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

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.

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:

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.):

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

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.

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

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 well-identified. 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

Detail

Detail

Main Idea

Appendix C

Who is involved?

_________________________________________________

What is the problem?

__________________________________________________

________________________________________________

Why is the problem happening?

__________________________________________________

________________________________________________

__________________________________________________

________________________________________________

What factors led up to the problem?

__________________________________________________

________________________________________________

__________________________________________________

________________________________________________

Attempted Solution 1:

______________________________________

______________________________________

______________________________________

____________

Attempted Solution 2:

______________________________________

______________________________________

______________________________________

____________

Result:

______________________

______________________

______________________

______________________

____

Result:

______________________

______________________

______________________

______________________

____

Appendix D

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 3 4 Points

Comparison

Important

information is

included but

similarities are not

specified.

1 important

similarity from

the two texts is

included in the

paragraph.

2 important

similarities

from the two

texts are

included in

the

paragraph.

3 important

similarities

from the two

texts are

included in

the

paragraph.

____

Conclusions

A conclusion is

stated but it is not

supported by

either text.

1 conclusion is

drawn but it is

minimally

supported by

information in

either text.

1 important

conclusion is

drawn that

can be

supported by

one of the

texts but not

both.

2 important

conclusions

are drawn

that can be

supported by

both texts.

____

Summary

The paragraph

includes

interesting details

but does not

summarize either

text.

The paragraph

includes some

important

information

from one text

but includes

only details

that are not

especially

important.

The

paragraph

summarizes

the most

important

information

from one but

not both texts.

The

paragraph

summarizes

the most

important

information

from both

texts.

____

Content

The paragraph

only alludes to the

Everglades.

The paragraph

only discusses

the Everglades.

The

paragraph

discusses the

Everglades

but only

alludes to the

pig frog.

The

paragraph

clearly

discusses the

Everglades

and the pig

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

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 R

Appendix S

Appendix T

Frie

ndsh

ip

Tra

nsla

tion

Dic

tion

ary

Passport

to

Ch

an

ge

Hard

sh

ip

Mou

nta

in

Map

Tou

rism

Gu

ide

Ch

ara

cte

r

Su

rviv

al

Kit

5 E

ven

t

Fore

cast

Tra

vele

r’s

Log

Appendix U