Comets, Stars, the Moon and Mars Lesson Ideas: 3rd grade -- Mini Research -- Science TEKS -- SCI 3.112.5.11.C/D (Identify the planets in our solar system and their position in relation to the sun AND describe the characteristics of the Sun.) Read poems, then divide students into 9 tables (Sun + planets) each table is responsible for finding characteristics of their solar body and listing them on a piece of butcher paper in order from the Sun to Pluto(?) 4th grade -- Mini Research -- Science TEKS -- SCI.4.112.6.6.A (Identify patterns of change such as in weather, metamorphosis,and objects in the sky.) Read poems, then discuss any ideas on patterns of change. Divide students into 9 tables (Sun + planets) and search for weather or patterns for each. Place information on small chart paper and decorate with drawings. 5th grade -- Mini Research -- Science TEKS -- SCI.5.112.7.12.C/D (Identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon AND identify gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.) Read poems, then discuss gravity and orbits. Divide students into three groups: characteristics of the Earth, characteristics of the moon, planet & moon orbits. The two characteristics groups will create a double bubble or Venn diagram to show their information. The orbit group will make a tree chart to show the orbits of the planets with the Sun.

Crossing Bok Chitto Lesson Ideas: 3rd grade -- Culture -- Social Studies TEKS -- SOC.3.113.5.14.A/B (Identify selected individual writers and artists and their stories….AND explain the significance of selected individual writers and artists and their stories….and other examples of cultural heritage to communities around the world.) Read story and discuss the two communities within the story. Create a double bubble or Venn diagram to compare and contrast the two communities and how they helped each other. 4th grade -- Native Americans -- Social Studies TEKS -- SOC.4.113.6.15.A (Compare how selected Native-American groups governed themselves.) Read story and discuss the Native American tale. Create a Thinking Map to describe the traditional parts of the story and how it is similar to other Native stories read. 5th grade -- Culture -- Social Studies TEKS -- SOC.5.113.7.23.A/C (Identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States AND summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.) Read the story and discuss the connection to slavery and Native American history as it pertains to 5th grade Social Studies. Students will create Thinking Maps to make connections.

Marvelous Mattie How Margaret E. Knight Became An Inventor Lesson Ideas: 3rd grade -- Paper Sack booklet -- Citizenship/Technology TEKS -- SOC.3.113.5.11.A/B (Give examples of community changes that result from individual or group decisions AND I dentify examples of actions individuals and groups can take to improve the community) SOC.3.113.5.15A (Identify scientists and inventors…who have created or invented new technology.) Read story of Mattie, discuss how she changed society and what she invented. Have students create a papersack booklet with drawings and the facts from the story they think are the most important. (Extended -- higher level students could research other inventors and make their booklets about those inventors they investigated.) 4th grade -- Paper Sack Journal -- Writing TEKS -- LA.4.110.6.15.A (Write to express, discover, record, develop, reflect on ideas, and to problem solve.) Read story of Mattie, discuss her invention and how it changed society. Students will brainstorm about possible inventions they might create to make their lives better. Students will create a paper sack journal to write out a descriptive narrative about their possible invention. 5th grade -- Not a Paper Sack Project -- Social Studies TEKS -- Various Social Studies TEKS depending on teacher needs or time of year lesson taught Read the story of Mattie, discuss her determination and initiative. Students will create a project from their paper sacks that show something they have learned from history about determination and initiative (explorers, colonists, Native Americans, revolutionaries, slaves, etc.)

One Potato, Two Potato Lesson Ideas: 3rd grade -- Discussion/Thinking Map -- Language Arts TEKS -- Various Language Arts TEKS based on teacher needs. After reading the story, students will be asked to help create a list of things in their home that would benefit them if it were doubled. Then they will discuss why the doubled item would be helpful and make their lives better. 4th grade -- Discussion/Thinking Map/Journal Entry -- Language Arts After reading the story, students will be asked to help create a list of things in their home that would benefit them if it were doubled. Then they will discuss why the doubled item would be helpful and make their lives better. Teacher’s Choice -- students can write about their Thinking Map/Group Discussion. 5th grade -- Discussion/Thinking Map/Journal Entry -- Language Arts

This Just to Say Poems of Apology and Forgiveness Lesson Ideas: 3rd grade -- Writing -- Poetry TEKS -- Various LA TAKS depending on discussion and writing needs of students. Read a selection of the poems, then create Thinking Map of various things they could “apologize” for as a class and to whom they would write the poem. Create a class poem of apology on chart paper. 4th grade -- Writing -- Poetry Read a selection of the poems, then discuss Texas historians who might need to write an apology. Divide class into two groups and create two class poems from famous Texans or Texas History. 5th grade -- Writing -- Poetry Read a selection of the poems, students will use Thinking Maps to create their own list of “apologies” and then choose one to write an apology poem.

Read-Aloud Options for Novels Instead of a “lesson,” the following Bluebonnet novels can be introduced through a short read-aloud/book talk to the class. Teachers may then check out the book to finish with the class or classes may return to the library for more “story-time” to complete the novel.