HMH M3W3 Day 3: Quaking Earth, Racing Waves

LESSON SLIDES

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Multiple photos on a slide are credited in this order: left-to-right and top-to-bottom.

Into Reading Lesson Slides.

Reading and Vocabulary.

Grade 5 • Module 3 • Week 2 • Lesson 8.

In this lesson:
•Academic Vocabulary: Introduce Critical Vocabulary.

•Shared Reading: Summarize with Quaking Earth, Racing Waves.

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Academic Vocabulary.

Let’s learn new words!

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Academic Vocabulary.

Let’s Learn!

destruction

triggered

thrust

radiate

parallel

lateral

modified

1.

Use the Vocabulary flip cards in
Vocabulary Interactive Practice or
look at Vocabulary Cards 3.17–3.23.

2.

Discuss each word using the cards.

Match

Match the following

• destruction

• triggered

• thrust

• radiate

• lateral

destroying

action that started something

push with greath force

spread out waves or rays

side to side

• destroying

• action that started something

• push with greath force

• spread out waves or rays

• side to side

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Academic Vocabulary.

Let’s Practice!

1.

If your usual route to school was modified, how might you react?
Explain.

2.

What kind of destructioncould be triggered by an earthquake?

3.

What would happen if an excited puppy thrust his paw through the
screen door?

4.

What might cause waves of water to radiate throughout a swimming
pool?

5.

Cars usually drive side by side in a parallel direction. What would it be
like if cars could move in a lateral direction?

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Shared Reading.

Let’s read and discuss

Quaking Earth, Racing Waves!

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Shared Reading.

Anchor Chart. A flow chart shows 4 steps to
summarize a text. The arrows point from 1.
Find Headings and subheadings to 2. Find
Main Ideas to 3. Write to 4. Combine.

ANCHOR
THE SKILL.

What does it mean to summarize?

•
What do you think about when you
summarize a nonfiction text?

•
What do you include in your
summary?

Anchor Chart 4

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Shared Reading.

Cover of Quaking Earth, Racing Waves.

Go to pages 198–199 in your myBook.

ANNOTATE IT!

Use the box in your myBook to note what
you want to learn from this selection.

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Shared Reading.

Let’s Read!

pages 206–207

SUMMARIZE

How can we summarize what
we’ve read?

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Shared Reading.

Let’s Read!

pages 206–207

Why did Sieh study the growth
patterns of corals near the Sunda
Megathrust Fault?

Multiple Select

Why did Sieh study the growth
patterns of corals near the Sunda
Megathrust Fault? Choose all that apply

• to learn when past earthquakes took place

• predict future earthquakes

• learn about the corals

• Learn about underwater earthquakes

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Shared Reading.

Let’s Read!

pages 208–209

Sieh “read the corals” to predict when a
large tsunami-producing earthquake
might happen in the area.

What other research did scienctists use to make this prediction. Use a Highlighter to show your text evidence

Open Ended

What other research did scienctists use to make this prediction.

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Shared Reading.

Let’s Read!

pages 210–211

SUMMARIZE.

Reread the section “December 26, 2004.”

Explain what happened on this date.

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Shared Reading.

Let’s Read!

pages 210–211
What happened as a result of the
2004 tsunami in Indonesia?

Open Ended

What happened as a result of the
2004 tsunami in Indonesia?

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Shared Reading.

Let’s Read!

pages 212–213

SUMMARIZE

Summarize what happened on
nearby islands as a result of the
December 2004 earthquake.

Open Ended

Summarize what happened on
nearby islands as a result of the
December 2004 earthquake.

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Shared Reading.

Let’s Read!

pages 212–213

Why do you think the author uses the
heading “Safe for Now” for this section of
the text?

Cite text evidence to support your
answer.

Open Ended

Why do you think the author uses the
heading “Safe for Now” for this section of
the text?

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Shared Reading.

Let’s Read!

pages 212–213
How did the earthquakes cause
islanders to make changes?

Open Ended

How did the earthquakes cause
islanders to make changes?

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Shared Reading.

Let’s Read!
page 214

What three things can people
living near the fault do to
prepare for destructive
earthquakes and tsunamis?

Multiple Select

What three things can people
living near the fault do to
prepare for destructive
earthquakes and tsunamis?

• built housed out of lightweight wood.

• move villages away from the beach

• build paths leading to higher ground

• keep floating devices in their house

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Shared Reading.

Let’s Read!
page 214

WRAP-UP

Summarize what you learned from
the text.

What is something that surprised you?

Open Ended

Summarize what you learned from
the text.

Open Ended

What is something that surprised you?

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Shared Reading.

Summarize.

Headings > Topic Sentences.

Summary.

Graphic Organizer 4

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Shared Reading.

COLLABORATIVE
DISCUSSION.

Read the
Listening and
Speaking Tips.

Listening Tip.

Listen politely to ideas that speakers share. If
you are the recorder for your group, jot
down key points.

Speaking Tip.

Let your group’s leader know when you want
to speak. Then share your answer with a
clear voice that others can hear.

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Shared Reading.

COLLABORATIVE
DISCUSSION.

Now, let’s discuss
each question.

1
Revisit pages 206–207 of the selection.
What did Sieh and the other scientists learn
from “reading the corals”?

2
Reread page 209. What causes an
earthquake? Why isn’t it possible for us to
feel the usual plate movements that take
place on the earth’s surface?

3
What is the difference between a tsunami
and a normal ocean wave?