6Th Grade Curriculum Map D-Track 2018-2019

6th Grade Curriculum Map – D-Track 2018-2019

Pacing / 8/13 - 8/24
Lesson 1 / 8/27 – 8/31
Lesson 2 / 9/3 - 9/7
Lesson 3 / 9/10 – 9/14
Lesson 4 / 9/17 – 9/21
Lesson 5 / 9/24 – 9/28
Lesson 6 / 10/1 – 10/5
Lesson 7
WHOLE GROUP
Essential Question
SL.6.4 / How can the choices you make affect relationships with other people? / Why is teamwork important? / How have books changed over time? / What is the difference between hearing and listening? / How can people communicate through the arts? / How does the media influence how people feel about events? / How can Math help you solve problems in everyday life?
Comprehension
Skill/Strategy / Understanding Character: 1T 16-18
Questioning: 1T 16-18 / Author’s Purpose:
1T 92-94
Inferring/ Predicting:
1T 92-94 / Sequence: 1T 166-167
Analyze/Evaluate:
1T 166-167 / Story Structure:
1T 240-242
Monitor/Clarify:
1T 240-242 / Fact and Opinion:
1T 316-318
Summarize: 1T 316-318 / Theme:2T 16-18
Analyze/Evaluate:
2T 16-18 / Text/Graphic Features: 2T 92-93
Summarize: 2T 92-93
Teacher Read Aloud
SL.6.1 / Kids in Print: 1T 12 / The Assignment:
1T 88 / To Ebook or Not to Ebook: 1T 162 / An Acorn’s Worth:
1T 236 / Book…Camera…Action!1T 312 / The Power of Print
2T 12 / Math All Around Us
2T 88
Target Vocabulary / disclose, editorial, literary, manuscript, maze, muted, pressuring, publishing, revisions, wry: 1T 14-15 / contested, culprit, deprived, employed, grimly, mentor, miraculous, pursuit, scholastic, tumult:
1T 89-91 / Painstaking, exploded, submitted, negotiations, collaborate, repetitive, appealing, complement, appropriate, impaired:
1T 164-165 / accustomed, clamor, clustered, coaxed, doleful, swiveled, torrent, transmission, urgent, void:
1T 237-239 / aptly, aspect, credit, genuinely, innovation, parallel predominantly, tendency, tension, welfare:
1T 313-315 / phenomenal, showdown, fundamental, flair, lingered, savor, gloat, berate, reserve, brainwashed:2T 14-15 / Observe, raucous, looms, zany, gigantic, impressive, phony, distinguish, intriguing, correspond: 2T 90-91
Text / The School Story:
1T 19-21 / Knots in My Yo-yo String: 1T 94-99 / The Making of a Book:
1T 168-179 / The ACES Phone:
1T 242-251 / The Myers Family:
1T 318-326 / The Boy Who Saved Baseball: 2T 18-31 / Do Knot Enter: 2T 94-103
Fluency Modeling / Accuracy: 1T 12 / Phrasing; Pauses: 1T 88 / Intonation: 1T 162 / Rate: 1T 236 / Expression: 1T 312 / Adjust Rate to Purpose: 2T 12 / Stress: 2T 88
Speaking & Listening / Your Turn: 1T 32
SL. 6.1
Compare Texts: 1T 41
W.6.4, W.6.8, W.6.9
Extend the Topic: 1T 45
SL.6.1, SL.6.4 / Your Turn: 1T 108
SL. 6.1
Compare Texts: 1T 115
W.6.4, W.6.8, W.6.9
Extend the Topic:
1T 119 SL.6.1, SL.6.4 / Your Turn: 1T 182
SL. 6.1
Compare Texts: 1T 189
W.6.4, W.6.8, W.6.9
Extend the Topic: 1T 192
SL.6.1, SL.6.4 / Your Turn: 1T 258
SL. 6.1
Compare Texts: 1T 265
W.6.4, W.6.8, W.6.9
Extend the Topic:
1T 269 SL.6.1, SL.6.4 / Your Turn: 1T 330
SL. 6.1
Compare Texts: 1T 337
W.6.4, W.6.8, W.6.9
Extend the Topic:
1T 341 SL.6.1, SL.6.4 / Your Turn: 2T 34
SL. 6.1
Compare Texts: 2T 41
W.6.4, W.6.8, W.6.9
Extend the Topic: 2T 44
SL.6.1, SL.6.4 / Your Turn: 2T 106
SL. 6.1
Compare Texts: 2T 113
W.6.4, W.6.8, W.6.9
Extend the Topic: 2T 116
SL.6.1, SL.6.4
Word Study / Short Vowels: 1T 48-49
VCCV Patterns: 1T 47
Prefixes: dis-, ex-, inter- non-: 1T 42-43 / Long vowels (ea/ē, y/ ī, i/ē): 1T 122-123
VCV Patterns: 1T 121
Suffixes: -er, -or, -ar, -ist, -ian: 1T 116-117 / Vowel Sounds (/ou/, /ōō/, /ô/, /oi/): 1T 196-197
Stressed/Unstressed Syllables: 1T 195
Multiple Meaning Words: 1T 190-191 / Vowel + /r/: 1T 272-273
VCCCV Patterns: 1T 271
Prefixes: de-, trans-:
1T 266-267 / Homppones: 1T 344-345
Homophones: 1T 343
Reference Sources-:
1T 338-339 / Words With ie or ei:
2T 48-49
Silent Consonants: 2T 47
Using Context: 2T 42-43 / Final /ər/:2T 120-121
Schwa in Unstressed Syllables: 2T 119
Word Relationships:
2T 114-115
SMALL GROUP
Comprehension
Skill/Strategy / Understanding Character
Questioning / Author’s Purpose
Inferring/ Predicting / Sequence
Analyze/Evaluate / Story Structure
Monitor/Clarify / Fact and Opinion
Summarize / Theme
Analyze/evaluate / Text/Graphic Features
Summarize
Pacing / 8/13 - 8/24
Lesson 1 / 8/27 – 8/31
Lesson 2 / 9/3 - 9/7
Lesson 3 / 9/10 – 9/14
Lesson 4 / 9/17 – 9/21
Lesson 5 / 9/24 – 9/28
Lesson 6 / 10/1 – 10/5
Lesson 7
WRITING
Writing Focus
W.6.4, W.6.8, W.6.9 / Narrative
Focus trait: Voice / Narrative
Focus trait: Ideas / Narrative
Focus trait: Word Choice / Narrative
Focus trait: Organization / Narrative
Focus trait: Word Choice / Argument
Focus trait: Voice / Argument
Focus trait: Organization
Grammar / Complete Sentences
1T 50-52 / Kinds of sentences
1T 124-126 / Subjects and Predicates
1T 198-199 / Common & proper nouns 1T 274-276 / Other nouns
1T 346-348 / Kinds of Verbs
2T 50-52 / Verbs and Objects
2T 122-124
Sample Writing Prompts / Argument: Should Natalie have deceived her mother? How will it affect their relationship?
Informative: Create an ad for "The School Story." Make sure it includes picture/s and parts of the book you want to emphasize.
Narrative: Write a journal entry as Natalie focusing on the day her mother found out she wrote, "The Cheater." End the journal entry with an idea for Natalie's next big story. / Argument: Can sports or a hobby help prepare you for life? Give examples from ONE sport or hobby and how they translate to a better life.
Informative: Write down the rules for your favorite sport or a "how to" sheet about how to do and get better at your favorite hobby. Include why someone should try it.
Narrative: Write a poem about when teamwork helped you in your life. / Argument: Write a short argument (1-2 paragraphs) whether you would prefer to read an actual book or read one on an e-reader.
Informative: Make a timeline about the history of books. Be as precise as possible.
Narrative: Write about what you think publishing and reading will be like in 100 years. How will it be different? / Argument: Write a short argument whether Martin should or should not receive the Aces phone to keep. Is Martin the right person to rescue dogs? Use details from the story.
Informative: Write a list of at least 5 animals you might see every day. List the different ways they communicate with each other and with us.
Narrative: Write a real or imagined story about getting a series of strange phone calls. Make sure you are using descriptive words to describe your emotions. / Argument: Write an opinion about whether you think the picture on page 141 should be considered fine art.
Informative: Create a web to show the main ideas in the story, "Pass it Down."
Narrative: Write about someone who is your role model. Include how they inspire you, how you are alike and what areas they can help you improve if you work at it. / Argument: Using facts about your favorite sport, write an argument what should be everyone's favorite.
Informative: Research the history of one of the following sports over time. Tennis, soccer, basketball. Write about and illustrate your findings. This may include photographs or diagrams.
Narrative: Using the internet, choose one of the following people and write a paragraph about what made them more than just an athlete. Jesse Owens, Roberto Clemente, Usain Bolt, Pat Summit, Kerry Walsh Jennings, Dorothy Hamil. / Argument: Write a short argument whether magicians should reveal their secrets to the magic they perform. You can use personal experience, or take a poll of your classmates to use as evidence but make sure you include the "why."
Informative: Make a list of all the places you might find knots in your world.
Narrative: Write about a time when a knot saved your life.
Pacing / 10/8 - 10/12
Lesson 8 / 11/5 – 11/9
Lesson 9 / 11/12 - 11/23
Lesson 10 / 11/26 – 11/30
Lesson 11 / 12/3 – 12/7
Lesson 12 / 12/10 – 12/14
Lesson 13 / 12/17 – 12/21
Lesson 14
WHOLE GROUP
Essential Question
SL.6.4 / How can mistakes turn into answers to problems? / What can cause people to change how they feel about one another? / What kinds of things might two different cultures have in common? / What things can people do to help prevent fires? / How do people react to emergencies in different ways? / What drives people to explore remote places? / What can people do to help their communities?
Comprehension
Skill/Strategy / Conclusions and Generalizing: 2T 164-165
Infer/Predict: 2T 164-165 / Cause/Effect: T 240-241
Visualize: T 240-241 / Compare/contrast:
T 314-315
Question:T 314-315 / Sequence of Events:
3T 16-17
Summarizing: 3T 16-17 / Story Structure 3T 94-95
Infer/Predict 3T 94-95 / Main Idea & Details
3T 172-173
Monitor/Clarify
3T 172-173 / Theme: 3T 248-249
Visualize: 3T 248-249
Teacher Read Aloud
SL.6.1 / The Family Fridge
2T 160 / Finding North
2T 236 / Climate Change Comes to Alaska
2T 310 / A Firefighting Uncle
3T 12 / An Unexpected Adventure
3T 90 / Discovering the Northwest Passage
3T 168 / Coach Dad 3T 244
Target Vocabulary / detached, principle, decomposition, specimens, reluctant, elegant, equations, complex, compromise, shriveled: 2T 162-163 / venture, defy, consequences, permeated, poised, rigid, rudimentary, sparsely, array, immaculate:
T 238-239 / lore, abundance, lush, teeming, altered, sophisticated, retains, concept, cultural, heritage: T 312-313 / stifling, ambled, intense, smolder, ornately, proclaimed, hazards, unrelenting, flared, alleviate: 3T 14-15 / jostled, careening, relishing, falter, supple, taut, frail, engulf, frayed, undulating: 3T 90-93 / sacrificed, frigid, equivalent, participants, durable, expanse, deduced, affirmed, culmination, prime:
3T 168-171 / veered, anonymous, bland, motive, skeptical, reception, understatement, emulate, aim, fanatic: 3T 246-247
Text / “Science Friction”:
2T 166-179 / Kensuke’s Kingdom:
2T 242-262 / Children of the Midnight Sun: 2T 316-327 / The Great Fire: 3T 18-31 / Airborn: 3T 94-111 / Onward: 3T 174-185 / Any Small Goodness:
3T 250-261
Fluency Modeling / Phrasing (Punctuation):
2T 160 / Accuracy: T 236 / Intonation: T 310 / Phrasing (Pauses): 3T 12 / Expression 3T 90 / Stress 3T 168 / Accuracy 3T 244
Speaking & Listening / Your Turn: 2T 182-183
SL. 6.1
Compare Texts: 2T 189
W.6.4, W.6.8, W.6.9
Extend the Topic:
2T 192-193
SL.6.1, SL.6.4 / Your Turn: T 256-257
SL. 6.1
Compare Texts: T 263
W.6.4, W.6.8, W.6.9
Extend the Topic:
T 266-267
SL.6.1, SL.6.4 / Your Turn: T 330-331
SL. 6.1
Compare Texts: T 337
W.6.4, W.6.8, W.6.9
Extend the Topic:
T 340-341
SL.6.1, SL.6.4 / Your Turn: 3T 34-35
SL. 6.1
Compare Texts: 3T 43
W.6.4, W.6.8, W.6.9
Extend the Topic:
3T 46-47
SL.6.1, SL.6.4 / Your Turn: 3T 114-115 SL. 6.1, W.6.9
Compare Texts: 3T 121
W.6.4, W.6.9, SL.6.1
Extend the Topic:
3T 124-125
SL.6.1, SL.6.4, W.6.4, W.6.8, W.6.9 / Your Turn: 3T 188-189
SL. 6.1
Compare Texts: 3T 197
W.6.4, W.6.8, W.6.9
Extend the Topic:
3T 201-201
SL.6.1, SL.6.4 / Your Turn: 3T 264-265
SL. 6.1
Compare Texts: 3T 271
W.6.4, W.6.8, W.6.9
Extend the Topic:
3T 274-275
SL.6.1, SL.6.4
Word Study / Final /ən/, /əl/, /ər/:
2T 196-197
Common Final Syllables: 2T 195
Latin Roots & Affixes:
2T 190-191 / Words with -ed, or -ing:
T 270-271
Base Words & Inflectional Endings: T 269
Denotation/Connotation:
T 264-265 / Endings and Suffixes:
T 344-345
Common Suffixes: T 343
Synonyms: T 338-339 / Suffixes -ion, -ation:
3T 50-51
Common Word Parts:
3T 49
Suffixes -ion, -ation, -ism: 3T 44-45 / Prefix in-, im-, ir-, il-:
3T 128-129
Common Prefixes:
3T 127
Prefixes en-, ad-:
3T 122-123 / More words with -ion:
3T 204-205
Consonant Alternations: 3T 203
Figures of Speech:
3T 198-199 / Word Parts -com, -con: 3T 278-279
Prefixes & Word Roots: 3T 272-273
Word Relationships:
3T 277-278
SMALL GROUP
Comprehension
Skill/Strategy / Conclusions/Generalizing
Infer/Predict / Cause/Effect
Visualize / Compare/contrast
Question / Sequence of Events
Summarizing / Story Structure
Infer/Predict / Main Idea & Details
Monitor/Clarify / Theme
Visualize
Pacing / 10/8 - 10/12
Lesson 8 / 11/5 – 11/9
Lesson 9 / 11/12 - 11/23
Lesson 10 / 11/26 – 11/30
Lesson 11 / 12/3 – 12/7
Lesson 12 / 12/10 – 12/14
Lesson 13 / 12/17 – 12/21
Lesson 14
WRITING
Writing Focus
W.6.4, W.6.8, W.6.9 / Argument
Focus Trait:Ideas / Argument
Focus Trait:Ideas / Argument
Focus Trait: Sentence Fluency / Informative
Focus trait: Word Choice / Informative
Focus trait: Voice / Informative
Focus trait: Organization / Informative
Focus Trait: Ideas
Grammar / Coordinating Conjunctions 2T 198-200 / Subordinating Conjunctions T 272-274 / Longer sentences
T 346-348 / Subject and Object Pronouns 3T 52-54 / Using Pronouns Correctly 3T 130-133 / Simple and Perfect Tenses 3T 206-209 / Subject-Verb Agreement
3T 280-282
Sample Writing Prompts / Argument: Group Work vs. Individual Work, write 1-3 paragraphs stating your claim on the topic. Be sure to include personal example and evidence.
Informative: Research any science topic you are interested in. Create a mini-book full of the information learned. Be sure to organize in an easy to follow format.
Narrative: Write about a time you’ve been in a contest. It could have been the class spelling bee, or something else. / Argument: Write a letter to Kensuke stating your claim about keeping Michael on the island.
Informative: Create a photo essay about Jellyfish. This could be an online project where students collaborate and edit someone else’s work. You could use Google Docs to do this.
Narrative: Write a short story that includes what seems to be very strict rules with an unexpected outcome. / Argument: After reading Children of the Midnight, decide whose life is harder, yours or the children who live in Alaska. Write a convincing argument about your opinion. Be sure to include at least 3 facts and details to support your claim.
Informative: Learn about where many of the traditions American families have that came from other countries. (Christmas traditions are a good source). Create a presentation to share with others.
Narrative: Write a realistic fiction story based on a tradition in your family. / Argument: Daniel Sullivan ran into the O'Leary's barn. Write and argument whether that was a good or bad decision. Make sure to base your evidence on the text and your experience.
Informative: Make a list of things people can do to prevent fires. Make sure you are thinking in a variety of settings and seasons.
Narrative: Pretend your last name is O'Leary and it is a few short weeks after the fire. What is your life like and what do you do next? / Argument: Should the risky rescue in the story Airborn have been attempted? Use examples and evidence from your reading to support your argument.
Informative: After reading Riding on Air (pg 118-120) find one additional information article or video. After researching the topic create an information page explaining how hot air balloons and blimps can float with all that weight.
Narrative: Write a realistic fiction about a scary moment for you or a family member. / Argument: Write an argument whether it is is worth the risk to your life and family to explore dangerous parts of Earth and space. Make sure to use evidence from the text and any research you choose to do.
Informative: Create a timeline showing the travels of those on the trek in Onward.
Narrative: After reading the main selection and the paired selection write a poem about the expedition to the north pole. / Argument: What help does your community need the most? In addition to any information in the texts, find other evidence to support your reasoning. Include how your community will benefit from the help, and who will provide the help.
Informative: Using NBA.com research programs where the NBA and the players and coaches are “giving back” Write the script for a newscaster to report on the program you’ve chosen to learn about.
Narrative: You’ve become a multi-millionaire, what will you do to improve your community? Choose any narrative format to tell your story. (Poetry, fantasy, memoir, short story, play, etc.)
Pacing / 12/31 - 1/11
Lesson 15 / 2/4 – 2/8
Lesson 16 / 2/11 – 2/15
Lesson 17 / 2/18 - 2/22
Lesson 18 / 2/25 – 3/1
Lesson 19 / 3/4 – 3/8
Lesson 20 / 3/11 – 3/15
Lesson 21
WHOLE GROUP
Essential Question
SL.6.4 / How has technology helped people learn about Earth and space? / How can learning about history help people today? / How can people use clues to learn about ancient cultures? / What is special about characters in myths? / What was life like in ancient Egypt? / What do we know today about volcanoes that people in ancient times did not? / How does a new friendship affect an old one?
Comprehension
Skill/Strategy / Text and graphic features 3T 322-323
Analyze/Evaluate
3T 322-323 / Compare/contrast:
4T 16-17
Summarizing:
4T 16-17 / Fact/Opinion: 4T 88-89
Questioning: 4T 88-89 / Story Structure:
4T 164-165
Infer/Predict: 4T 164-165 / Cause and Effect:
4T 240-241
Monitor/Clarify:
4T 240-241 / Main Idea and Details: 4T 316-317
Visualize: 4T 316-317 / Compare and Contrast 5T 16-17
Infer/Predict 5T 16-17
Teacher Read Aloud
SL.6.1 / Moon Machines
3T 318 / Viking Goddess: The Legend of Freya
4T 12 / Qin’s Brain: The Man Behind the Emperor:
4T 84 / The Flight of the Icarus 4T 160 / The Scribes of Ancient Egypt: 4T 236 / Vesuvius: Tales from an Eye Witness: 4T 312 / Ninth-Grade Rules 5T 12
Target Vocabulary / lunar, hovering, ascent, likelihood, impending, perilous, option, presumably, unpredictability, random: 3T 320-321 / majestic, ruthless, ancestral, saga, destiny, recreational, artistry, unearthed, forge, embodied ​
4T 14-15 / archaeologists, dignified, mythical, precede, elaborate, replicas, temperaments, distinct, lustrous, excavate:
4T 86-87 / steadfast, somber, labyrinth, rash, unravels, fury, bitterly, massive, embrace, abandon:
4T 162-163 / divine, ceremonial, fragments, pondered, supportive, erected, mission, prosperity, emerge, depicted:
4T 242-243 / tremors, subjected, dormant, outlying, salvage, unaffected, opulent, meager, luxurious: 4T 314-315 / blurted, spiteful, scrounged, eventually, comprehension, abrupt, exhilaration, oracle, stable, jeopardy:
5T 14-15
Text / Team Moon3T 336 / The Real Vikings
4T 18 / The Emperor’s Silent Army: 4T 91 / The Hero and the Minotaur: 4T 166 / The Princess Who Became King: 4T 242 / Bodies from the Ash
4T 318 / All Alone in the Universe 5T 18-29
Fluency Modeling / Intonation3T 318 / Phrasing: punctuation
4T 12 / Accuracy: 4T 84 / Expression: 4T 160 / Adjust Rate to Purpose: 4T 236 / Intonation: 4T 312 / Phrasing (Punctuation) 5T 12
Speaking & Listening / Your Turn: 3T 338-339
SL. 6.1
Compare Texts: 3T 345
W.6.4, W.6.8, W.6.9
Extend the Topic:3T 348 SL.6.1, SL.6.4 / Your Turn: 4T 30-31
SL. 6.1
Compare Texts: 4T 37
W.6.4, W.6.8, W.6.9
Extend the Topic: 4T 40
SL.6.1, SL.6.4 / Your Turn: 4T 106-107
SL. 6.1
Compare Texts: 4T 113
W.6.4, W.6.8, W.6.9
Extend the Topic: 4T 116
SL.6.1, SL.6.4 / Your Turn: 4T 182-183
SL. 6.1
Compare Texts:4T 189
W.6.4, W.6.8, W.6.9
Extend the Topic: 4T 192
SL.6.1, SL.6.4 / Your Turn: 4T 258-259
SL. 6.1
Compare Texts: 4T 265
W.6.4, W.6.8, W.6.9
Extend the Topic: 4T 268
SL.6.1, SL.6.4 / Your Turn: 4T 344-345
SL. 6.1
Compare Texts: 4T 339
W.6.4, W.6.8, W.6.9
Extend the Topic: 4T 342
SL.6.1, SL.6.4 / Your Turn: 5T 32-33 SL.6.1
Compare Texts: 5T 39
W.6.4, W.6.8, W.6.9
Extend the Topic: 5T 42
SL.6.1, SL.6.4
Word Study / final /iz/, /iv/, /ij/ sounds 3T 352-353
Common Final Syllables: 3T 351
Reference Sources:
3T 346-347 / Suffixes:-ent/-ant:
4T 44-45
Comparing Related Words: 4T 43
Greek Roots: 4T 38-39 / Suffixes: -able/-ible, -ate: 4T 120-121
Common Suffixes:
4T 119
Word Families-: 4T 114-115 / /sh/: 4T 196-197
/sh/ & /zh/ in final syllables: 4T 195
Suffixes: -ful, -less, -ly, -ness, -ment, -ship:
4T 190-191 / Plurals: 4T 272-273
VV pattern: 4T 271
Greek roots and Affixes:4T 266-267 / Prefixes: dis-, ex-, inter-: 4T 346-347
More Common Prefixes: 4T 345
Prefixes un-, re-, in-, im-, ir-, il-: 4T 340-341 / Prefixes pre-, pro-:
5T 45-46
Prefixes per-, pre-, pro-: 5T 46
Word Relationships:
5T 40-41
SMALL GROUP
Comprehension
Skill/Strategy / Text and graphic features
Analyze/ Evaluate / Compare & Contrast
Summarize / Fact/Opinion
Questioning / Story Structure
Infer/ Predict / Cause and Effect
Monitor and Clarify / Main Idea and Details
Visualize / Compare and Contrast
Infer/Predict
Pacing / 12/31 - 1/11
Lesson 15 / 2/4 – 2/8
Lesson 16 / 2/11 – 2/15
Lesson 17 / 2/18 - 2/22
Lesson 18 / 2/25 – 3/1
Lesson 19 / 3/4 – 3/8
Lesson 20 / 3/11 – 3/15
Lesson 21
WRITING
Writing Focus
W.6.4, W.6.8, W.6.9 / Informative
Focus Trait: Voice / Informative
Focus Trait: Word Choice / Informative
Focus Trait: Organization / Informative
Focus Trait: Sentence Fluency / Informative
Focus Trait: Organization / Informative
Focus Trait: Ideas / Argument
Focus trait: Voice
Grammar / Regular & Irregular Verbs
3T 354-356 / Principal Parts of Verbs 4T 46-48 / More Kinds of Pronouns 4T 122-124 / Adjectives and Adverbs
4T 198-200 / Punctuation
4T 274-276 / Prepositions & Phrases
4T 348-350 / Progressive Forms
5T 48-50
Sample Writing Prompts / Argument: Was the risk taken by NASA to not abort the landing or return immediately when they detected a fuel problem worth the risk? Support your argument with evidence. You may need to read additional sources to complete this.
Informative: Create a timeline showing the events of this Nasa mission.
Narrative: Write in your "captains log" about the events you faced on this mission and how you feel about it. / Argument: Argue whether or not Vikings were misunderstood. Include evidence from at least two additional resources.