Earthquake Terror

Day 1 Earthquake Terror Mrs. Williams 5th Grade

Teacher Read Aloud: The Wreck of E.S. Newman http://www.curriculumcompanion.org/public/lite/houghtonMifflin/hm05/pdf/hm05_ra_t1s1_newman.pdf

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. debris • 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.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. devastation • n. Destruction or ruin. The floods brought devastation to much of the coast.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. fault • 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.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. impact • n. The striking of one object against another. The impact of the bike hitting the fence knocked the flowerpots to the ground.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. jolt • n. A sudden jerk or bump. When the car went over the speed bump, the passengers got quite a jolt.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. shuddered • v. To suddenly shake, vibrate, or quiver. The house shuddered every time a heavy truck drove by.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. susceptible • adj. Easily affected. In the winter Maria had to be careful as she was particularly susceptible to colds.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. undulating • 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.

S1C4PO2, 04 We are acquiring and using new vocabulary for speaking and reading. upheaval • n. A lifting or upward movement of the earth's crust. The mountain range was created by a great upheaval.

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

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

Earthquake Terror

Day 2 Earthquake Terror • Mrs. Williams • 5th Grade

Earthquake Terror (R5-S1C6-06) Use reading strategies to comprehend text. Together we willdiscuss 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. How does the main character change within the story? What is the main idea of the story? Pick out two FACTS and OPINIONS from the story. Summarize the story in 15 words or less.

Earthquake Terror Vocabulary • debris • The remains of something broken or destroyed • devastation • 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.

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 events • while, as soon as, and, ever, since, then • Any others?

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

Sequence of Events and Time Shifts

Extreme Partner Reading

El Niño • With 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

When You Are Finished After you finish your Weekly Skills Test: • Make sure your name, date, and assignment are written clearly on the top left of the paper. • Turn your test paper to me and put your answer key in the reading basket. • Finish your Mountain Language. • Read a book of your choice.

Making Inferences Why does the author say that Jonathanfelt 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 Effect Using a Multi-Flow Map, choose an important event in the story and give three actual or possible causes and effects of that event.

Create a Different Picture Similes Sometimes, 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?

Journal Prompt: The Way I See It • 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.

Earthquake Terror