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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.