Grade 6 – - Collection 3 – Dealing With Disaster
Unit 2
Central Text
Selections
Anchor Text:
Informational Text: “Mammoth
Shakes and Monster Waves:
Destruction in 12 Countries” by
Brenda Z. Gulberson 1140L, p. 139
LG: Identify and analyze cause-andeffect organization and determine
meanings of technical language in
information text.
EQ: What characteristics help one to become a survivor?
How can surviving a disaster affect the lives of those
involved? How do people respond to disaster?
Close Reader
Selections
Close Reader:
Book Review: “Moby-Duck” by
David Holahan p. 156c
Reading Focus
Technical Language
Cause and Effect
Diagram
Form
Free Verse
Point of View
Tone
Repetition
Rhythm
Narrative Non-Fiction
Foreshadowing
CCPS Formatted
Poem: from “After the Hurricane”
by Rita Williams-Garcia p. 157
Poem: “Watcher, After Katrina” by
Natasha D. Trethewey p. 157
LG: Analyze and compare poetic
form and learn how poets use form,
Short Story: “The Banana Tree” by
James Berry 820L, p. 171
Close Reader:
LG: Identify and analyze how dialect
Short Story: “There Will Come
and imagery, including figurative
Soft Rains” by Ray Bradbury
language, bring a story to life.
Write a Description
Cite Evidence – Resource Handout
Formulate Research Questions
Kylene Beers Discussion Terms
Documentary: from Titanic at 100:
Mystery Solved by James Cameron
p. 197
LG: Understand the features and
analyze the purpose of a
documentary, as well as integrate
its information with other sources.
Diagram: “The Discovery of the
Titanic” p. 196f
Greek Affixes (auto-,
geo-, -phone, -ism)
Pronouns
Figurative Language
Simile
Metaphor
Context Clues
Capitalization
Discussion Etiquette
Analyze Structure: Meter
Draw Conclusions
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Performance
Task A:
Create a
Disaster
Magazineinterdisciplin
ary Unit
Task A:
Multimedia
Presentation
Rubric p.204
,
Performance Task
B: Write
Narrative
Nonfiction p.205
s
Task B: Narrative
Nonfiction Rubric
p.208
Academic Vocabulary
Collection 3 Test
1.
2.
3.
4.
5.
circumstance (circumstantial, circumstantially, circumstances)
constraint (constrain)
impact (impaction, impacted)
injure (injurer, injurious, injury, injuriously, injuriousness)
significant (significantly, significance)
Extensions (Gifted Resources)
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Intertextual Unit:
“Choices”
Language Focus
Discussion
Documentary
Interpret Diverse Media
Formative and
Summative
Assessments
Online Selection
Tests
(grammar, vocabulary, syntax)
p. 184c
Close Reader:
Newspaper Article: “On the
Titanic, Defined by What They
Wore” by Guy Trebay p.196c
Additional
Suggested
Resources
Writing Focus
Stanza
Alliteration
Poetic Forms
Meter
Dialect
Dialogue
Imagery
Draw Conclusions
Style
Imagery
Listening & Speaking
Focus
alliteration, and tone to express
feelings and ideas.
Anchor Text:
History Writing: from A Night to
Remember by Walter Lord 1070L,
p. 185
LG: Analyze elements of narrative
nonfiction, including how authors
establish style and tone in their
writing.
PATHFINDERS
Point-of-View Shots
Create a Written Outline
Cite Evidence in a Presentation: Interactive
Vocabulary
Quizzes
Choice Board
Interventions (ELL strategies/ESE strategies/
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Analyze Structure: Cause and Effect: Level Up
Tutorial: Cause and Effect Organization
Compare Poetic Forms: Interactive Whiteboard
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Determine Meaning: Figurative Language: Level
Up Tutorial: Figurative Language
Analyze Meaning: Style: Level Up Tutorials:
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Formulate Research Questions
Whiteboard Lesson: Cite Textual Evidence
Strategies for Gifted Learners - FL Gifted Frameworks
Lesson: Form in Poetry Level Up Tutorial:
Elements of Poetry
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Author’s Style: Tone: Imagery
Elements of a Documentary
Thematic Connections - 6th Grade - Collection 3
Teflt 1
MammothShakes and
Connection: In both texts. the
reasons f or d isasters are examined.
Mons1er Waves, Destruction
in 12 Countries"
In Text S, the questions
surrounding the a-ash are explored.
Thi>informational text
descrbes how earthquakes
In Text 1,
the sc;ience ofearthquakesis
affea people. animals,the
land, and the ocean,. and how
explored.
people explainanddealwith
the im}aet of these damaging
events.
Text 5
Text2
"After the Hurricane" by
Rita Wiliams-Ga rcia
"Watcher After Katrina. 2005" by
Natasha D.Trethewey
"Titanic at 100:Mystery Solved"'
The research team in this
documentary clip be ieves they
finally know the answers to the
questionssurrounding the sin king
of the Titanic.
Connection: 8oth texts deal with the Trtani'
disaster i n 1912. In Text 4. the events of the
«ash i nto the iceberg are described. In Text 5,
the questions surroundi ng the crash are
explored.
Connection: In both texts, the
effects of natural di-sasters are
described. I n Text 1. the effec:ts
are described in an
infonnational context. In Text 2..
the effects a re described lyrically
th rough poetry.Both de.scribe
the event.s that take place and
how to deal with the aftermath.
In this collection,
you will discover
how people react in
the face of disaster.
@ssentiaLQuestionl
What characterist cs
help one to become
a survivor?
On August 29, 2005, Hurricane
Katrina ripped through the Gutf
coast. These two poems describe
the event.s that take place and
how each speaker
Connection: I n both texts, the effec:ts
of hurricanes a re described. In Text 2..
the effects are described lyrically
th rough poetry. In Text 3, the effects
are described in a narrati ve format.
Text3
"A Night to Remember"'
Ct.ouu..,.,li uu; But.h l Ab
Thi$ narrative noofiction tell t
the account of the sinking of the
Titanic on April 15, 1912. By
mixing research and interviews,
Lord connec:ted readers to the
immediacy of historical events.
desaibe the events of a
disaster. In Text 3,the
e-1ents of a hurricane are
desaibed in a narrative
format. In Text 4, the
e-1ents of a crash into an
i<eberg are described i n a
narrative nonf"Ktion
format. 8oth show the
effect on the people
i nvolve<!.
"'The Banana Tree"
This shon story na rrati ve
describes the relationship
between a boy and his
father. I t describes the
power of nature and how
it can affect pe-ople.