Understanding by Design
Unit 4 – New Worlds
Unit Title: New Worlds
Grade Level(s): 6th grade
Subject/Topic Area(s): Reading and Language Arts
Key Words: ocean, novel, paraphrase, plot, exploration, character
Designed By: Julie Giordano, Lindsay
Heatwole, Catherine Jackson, Hannah Poist,
Karen Carroll, Laura Karns
Time Frame: 8 weeks
School District: Wicomico
Unit Description (including curricular context and unit goals):
In this unit, students should be able to see that exploring both their inner world and the
world around them will lead to greater insights about their social and environmental connections.
The skills and lessons that students will acquire through the stories and novels in this theme will be
implemented when they complete the “Journeys” performance task.
Materials and Resources:
Short Works from Reading: Triumphs (Houghton Mifflin textbook):
 “Beneath Blue Waters” (p. 597)
 “Sharks Under Ice” (p. 612)
 “Out There” (p. 619)
 “Exploring the Deep” (p. 636)
Extended Works Option
 The Lightning Thief, Rick Riordan
 The Cay, Theodore Taylor
 The Fire Bug Connection: An Ecological Mystery, Jean Craighead George
 Island of the Blue Dolphins, Scott O’Dell
 Holes, Louis Sachar
 The Great Gilly Hopkins, Katherine Patterson
 Maniac Magee, Jerry Spinelli
 The Giver, Lois Lowry
 Sixth Grade Can Really Kill You, Barthe DeClement
 Where The Red Fern Grows, Wilson Rawls
 Walk Two Moons, Sharon Creech
 Tuck Everlasting, Natalie Babbitt
 Shiloh, Phyllis Reynolds Naylor & Barry Moser
 Homecoming, Cynthia Voigt
Understanding by Design
Stage 1: Desired Results
What content standards are addressed?
1.E.4.a. Identify and explain the main idea (of the text or a portion of the text)
1.E.4.b. Identify and explain information directly stated in the text (of the text or a portion of
the text)
1.E.4.c. Draw inferences and/or conclusions and make generalizations (from the text or a
portion of the text)
1.E.4.g. Summarize
2.A.2.f. Identify and explain the contributions of text features to support the main idea of the
text
2.A.3.a. Identify and analyze the organizational patterns of texts such as sequential and/or
chronological order, cause/effect, problem/solution, similarities/differences, description, main
idea and supporting details, transition or signal words and phrases that indicate
organizational pattern
2.A.4.d. Summarize or Paraphrase (of the text or a portion of the text)
2.A.4.g. Synthesize ideas from text
2.A.6.c. Analyze the text and its information for reliability
3.A.3.c. Analyze details that provide information about the setting, the mood created by the
setting, and ways in which the setting affects characters
3.A.3.d. Analyze characterization
3.A.3.e. Analyze relationships between and among characters, setting, and events
3.A.6.a. Analyze main ideas and universal themes
3.A.6.e. Identify and explain personal connections to the text
3.A.6.f. Explain the implications of the text for the reader and/or society
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What enduring understandings are desired
(and what misunderstandings will be addressed)?
Exploring new worlds helps me understand myself and the effects my decisions have on the
world around me.
The hardships I endure help build and reveal my strength of character.
The milestones and successes I complete help improve my maturity and sense of self.
Reading shows me that personal connections can help me learn about myself.
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What essential questions will guide this unit and focus teaching/learning?
Why does exploring new worlds help you better understand yourself?
How does exploring new worlds help us understand our interdependence?
How do the hardships we endure reveal our strength of character?
How does the unit, “New Worlds”, contribute to your life?
How do the challenges and successes of exploration help to develop an appreciation of who
I am?
Why are personal connections important?
What topical questions will guide this unit and focus teaching/learning?
How do I know if I understand what I read? What do I do if I didn’t understand what I
read?
How do organizational patterns help group ideas?
How do text features aid in finding important information?
How does summarizing and paraphrasing the text or portion of the text assist a reader in
breaking down the complexity of the text?
What is the importance of following directions?
How do characters’ decisions impact the plot?
What techniques does the author use to develop plot, character, setting, and tone/mood in
the novel?
What key knowledge and skills will students acquire as a result of this unit?
Knowledge of:
 Main Idea
 Details of the Text (directly stated)
 Summarizing and Paraphrasing (informational text)
 Text Features (online features)
 Organizational Aids
 Predicting/Inferring
 Following Directions
 Drawing Conclusions
 Cause and Effect
 Novels
Skills:
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Identify main idea
Identify and explain information directly stated in the text
Make inferences
Summarize and Paraphrase an informational text
Analyze organizational aids
Establish cause and effect relationships
Analyze character and plot development in a novel
Follow directions
Understanding by Design
Stage 2: Acceptable Evidence of Understanding
What evidence will show that students understand?
Performance Tasks*
You are on a journey, discovering new characters, places, and connections. The
International Journal of Student Travel is looking for its next feature researcher and writer. The
International Journal wants an experienced reader and traveler to guide its readers through the
novel. By the time you have finished reading your last novel in class, you will have already
traveled the seven continents of the world through a variety of activities. The Performance Task
draws from this work you have just completed. Your task is going to require creativity, lots of
thought, and imagination. This is where your continuing journey begins.
*Complete a Performance Task Blueprint for each task (next page).
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.):
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See Standardized Test Preparation Workbook to select appropriate selections and questions
relating to the knowledge and skills of the unit
See Collection Resource workbooks to identify appropriate selection assessments
Use questions in the textbook.
See journal suggestions offered for each selection.
See side margins for good discussions of the skills that have been taught.
Story Maps
Graphic Organizers
Student Self-Assessment:
In a warm-up or for a journal topic, have the students write about their thoughts on the
performance task. Have them explain what they liked about the task, didn’t like about the task, as
well as how they feel it could be changed.
Performance Task Blueprint
Task Title: Traveler’s Guide
Approximate Time Frame: 1 week
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What desired understandings/content standards will be assessed through this task?
Analyze Characterization
Analyze the relationships between characters and among characters, setting, and events
Identify and explain personal connections to the text
Analyze main ideas and universal themes
Analyze details that provide information about the setting, the mood created by the
setting, and ways in which the setting affects characters.
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What criteria are implied in the standard(s) understanding(s) regardless of the task specifics?
Organization
Time Management
Through what authentic performance task will students demonstrate understanding?
You are on a journey, discovering new characters, places, and connections. The International
Journal of Student Travel is looking for its next feature researcher and writer. The International
Journal wants an experienced reader and traveler to guide its readers through the novel. By the
time you have finished reading your last novel in class, you will have already traveled the seven
continents of the world through a variety of activities. The Performance Task draws from this
work you have just completed. Your task is going to require creativity, lots of thought, and
imagination. This is where your continuing journey begins.
What student products/performances will provide evidence of desired understandings?
Product: Traveler’s Guide
Performance:
 The first component of the Traveler’s Guide
is the Character Survival Kit. In addition to
the character that the student selected for the
“Character Survival Kit” within the packet,
the student will now add another character
to their kit. This time the student will be
including provisions for both characters.
Contents of the kit should represent each
character individually as well as what the
characters will need together. This time,
students must actually assemble the three
dimensional kit and include seven physical
items described in their “Character Survival
Kit” worksheet.
 The second component is the Traveler’s
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Log. Each student will individually create a
journal that includes writing pieces from
each of the same two characters students
selected in the first component. This journal
should include four journal entries total (two
from each character). The content of the
entries should be a dialogue between the
two characters about the universal themes
and main ideas of the story.
The third component is a Relationship
Weather Forecast, which illustrates the
changing dynamics of the relationship
between the two characters throughout the
story. This three event forecast should
include all aspects of the original Weather
Forecast, which the students have in their
packets. However, it is important that this
forecast focuses on the connections between
the two characters, rather than the events of
the plot.
The fourth and final component is a
Translation Diary, in which the two
characters are communicating back and
forth in the special language designed in the
“Friendship Translation Dictionary” activity
within their packet. This new diary has two
main purposes. One, it should demonstrate
proper use of the special language. Two, it
should describe the setting(s) in which the
characters interacted with each other in the
story.
By what criteria will student products/performances be evaluated?
See Rubric that follows.
UNIT 4 RUBRIC
POINTS
20
15
10
5
Character
Survival Kit
All seven artifacts
are present and are
related to the
characters. The
characters’
relationship is fully
illustrated. Each
artifact is necessary
for survival and is
fully described in the
worksheet.
Most of the artifacts
are present and they
are somewhat
related to the
characters. The
characters’
relationship is
somewhat illustrated.
Each artifact could
be used for survival
and are described in
the worksheet.
Some of the artifacts
are present and they
are related to one
character or another.
The characters’
relationship is
minimally illustrated.
Some of the artifacts
may be used for
survival and are
minimally described
in the worksheet.
There is only one
artifact present; no
relationship is
illustrated. The
worksheet may have
one or two entries.
Traveler’s Log
The four entries
identify appropriate
universal themes
and main ideas. The
relationship between
the characters and
theme is wellidentified. The
dialogue between
the two characters is
appropriate for the
characters.
The four entries
poorly identify the
themes and main
ideas. Relationships
between the theme
and characters are
difficult to identify.
The dialogue begins
to lack continuity
with the personality
of the characters.
Log entries are
missing and
remaining entries
identify only one
theme or main idea.
The theme or main
idea is only vaguely
connected with the
characters. The
dialogue does not
belong to the
characters.
There is only one
entry and one them
or main idea
indentified. Or, the
themes or main ideas
identified are wrong.
The theme(s) is not
tied in any way with
the characters. The
characters do not
engage in discussion
in the log about the
theme(s) or main
idea(s).
Relationship
Weather
Forecast
The forecast focuses
on three events that
illuminate the
relationship between
the two characters. It
includes all the
necessary elements
of a forecast and an
explanation. The
forecast looks at the
relationship at three
separate points in
the story.
The forecast
focuses on three
events that
somewhat illuminate
the relationship
between the two
characters. It
includes most of the
necessary elements
of a forecast and an
explanation. The
forecast looks at the
relationship at three
points in the story.
The forecast includes
two events in the
relationship of the two
characters that
vaguely illuminates
their relationship. It
includes a few of the
elements of a
forecast and an
explanation of those
elements. The
forecast looks at the
relationship at two
points in the story.
The forecast has
only one event in the
relationship of the
two characters and
fails to illuminate
their relationship. It
includes a few of the
elements of a
forecast and may be
missing the
explanation.
Translation
Diary
The Diary
demonstrates proper
use of the special
language. You can
easily translate and
understand the
entries. The entries
fully describe the
setting(s) in which
the characters
interact with each
other. There are five
phrases/sentences
per character.
The Diary
demonstrates use of
the special
language. You can
translate and
understand the
entries with a
minimum of difficulty.
The entries describe
the setting(s) in
which the characters
interact with each
other. There are
four
phrases/sentences
per character.
The Diary
demonstrates some
use of the special
language. You can
translate and
understand the
entries only with a
great deal of effort.
The entries describe
little of the setting(s)
in which the
characters interact
with each other.
There are three
phrases/sentences
per character.
The Diary
demonstrates
minimal use of the
special language.
You cannot translate
or understand the
entries. The
descriptions are
minimal. There may
be only two phrases
or sentences per
character.
Overall
Each element is
complete and the
entire project is
awesomely presented
with neatness,
creativity, and clarity.
Most elements are
complete and the
project is neat and
well presented but
may have some
minor flaws that do
not take away from
the integrity of the
project.
Some elements are
complete and the
project is neat.
However, there are
one-two major
elements that are not
complete.
Multiple components
are incomplete,
unclear, unoriginal,
or otherwise
unsatisfactory based
on the guidelines
outlined for the
assignment.
Understanding by Design
Stage 3: Plan Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students to develop
and demonstrate the desired understanding?
1. A portion of the stories included in the “New Worlds” unit deal with oceans and
marine biology. There are many ways to introduce this unit. If computer access is
available, complete an online webquest. Websites that provides good information for
this type of learning are:
http://edtech.kennesaw.edu/web/oceans.html
http://projects.edtech.sandi.net/grant/oceanpollution/
Additionally, all attachments, PowerPoints, and links included in this document are
available electronically on the RELA Curriculum Wikispace:
http://rela.wicomico.wikispaces.net
2. Hook- A good way to hook students after the introduction activity is to show a short
movie clip. United Streaming has 2 clips, “Deep Sea Creatures” (6:53 min.) and
“Life on the Sea Floor” (8:12 min.) from Planet Earth: Deep Ocean. For links to
each of these clips, as well as a PowerPoint on “Beneath Blue Waters” vocabulary,
please visit the aforementioned wikispace. These clips provide students with brief
information about aspects of the ocean that they will encounter in the readings in the
text. While students watch and learn about the oceans, have them complete the
vocabulary chart. Each time the student hears a vocabulary word or encounters the
concept, he/she is to place a star next to the word on the chart. After the video clip is
over, discuss the words the students have starred. (See Appendix A for the
vocabulary chart.)
3. Introduce/define the core vocabulary words to be used throughout the unit as the story
is read. These words can be found at the beginning of each story.
4. Organizational Patterns: “Beneath Blue Waters” is recommended as the first story to
use in this unit. An interesting link for background information is
http://www.ceoe.udel.edu/extreme2002/creatures/lifeintheabyss/index.html. (This
link leads to a website where the students experience deep underwater exploration
aboard the Alvin.) The story “Beneath Blue Waters” is good to use for a review of
organizational patterns. Review the organizational patterns prior to reading the text.
Then, have the students read the text individually. Divide the class into as many
groups as you have types of graphic organizers. Give each group a graphic organizer
for a different organizational pattern [making sure to include Main Idea and Detail,
Cause and Effect, Problem/Solution, Sequential, Description, and Compare/Contrast
(Appendix B, C, D, E, F, G respectively)]. Have the student teams group the
information from the text into the organizational pattern provided for their team.
Some of the teams may not find examples of their pattern in the text. When the
students are finished, have them explain whether or not their organizational pattern
fits the text. If students are struggling to draw out key information from the text in
order to select the organization pattern, the teacher may distribute the noting details
“Beneath Blue Waters Check Up” (Appendix H).
a. Use the leveled readers The Strange Life of Undersea Vents, A Lobster’s Tale,
Tsunami, and Life at the Bottom of the Sea for further activities and assessment
opportunities.
5. Main Idea and Details: The text “Sharks Under Ice” may be used, along with
Appendix I, “Shark Secrets”, to assess the students’ familiarity with Main Idea and
Details. After reading the text, the students are to fill in the worksheet, finding the
four Shark Secrets in the text. Each secret is a main idea. To extend the work, you
may ask the students to provide the details that support the main ideas.
6. Drawing Conclusions: The website
http://www.teachersdomain.org/resource/vtl07.la.rv.text.everglades/ provides a
chance to review the skill of drawing conclusions. The site takes you to a lesson on
drawing conclusions that has students view a short video clip and read a short text,
while completing a conclusion organizer (see Appendix J for the text and Appendix
K for the graphic organizer). In order to view the video, you will have to go through
a simple and free registration process. If you choose not to register, the mini-lesson
can still be completed without the video; however, you will lose some of the impact.
a. The best Houghton Mifflin texts to use for this skill are the leveled readers, The
Glow from Lighthouse Cove; Summer Rays; The Protectors; and The Mystery of
Lighthouse Cove.
b. Follow-up with the informational text, “Exploring the Deep.” As with every
informational text, review text features. Then, have students read the text and
complete Appendix L which asks questions about Drawing Conclusions.
7. Explain to students that they will be practicing a number of skills as they read a
novel. You might select one novel from the Extended Works Options (Stage 1 of the
unit) for all students to read and study or you might allow students to select one
option from the list and use a literature circle model for reading and discussing. All
the activities that follow are applicable for any of the novels and lay the
groundwork for the Performance Task.
8. The students will be going on a journey of discovery as they read the novel. Each of
the following Learning Experiences should be covered, but they do not have to be
done in order. Each Experience covers a particular literary/reading skill.
9. Introduction: The Journey: As the students read the novel, they will take a journey
that stops at each of the seven continents of the world. At each stop, students will
explore the skill for that continent. The resulting product – graphic organizer, journal
pages, etc. – will be saved in a packet that the students will use as background to
complete their Performance Tasks. Appendix M is a world map for you to use as a
visual key to the journey.
10. Connection from Self to Text: Good readers make connections between themselves
and the text that they are reading. Journaling is one of the ways in which we make
sense of these connections. Appendix N, The Traveler’s Log, gives directions and a
format for making journal entries.
11. Character: Remind the students of the components of a character study. The link,
http://www.coe.uh.edu/arted/lesson_cartooncharacter.htm , will lead to a mini-lesson
that utilizes Charles Schultz’s “Peanuts” characters.
a. The students will address characterization in the novel that they are reading. They
are to choose one of the main characters from the novel and build a “Survival Kit”
for that character. What would be absolutely necessary for that character to
survive? Have the students complete the “Character Survival Kit” (Appendix O)
and make sure they keep a copy of this for their final Performance Task.
12. Setting: Review setting and the impact the setting has on character, plot, and mood.
Use the picture book, Cloudy, With a Chance of Meatballs, for this mini-lesson.
Graphic organizers can be found at
http://www.readwritethink.org/lessons/lesson_view.asp?id=107.
a. The students now have a chance to address the setting of their novel by
completing a Tourism Guide (Appendix P). They will describe three aspects of
the novel’s setting. Remind the students that they will need this worksheet for
their Performance Task.
b. Setting and Mood: To continue the lesson on setting and create the link with
mood, have the students complete the Weather Forecast document (Appendix Q).
Students will choose five separate events from the novel and write a weather
forecast for each event. The weather forecast should mirror the mood of the
event. The students must also write an explanation for each weather forecast.
This will also be saved for their Performance Task.
13. Character Development:
a. In order to help students analyze the relationships between characters in the novel,
have them complete the Friendship Translation Dictionary (Appendix R) using
the Secret Languages Guide (Appendix S). This will also be saved for their
Performance Task.
b. As we grow, we encounter successes and hardships. We can connect with the
characters in novels by noting the successes and hardships they encounter as they
grow and change. The Hardship Mountain Map (Appendix T) exercise allows
the students to connect with a main character by mapping the highs and lows of
that character’s development. Have the students complete their Mountain Map
and add it to their packet of novel exercises for their final Performance Task.
c. Finally, students will be able to map the changes in a main character by creating a
Passport to Change (Appendix U). Students will draw four pictures of the
character as that character changes over time. Each passport picture will be
accompanied by a description of the character, why the character appears that
way, and how the character has changed.
14. Have students begin the Performance Task, using the works that have been saved by
the students throughout their work on the novel. They will be using the knowledge
they have acquired through their Travel Packet as a base from which to work. Each
activity of the Performance Task will require students to take their thinking to a
higher level. Student should exhibit a deeper understanding of the novel upon
completion of the Performance Task. In other words, students will not be simply
repeating the exercises which they have already completed.
15. After the Performance Task, have students respond to the Student Self-Assessment
task outlined in Stage Two (2) of this unit.
Appendix A
Appendix B
Main Idea and Details
Detail
Detail
Main Idea
Detail
Detail
Appendix C
Appendix D
Who is involved?
_________________________________________________
What is the problem?
__________________________________________________
________________________________________________
Why is the problem happening?
__________________________________________________
________________________________________________
__________________________________________________
________________________________________________
What factors led up to the problem?
__________________________________________________
________________________________________________
__________________________________________________
________________________________________________
Attempted Solution 1:
Result:
______________________
______________________________________
______________________
______________________________________
______________________________________
____________
______________________
______________________
____
Attempted Solution 2:
Result:
______________________
______________________________________
______________________
______________________________________
______________________________________
____________
______________________
______________________
____
Appendix E
Appendix F
Appendix G
Appendix H
Name: _______________________
Date:_________
Matching: Write the letter in the blank to match the word to the
sentence it BEST fits in. (1 point each)
1) ____ Gelatinous
a) The predator used its _____________ to track its prey in the
dark.
2) ____ Bioluminescence b) There was a three person crew in the __________ Alvin.
3) ____ Tentacles
c) It’s body was ringed by ______________ bells, some of
which it uses for swimming, some for feeding.
4) ____ Submersible
d) It drags its ________ over the sediment in search of food.
Circle the answer that is MOST correct. (2 points each)
1) To what depth can Alvin dive?
a. 13,123 ft (near where tubeworms grow)
b. 35, 800 ft (the deepest known part of the sea)
c. 1,250 ft (as far as Sylvia Earle dove in 1979)
d. 19, 685 ft (the same depth as Jason dove in 1989)
2) Which of the characteristics below does NOT describe the crew of Alvin?
a. Brave
b. Determined
c. Curious
d. Shy
Fill in the blank. (2 points each)
3) What two factors caused the bologna sandwich to still be fresh enough to eat even
though Alvin had sank to the bottom?
_1._________________________________________________________________________________________
_2.________________________________________________________________________________________
4) What was the author’s purpose in writing this selection?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
5) Why have so few people see Benthocodon in its natural environmental?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Bonus Question: (1 point)
1) What does hydrothermal mean AND what parts of the word help you figure out
its meaning?_______________________________________________________
Appendix I
Name: ______________________________________
What shark secrets are revealed in this story?
1. ___________________________________________________________
___________________________________________________________
2. ___________________________________________________________
___________________________________________________________
3. ___________________________________________________________
___________________________________________________________
4. ___________________________________________________________
___________________________________________________________
Appendix J
The Everglades
The Everglades is one of the richest ecosystems in the United States.
The plants and animals, some which are unique to the Everglades, are
dependent on the environment in which they live. Fresh water is
essential for the survival of plants and animals in the Everglades. When
few people lived in Florida, fresh water was plentiful. As Florida’s
population began to grow, people needed fresh water for everyday
living and for farming. Over the years, canals and levees were built
that controlled the amount of fresh water that could be moved from
Lake Okeechobee to the Everglades. In addition, salt water from the
Gulf of Mexico began to invade the Everglades. As fresh water
decreases, the Everglades National Park gets closer to extinction.
How is the change in the Everglades affecting the animal life?
Some animals, which lived in the Everglades in great numbers, are
becoming endangered or threatened. Sixteen species are on the
endangered species list. Five species are considered threatened. The
number of birds has been greatly affected by the changes in the
Everglades. Since the 1930’s, wood storks and egrets have decreased
from 265,000 to only 18,500. This is a 93 percent decrease. The number
of roseate spoonbills has been cut in half since 1980. Even larger
animals like alligators have decreased in number, and the Florida
Panther is almost extinct. Animals like fish and pig frogs have also been
affected. The amount of mercury found in fish and pig frogs has
increased. It is unsafe for people to eat fish or frog legs that are
contaminated with mercury.
Approximately 6.5 million people live in Florida. Fresh water is limited.
Do we need to choose between protecting the plants and animals
that live in the Everglades or supplying fresh water for the people who
live in Florida? Marjory Stoneman Douglas, the “mother of the
Everglades”, did not think so. In her autobiography, she reminded us
that the rainfall in South Florida depends on water that evaporates
from the Everglades and later becomes rain. Like Ms. Douglas, many
people believe that the Everglades and people can live together.
Today, efforts are being made to repair the Everglades. The Army Corp
of Engineers is tearing down some of the canals and levees so fresh
water sources are more plentiful. The borders of the Everglades
National Park have been expanded to protect areas where several
species of birds nest. Ordinary people like you can help save the
Everglades too. For example, when endangered or threatened
animals and plants are being sold, don’t buy them and report dealers
to the authorities. You can also encourage adults to support legislation
that is designed to protect the environment.
Written by: Jeanne Swafford
Sources used to create this text:
www.americanparknetwork.com
www.everglades.national-park.com
Appendix K
Everglades Rubric
Task: Write a paragraph discussing details of the Everglades and the pig frog, using
the video and text as references.
Criteria
1
2
Important
1 important
information is
similarity from
Comparison
included but
the two texts is
similarities are not included in the
specified.
paragraph.
1 conclusion is
A conclusion is drawn but it is
stated but it is not
minimally
Conclusions
supported by
supported by
either text.
information in
either text.
Summary
Content
3
4
Points
2 important
3 important
similarities
similarities
from the two from the two
texts are
texts are
____
included in
included in
the
the
paragraph.
paragraph.
1 important
conclusion is 2 important
drawn that
conclusions
can be
are drawn
____
supported by that can be
one of the
supported by
texts but not
both texts.
both.
The paragraph
includes some
The
The
The paragraph
important
paragraph
paragraph
includes
information
summarizes
summarizes
interesting details from one text
the most
the most
but does not
but includes
important
important
summarize either
only details
information
information
text.
that are not from one but
from both
especially
not both texts.
texts.
important.
The
The
paragraph
paragraph
The paragraph The paragraph discusses the
clearly
only alludes to the only discusses
Everglades
discusses the
Everglades.
the Everglades.
but only
Everglades
alludes to the and the pig
pig frog.
frog.
____
____
Total Points:
Grade
1-4 pts. = D
5-9 pts. = C
10-13 pts. = B 14-16 pts. = A
Teacher Comments:
2006 Educational Broadcasting Corp.
Appendix L
Exploring the Deep
Name: _____________________________________
1. Why is the health of the oceans so important? Explain.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Is “Her Deepness” a good nickname for Sylvia Earle? Why or why not?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Do you agree with Sylvia Earle that the greatest threat to the oceans is
ignorance? Explain.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Appendix M
Appendix N
The Traveler’s Log
A Reader’s Reflection
Every story we read, every informational text we discover,
opens our eyes to new worlds and possibilities we had never
considered before. In your “Traveler’s Log,” you will write three
reflections on how this novel has changed your views,
opinions, or knowledge of the world around you as well as
yourself. It is best to space out these reflections (in other
words, do not plan on writing all three at the end of the novel).
That way, you can look back and see what you learned as you
read the novel. You may even surprise yourself with how your
viewpoint has changed over the course of your journey. As you
begin each reflection, ask yourself: “How has this text
contributed to my life?”
Appendix O
Name: _________________________________
Character Survival Kit
The things we own can shed light onto who we are. You are going to
design a “survival kit” for one of the major characters from the novel. In
this “survival kit,” include five items that you think that particular
character absolutely could not live without. It is important to make sure
that these items are specific to that character and appropriate for the
time period/setting of the book. In other words, if you were creating a
“survival kit” for a knight in medieval times then a sword would be
appropriate; but you would not include a flat screen TV in his “survival
kit.” Use this sheet to list what you would include in that character’s
“survival kit” and explain why each item belongs in the kit.
Book Title: _________________________
Book Author: ______________________
Character’s Name: ____________________________
Why did you choose this character?
________________________________________________________________________
________________________________________________________________________
1. Item: __________________________________________
Explanation for why the character needs this item:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Item: __________________________________________
Explanation for why the character needs this item:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Item: __________________________________________
Explanation for why the character needs this item:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Item: __________________________________________
Explanation for why the character needs this item:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Item: __________________________________________
Explanation for why the character needs this item:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Appendix P
Appendix Q
Appendix R
Friendship Translation Dictionary
Sometimes friends are so close that they seem to have their own
language. Pick two characters within the novel that have a strong
bond with one another.
Character Names: __________________
and
___________________
Come up with five phrases that you think represent their friendship
or have to do with something they experienced with one another.
Write those five phrases below.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
4. _______________________________________________________________
_______________________________________________________________
5. _______________________________________________________________
_______________________________________________________________
Now that you have your five phrases, use one of the “Secret
Languages” from the “Secret Languages/Mystery Messages” page to
put the phrases into a language only the characters would
understand.
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
4. _____________________________________________________________________
_____________________________________________________________________
5. _____________________________________________________________________
_____________________________________________________________________
Appendix S
Appendix T
Appendix U
Friendship
Translation
Dictionary
Hardship
Mountain
Map
Passport
to
Change
Tourism
Guide
Character
Survival
Kit
Traveler’s
Log
5 Event
Forecast