Mrs. Williams5th Grade

Earthquake

Terror

Day 1

Teacher Read Aloud: The Wreck of E.S. Newman

http://www.curriculumcompanion.org/public/lite/houghtonMifflin/hm05/pdf/hm05_ra_t1s1_newman.pdf

n.  The remains of something broken or destroyed; rubble. The bulldozer pushed the debris into the corner of the lot. 

Word History: The Old French verb debrisier meant "to break into pieces" or "crush." The French word débris means "something that has been broken or crushed," and this is the origin of the English word.

debrisS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

n.  Destruction or ruin. The floods brought devastation to much of the coast. 

devastationS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

n.  A break in a rock mass caused by a shifting of the earth's crust. An active fault runs through the center of our town. 

faultS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

n.  The striking of one object against another. The impact of the bike hitting the fence knocked the flowerpots to the ground. 

impactS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

n.  A sudden jerk or bump. When the car went over the speed bump, the passengers got quite a jolt. 

joltS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

v.  To suddenly shake, vibrate, or quiver. The house shuddered every time a heavy truck drove by. 

shudderedS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

adj.  Easily affected. In the winter Maria had to be careful as she was particularly susceptible to colds. 

susceptibleS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

adj.  Moving in waves or with a smooth, wavy motion. The undulating water raised and lowered the rowboat. 

Word History: The Latin word for a wave, unda, contributes the sense of rising and falling in the word undulating.

undulatingS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

n.  A lifting or upward movement of the earth's crust. The mountain range was created by a great upheaval. 

upheavalS1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading.

(R5-S1C6-01) Predict text content using prior knowledge and text features.

(R5-S1C6-06) Use reading strategies to comprehend text.

Earthquake Terror

Mrs. Williams

5th Grade

Earthquake

Terror

Day 2

Earthquake TerrorTogether we will discuss and answer in

complete sentences, questions 1-7 on page 46 of your text. You may look back in your text if you need to. When you're finished begin thinking about the following questions.

What is the main idea of the story?

How does the main character change within the story?

Pick out two FACTS and OPINIONS from the story.

Summarize the story in 15 words or less.

(R5-S1C6-06) Use reading strategies to comprehend text.

Earthquake Terror Vocabulary

debris The remains of something

broken or destroyeddevastation

Destruction or ruin

earthquake A trembling or shaking of the

ground caused by movements far below the earth’s surface

fault A break in a rock mass caused

by a shifting of the earth’s crust

impact The striking of one body against

another

jolt A sudden jerk or bump

shuddered shook or vibrated

susceptible Easily affected

S1C4PO2, 04 We can identify and use new vocabulary words by speaking, listening, and reading with a partner.

Mrs. Williams

5th Grade

Earthquake

Terror

Day 3

Sequence of Events is the order in which events happen

An author may tell events in chronological order, the order in which the events happened.

Words to help recognize sequence of eventswhile, as soon as, and, ever, since, then

Any others?

Time ShiftsAuthors can shift from present to past events to give extra information such as thoughts, feelings or history of a character.

Page Present Event Past Event Words that signal time shifts

35 The ground drops away beneath Jonathon’s feet.

41 Jonathon wondered if his parents had felt the quake. Sometimes, he knew, earthquakes can be felt in other areas.

43 When Abby had her accident, Moose was Jonathon’s comfort and companion.

Sequence of Events and Time Shifts

Mrs. Williams

5th Grade

Earthquake

Terror

Day 4

EXTREME PARTNER READING

Step 1

•Read the Story Summery to yourself one time. •Be sure to use good hand gestures to help you as you

read.

Step 2

•Turn to your shoulder partner and partner read the story with lots of expression.

•Don’t forget the gestures that you have practiced.

Step 3

•Take turns asking and answering at least five questions each about the text.

•Remember to both ask and answer questions with high enthusiasm.

El NiñoWith your partner, read pages 48-51 from

your text using the skills mentions in the yellow column on the left of page 48 and filling out the Main Idea and Supporting Details graphic organizer. When you are finished discuss these questions with your partner.

What causes El Nino? How are some

scientists able to draw conclusions about how long El Nino has been affecting the weather?

How are earthquakes and El Nino alike? How are they different?

How does El Nino create weather extremes?

Adding Details to your Writing

PB pg. 25

Mrs. Williams

5th Grade

Earthquake

Terror

Day 5

When You Are Finished

After you finish your Weekly Skills Test:1. Make sure your name, date, and

assignment are written clearly on the top left of the paper.

2. Turn your test paper to me and put your answer key in the reading basket.

3. Finish your Mountain Language.4. Read a book of your choice.

Making Inferences

Why does the author say that Jonathan felt as if he were on a surfboard? (pg. 33)

What does the author mean in the passage when it says: That was school. This is Magpie Island? (pg. 35)

Why do you think Jonathan tells Abby “it’s only an earthquake”?

How does the fallen tree provide them with shelter?

Why would Abby get upset if Jonathan makes a fuss about her cut?

How does the story remind you of any real-life experiences?

How is Jonathan protective of Abby?

What would you like to ask Jonathan about his experience? What would you like to ask Abby?

Cause and EffectUsing a Multi-Flow Map, choose an important event

in the story and give three actual or possible causes and effects of that event.

SimilesSometimes, in order to describe an object, person,

or event, an author compares it to something else, using words as like or as. This comparison is called a simile. For example, the simile “the ground swelled and retreated, like ocean waves” creates a vivid picture of the earth’s movements.

Find other instances in the story where the author has used similes.

Choose one of the similes, and change it. For example, what picture is created if “the ground swelled and retreated” like ripples on a pond?

Create a Different Picture

This story is told from Jonathan’s perspective. The reader experiences the same sounds, smells, memories, and sensations as Jonathan. How would the story be different if it were told from the perspective of Abby or Moose?

For Abby, consider her age, her physical limitations, and her feelings toward her brother.

For Moose, consider his extra sensitive senses of smell and hearing, and his inability to speak to Abby and Jonathan.

Journal Prompt: The Way I See It

In the NewsChoose one of the Newspaper articles available

and on a piece of notebook paper, answer the following questions about the article you chose.

What is the article about?

Where and when is the article talking about?

Why did it happen and why is this important?

Who is the article about?