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“Earthquake Terror” Lesson Plan Created By: Erin Wolfe (writing/spelling teacher) and Melody Divers (reading teacher ) – Goodview Elementary School Studying earthquakes in science Reading realistic fiction story about earthquakes in reading Vocabulary studies with earthquake related words in writing Lesson Topic: Wild and Crazy Weather: Incorporating Science with Language Arts Date: Submitted April 2011 *This story, Earthquake Terror, will be studied for 2 weeks. Objective: The student will be able to: predict, infer, draw conclusions, create questions read for answers, vocabulary studies: paraphrasing definition, synonym, antonym and sentence completion, activate prior knowledge using circle maps, genre study and relate science material with language arts curriculum Reading SOLs: 5.6a, will lead to 5.5c, 5.6b and 5.7b Writing SOLs: 5.7c & h Materials/Resources Needed: Smart Board, Circle Map (template on the X –Drive), 5th Grade Reading Text book (for reading class), paper, pencil and defined vocabulary words (for writing class) and KWL chart (for reading class) Prerequisite Skills/Prior Knowledge Required: While studying wild and crazy weather in reading selections, the science teacher was also teaching about Earth studies: plate tectonics, tsunamis, volcanoes and earthquakes. This unit is normally taught during hurricane season so current events can often be a source of knowledge too. Lesson Introduction/”Hook”: The following words were posted on the board: Earthquake, undulating, disaster, debris, frantic, jolt, ominous and devastation. Then the students were encouraged to make predictions about the next story we’d be reading. We advocate the students to find a commonality amongst the posted words. Predictions are discussed in partners and then with the whole group. Then, using the Circle Map on the Smart Board we give information regarding all we know about earthquakes, as this is the crazy weather they’ll be reading about in Earthquake Terror. . Activities To Present New Information/Skills: The students will then look through the story using illustrations to come up with even clearer predictions about the plot of the story. The visuals in this realistic fiction book are vital as our students do not normally have personal experience with earthquakes. As a class students will create a KWL chart: filling in the K & W together and the L will be completed while reading the story. Independent/Group Practice or Application: Students will independently read the story while completing their “L” section of the KWL chart. In writing class, students will take the key vocabulary words (which they have previously discussed and defined) and will create vocabulary word windows. (This includes: spelling the words, using the word in a sentence, creating a synonym and antonym for each word and illustrating word’s meaning.) As the week progresses the students will have opportunities to share their word window creations with the group on the Smart board, in Writing Class. This fosters a better understanding for the words that they are reading about in Reading class and learning about in Science class. Assessment of Understanding: In reading class, students will pair up to see that their questions were answered from their KWL chart. Those questions that weren’t answered can be inferred (this may lead to another teachable moment with drawing conclusions. In writing class, students will have the opportunity to show their knowledge of the vocabulary words by using them correctly in a meaningful sentence and identifying the correct definition. Notes for Upcoming Lessons: Story Elements is the next area of focus. Teaching the “Plot Squat” is a physical way of remembering the parts of a story: rising action, climax, falling action, and resolution. The visual of walking up a mountain helps them see these parts in their mind and the physical aspect of squatting, rising and leaning helps them connect the different parts of the plot with movement.