Text Set: The Universe

Savannah Robertson
NOVEL

Title: The Martian

Citation: Weir,Andy(2011,2014). The Martian. New York, NY: Random House
Annotation: Mark Watney is a botanist/ astronaut that is on a mission to
mars but gets left behind by his crew mates after hes struck with debris
before they take off. Mark then has to survive off the resources left behind
from the mission live long enough to be rescued.
Audience: Any person interested in space and mars that are looking for a
suspenseful book to read. Also, people interested in engineering and want to
see how he lives off the resources.
Instructional Ideas:
1. Watney makes a video journal for each day, so I would have the
students write a journal page for if they were in the main characters
position.
2. Go in depth on space travel and have students research different
space missions or mars mission done in the past or that are
planned for the future.
Standards:
1.

2.

CCSS.ELA-LITERACY.W.9-10.3.A

Engage and orient the reader by setting out a problem, situation, or

observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or
events.
CCSS.ELA-LITERACY.W.9-10.8

Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation

Informational Titles

Title: 30- Second Astronomy

Citation:

Fressin, F. (2014). 30- Second Astronomy. New York , NY: Metro

Books
Annotation: This book is a collection of 50 different discoveries in
astronomy and their explanations. This book explains these discoveries in 30
seconds with beautiful graphics and illustrations.
Audience: The audience is intended to be someone who is interested in the
topic but doesnt really want or need an in depth explanation of the book. The
reader is just interested in the cool and amazing facts of a subject and not
really interested in the boring parts. This would be something I would pick up
if I was in a bathroom or in a waiting room.
Instructional Ideas:
1. I would have the students pick out maybe one or two topics out of
the book and come up with a 2-3 minute presentation on the topic.
The student would have to use at least one other source in addition
to the 30-second Astronomy book. Their presentation would need to
include the scientist who discovered it, 5-10 cool facts that would
get other students interested in it, graphics or illustrations of it.
2. I could use this book for a beginning of the period activity and
throughout the semester we would go over one of the 50 topics a
day. I would make sure that the topic we went over had to do with
what we were learning. This activity would be used just to peak
their interest.
Standards:
1. CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation
2. CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

Title: A Brief History of the Universe

Citation:
McEvoy, J.P. (2010). A Brief History of the Universe. Philadelphia,
PA: Running Press Book Publishers.
Annotation: The author tells about the exciting discoveries and tells the
story of how man explored the universe over the course of 4,000 years. The
author talks about the discoveries made by the Babylonians to Copernicus
and all the way to Einstein.
Audience: The audience of this book is someone who is very intrigued by
astronomy and wants to learn more about how knowledge we have came to
be. A reader may choose this book to gain more knowledge about a
particular scientist and how his contributions made a difference to our
understanding of the universe.
Instructional Ideas:
1. For this book I would have the students pick one of the scientists
discussed and have them write a brief paper on it. They would need
to tell when he lived, what he accomplished, and why they think he
was so important to our understanding of the universe.
2. I would break the students up into groups and have them make a
4,000 year timeline and plot the different people that were
mentioned in this book. The students would have to give a brief
description of what that person or people did as well as give one
fun fact about them.
Standards:
1. CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation
2. CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a
version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table).

Title: The Pluto Files

Citation: Tyson, Neil(2009). The Pluto Files: The Rise and Fall of Americas
Favorite Planet. New York, NY: W.W. Norton & Company Ltd.
Annotation: In this book Neil Degrasse Tyson shows the controversy of
demoting Pluto from being a planet from start to end. He tells why America
has such a love for Pluto and why it is so irrational. He gives a mini history of
the planets to prove why Pluto should not be a planet and why they should
just get over it.
Audience: For someone who loves the comical side of science and the
comical irrational view of the common persons view towards the solar
system. This is also for people who want to know more about why the
decision was made to demote Pluto from planethood.
Instructional Ideas:
1. Discuss the planets and have students collect data on the different
planets to for a visual essay of a planet of their choosing.
2. Have a debate on whether Pluto should stay a planet or not, elect
one judge, and the students not a part of the debate would be the
jury. A paper would need to be written to discussing their side and
why they believe their side is correct.
3. Have students make a history of Pluto timeline.
Standard:
1.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text

with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
2.

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.
3.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text

with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).

Traditional Literature

Title: Star Myths of the Greeks and Romans

Citation: Condos,T.(1997). Star Myths of the Greeks and Romans. Grand

Rapids, MI. Phanes Press.
Annotation: This book highlights 48 different constellations and gives the
mythology associated with each constellation. It tells both the Greek and
Roman version of the books.
Audience: The audience is anyone who is interested in mythology, legends,
and stars.
Instructional Ideas:
1. Students will make up their own constellation and come up with a
story behind why its named that way.
2. Students in a group will read and do research on the myth
associated with a given constellations and act it out.
Standards:
1.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text

with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
2.

CCSS.ELA-LITERACY.W.9-10.8

Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation

Non-Print Media

Title: The Search for Planets Beyond Our Solar System

Citation: Seager,S.(2015). The Search for Planets Beyond Our Solar
System[Web]. Retrieved from
https://www.ted.com/talks/sara_seager_the_search_for_planets_beyond_our_s
olar_system#t-960179
Annotation: Sara Seager talks about the new advances we have made in
technology to be able to discover and observer exoplanets of other stars. She
talks about how we actually get the data to observe what the planet might be

like. She also gives a vision for the future on what to expect with new
technology.
Audience: People interested in objects outside our solar system and the
chance for life on other planets. Also for people who are interested in space
technology and want to learn more about discoveries being made.
Instructional Ideas:
1. Students build a replica of the new technology being used to
discover new planets outside of our solar system.
2. Students through creative writing write a story describing daily life
living on one of the example exoplanets.
Standards
1.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text

with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
2.

CCSS.ELA-LITERACY.W.8.3.B

Use narrative techniques, such as dialogue, pacing, description, and reflection,

to develop experiences, events, and/or characters.

Picture Book

Title: Cosmos
Citation: Sparrow, Giles(2007). Cosmos.London,UK: Quercus
Annotation: Cosmos is a very large picture book containing beautiful,
detailed photographs of our solar system and other objects in the universe.
Each picture has 2-3 paragraph explanation to go along with it.
Audience: The Audience is all ages because people young and old admire
the beauty of the universe. I would look at this if I was waiting for an
appointment or sitting in a relatives house with nothing to do.
Instructional Ideas:
1. Make a large model of the universe on the football field using
everyday objects so students can visualize the solar system better.

2. Have the students make their own illustrations of the pictures in the
book using any media and give a brief explanation of the object
they chose.
Standards:

1.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
2.

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).

Technology Resource

Title: NASA.gov
Citation: https://www.nasa.gov/
Annotation: NASA which stands for National Aeronautics Space
Administration is an interactive website where you can learn about anything
from what NASA is currently developing to educational ideas for students of
all ages. You can search all of NASAs different departments to find an area of
Space exploration that interests you the most.
Audience: NASAs website is set up in a way that it can cater to all ages, but
the articles and media sources are more for adults. NASA can be used for
media outlets writing stories on NASAs advancement, students looking for
instructional information, teachers looking for lesson pl ideas, and common
people interested in NASA exploration.
Instructional Ideas:
1. Find and write a summary about a current event posted by NASA by
their newsroom.
2. Find a section of NASA that interests you and give a brief
presentation on what their purpose is, past explorations or
inventions, and what their plan for the future is.
Standards:

1. CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
2. CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation