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Collection 3: Dealing with Disaster

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Alison Botti

on 26 July 2014

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Transcript of Collection 3: Dealing with Disaster

Collection 3: Dealing with Disaster
Mammoth Shakes and Monster Waves, Destruction in 12 Countries
by Brenda Guiberson
E.Q. How do I identify and analyze cause-and-effect organization and determine technical language of informational text?

from After the Hurricane
by Rita Williams-Garcia
Watcher After Katrina, 2005
by Nataha Trethewey
E.Q. How do I analyze and compare poetic form and learn how poets use form, alliteration, and tone to express ideas?

The Banana Tree
by James Berry
E.Q. How does dialect and imagery, including figurative language, enrich a story?
from A Night to Remember
by Walter Lord
E.Q. How do I analyze the elements of narrative nonfiction, including how authors establish style and tone in their writing?
from Titanic at 100: Mystery Solved
by James Cameron
E.Q. What is the purpose of a documentary and how do I integrate its information with other sources?
"Through every kind of disaster and setback and catastrophe. We are survivors."
-Robert Fulghum
Vocabulary
circumstance
constraint
impact
injure
significant
Copy words/definitions/and possible relationship to collection title in your binder.
What may have caused this disaster? How do you know?
Create an ABC list of possible disasters.
Create a multimedia presentation with a small group.

Write a narrative about what happens after a ship hits an iceberg.
Vocabulary
rupture
gauge
traumatize
antibiotic
degradation
magnitude
Pg. 155 What sentence best fits the word's meaning?
http://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/common/videoPlayer/index.html?shortvid=V_FLLIT_0045&title=The%20Science%20of%20Tsunamis&imgdisplay=history;page=139&
Purpose: Brenda Guiberson, the author of this informational text, uses technical terms and legends to explain actual events (disasters). How is a cause-and-effect structure used to organize the information? What technical terms are used?

Task: Write unclear words/ideas, keep note of technical terms. Fill out the cause/effect graphic organizer or highlight in yellow events (or causes) and green effects that resulted. Note explanations of what you have learned. Participate in collaborative discussion and questions.

Outcome: Discussion and cause-and-effect chart.
Greek affixes
auto-, geo-, -phone, -ism
pronoun shift
Vocabulary
alliteration
tone
meter
foot
form
stanza
line break
free verse
Purpose: These poems provide us with opportunities to experience feelings and ideas in striking and unusual ways. Each uses the elements of poetry to explore the aftermath of Hurricane Katrina. What form and elements of poetry are used? What tone is used during different events?

Task: Write down any unclear words/ideas. Identify elements of poetry by highlighting them. Keep log of your reflections on tone and other interpretations/questions. Participate in collaborative discussion.

Outcome: Write a poem about a disaster you have read about recently. Your poem can be written in free verse or in a structured form with stanzas.
Vocabulary
repress
mock
grimace
venture
bore
pg. 183: Know the word well enough to explain the sentence!
Multiple- meaning words
Purpose: James Berry uses figurative language to show a relationship between a boy and his father. What fl is used? How is it used to develop the relationship? How is their culture different from yours?

Task: Keep a list of unknown words/phrases, highlight personification in yellow, similes in blue, and other fl in green. On a note, describe how these examples affect how you see Gustus's situation. Participate in collaborative discussion.

Outcome: Write a descriptive piece (bad storm, worst party ever, or worst trip)
Vocabulary
knot
indulge
shudder
jar
ominous
pg. 195 Which example best matches the word? Explain why!
specialized vocabulary: Draw a picture and label the specialized parts of a boat.
http://my.hrw.com/la_2010/na_lit/nsmedia/levelup/lit241/shell.html
Author's style
Why is the Titanic still studied?
Do some research on the Titanic
to share with the class.
Purpose: This narrative historical text focuses on that tragic night on the Titanic. What is the author's style? What effect does the author's style have?

Task: Write any unclear words/ideas, keep note on style choices with highlights and note their effect on you as a reader. Participate in collaborative discussion.

Outcome: You will conduct more research about what happened AFTER the ship hit the iceberg (may do this before, during, or after your reading). Pg. 194
Vocabulary
documentary
voice-over narration
interviews
animation
footage
primary sources
What movies you have previously seen had these features?
http://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/common/videoPlayer/index.html?shortvid=V_FLLIT_0046&title=%3Ci%3ETitanic%3C%2Fi%3E%20at%20100:%20Mystery%20Solved&page=197&imgdisplay=history
Purpose: This video gives scientists ideas as to what happened to the Titanic. How is each feature used? What new information is presented?

Task: Write notes about what impresses you and about ideas or questions you might want to talk about later.

Outcome: Create a computer presentation or poster that describes how the excerpt from A Night to Remember and the film clip from Titanic at 100: Mystery Solved work together to give you a clearer understanding of what happened the night Titanic sank.
Survival Kit
http://www.whoi.edu/home/interactive/tsunami/indexEnglish.html
http://www.smithsonianmag.com/history/why-the-titanic-still-fascinates-us-98137822/?c=y&page=1
http://www.history.com/topics/hurricane-katrina
Ugly Katrina
I wish we had never met
Your horror lingers
Hurricane Katrina 2005

by drjohnceles @ –

Wind and water, sand mixed mud;
Blowing over New Orleans;
Bringing rain from bursting clouds;
Flooding States like ne’er before!

Peeling roofs and tearing roads;
Bringing bridges down by force;
Slamming cars and flooding streets;
Katrina’s the worst storm seen!

Breaking levees, ‘laking’ lands;
Houses submerged by the scores;
Washing corpses, known, unknown;
Rescue-teams can hardly cope!

People had no power, food;
Nor could leave to safer zones;
Caught ’midst swirling currents fast,
Some perished like ‘paper-boats’!

Water, water everywhere;
Unfit for quenching one’s thirst;
The living wish they were too dead;
‘Help is coming- God knows when’!

The swollen rivers flooded towns;
Razing buildings down with ease;
Neighborhoods vanished near shores;
What a ruthless Nature’s show!

A million have been affected;
Homes are flattened, bricks all strewn;
Pleas for help are unheard still;
The world remains deaf, blind and mute!

In memory of the hapless victims and lucky survivors
Copyright by Dr John Celes 2-9-2005
Full transcript