Art by Randy Pollak

Long Journey to the Stars

As a kid, José Hernández dreamed of becoming an astronaut. This is the amazing story of what it took to reach his goal.

By Mary Kate Frank

From the October 2024 Issue

Learning Objective: to synthesize key ideas from a nonfiction article and a poem

Lexiles: 750L, 630L

Featured Skill: Synthesis,

Other Key Skills: key ideas and details, figurative language, critical thinking, poetry analysis

Listen to this story read aloud.

AS YOU READ

Who and what contributed to Hernández’s success?

Long Journey to the Stars

As a kid, José Hernández dreamed of becoming an astronaut. This is the amazing story of what it took to reach his goal.

By Mary Kate Frank

José Hernández sat strapped into his seat, heart pounding. It was August 28, 2009, and Hernández was about to blast off from Florida’s Kennedy Space Center on the space shuttle Discovery. If everything went as planned, he would soon arrive at the International Space Station—250 miles above Earth.

José Hernández was strapped into his seat. His heart pounded. It was August 28, 2009. He was about to blast off from Florida’s Kennedy Space Center on the space shuttle Discovery. He would soon arrive at the International Space Station—250 miles above Earth.

Hernández’s journey to space had begun long before—decades before, in fact. As the son of Mexican farmworkers, he often helped in the fields growing up, rising before dawn to pick crops. Under the still-dark sky, he would gaze up at the twinkling stars with awe. What would it be like to travel among them? he wondered.

Now here he was in the cockpit of a 122-foot-tall space shuttle.

Hernández could barely breathe. Was it nerves? Or the 90 pounds of gear he was wearing? He glanced at the bag of personal items stowed next to his seat. Inside it were photos of his wife, Adela, and their five kids, as well as the flag of Mexico and a Los Angeles Chargers hat. The items gave him strength.

A voice crackled over the radio.

Five, four, three, two, one . . .

Discovery’s engines roared to life, spitting brilliant orange flames. A thunderous din blasted in Hernández’s ears. The ship rocked so violently he thought it might shatter. A thought flashed in his mind: How did I get here?

But Hernández’s journey to space had begun long before. As the son of Mexican farmworkers, he helped in the fields growing up, rising before dawn to pick crops. Under the still-dark sky, he gazed up at the stars. What would it be like to travel among them? he wondered.

Now he was in the cockpit of a 122-foot-tall space shuttle.

Hernández could barely breathe. Was it nerves? Or the 90 pounds of gear he was wearing? He glanced at his bag of personal items. Inside it were photos of his wife, Adela, and their five kids. It also held the flag of Mexico and a Los Angeles Chargers hat. The items gave him strength.

A voice crackled over the radio.

Five, four, three, two, one . . .

Discovery’s engines roared to life. A thunderous din blasted in Hernández’s ears. The ship rocked violently. He thought it might shatter. A thought flashed in his mind: How did I get here?

Eyes on the Skies

Hernández was born on August 7, 1962, near the city of Stockton, California. His parents, Salvador and Julia, worked as migrant farmers, traveling from farm to farm following California’s harvest. When Hernández and his siblings weren’t at school, they helped in the fields.

Each February, the family drove up from Mexico to Southern California. They picked strawberries before heading north to harvest lettuce. By mid-spring, they would arrive in the Stockton area to pick cucumbers, followed by sugar beets, cherries, onions, and more. Finally, after the grape harvest ended in November, they returned to Mexico. A few months later, the cycle would begin again.

Life on the road meant Hernández switched schools three times a year. Because of this, he struggled to learn English. At home, his parents spoke Spanish and watched Spanish-language programs on TV. And because Hernández’s family was never in one place for long, his only close friends were his siblings—who spoke Spanish with each other.

Numbers came more easily to Hernández. “1 + 3 = 4 is the same in Spanish and English,” he says. When he was in second grade, he told his teacher that he loved math and looking up at the glittering night sky. She gave him an astronomy book about the sun, moon, and stars.

That same year, his teacher visited his parents at home. She had taught most of the Hernández kids. She knew that they were bright and well-loved by their parents, but she was concerned about the impact that moving so often was having on their learning.

Salvador and Julia considered their conversation with the teacher. Neither had stayed in school beyond third grade, and they wanted their kids to graduate from college. So they made a decision: They would remain permanently in Stockton. Farm work was lean there in the winter, but they would sacrifice income for the sake of their kids’ future.

Hernández was born on August 7, 1962, near Stockton, California. His parents, Salvador and Julia, worked as migrant farmers.

They followed California’s harvests. When Hernández and his siblings weren’t at school, they helped in the fields.

Each February, the family drove up from Mexico to Southern California. They picked strawberries. Then they went north to harvest lettuce. In mid-spring, they arrived in the Stockton area to pick cucumbers, followed by sugar beets, cherries, onions, and more. After the grape harvest ended in November, they returned to Mexico. A few months later, the cycle began again.

Hernández switched schools three times a year. Because of this, he struggled to learn English. His parents spoke Spanish. The family was never in one place for long, so his only close friends were his siblings. They spoke Spanish with each other.

Numbers were easier for Hernández. “1 + 3 = 4 is the same in Spanish and English,” he says. In second grade, he told his teacher that he loved math and looking up at the night sky. She gave him an astronomy book about the sun, moon, and stars.

That same year, his teacher visited his parents at home. She had taught most of the Hernández kids. She knew that they were bright and well-loved by their parents. But she worried about how moving so often was affecting their learning.

Salvador and Julia considered their conversation with the teacher. Neither had stayed in school beyond third grade. They wanted their kids to graduate from college. So they decided to remain in Stockton. Farm work was lean there in the winter. But they would sacrifice income for the sake of their kids’ future.

To the Moon

As the months passed, Hernández began to flourish in all subjects in school. But he still loved numbers and science most of all. He stargazed most nights, holding his astronomy book in his arms. And every week, he tuned in to his favorite show, Star Trek, in which a courageous crew explores the universe on their starship.

Though Star Trek was science fiction, space travel had become a reality not long before Hernández was born. Then in 1969, astronauts landed on the moon for the first time. Over the next three years, astronauts for NASA, the U.S. space agency, would visit the moon five more times.

Hernández caught his first glimpse of a lunar mission in December 1972, when he was 10. He watched on TV as the crew of Apollo 17 hopped along the moon’s cratered surface. He imagined wearing a white space suit and floating among the stars.

That was the moment he made a big decision.

“Hey, Pops!” he called to his father. “I want to be an astronaut!”

Salvador looked surprised. But as Hernández rattled off space facts, his father smiled.

“You can do this!” his father said. He told his son to study and always give more than expected. Hernández never forgot that advice.

As the months passed, Hernández began to flourish in all subjects in school. But he still loved numbers and science most. He stargazed most nights, holding his astronomy book in his arms. Every week, he loved watching Star Trek, a TV show about a crew exploring the universe on their starship.

Star Trek was science fiction. But space travel had become a reality shortly before Hernández was born. Then, in 1969, astronauts landed on the moon for the first time. Over the next three years, astronauts for NASA would visit the moon five more times. (NASA is the U.S. space agency.)

Hernández first saw a lunar mission in December 1972. He was 10. He watched on TV as the crew of Apollo 17 hopped along the moon’s surface. He imagined wearing a white space suit and floating among the stars.

That was the moment he made a big decision.

“Hey, Pops!” he called to his father. “I want to be an astronaut!”

Salvador looked surprised. But as Hernández rattled off space facts, his father smiled.

“You can do this!” his father said. He told his son to study and always give more than expected. Hernández never forgot that advice.

“Why Can’t I?”

His parents’ belief in him gave Hernández confidence. Throughout his teen years, he was a dedicated student. Then, during his senior year of high school, Hernández heard inspiring news. NASA had selected its first Hispanic American astronaut, Franklin Chang-Díaz.

Chang-Díaz had grown up in Costa Rica before attending college in the United States. He spoke English with an accent, like Hernández. Chang-Díaz, too, came from a humble background. If he can do it, why can’t I? Hernández thought.

So, like many astronauts, Hernández pursued a STEM degree in college. The work was challenging—especially chemistry and physics. But whenever he felt like giving up, he imagined how it would feel to not become an astronaut.

Then he kept going.

By 1992, Hernández had earned a master’s degree in engineering and was working in a research lab. Full of confidence, he sent off his application to become an astronaut.

NASA rejected him.

It stung. Yet Hernández framed the rejection letter and looked at it often. It’s good motivation, he thought.

He reapplied the next year and the next. Each time, he got bad news.

When he received his sixth rejection letter, Hernández crumpled it up. Maybe it just wasn’t meant to be, he thought. Maybe I should move on with my life.

His parents’ belief in him gave Hernández confidence. As a teen, he was a dedicated student. In his senior year of high school, he heard inspiring news. NASA had selected its first Hispanic American astronaut, Franklin Chang-Díaz.

Chang-Díaz had grown up in Costa Rica. He went to college in the United States. He spoke English with an accent, like Hernández. Chang-Díaz, too, came from a humble background. If he can do it, why can’t I? Hernández thought.

So, like many astronauts, Hernández pursued a STEM degree in college. The work was challenging—especially chemistry and physics. Sometimes he felt like giving up. But he imagined how it would feel to not become an astronaut.

Then he kept going.

By 1992, Hernández had earned a master’s degree in engineering. He was working in a research lab. He sent off his application to become an astronaut.

NASA rejected him.

It stung. But Hernández framed the rejection letter. He looked at it often. It’s good motivation, he thought.

He reapplied the next year and the next. Each time, he got bad news.

When he received his sixth rejection letter, Hernández crumpled it up. Maybe it just wasn’t meant to be, he thought. Maybe I should move on with my life.

How to Reach for the Stars

When Hernández announced that he wanted to be an astronaut, his father, Salvador, shared this simple five-step “recipe” for how to make his dreams come true.

Identify your goal. Ask yourself: What do I want to do? Who do I want to be?
Determine how far you are from your goal. Then determine what it will take to reach it.
Create a detailed plan. Map out how you will get from where you are now to where you want to be in the future.
Stay in school. Get the education you’ll need to succeed at what you want to do.
Work hard. Whether it’s in school or, later, on the job, always do more than what is expected.

Identify your goal. Ask yourself: What do I want to do? Who do I want to be?
Determine how far you are from your goal. Then determine what it will take to reach it.
Create a detailed plan. Map out how you will get from where you are now to where you want to be in the future.
Stay in school. Get the education you’ll need to succeed at what you want to do.
Work hard. Whether it’s in school or, later, on the job, always do more than what is expected.

How To Reach for the Stars

When Hernández announced that he wanted to be an astronaut, his father, Salvador, shared this simple five-step “recipe” for how to make his dreams come true.

Identify your goal. Ask yourself: What do I want to do? Who do I want to be?
Determine how far you are from your goal. Then determine what it will take to reach it.
Create a detailed plan. Map out how you will get from where you are now to where you want to be in the future.
Stay in school. Get the education you’ll need to succeed at what you want to do.
Work hard. Whether it’s in school or, later, on the job, always do more than what is expected.

Identify your goal. Ask yourself: What do I want to do? Who do I want to be?
Determine how far you are from your goal. Then determine what it will take to reach it.
Create a detailed plan. Map out how you will get from where you are now to where you want to be in the future.
Stay in school. Get the education you’ll need to succeed at what you want to do.
Work hard. Whether it’s in school or, later, on the job, always do more than what is expected.

Staggering Odds

Yet Hernández’s family continued to cheer him on, convincing him to persevere and continue working toward his dream.

Hernández studied applicants NASA did accept. What did they have that he didn’t? Many knew how to fly airplanes. So Hernández earned his pilot’s license. Many could scuba dive. So he got certified. NASA worked closely with Russian astronauts. Hernández learned to speak Russian.

Still, he faced staggering odds. NASA had only 10 to 15 astronaut openings at any given time. More than 12,000 people regularly competed for those slots.

Hernández made the top 100 a few times. In 2001, NASA even hired him as an engineer. But year after year, he was not selected to be an astronaut.

In 2004, Hernández was 41. He feared he was too old for the space program. Still, early that year, he sent off his 12th application.

That April, his phone rang. A friendly voice said, “I would like to welcome you to the astronaut corps.” Hernández felt his legs wobble beneath him. He was speechless.

But Hernández’s family cheered him on, convincing him to persevere and continue working toward his dream.

Hernández studied applicants NASA did accept. Many knew how to fly airplanes. So Hernández earned his pilot’s license. Many could scuba dive. So he got certified. NASA worked closely with Russian astronauts. Hernández learned to speak Russian.

Still, he faced staggering odds. NASA had only 10 to 15 astronaut openings at a time. More than 12,000 people regularly competed for those slots.

Hernández made the top 100 a few times. In 2001, NASA even hired him as an engineer. But year after year, he was not selected to be an astronaut.

In 2004, Hernández was 41. He feared he was too old for the space program. Still, early that year, he sent off his 12th application.

That April, his phone rang. A friendly voice said, “I would like to welcome you to the astronaut corps.” Hernández was speechless.

Space and Beyond

Courtesy of José Hernández

Hernández and his father at the family’s vineyard

In May 2004, Hernández officially joined NASA’s 19th class of astronauts. The first time he stepped into his flight suit with its red, white, and blue NASA patch, he felt a thrill. He’d made it! But the hard work was just starting.

Along with 13 other rookies, Hernández began more than two years of intense training. The group focused on collaborating as a team as they learned to parachute from planes, build shelters in the wilderness, and perform CPR in space. Whatever might unfold on a mission, they would need to stay calm and work together.

By February 2006, Hernández was qualified to go to space. But he would assist with six other launches before being assigned to his own mission as part of Discovery’s August 2009 crew.

Now the launch day had finally arrived. As Discovery rocketed upward into the atmosphere at 17,500 miles per hour, Hernández kept his eyes glued to the shuttle’s computer screens. The ship’s destination was the International Space Station. Over a 14-day mission, the Discovery crew would deliver critical supplies to the researchers stationed there. Hernández was the flight engineer, and part of his job was to watch out for potential shuttle malfunctions.

About an hour after launch, he was finally able to look away from the screens. He floated over to a window. The view of Earth from space astounded him. The planet appeared as a swirl of white, blue, and green. “That’s when it struck me: Wow, I’m really in space,” he recalls.

After a decades-long journey, he had made it at last.

On September 11, 2009, Discovery returned to Earth, touching down in California’s Mojave Desert. Hernández had traveled 5.7 million miles—and landed not far from where he had, as a boy, stood amid the endless rows of crops and gazed up at the stars in wonder.

Hernández retired from NASA in 2011. Today he lives in California, where he owns a vineyard, Tierra Luna Cellars: Earth Moon Cellars. He has written three books about his long journey to space. He hopes his story inspires other people—especially kids—to reach for the stars.

“It’s OK to dream big,” he says, “as long as you’re willing to put in the work.”

In May 2004, Hernández joined NASA’s 19th class of astronauts. The first time he stepped into his flight suit—with its red, white, and blue NASA patch—he felt a thrill. He’d made it! But the hard work was just starting.

With 13 other rookies, Hernández began more than two years of intense training. They focused on collaborating as a team as they learned to parachute from planes, build shelters in the wilderness, and perform CPR in space. Whatever might unfold on a mission, they would need to stay calm and work together.

By February 2006, Hernández was qualified to go to space. But he would assist with six other launches before being assigned to his own mission as part of Discovery’s August 2009 crew.

Finally, it was launch day. Discovery rocketed up into the atmosphere at 17,500 miles per hour. Hernández kept his eyes glued to the shuttle’s computer screens. The ship’s destination was the International Space Station. Over a 14-day mission, the Discovery crew would deliver supplies to the station. Hernández was the flight engineer. Part of his job was to watch out for potential shuttle malfunctions.

About an hour after launch, Hernández was finally able to look away from the screens. He floated over to a window. The view of Earth from space astounded him. The planet appeared as a swirl of white, blue, and green. “That’s when it struck me: Wow, I’m really in space,” he recalls.

After a decades-long journey, he had made it at last.

On September 11, 2009, Discovery returned to Earth, landing in California’s Mojave Desert. Hernández had traveled 5.7 million miles. He landed not far from where, as a boy, he had stood amid the rows of crops and gazed up at the stars in wonder.

Hernández retired from NASA in 2011. Today he lives in California. He owns a vineyard. He has written three books about his journey to space. He hopes his story inspires other people—especially kids—to reach for the stars.

“It’s OK to dream big,” he says, “as long as you’re willing to put in the work.”

Invictus

By William Ernest Henley

Invictus

Out of the night that covers me,

Black as the pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeonings of chance

My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,

And yet the menace of the years

Finds and shall find me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,

I am the master of my fate,

I am the captain of my soul.

Out of the night that covers me,

Black as the pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeonings of chance

My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,

And yet the menace of the years

Finds and shall find me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,

I am the master of my fate,

I am the captain of my soul.

Writing Prompt

What does “I am the master of my fate, I am the captain of my soul” mean? Based on the article, how is José Hernández the master of his fate and the captain of his soul? Answer both questions. Use text evidence to support your ideas.

Writing Prompt

^{This article was originally published in the October 2024 issue.}

Audio ()

Activities (6)

Quizzes (1)

Answer Key (1)

Audio ()

Activities (6)

Quizzes (1)

Answer Key (1)

Essential Questions: How are success and failure measured? How are the paths of our lives decided? Why do we explore space?

1. Prepare to Read

(10 minutes)

Preview Vocabulary (10 minutes)

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: astronomy, din, humble, lean, lunar, malfunctions, migrant, persevere. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link to your LMS and have students preview the words and complete the activity independently before class.

2. Read and Discuss

(45 minutes)

“Long Journey to the Stars”

Invite a volunteer to read the As You Read box on page 27 or at the top of the digital story page.

Read the article once as a class. (Differentiation: Share the lower-Lexile version of the article.) Optionally, have students listen to the audio read-aloud of the article while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

Divide students into groups to read the article again and respond to the following Discussion Questions, also located in the Resources tab.

Invite a volunteer to read the As You Read box on page 27 or at the top of the digital story page.

Divide students into groups to read the article again and respond to the following Discussion Questions, also located in the Resources tab.

Discussion Questions (15 minutes)

1. The author writes that when Hernández was sitting on Discovery’s launch pad, “A thought flashed in his mind: How did I get here?” How did Hernández get there? What key character traits enabled him to arrive at that moment? (key ideas and details) Hernández applied to NASA’s astronaut program 11 times before his 12th application was finally accepted in 2004. His incredible persistence and determination are what enabled him to overcome the challenges and rejection he faced on his long journey to space.

2. What people played a role in Hernández becoming an astronaut? How did they contribute to his achieving his dreams? (key ideas and details) Hernández had a very supportive family. By making the sacrifice to stay in Stockton rather than continue their work as migrant farmers, his parents paved the way for Hernández to learn English, flourish in his studies, and eventually go to college. His father’s encouragement and belief in his son’s potential was especially crucial throughout Hernández’s journey. His second-grade teacher nurtured his love of astronomy and advocated for his family to stay put in Stockton. The astronauts at NASA inspired Hernández; it was watching their first lunar missions on television and seeing Franklin Chang-Díaz, a Spanish speaker with a background similar to his own, that made Hernández believe that he too could go to space.

3. Hernández says that he hopes his story inspires other people—especially kids—to reach for the stars. What does it mean to “reach for the stars”? (figurative language) To reach for the stars is to try to do something that is very difficult. Hernández is not saying that he hopes his story inspires all kids to become astronauts; he is saying he hopes his story inspires kids to try to achieve their goals even if they seem difficult or impossible to achieve.

4. Have your ideas about failure or rejection changed after reading this article? Explain. (critical thinking) Answers will vary. Students may offer that a failure or rejection is often seen as an endpoint, but Hernández used every failure and rejection as a new beginning—a learning experience and a motivator to get him closer to his dreams. No matter how difficult the path was for Hernández, his attitude and confidence kept the light of his dreams from being extinguished and led to them eventually coming true.

“Invictus”

Have students listen to the read-aloud of the poem while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

Break students into pairs to reread and discuss the poem using the following Poetry Analysis Questions. A print and digital version of these questions can be found in your Resources tab. It includes a version of the poem with numbered lines and additional annotations to scaffold their analysis.

Have students listen to the read-aloud of the poem while they follow along. The audio read-aloud is located in the Resources tab in Teacher View and at the top of the story page in Student View.

Poetry Analysis Questions (10 minutes)

1. What is the poem’s rhyme scheme, or pattern of rhymes? Use an example to support your description. This poem has an ABAB rhyme scheme; in each stanza, the first line rhymes with the third, and the second line rhymes with the fourth. For example, in stanza 1, the line “Out of the night that covers me” rhymes with the line “I thank whatever gods may be,” and the line “Black as the pit from pole to pole” rhymes with the line “For my unconquerable soul.”

2. Find two examples of alliteration, the repetition of consonant sounds at the beginning of two or more neighboring words. There is repetition of the “p” sound in “Black as the pit from pole to pole” and repetition of the “b” sound in “Under the bludgeonings of chance/My head is bloody, but unbowed.”

3. Take turns listening to your partner reading the poem aloud. What feelings do the rhymes and rhythm of the poem create for you? The poem has a musical quality. As you read, it feels like a steady and unwavering beat. This beat creates momentum that feels like moving forward, just like the speaker moves forward despite his circumstances.

4. The poem describes difficult and painful experiences the speaker endures.

a. Find an example of Henley using metaphor to describe the speaker’s hardships. In stanza 1, Henley uses metaphor to compare the speaker’s experiences to night and a black pit. This emphasizes how dark, deep, and inescapable his struggles are.

b. Find an example of Henley using personification to describe the speaker’s hardships. In stanza 2, Henley personifies “chance” and “circumstance” as forces that physically beat or strike the speaker, suggesting that events outside of his control have tried to break him.

5. Choose one of the following word pairs to describe the speaker’s tone in this poem: cheerful and amused, depressed and doubtful, defiant and determined, bitter and disappointed. What words, phrases, or lines contribute to the tone you chose? The speaker’s tone is defiant and determined. The words “bloody,” “unafraid,” and “unbowed” contribute to this tone.

6. What phrase does the speaker repeat in the final stanza? What does this repetition emphasize the importance of? The speaker repeats the phrase “I am” twice. This repetition emphasizes the importance of personal responsibility in the path your life takes. The speaker has not let his hardships define his life; he has shaped his own life through strength and determination, even when faced with seemingly impossible odds.

7. Invictus means “unconquerable” or “undefeated” in Latin. How does the title “Invictus” relate to the overall message and mood of the poem? The poem is about showing strength, defiance, and resilience in the face of hardship. It leaves the reader feeling inspired and empowered. The poem’s overall message and mood mirrors the meaning of invictus.

8. As a child, Henley (1849-1903) suffered from tuberculosis, a disease that affected his bones and required the amputation of one of his legs when he was 16. He wrote “Invictus” during an almost two-year stay in the hospital. How might the poet’s personal experiences relate to the poem’s message? Henley’s personal struggles with illness likely influenced the poem’s themes of enduring hardship and maintaining strength.

4. The poem describes difficult and painful experiences the speaker endures.

3. Write About It: Synthesis

(45 minutes)

Have students complete the Featured Skill Activity: Synthesis. This activity prepares them to respond to the writing prompt on page 31 in the printed magazine and at the bottom of the digital story page:

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. (Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story or article.)

Connected readings from the Scope archives:

Special Collection: “The Wonders of Space”
Paired Texts: “The Power of Failure”

Special Collection: “The Wonders of Space”
Paired Texts: “The Power of Failure”

Text-to-Speech

Long Journey to the Stars

Long Journey to the Stars

As a kid, José Hernández dreamed of becoming an astronaut. This is the amazing story of what it took to reach his goal.

By Mary Kate Frank

How to Reach for the Stars

How To Reach for the Stars

Invictus

By William Ernest Henley

Close Reading, Critical Thinking, Skill Building

1. Prepare to Read

(10 minutes)

Preview Vocabulary (10 minutes)

2. Read and Discuss

(45 minutes)

“Long Journey to the Stars”

Discussion Questions (15 minutes)

“Invictus”

Poetry Analysis Questions (10 minutes)

3. Write About It: Synthesis

(45 minutes)

Connected readings from the Scope archives:

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Long Journey to the Stars

Long Journey to the Stars

As a kid, José Hernández dreamed of becoming an astronaut. This is the amazing story of what it took to reach his goal.

By Mary Kate Frank

How to Reach for the Stars

How To Reach for the Stars

Invictus

By William Ernest Henley

Close Reading, Critical Thinking, Skill Building

1. Prepare to Read

(10 minutes)

Preview Vocabulary (10 minutes)

2. Read and Discuss

(45 minutes)

“Long Journey to the Stars”

Discussion Questions (15 minutes)

“Invictus”

Poetry Analysis Questions (10 minutes)

3. Write About It: Synthesis

(45 minutes)

Connected readings from the Scope archives:

Help/Support

Help/Support

About Us

Subscriber Information

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