LESSON VOCABULARY eerie intersection spectacles withered INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Earthquake!. Based on the t
Trang 1Earthquake! The Disaster
That Rocked San Francisco
SUMMARY The story of the San Francisco
earthquake of 1906 is told from the points
of view of four different people: a father, an
11-year-old girl, a fireman, and a doctor
LESSON VOCABULARY
eerie intersection
spectacles withered
INTRODUCE THE BOOK
INTRODUCE THE TITLE AND AUTHOR Discuss
with students the title and the author of
Earthquake! The Disaster That Rocked San
Francisco Based on the title, ask students to
say what they think the book will be about
Ask them to say what the effects of the
earth-quake were, based on the title page photo
BUILD BACKGROUND Discuss what students
know about earthquakes Ask if they know
about the earthquake that hit San Francisco in
1906 Ask how people and cities can protect
themselves from earthquakes
PREVIEW/USE TEXT FEATURES As students
preview the book, invite them to notice the
head Point out the illustrations, photos,
and captions Explain that these text features
give different kinds of information about the
earthquake of 1906 in San Francisco
READ THE BOOK
SET PURPOSE Have students set a purpose for
reading Earthquake! The Disaster That Rocked
San Francisco Students’ interest in
earth-quakes and in history should guide this pur-pose Suggest that students think about what they would do if an earthquake hit Ask: What are some ways to protect yourself and
your family?
STRATEGY SUPPORT: PRIOR KNOWLEDGE Have readers write their prior knowledge about earthquakes before they start the book Have them add new information as they read
COMPREHENSION QUESTIONS
PAGE 4 What always follows the first shock?
(Silence, then 10 or 20 seconds later, the quake hits with full force.)
PAGE 9 What kind of girl is Sally? What makes
you think this? (Possible response: brave; she
was worried about her parents but she didn’t show this to her younger brother)
PAGE 12 Why were there so many fires in the
city after the quake? (The quake cracked gas
pipes and leaking gas was fueling fires.)
PAGE 14 Who helped to battle the fires? (U.S
Navy and U.S Army soldiers)
PAGE 16 How would you describe Bob Allen?
Why? (Determined; he never stopped looking
for his children)
PAGE 22 According to Dr Martin, what effect
did the quake have on his patients? (People
took care of each other; it brought out the best in them.)
5.5.1
PLOT AND CHARACTER PRIOR KNOWLEDGE
Earthquake! The Disaster That Rocked San Francisco
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Trang 2TEACH/REVIEW VOCABULARY
To reinforce the meaning of withered, read
the fourth paragraph on page 12 Ask: What other words in the paragraph help you
under-stand the meaning of withered? Continue in
a similar fashion with the remaining vocabu-lary words
TARGET SKILL AND STRATEGY
PLOT AND CHARACTER Remind students that understanding a fictional work requires
understanding literary elements such as plot and character Explain that the plot is a
pat-tern of events, usually organized around some type of problem, conflict, or problem Explain that characters are the people in stories
Authors usually tell what their characters look like, how they act, and what kind of people they are As they read, have students think about the plot Ask: What is the main problem
in the plot? Have them think about the charac-ters Ask: What kind of people are they?
Play a game using sentence frames such as: My name is [name of character from book] I am a [fill in the blank] When the earthquake hit, I [fill in the blank]
Encourage students to choose their favorite character from the book
PRIOR KNOWLEDGE Remind students
that prior knowledge is what a reader knows
about a given topic gathered from reading and from personal experience Active read-ers add to and revise their prior knowledge
as they read Ask students to use their prior knowledge about earthquakes to predict the main problem in the plot and how the
char-acters may deal with it
ADDITIONAL SKILL INSTRUCTION
AUTHOR’S PURPOSE Remind students that
the author’s purpose is the reason or
reasons an author has for writing Authors often have more than one purpose for writing Four common reasons are to persuade, to inform, to entertain, and to express something Invite students to think about the author’s purpose as they read
REVISIT THE BOOK
READER RESPONSE
1 Main characters: Bob Allen, Sally Allen, the
fireman, Dr Martin Students should
sum-marize what happens to two of the
charac-ters in the story For example: Bob Allen: He
loses his children in the earthquake,
search-es for them, and is reunited at the park
2 Students should tell their prior knowledge
about earthquakes and the 1906 quake in
San Francisco Students should say what
new things they learned from the story
3 Latin root: spectare—to watch; spectacle:
dramatic public display; spectacles:
eye-glasses Students should correctly use each
word in a sentence
4 Possible response: Have a first-aid kit,
flashlight, and extra food and water on
hand
EXTEND UNDERSTANDING Have students look at
the illustration on pages 11 and 13 Ask them
to comment on the firefighters’ resources in
1906 Have them look at the photo on page
23 Ask them why they think so much of the
city burned down after the 1906 quake (Most
of the buildings were made of wood.)
RESPONSE OPTIONS
WRITING Suggest that students write a
para-graph summing up the plot of the story and
saying what the main conflict or problem is
Have them write a second paragraph about
one of the characters Have them write about
what the character looks like, how he or she
acts, and what kind of person he or she is
SOCIAL STUDIES
CONNECTION
Students can find
more about the San
Francisco earthquake of
1906 by using the Internet or going
to the library Suggest they try to find
eye-witness accounts from newspapers of that
time Ask them to think about how the
eye-witness accounts are similar to or different
from the points of view in this selection
Skill Work
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Name
Plot and Character
• The plot is an organized sequence of events.
• A character is a person who takes part in the events of a story.
Directions Fill in the graphic organizer below.
Earthquake!
94
Title
This story is about
(name the characters) This story takes place
(where and when) The action begins when
Then,
Next,
After that,
The story ends when
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Trang 4© Pearson Education 5
Name
95
Vocabulary
Directions Read each sentence Write the word from the box that has the same meaning as the
underlined word or phrase Some words may be used more than once
1 The city was lit up by the strange light of the fires.
2 As the fires crackled, the wooden buildings shriveled and burned.
3 The earthquake was so strong that many buildings collapsed.
4 An old man stopped to clean his glasses before continuing on foot.
5 The doctor considered his options before taking the children to the hospital.
6 Traffic stopped at the corner of two large streets to let the fire engines pass.
7 Trees dried up and died when no one watered them.
8 The odd, frightening shadows of the rescue workers moved across the walls.
9 At the crossing, take a left to reach the hospital.
10 Bob Allen thought deeply about where to look for his children.
Earthquake!
Check the Words You Know
eerie severe
intersection spectacles
pondered withered
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