on axis; appearance changes based on amounts of sunlit side visible on Earth; different shapes called phasesPages 12-13: new moon (see dark side); crescent moon (see bit of lighted side); first quarter moon (one week later); full moon (see lighted side); half moon (one week later); crescent moon (one week later); new moon again

Since the moon reflects light from the sun, it appears in different phases as it travels around Earth and spins on its axis.

Chapter 2


Apply Strategies: Chapter 3–Conclusion

Before ReadingMonitor-Reading Strategy: Reread• Remind students they have been writing self-stick notes when

they needed to reread.

• Say: Looking back at your self-stick notes and the pages to which they are attached will help you recall some important facts and some times you were confused. As a result, you will probably recall the facts in the book better than if you had not taken notes.

• Encourage students to continue thinking and writing about their reading on self-stick notes as they complete the book on their own.

During ReadingSet a Purpose for Reading• Have students read the rest of the book silently to learn about

people who have traveled to the moon. Remind them to make notes of times they are confused and explain how rereading helped their confusion.

After ReadingDiscuss the Reading• Have students share times they were confused and reread

the text. Did rereading help them better understand? What questions do they still have? Answer any questions.

• Ask: What did you find about people’s trips to the moon? What did you learn about studying the moon in the future?

• Have students read the checkpoint on page 19. Remind them that making connections to what they read will help them understand the text. Have them discuss their answers to the prompt with a partner.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have students remove the self-stick notes from their books and place them in their journals on a page titled “Reread.” Use this page to review rereading throughout the year.

Comprehension Strategy: Summarize Information• Review the graphic organizer students have been completing.

Explain that they will summarize information in Chapter 3 in pairs or independently. Students should identify key ideas on pages 16–17, 18–19, and 20–21, and then write a summary.

• Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty. Discuss students’ responses together.

• For more practice with summarizing, have students complete the blackline master “Summarize Information” on page 15.

Use Knowledge of Word Structures to Determine Word Meaning: Compound Words• Remind students that compound words are made up of two

smaller words and that often they can use the meanings of the smaller words to figure out the meaning of the compound word.

• Ask students to find the compound words on pages 17 and 19. (spacecraft, broadcast, spacesuit, backpack) Point out that all four compounds are closed. Have students identify the two smaller words in each compound and discuss how the meanings of those words help them understand the meanings of the com-pound words.

• For additional practice, have students complete the blackline master on page 16.

Chapter 3–Conclusion (continued)



1. Watch students as they summarize. Ask yourself: How have students progressed with this strategy? What problems are they still hav-ing?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who strug-gle with summarizing, review the strat-egy using the Comprehension Strategy Poster: Summarize Information.

Reader Response

Do you think it is important to keep sending spacecraft and people to the moon? Why or why not? Write a response in your journal and share your thoughts with a group member.

The moon’s gravity causes high tides by pulling up the ocean water beneath it and pulling Earth away from the water on the opposite side of Earth. Six hours later, the same places will experience low tides.

1. folktales2. moonbeams3. storyteller4. waterspout5. Songwriters

Possible answer: Moonbeams are rays of light reflecting off the moon.

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Pages 16-17: President Kennedy began race to moon; first manned spacecraft traveled around moon in 1968Pages 18-19: first astronauts landed on moon July 16, 1969; spent 21/2 hours on moon; gravity weaker on moon, so things weigh lessPages 20-21: last manned mission to moon in 1972; moon rocks gave vital information; NASA to send spacecraft to moon 2009; humans will go 2020; someday may be colonies on moon

Manned missions to the moon (1969–1972) gave us important information. We will send more moon missions in the future.

Chapter 3

Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #27 on pages 84–85 in

the Comprehension Strategy Assessment Handbook (Grade 3).

Complete KWHL Chart• Refer to the KWHL chart students prepared before reading

the book.

• Remind students that the chart shows the facts they knew before they read the book. It then shows some questions they wanted answered by the text and some ideas about how to locate the answers. Now they must determine what they actually learned by reading the book.

• Encourage students to think about features of the moon and people’s exploration of the moon, and to suggest information they learned from the book that complemented or extended what they already knew. As they recall ideas and details, record the information in the last column.

• When the chart is complete, have students check to see what questions in the W column were answered by information in the L column. Circle the unanswered questions and write three more questions at the bottom of the chart. Have students choose one question and locate information to answer it. (They can look back at the H column for suggestions about where the information might be found.) Provide class time for students to share their research findings.



1. Score assessments and determine if more instruction is needed for this strategy.

2 Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this man-ner? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #28 on pages 86–87 in the Comprehension Strategy Assessment Handbook (Grade 3).

5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the graphic organizer activity by discussing one row of the chart at a time. Ask students to read aloud the information in each column for that row. Help them find the sections of the chapter book that answer each question (if it is answered in the text) and invite them to reread that section aloud. Students can discuss with a partner how they would research questions not answered in the text and report their ideas to the larger group.

Synthesize Information

nglish anguage earnersE L L

K W H L

What I know about the moon

What I want to know about the moon

How I will learn about the moon

What I learned about the moon

Write a Personal ResponseInvite students to respond to the book in a way that is meaning-ful to them. The prompts below provide a variety of alternatives.

• What would you like best about a trip to the moon? What would you like least? (text-to-self)

• How can exploring the moon help people on Earth? (text-to-world)

• What parts of this book confused you? What did you do to help yourself understand? (self-monitor)

• What did you think about while you were reading this book? (make connections)

• Describe what you felt as you read this book. Explain why you felt that way. (personal response)

• Would you recommend this book to a friend? Why or why not? (evaluate)

• What main ideas were discussed in this book? (synthesize information)

• Compare this book about our solar system to other books about our solar system you have read. (text-to-text/compare)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Pretend you could talk to someone from long ago who thought the moon was magical. What information would you share? What do you think would surprise the person most? Use information from the book to support your ideas.

Look at the picture on page 18. How do you think the astronaut felt at that moment? What was he thinking? Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994).

Rules for a Good Discussion1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and Writers (Grades 3–6): Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Summarize Information

Chapter Key Ideas Summary

Chapter 1

The Moon and History

Chapter 2

The Moon in Motion

Chapter 3

Moon Missions


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Summarize InformationDirections: Read the passage. Identify the key ideas of each paragraph and then write a summary using those key ideas.

The Moon and Tides

The ocean has tides. Imagine that you go to the beach and

stay in one place all day. When the tide is out, the waves would

be several feet away from you. When the tide comes in, the

waves could wash over you.

The main cause of the tides is the moon. The moon’s gravity

affects Earth’s oceans. As the moon revolves around Earth, the

moon’s gravity pulls up the water right beneath it. This is a high

tide. At the same time, the moon’s gravity is pulling Earth away

from the water on the opposite side of Earth. So a high tide also

occurs in this place. About six hours later, both places have a

low tide.

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Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


Use Knowledge of Word Structures to Determine Word Meaning: Compound Words

Directions: Read the passage. Find the five compound words and write them below.

Moonstruck

People have created myths and folktales and written songs,

stories, and poems about the moon. The ancient Romans believed

the moon belonged to Diana, the goddess of the moon and

hunting. Her bow was the crescent moon, and her arrows were

moonbeams. Some Native Americans believed in brother and

sister gods—the sun and the moon. They also kept time by

the moon’s phases. A certain time might be recalled as “many

moons ago.”

An ancient Greek storyteller described a sailor who got

caught in a waterspout. He was saved by a trip to the moon.

Shakespeare compared the moon to a bow. Another poet,

Shelley, compared the moon to a young lady. In 1865, Jules

Verne wrote From the Earth to the Moon, a story about people

landing on the moon. Songwriters have included the moon in

songs such as “Moon River” and “Fly Me to the Moon.”

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Choose one compound word and define it.

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level o/34 our solar system: the moon€¦ · the words astronaut, rocket, and spacecraft on the...

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