Language Arts
 
Rhyming words: As students listen to the CD, ask them to pick out the rhyming words. Discuss how some rhyming words are spelled differently, and how some words have the same spelling, but different beginning consonants.
 
Pick out two rhyming words that have the same endings. Show how these are word chunks or word families. Ex: today-way
 
Brainstorm with the students for other words that end with –ay: hay, day, play, array, etc.
 
Create a word family guide on chart paper. Invite the students to practice reading this list, reinforcing beginning letter sounds, and word chunk phonemic awareness.
 
Discuss the "ay" sound, and another chunk that is spelled differently, but as: ai. Have students in pairs make a list of words that have the "ai" spelling.
 
Discuss how sometimes rhyming words aren't spelled the same at all. Such as: granite-planet, high-sky. Make an overhead transparency of each page of the play. In pairs, have the students seek out the rhyming words that are spelled differently.
 
Discuss how different spellings are based upon different word origins, as English is a combination of Germanic, Old English, Greek, and Latin languages.
 
Meter: Discuss how some phrases have similar syllabic meter, allowing for the phrasing of rhyme. Discuss different kinds of meter: iambic pentameter, showing how rhyme and rhythm are connected.
 
Invite the students to create their own rhymes about favorite things. Students can illustrate their rhymes and a class book can be created.
 
Vocabulary: Have students look up the definitions of words: unique, granite, grimace, boggled, bewildered, contemplate, permafrost, lagoon, adieu.
 
Comprehension: Discuss how each word is used in the play and it's meaning.
 
Math/Science
 
When creating the props, such as, the planet signs, explain how to use a ruler or yardstick. As different children create the various props in small groups, insist that they measure everything.
 
When creating the signs, be sure to use the precise measurement of a 12" diameter. Explain how the symbol stands for inches. Further discuss how 12 inches equals one foot (1') and discuss that symbol.
 
Discuss the concepts of diameter and circumference.
 
Rhythm: Explain how rhythm is a mathematical concept. Practice clapping to the beat of each song. Explain that rhythm is just like fractions: some beats are longer, some beats are shorter, but they are all fractions (parts) of one musical phrase.
 
Have students research on the internet: the distance each planet is from the sun, size of each planet in relation to earth, atmospheric temperatures, and gravity pressure.
 
Compare sizes of the planets. Instruct them to make circular shapes of each planet using the best ratio as determined by research.
 
Have students create a diorama of the Solar System using a cardboard box. Have them create a booklet, scroll-a-rama (using paper towel rolls, shoebox, a roll of paper, markers, etc.) or computer generated project.
 
Science
 
Discuss the following terms: granite, asteroid, moons, hydrogen, helium, carbon dioxide, methane, atmosphere, atmospheric pressure, carbon monoxide, nitrogen, orbit, revolve. Determine what they mean in reference to the play.
 
Analyze the lyrics to the songs, The Planets and The Milky Way. Pick out the pertinent facts of each song, instructing the children to commit them to memory.
 
Social Studies
 
Discuss the geographic landforms of each planet, and how the atmosphere, climate, and gravity of each planet dictate the type of landforms on each.
 
(5th grade) Discuss how the atmosphere, climate, and gravity of each planet allows for or doesn't allow for life to exist. In pairs, allow students to analyze the different quality of each planet, devising (real or imaginary) ways to allow for the planets to sustain life.