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Earthquake! 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 pondered spectacles intersection severe 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 earthquake 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 5.5.1 PLOT AND CHARACTER PRIOR KNOWLEDGE READ THE BOOK SET PURPOSE Have students set a purpose for reading Earthquake! The Disaster That Rocked San Francisco Students’ interest in earthquakes and in history should guide this purpose Suggest that students think about what they would 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 What always follows the first shock? (Silence, then 10 or 20 seconds later, the quake hits with full force.) PAGE 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.) 92 Earthquake! The Disaster That Rocked San Francisco 16911_LRD_TG_092-093 92 12/2/05 12:59:23 PM REVISIT THE BOOK Skill Work READER RESPONSE Main characters: Bob Allen, Sally Allen, the fireman, Dr Martin Students should summarize what happens to two of the characters in the story For example: Bob Allen: He loses his children in the earthquake, searches for them, and is reunited at the park 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 Latin root: spectare—to watch; spectacle: dramatic public display; spectacles: eyeglasses Students should correctly use each word in a sentence 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 paragraph 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 TEACH/REVIEW VOCABULARY To reinforce the meaning of withered, read the fourth paragraph on page 12 Ask: What other words in the paragraph help you understand the meaning of withered? Continue in a similar fashion with the remaining vocabulary 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 pattern 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 characters 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 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 eyewitness 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 Remind students that prior knowledge is what a reader knows about a given topic gathered from reading and from personal experience Active readers 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 characters 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 Earthquake! The Disaster That Rocked San Francisco 16911_LRD_TG_092-093 93 93 11/17/05 8:55:45 AM Earthquake! 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 Title This story is about (name the characters) This story takes place (where and when) The action begins when Then, Next, The story ends when © Pearson Education After that, 94 16911_LRD_TG_094-095 94 11/17/05 8:56:08 AM Earthquake! Name 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 Check the Words You Know eerie severe intersection spectacles pondered withered The city was lit up by the strange light of the fires As the fires crackled, the wooden buildings shriveled and burned The earthquake was so strong that many buildings collapsed An old man stopped to clean his glasses before continuing on foot The doctor considered his options before taking the children to the hospital Traffic stopped at the corner of two large streets to let the fire engines pass © Pearson Education Trees dried up and died when no one watered them The odd, frightening shadows of the rescue workers moved across the walls At the crossing, take a left to reach the hospital 10 Bob Allen thought deeply about where to look for his children 95 16911_LRD_TG_094-095 95 12/2/05 12:36:21 PM ... think about the author’s purpose as they read Earthquake! The Disaster That Rocked San Francisco 16 911 _LRD _TG_ 092-093 93 93 11 /17 / 05 8 :55 : 45 AM Earthquake! Name Plot and Character • The plot is... Then, Next, The story ends when © Pearson Education After that, 94 16 911 _LRD _TG_ 0 94- 0 95 94 11 /17 / 05 8 :56 :08 AM Earthquake! Name Vocabulary Directions Read each sentence Write the word from the box... students look at the illustration on pages 11 and 13 Ask them to comment on the firefighters’ resources in 19 06 Have them look at the photo on page 23 Ask them why they think so much of the city burned