Instructional Plan for Disaster Preparation Unitsubmitted by Monica C. Brown

Primary Texts: “Preparing for a Disaster” by Megan McGibney (Lexile Level – 980L) (Attached File) and“EARTHFORCE in the crust” by The Franklin Institute (Lexile Level - 1010L) (Appendix A)

Grade Level: 4th ELA Relevant for Grades: 4th – 6th ELA

Lesson Objectives: Within the construct of the lessons in this unit, students will engage in a balanced literacy approach to understanding complex text. The lessons will focus on the Common Core State Standards key shifts of regular practice with complex text and its academic vocabulary. Students will use the text selections to think critically and gain a deeper understanding of earthquakes, tornadoes, and disaster preparation. Students will use close reading and a variety of writing activities as a foundation to build on speaking and listening skills through discourse and questioning of science content informational text. The rigorous tasks will require students to cite text-based evidence and utilize technological supports to deepen learning. The Gradual Release of Responsibility instructional model (I do, we do, they do, and you do) will be used to provide students with appropriate supports and scaffold learning.

Reading Task: The teacher will begin each close read by reading a portion of the text aloud in order to model fluency. Students will follow along and read silently. Students will read chorally or with a partner, and then independently for themselves. The teacher will lead students through a set of purposefully sequenced, thought-provoking, text-based questions that require students to think critically, analyze, synthesize, evaluate, and annotate the texts as they re-read the texts.

Vocabulary Task: The majority of the academic vocabulary in the texts is Tier 2 vocabulary terms, the meanings of which may be derived from the context clues. Students are provided an opportunity to use a vocabulary map graphic organizer to help them to gain a deeper understanding of the vocabulary terms and make application of using them in a new context. There are some Tier 3 vocabulary terms which will require the teacher to provide the meanings to students. It is important for the teacher to model using think alouds of how to determine the meanings of academic vocabulary terms using context clues (i.e., appositives, root words, affixes, antonyms, synonyms, grammar, example, logic, contrast, definition, etc.) and foundational reading skills such as phonics, word analysis, and decoding. It is the responsibility of the teacher to teach these context clues vocabulary strategies in order to build fluent readers.

Discussion Task: Students will engage in a range of collaborative discussions (teacher-led, with a partner, in groups) in order to explore ideas about earthquakes, tornadoes, and disaster preparation, express their own ideas clearly, and build on other’s ideas. They will pose and respond to specific teacher- and student-generated questions while following agreed-upon rules for discussions and carrying out assigned roles. Students will be provided Accountable Talk stems to facilitate discussions and the RESPECT acronym in order to help them remember to always show respect when engaging in discussions. Student discourse and questioning will be used as formative assessments to assess what students know and understand, misunderstand, and do not understand to guide future instruction.

Writing Task: Students will write summaries to extend their understanding of the skills of identifying main ideas and supporting details using the strategy of summarizing. Students will also write opinion and informative/explanatory pieces. Students will use graphic organizers to aid them in organizing their

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thoughts. They will use technological tools such as www.voki.com and www.goanimate.com to enhance their writings. Students will be provided a writing rubric for the writing tasks. The writing products will be used for the formative assessment of reading comprehension, vocabulary acquisition, ability to analyze, synthesize, and evaluate information presented in complex texts.

Text Selection: The selected texts are at the upper Lexile levels of the 4-5 grade band. Texts were purposefully selected because of the complex nature of the structure of the texts, language features, purpose, and knowledge demands for students. “Preparing for a Disaster” by Megan McGibney has a Lexile level of 980L and was intentionally selected as the first text to introduce students to discipline-specific and unfamiliar vocabulary and introduce students to disasters in general – specifically earthquakes and tornadoes. “EARTHFORCE in the crust” by The Franklin Institute has a higher Lexile level of 1010L and moves students to more challenging abstract concepts and theoretical knowledge about earthquakes in particular. Tiered supplemental texts are included as reading extensions.

Outline of Unit Plan: This unit is designed as a six-day course of instruction with options of resources to extend the lessons even more. This exemplar is designed to allow students multiple exposures to the texts with varied student response modalities (independent, partner, small group, writing). The first reads of the texts focus on reading comprehension and summarizing using sentence starters and then using a written summary formula and the technological support of www.goanimate.com. The second reads focus on analyzing the text and then completing an opinion writing activity about earthquakes using www.voki.com. There is also an opportunity for students to hone research, reading, writing, speaking, and listening skills by participating in a structured, collaborative debate guided by essential questions and essential understandings. In the culminating writing assignment, students write an informative/explanatory essay which requires them to use higher-level Bloom’s Taxonomy critical thinking skills such as analyzing, synthesizing, evaluating, and creating. Both reading and writing activities and tasks use the Gradual Release of Responsibility instructional model.

Instructional Supports (i.e., English Language Learners, Students with Disabilities, struggling readers): background building videos, vocabulary illustrations, graphic organizers, purposeful groupings, audio text, multiple readings of text, comprehensive literacy approach (reading, writing, listening, speaking, viewing), summarizing or retelling, cloze activity, sentence starters, word walls, modeling fluency and think alouds, and use of technology tools and student choice to engage learners.

Standards Addressed: The following Common Core State Standards are the focus of this exemplar unit: RI.1, RI.2, RI.3, RI.4, RI.5, RI.7, RI.8, RI.9, RI.10, RF.3, RF.4, W.1, W.2, W.4, W.6, W.8, W.9, SL.1, SL.2, SL.3, SL.4, SL.5, L.1, L.2, L.3, L.4, and L.6.

Materials Included: This set of 6 lessons includes:

Printable copies of complex texts Accountable Talk Stems Text Dependent Questions and Answers Free Technological supports Vocabulary Annotations for Teacher Writing Assignments, Templates, and

Rubrics Lesson Extension Centers

Graphic Organizers

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Suggested Daily Implementation Plan

Day 1 - First Read of “Preparing for a Disaster” by Megan McGibney (Attached File)

1. Review the RESPECT acronym (see attached file) with students, providing instruction of discussion rules.

2. Review Accountable Talk stems (see attached resource – Appendix B) with students.

3. Play short background building videos on disasters, tornadoes, and earthquakes:

Education for Disaster Preparedness video by UNESCO:

https://www.youtube.com/watch?v=USLHmwvpjX8

Tornadoes 101 video by National Geographic:

http://video.nationalgeographic.com/video/101-videos/tornadoes-101?source=searchvideo

Earthquakes 101 video by National Geographic:

http://video.nationalgeographic.com/video/101-videos/earthquake-101

4. Have students to explain their understanding of disasters, brainstorm various types of disasters (i.e., earthquakes, tornadoes, hurricanes, tsunamis, floods, etc.), and facilitate a whole class discussion to help students complete a concept map (attached file) on “disasters.”

5. Do not introduce the text. Allow students time to number the paragraphs and students reading at or above grade level time to independently read the text once before making major annotations. Struggling readers, students with disabilities, and English Language Learners should be allowed to listen to the pre-recorded text on audio in order to provide equitable access to the text for all students.

6. Read the title and the first paragraph aloud to model fluent, expressive reading, develop students’ listening skills, and make the text accessible to all students.

7. Ask students a set of text-dependent questions and to perform targeted tasks. Students should annotate the text as the discussion progresses, noting any unfamiliar words, unusual word choice by the author, things that are confusing, anything they feel is important, and ideas they

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want to discuss, etc. The productive struggle of initially reading the text independently will cultivate independent, proficient, and advanced readers.

(Q1) The text states “Some disasters cannot be stopped. These disasters include earthquakes and tornadoes. It is very hard to deal with these disasters, and it can take a very long time for life to get back to normal.” Can you use context clues to determine the meaning of the word “disasters?” Students should infer that disasters are often sudden, destructive events that can cause loss of life, damage to property, and great hardship.

Activate students’ prior knowledge and build background knowledge by creating a Venn diagram (see attached file) to define, compare, and contrast earthquakes and tornadoes. Students should note that both earthquakes and tornadoes are destructive events of nature with wide ranges of intensity which can destroy houses and other buildings.

Have students to chorally read the second paragraph with you. Guide students in using word analysis and decoding skills to determine the meaning of the word “predicted” and context clues to determine the meaning of “intensity.” predict – to tell something before it happens / intensity – the strength, force, or magnitude of something

(Q3) Pay close attention to the sentence, “The time or intensity of an earthquake cannot usually be predicted.” Why is this so? Ask students to cite textual evidence to justify their responses. “Because earthquakes and tornadoes are forces of nature, people have to deal with them as they come.” Does this mean that there is nothing that we can do to prepare for earthquakes and tornadoes? “With proper preparation, we can minimize the disaster’s impact.”

(Q4) Can you use context clues to explain the meaning of the word “impact?” forceful contact, influence, or effect - Students who play sports may relate to this word from prior knowledge and experience.

Have students to re-read the last sentence in paragraph two, “With proper preparation, we can minimize the disaster’s impact.” (Q5) Why do you think the author chose to use these particular words? Responses will vary. Possible answers are to give the reader hope that there are things we can do to protect ourselves.

Have students to partner read the third and fourth paragraphs. (Q6) How would you define “interior wall?” Students should note that the term “interior wall” may be defined using context clues (an example), “a wall whose other side is not the outside of the building. Remind students that summarizing is simply stating in a shortened form what a text says. (Q7) Can you summarize what precautions people who live in areas where earthquakes are likely to occur take in order to protect themselves? Students should note people experiencing earthquakes should get away from windows and exterior walls, take cover under desks or tables, stand against an interior wall, protect themselves from falling objects, get into an

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open spot outside, get away from buildings, power lines, and anything else that may fall and hurt them.

Ask students to independently read the 5th – 8th paragraphs. Focus students’ attention on sentences with the following terms to use context clues to define: destructive, aftershocks, wreak havoc, and rigorous. (Q8) Can you define these words using context clues? What types of context clues and textual evidence helped you define the terms? Destructive – causing damage; Aftershocks – smaller quakes that occur minutes or hours after the first one; Wreak havoc – to destroy or ruin; Rigorous – rigid, severe, harsh

(Q9) According to the text, what can be done to lessen serious damage caused by

earthquakes and tornadoes? People being prepared and taking precautions to stay safe from harm may lessen the serious damage caused by earthquakes and tornadoes.

(Q10) How would you define “basement, shelter, and debris?” basement – an underground room in a building; shelter – a place to live to protect people from the elements; debris – the remains of anything broken, rubble, ruins, or loose fragments of rock

(Q11) Re-read paragraphs 7 and 8. Can you compare and contrast the best places to seek shelter in earthquakes and tornadoes? Cite textual evidence to tell how the places are alike and how they are different and explain why? For both tornadoes and earthquakes, people should take shelter. For tornadoes, people should take shelter in a building or basement or a ground floor room with no windows and cover themselves with a mattress. They may also stand next to an interior wall. In earthquakes, people should also protect themselves from falling debris and may stand next to an interior wall. If people are outside during an earthquake, it is best to get into an open spot, away from buildings, power lines, and anything else that may fall and hurt them.

Ask students to independently read paragraphs 9 and 10. (Q12) How would you define “precautions” and “restored?” precautions – a measure taken in advance to advert damage and promote a good end; restored – to bring back to the original state

(Q13) What does the author mean when she states in the last paragraph, last sentence, “Buildings can be restored, but lives cannot.” Answers will vary, but students should generally surmise that buildings and things can be replaced, but the lives of people cannot.

Review the skill of identifying the main idea and supporting details with students. Tell them the main idea of a text is what the passage is mostly about or the most important big idea in the text. Supporting details provide additional facts, details, and examples to support the main idea. (Q14) Can you share the main idea of

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passage with a partner? Answers will vary, but should generally state the main idea of the passage is how to help people prepare for disasters such as tornadoes and earthquakes.

Reading Foundation Skills: Have students to go through and circle all words in the text that end in “-ed” (i.e., stopped, leveled, predicted, detected, issued, prepared, destroyed, spotted, plagued, designed, restored). Explain that “-ed” is a suffix that means “past tense” or “already happened.” Explain to students that words can have three basic parts – prefix, suffix, and base or root word. The prefix comes at the beginning of the word, the suffix comes at the end, and the base or root word is the main part of the word that carries the meaning of the word. Help students to focus on the base words and meanings of the identified words.

Conclude the close read by having students to finish the following sentence/cloze activity: “Although scientists are trying to find better ways to ______________________ these two natural disasters, the best way to be ________________________ is to take __________________________ in order to stay safe from harm. (Answers: predict, prepared, precautions)

As a whole class, use the Analytic Summary template (see attached resource – Appendix C) to write an analytic summary of the text. Help students to focus on analytic writing, grammar (focusing on declarative sentences, and action verbs in the analytic summary – listed, states, supports, demonstrates, shows or proves), conventions (capitalization, punctuation, and spelling). Use the writing assignment as a formative assessment to assess what students know and understand, what students do not know, and what students misunderstand to guide future instruction.

Close the lesson by having students to chorally read the analytic summary and complete a 3-2-1 exit ticket (see attached resource - Appendix D). In accordance with the text, list 3 precautions people can take in natural disasters. List 2 natural disasters discussed in the text. List 1 question you have after reading the text. The question cannot be a question that can be answered with “yes” or “no” or one word.

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Days 2 - 3 – Second Read of “Preparing for a Disaster” by Megan McGibney (Attached File)

1. Begin the lesson by allowing students to ask and discuss their student-generated questions from Day 1 lesson exit tickets using accountable talk (see attached Accountable Talk stems resources – Appendix B). Use the questions and answers students discuss as a formative assessment to help to guide today’s instruction – to assess what students know and understand, what students do not know, and what students misunderstand to guide future instruction.

2. Reading Foundational Skills: Explain to students that we will have a mini-lesson to focus on dictionary skills. Use the following studyzone.org website to teach students about dictionary skills: http://www.studyzone.org/testprep/ela4/h/dictskill.cfm. Also, explain the term “guide words” – the terms at the top of a dictionary page indicating the alphabetically first and last terms on the page. Give students the entry words “disaster, earthquake, and tornado” and have them to come up with their own guide words for each entry word.

3. Have students to re-read the text independently in order to prepare to further analyze the text.

4. Ask students a set of text-dependent questions and to perform targeted tasks.

(Q15) What is the structure of the text (chronological, compare/contrast, description, cause/effect, problem/solution). Have students to cite textual evidence to justify their responses. Answers will vary, but may include compare/contrast (tornadoes and earthquakes), problem/solution (disasters and measures to prepare for them), cause/effect (disasters may cause damage and destruction), and description (describing what people can do in tornadoes and hurricanes to protect themselves).

(Q16) How does understanding a text’s structure help you to better understand the meaning of the text? Reading should be purposeful. Understanding the text’s structure will help you to understand the author’s purpose in writing the text and where to find useful information in the text.

(Q17) What is the author’s purpose in writing the text? Answers may vary, but may include to inform, to persuade, or to express ideas and feelings.

(Q18) What are some ways readers may construct meaning from the text? Possible responses: examining text structure, text features, vocabulary, graphic features, etc.)

(Q19) How effective is the graphic feature (photo) in helping the reader to construct meaning from the text? Answers may vary, but should generally state the graphic shows students taking precautions to hide under desks in order to protect themselves during a disaster.

(Q20) Can you identify any unfamiliar vocabulary which we have not already discussed? Think-Pair-Share with a partner to discuss the possible meanings of the terms. Ask students to share some of the terms with the whole group. Ask students

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what vocabulary strategies they used to determine the meanings of the unfamiliar words.

Review the skills of making generalizations with students. Tell them that a generalization is a broad statement or idea that applies to a group of things or people. Further explain to students that generalizations may be true or false. Provide students with an example of a generalization from the text: Disasters cannot be stopped. Have students to discuss whether this is a true or false generalization based on textual evidence. (Q21) Can you use the text to make some generalizations? Answers will vary.

5. Have students to write a text to self, opinion piece on the following writing prompt: In your opinion, what are the top five essential materials to include in a disaster preparation kit and why? Be sure to provide reasons that are supported by examples and details. Please use the attached Disaster Emergency Kit worksheet (see Appendix E) to aid you in organizing your thoughts and prioritizing your needs. What are three lessons you learned from the text that would help you to better prepare for disasters like earthquakes and tornadoes?

6. Close the lesson by having students to read aloud and share their original writings.

Lesson Extension Centers:

Reading Comprehension – Students are provided an opportunity to self-select tiered reading selections (attached files): “Why Are There Earthquakes?” by Rachelle Kreisman (620L – below grade level); “Quake in Indonesia” by readworks.org (970L – on grade level); “Avoiding Earthquake Surprises in the Pacific Northwest” by The American Museum of Natural History (1030L – above grade level). Students may also view the following videos as text:

Science of Earthquakes video by History.com:

http://www.history.com/videos/the-science-of-earthquakes#the-science-of-earthquakes

Science of Tornadoes video by History.com:

http://www.history.com/videos/the-science-of-earthquakes#science-of-a-tornado

Writing – Students self-select an independent or partner writing activity:

Students independently complete a “Critical Thinking Stems” worksheet (Appendix L) based on the written or video texts.

Students write a poem or song about earthquakes, tornadoes, or disasters. Students create a one minute or less public service announcement about disaster preparation.

Art – Students self-select an independent or partner art activity:

Students create a collage around the topic of earthquakes, tornadoes, or disaster preparation. Students create a visual representation (drawing/illustration) of new knowledge learned.

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Day 4 – First Read of “EARTHFORCE in the crust” by The Franklin Institute (Appendix A)

1. Review the RESPECT acronym (see attached file) with students, providing instruction of discussion rules.

2. Review Accountable Talk stems (see attached resource – Appendix B) with students.

3. Play short background building video on earthquakes:

Earthquakes video on Study Jams:

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/earthquakes.htm

4. Do not introduce the text. Allow students time to number the paragraphs and students reading at or above grade level time to independently read the text once before making major annotations. Struggling readers, students with disabilities, and English Language Learners should be allowed to listen to the pre-recorded text on audio in order to provide equitable access to the text for all students.

5. Read the title and the first paragraph aloud to model fluent, expressive reading, develop students’ listening skills, and make the text accessible to all students.

6. Ask students a set of text-dependent questions and to perform targeted tasks. Students should annotate the text as the discussion progresses, noting any unfamiliar words, unusual word choice by the author, things that are confusing, anything they feel is important, and ideas they want to discuss, etc. The productive struggle of initially reading the text independently will cultivate independent, proficient, and advanced readers.

Guide students in defining the science vocabulary terms: molten, magma, and mantle. Molten – melted; magma – hot melted rock beneath the surface of the Earth; mantle – the portion of the Earth between the crust and the core

(Q1) What do scientists think causes the ground on Earth to move? Scientists believe that the entire crust of the Earth is broken into big pieces called plates. All of these plates are drifting on the liquid molten magma of the mantle beneath the crust of the Earth.

Have students to partner read the third paragraph. (Q2) According to the text, what are plate tectonics? “Scientists think that the entire crust of the Earth is broken into big pieces called plates. “ The movement of these plates is called plate tectonics.

(Q3) Can you use context clues to define the word “elastic?” something “can bend and change shape”

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Again model fluency by reading aloud the 4th and 5th paragraphs. (Q4) Ask students to focus on and re-read the sentences with the following vocabulary terms: tremendous, vertically, fault, plates, and properties. Guide students in determining the meanings of these words. Tremendous -great in size, amount, or intensity; vertically – perpendicular to the plane of the horizon; fault – a crack; plates – big pieces of the Earth’s crust; properties – qualities or characteristics

(Q5) According to the text, what is a common cause of the formation of mountains and valleys? the movement of tectonic plates

(Q6) How would you describe crustal rock using details from the text? “While crustal rock is solid, it does have some elastic properties.”

Have students to re-read paragraph 5 independently. (Q7) Can you explain how the San Andreas fault has been a benefit to scientists? “For many years, scientists have used the fault to study the crustal plates, properties of rock, and the core of the Earth.”

Have students to choral read paragraph 6. (Q8) The force of plate scraping has caused what kinds of effects? “In some places, the force of the plate scraping has broken roads, relocated streams, and lowered mountains.”

Have students to independently read paragraphs 7, 8, and 9. Ask students to pay particular attention to sentences with the following vocabulary terms: earthquakes, geology, structures, earthquake resistant, igniting, and vibrations. (Q9) Do you know the meanings of these words? earthquakes – the movement of the Earth’s crust; geology – the study of the physical history of the Earth; structures – something constructed like a building or a bridge; earthquake-resistant – able to withstand an earthquake; igniting – setting on fire; vibrations – shaking motions

(Q10) In 1906, a minor earthquake occurred near San Francisco and about 500 people died. In 1989, another quake rocked San Francisco, but only 62 people died. To what do you attribute the difference in the number of deaths? Answers may vary, but may include: “In the history of the fault, the 1906 quake was minor,” the city was young and may not have been heavily populated. Today, buildings are earthquake-resistant and may not fall on people as easily as in 1906.

(Q11)Why was the 1906 earthquake such a disaster? Answers may vary, but may include the quake was minor: people died “not from the quake, but from the falling buildings and raging fires that resulted.” Answers may also include buildings now are more earthquake-resistant and the area may not have been as densely populated as in 1989.

(Q12) What do you think can be done to solve the problems of death and destruction caused by crustal movement? Student answers may include textual evidence and solutions-oriented ideas they generate with their own creativity.

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Review the skill of identifying the main idea and supporting details. (Q13) What is this selection mainly about? How do you know? The selection is about how earthquakes are caused by plate tectonics and the results of earthquakes.

(Q14) What are three supporting details of this main idea? Answers may vary, but may include: “Earthquakes are a natural part of Earth’s geology. In some places, the force of the plate scraping has broken roads, relocated streams, and lowered mountains. Today, buildings are ‘earthquake-resistant.’”

Review the skill of distinguishing facts and opinions. Tell them facts can be proven. Opinions are people’s personal feelings and beliefs. (Q15) Can you identify some facts from the text? Answers may vary but may include: The San Andreas fault is the result of plate tectonics. The San Andreas Fault is at least thirty-two kilometers (twenty miles) deep. There were earthquakes in San Francisco in 1906 and 1989. Five hundred people died in the 1906 earthquake and only 62 died in the 1989 quake.

Review the skill of drawing conclusions with students. Tell them when you draw conclusions you rely on the facts presented and conclude the next logical step or idea. (Q16) What conclusion does the author draw as his opinion about vibrations in the Earth’s crust? “Clearly there is no way to be prepared completely for violent vibrations in the crust.”

(Q17) What do you predict will be the outcome if the tectonic plates keep moving? Answers will vary

Lesson Extension Centers:

Writing - Students may self-select an independent or partner writing assignment:

Students create a top ten list of important concepts and essential understandings of unit.

Students explain the seriousness of disaster preparation in an editorial to the local newspaper.

Review the five sentence summary formula (see attached resource in Appendix F) with students. Have students to work with a partner to write a five sentence summary of the text. Provide and review the attached writing rubric (Appendix G) to ensure students clearly understand expectations.

Early finishers may type or orally record the summary using the online speaking avatar program www.voki.com (see attached Voki instructions resource – Appendix H). Teacher should be able to provide students a quick 5-10 minute tutorial on www.voki.com. The www.voki.com website is very easy to use and navigate for teachers and students.

To close the lesson, play the Voki summaries to share with the whole class. Have students to use the attached writing rubric (see Appendix G) to evaluate and discuss each other’s summaries. Teacher will listen to Voki summaries as a formative assessment to assess what

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students know and understand about earthquakes, what they do not know, and what they misunderstand in order to guide future instruction.

Drama – Students may act out a dramatic scene around the topic of disaster preparation for the whole class.

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Day 5 – Second Read of “EARTHFORCE in the crust” by The Franklin Institute (Appendix A)

1. Vocabulary Development - Write the word ‘earthquakes” on the board. Have students to do a Word Factory, which is brainstorming words they can create from the letters in the word “earthquakes” (i.e. – earth, eat, sat, quake, these, ask, etc.).

2. Have students to re-read the text independently or with a partner in order to prepare to further analyze the text.

3. Have students to identify three new words in the text. Have students to Think-Pair-Share definitions with a partner. Have students to share some of the terms in whole group discussion using accountable talk (see Appendix B). Have students to choose one of the new words for which to create a vocabulary map (see attached resource for vocabulary map template – Appendix I). Post vocabulary maps (which include definitions, illustrations, sentences, parts of speech, antonyms, and synonyms) around the walls or on desks for students to take a quick gallery walk. This activity will benefit struggling readers, English Language Learners, and Students with disabilities in particular because of the use of definitions, illustrations, words in context, and use of a graphic organizer.

4. Ask students a set of text-dependent questions and to perform targeted tasks.

(Q18) Can you brainstorm other titles that may be appropriate for the text and state why? Answers will vary

(Q19) What is the author’s purpose in writing the text? Answers may vary, but may include to inform, to persuade, or to express ideas and feelings.

(Q20) What is the genre of the text? What are some characteristics of this type of genre? Nonfiction, informational text – provides information, etc.

Review identifying the cause (why something happens) and the effect (what happens) with students. (Q21) Can you identify three causes and effects from the text? Allow students to chart the examples on their own personal cause/effect graphic organizer (see attached resource – Appendix J) and then chart responses on a cause/effect graphic organizer as a whole group.

5. Have students to work with a partner to collaborate and create a text to world, informative/explanatory video using the easy-to-use online computer animation program www.goanimate.com. Students are to use the text to write and explain what earthquakes are, what scientists think causes earthquakes, what are the effects of earthquakes, and the benefits of earthquake preparedness. Students may use the attached character dialogue worksheet (see attached file) to aid in writing their characters’ dialogue. Teacher should review and provide students with a copy of the attached rubric for this writing assignment (see Appendix G).

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Teacher may show the following example of a GoAnimate informative/explanatory video: http://goanimate.com/videos/0FIRmsIKV2Uc

6. Close the lesson by sharing the GoAnimate videos with the whole class.

Lesson Extension Centers:

Writing – Students self-select an independent or partner writing activity.

Students create an outline based on information in the two texts. If students have not been taught how to create an outline, teacher will need to teach a mini-lesson on how to do so.

Students create a Word Ladder about earthquakes, tornadoes, and/or disaster preparation. Students will need exposure to Word Ladders in order to know how to create their own Word Ladder.

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Day 6 – Culminating Writing Assignment using the texts “Preparing for a Disaster” by Megan McGibney and “EARTHFORCE in the crust” by The Franklin Institute

1. Begin the lesson by having students to brainstorm vocabulary terms and ideas associated with earthquakes to create a word cloud using www.wordle.net.

2. Explain to students that today is the culminating writing assignment on the Earthquakes unit.

3. Have students to write an informative/explanatory essay in which they explain the information provided by the two authors to aid people in preparing for disasters such as tornadoes and earthquakes, and explain why earthquakes occur and how to adequately prepare for them. Students should cite details and examples from the texts when explaining the information.

Students should include how earthquakes, tornadoes, and other disasters impact our lives and ways to effectively prepare for disasters.

Students should also include any changes they would recommend relative to disaster preparedness and explain any ideas they feel are better solutions.

Lesson Extension Center:

In order to extend the assignment, students may use the information from their essay in order to create a Microsoft Photo Story about earthquakes (see attached instructions and Photo Story rubric Appendix K).

Note: Please see a list of unit vocabulary in Appendix M.

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APPENDICES

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APPENDIX A

EARTHFORCE

in the crustThe Franklin Institute

Go outside, find a flat piece of ground, and stand perfectly still. You won't be able to notice it, but the ground beneath your feet is moving. Imagine that you are balancing on a raft on a pond, gently drifting. If you live on the North American continent, the ground beneath you is one giant raft drifting westward very slowly, about 2.5 centimeters (one inch) per year. Get a ruler and think about that. Imagine that you move just one inch during an entire year. That seems pretty slow, but, considering the size of the continent, the force of that movement can be huge. If a bicycle moved an inch and bumped into you, it wouldn't really hurt. If a car moved an inch and bumped into you, it might make a bruise. If a school bus moved an inch, the bump might break a bone. If a tractor trailer bumped into you, you'd notice.

Scientists think that the entire crust of the Earth is broken into big pieces called plates. All of the plates are drifting on the liquid molten magma of the mantle beneath the crust. Even though they're drifting very slowly, when they bump into each other, the force is huge. People who live near the edges of a plate notice the bumping. Most often, the earth beneath them quakes and shakes as the plates bump and rub.

Scientists call this action plate tectonics. Over millions of years, plate tectonics has changed the appearance of the Earth's crust. Besides the crustal plates drifting and moving to different locations, the pushing and pulling between plates causes mountains and valleys to form. Scientists think that, long ago, the crustal plate of India collided with the huge crustal plate of Asia to form the Himalayas, the highest mountains in the world. While crustal rock is solid, it does have some elastic properties. With enough force and heat, rock can bend and change shape. When the two plates bumped into each other, rock along the edges pushed upward. Even today, scientists think that the Indian plate is still colliding with the Asian plate, moving about five centimeters (two inches) per year, and causing the highest mountains to rise even higher.

Most of the plates meet under the oceans where the force of their pushing and pulling may sometimes not even be noticed. Some plates, like the Indian and Asian plates, meet on dry land. The Himalayan mountains were formed when the two plates pushed together. The Pacific and North America plates also meet on dry

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land. These two giant crustal plates are not pushing together, however. They are scraping against each other. The Pacific plate is drifting Northward, scraping along the edge of the North American plate. The result of this tremendous force is the San Andreas fault, which cuts vertically through the state of California for nearly 1,125 kilometers (700 miles).

Scientists think that the San Andreas fault may be one hundred million years old. The crack in the crust between the plates is at least thirty-two kilometers (twenty miles) deep. For many years, scientists have used the fault to study the crustal plates, properties of rock, and the core of the Earth.

The San Andreas fault is a dangerous laboratory, however. In some places, the force of the plate scraping has broken roads, relocated streams, and lowered mountains. The biggest danger, of course, is from the quaking. The crustal plates are pushing and pulling causing motion. The mantle beneath the crust is pushing and pulling causing motion. All of that force builds up energy. When the energy gets released, the crust vibrates.

Each month, scientists observe several small earthquakes along the San Andreas fault. Most of them are barely noticeable. Once in a while, however, the energy really builds and releases a tremendous vibration.

Earthquakes are a natural part of the Earth's geology and are not necessarily dangerous. In the past 150 years, a tiny blip in the lifespan of the fault, Americans have moved to California and built structures near the fault. During that time, many lives have been lost due to quakes along the fault. In 1906, for example, the crust vibrated strongly for forty-five seconds. In the history of the fault, the 1906 quake was minor. However, in nearby San Francisco, a young city was destroyed. Five hundred people died—not from the quake, but from the falling buildings and raging fires that resulted. Buildings tumbled to the ground, breaking streets below. Woodstoves and oil lamps ignited the rubble. The city burned for three days.

In spite of the destruction and potential for future earthquakes, the citizens of San Francisco stayed and rebuilt their city. Today, buildings are "earthquake- resistant." Emergency procedures are ready and waiting. Yet, in 1989, another quake rocked San Francisco, killing sixty- two people, destroying buildings, and igniting fires across the city. Clearly, there is no way to be prepared completely for violent vibrations in the crust.

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APPENDIX B

Accountable Talk Stems I have a question about … I wonder why… I agree/disagree with __________ because … I notice __________ and that reminds me of … I learned… I liked/disliked ____________ because… I think the character ____________ is feeling ___________ because… I don’t understand _______________. Could you clarify... When I read ___________, I wonder what this character’s viewpoint is

about the situation … I’m feeling like a lot is going on right now. I’m going to stop and think

aloud about what is happening to make sure I understand … This story’s setting is ______________, so I’m picturing… The use of figurative language ______________ means … I thought ________________was going to happen based on

______________, but now I think _____________ will happen because… The words say ___________, but when I look at the illustration, I think … I want to add on to what _____________ said… So you are saying … _____________________surprised me about the text when I read

_____________________

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APPENDIX C

Analytic Summary Frame

After having read ___________ by ___________, there

were many key ideas listed in the text. To begin with,

the main idea is ________________________________.

According to the passage, ________________________.

Additionally, the passage also states ________________

____________________________. Another piece of

evidence that supports the main idea is _____________

___________________________. Finally, the text

demonstrates _________________________________.

This shows or proves why ________________________.

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APPENDIX D

Exit SlipList 3 precautions people can take in natural disasters._________________________________________________________________________________________________________________________________________________________________________________________________________

List and describe 2 natural disasters discussed in the text.______________________________________________________________________________________________________________________________________

List 1 question you have after reading the text.______________________________________________________________________________________________________________________________________

Exit SlipList 3 precautions people can take in natural disasters._________________________________________________________________________________________________________________________________________________________________________________________________________

List and describe 2 natural disasters discussed in the text.______________________________________________________________________________________________________________________________________

List 1 question you have after reading the text.___________________________________________________________________

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___________________________________________________________________

APPENDIX E

Disaster Emergency Kit

1. Item: _______________________________________Reason: _____________________________________

2. Item: _______________________________________Reason: _____________________________________

3. Item: _______________________________________Reason: _____________________________________

4. Item: _______________________________________Reason: _____________________________________

5. Item: _______________________________________Reason: _____________________________________

6. Item: _______________________________________Reason: _____________________________________

7. Item: _______________________________________Reason: _____________________________________

8. Item: _______________________________________Reason: _____________________________________

9. Item: _______________________________________Reason: _____________________________________

10. Item: ___________________________________Reason: _____________________________________

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APPENDIX F

Written Summary Formula Sentence 1 – Topic sentence which states the main idea Sentence 2 – Sentence which states supporting detail # 1 Sentence 3 – Sentence which states supporting detail # 2 Sentence 4 - Sentence which states supporting detail # 3 Sentence 5 – Conclusion statement which sums up ideas

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APPENDIX G

Writing Rubric1 2 3 4 5

Organization & Focus

Minimally addresses

topic and not organized

Provides a little relevant

information on topic but is

disorganized and/or

contains extra information

Is generally focused on a

single topic/theme

but may include some

extra information

Focuses on the topic/theme;

sense of completeness

Very well focused on the

topic/theme with a logical

progression of ideas; sense of

wholeness

Support & Developmen

t

Limited supporting ideas and

development

Support and development is inadequate or

not logical

Some logical support and

development

Provides adequate

logical support and

development

Provides ample logical support

and development

Style & Language

Limited word choice;

Frequent errors in sentence structure

Uses few descriptive

words, phrases, and details, but

lacks precision; little variation

in sentence structure

Uses general words and

some descriptive

words, phrases, and details, but

lacks precision; attempted use of variation in

sentence structure is sometimes

correct

Uses grade-appropriate descriptive

words, phrases, and details, but

lacks precision; attempted use of variation in

sentence structure is generally correct

Uses above grade level descriptive

words, phrases, and

details; use of various

sentence structure is

correct; precise

Conventions Excessive errors in

grammar, spelling,

capitalization

Many errors in grammar, spelling,

capitalization

Some errors in grammar, spelling,

capitalization

Few errors in grammar, spelling,

capitalization

No errors in grammar, spelling,

capitalization

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APPENDIX H

Voki Instructions

1. Go to www.voki.com

2. Create a free login account username and password

3. Click on the Create tab

4. Customize your character (by choosing character, clothing, and the bling)

5. Choose your background

6. Give your character voice by either typing your text (click on keyboard key) or recording your voice with a microphone (click on microphone)

7. Publish your speaking avatar

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APPENDIX IVocabulary Map

Vocabulary Word

___________________________________________

Definition Picture

Part of Speech andAntonym/Synonym

Sentence

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APPENDIX J

CAUSE EFFECT

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APPENDIX K

Microsoft Photo Story Action Steps:1. Students collect photos, pictures, and clip art relative to earthquakes.2. Students decide to whom they will dedicate their project.3. Students scan photos, word documents, dedication page, acknowledgments page, etc. into Photo Story.4. Students use their opinion essay to make oral commentary and written notes on photos in Photo Story. It is not necessary to have oral recitations for every photo, picture, or clip art.5. Students insert their musical selections in Photo Story.6. Students save their Photo Story.

Rubric: CATEGORY 4 3 2 1

Required Elements - (4)The Photo Story includes all required elements as well as additional information. (3) All required elements are included in the Photo Story. (2) All but 1 of the required

elements are included in the Photo Story. (1) Several required elements were missing.

Conventions - (4) Capitalization, punctuation, and grammar are correct throughout the Photo Story. (3) There is 1 error in capitalization, punctuation, or grammar. (2) There are 2 errors in capitalization,

punctuation, or grammar. (1) There are more than 2 errors in capitalization, punctuation, or grammar.

Attractiveness - (4) The Photo Story is exceptionally attractive in terms of design, logical organization, and neatness. (3) The Photo Story is attractive in terms of design, logical organization, and neatness. (2) The Photo Story is acceptably attractive though it may be a bit messy. (1) The Photo Story is distracting,

messy or very poorly designed. It is not attractive.

Labels (4) All items of importance in the Photo Story are clearly labeled with labels that can be read from at least 3 ft. away. (3) Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. (2) Several items of importance on the Photo Story are clearly

labeled with labels that can be read from at least 3 ft. away. (1) Labels are too small to view OR no important items were labeled.

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Use of Class Time (4) Used time well during each class period. Focused on getting the project done. Never distracted others. (3) Used time well during each class period. Usually focused on getting the

project done and never distracted others. (2) Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. (1) Did not use class time

to focus on the project OR often distracted others.

APPENDIX L

Critical Thinking Stems

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In paragraph __, I have a question about

_____________________________________________________________________

__________________

In paragraph ___, I agree with _________________

because______________________________________________________________

________

In paragraph __, I wonder why __________________

_____________________________________________________________________

__________________

In paragraph __, the main idea is ________________

_____________________________________________________________________

__________________

Appendix M

Vocabulary for “Preparing for a Disaster” by Megan McGibneyAftershocks Smaller quakes that occur minutes or hours after

the first oneBasement An underground room in a buildingDebris The remains of anything broken, rubble, ruins, or

loose fragments of rockDestructive Causing damageDisasters Sudden, destructive events that can cause loss of

life, damage to property, and great hardshipEarthquakes Vibrations in the Earth’s crustImpact Forceful contact, influence, or effectIntensity The strength, force, or magnitude of somethinginterior wall A wall whose other side is not the outside of the

buildingPrecautions A measure taken in advance to advert damage and

promote a good endPredicted Told something before it actually happenedRestored To bring back to the original stateRigorous Rigid, severe, harshShelter A place to live to protect people from the

elementsTornadoes A violent, destructive windstorm over landwreak havoc To destroy or ruin

Vocabulary for “EARTHFORCE in the crust” by The Franklin Instituteearthquake-resistant Able to withstand an earthquakeEarthquakes Vibrations in the Earth’s crustFault A crackGeology The study of the physical history of the EarthIgniting Setting on fireplate tectonics The movement of Earth’s crustal platesPlates Big pieces of the Earth’s crust

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Properties Qualities or characteristicsStructures Something constructed like a building or a bridgeTremendous Great in size, amount, or intensityVertically Perpendicular to the plane of the horizonVibrations Shaking motions

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