UNIT X UNIT 1 | 33 • Read closely Replay the audio, this time asking students to find specific information that answers the Essential Question. Once students have listened to the text twice, give them a chance to read it closely in pairs. Remind students to pay attention to the words in bold type and to use the strategies they have learned to determine the meaning using visual and context clues. • Summarize informational text Ask students to summarize the text for a partner. Then work with the class to generate a brief summary of the central ideas in the text and write it on the board. Make sure students include information about the clean-up and rebuilding costs of Hurricanes Harvey and Katrina. They should also say how many people were affected by the storms. B Build academic language proficiency Read the questions aloud. Have students work in groups and answer the questions, referring to the text to find supporting evidence. ANSWERS 1. Katrina happened first. Harvey had faster wind speeds. Katrina cost more to clean up. 2. It cost $160 billion to clean up Katrina. Katrina damaged 90,000 square miles of land. Katrina damaged the property of 1.7 million people. Katrina destroyed the homes of 75,000 people. It cost $75 billion to repair and rebuild the damaged homes. More than 70 countries donated money to Katrina victims. 3. People volunteer to help other people and animals after disasters like hurricanes. C Explain how text features contribute to meaning Help students connect the impact of hurricane damage to cities in our country. Refer to the map. Ask: What does the map show? Describe the key. Why are state abbreviations used? What color is Texas? What does this mean? Discuss the directions. In pairs, have students complete the activity. ANSWERS 1. Mississippi and Florida; 2. Texas; 3. one (Louisiana) Practice Book p. 17 Assessment Program p. 9 FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Divide the groups into mixed abilities for Activity B so that the students can help each other. Monitor their progress and encourage students to stay on task. Amplify Students can research the most recent hurricane to affect the U.S. and provide the following information: storm name, date, speed, cost, and any additional interesting information. Have students use the chart on page 32 as a guide for how to set up this information. Write: Use vocabulary Which hurricane caused the most damage: Harvey or Katrina? Support your answer. List the damage that was caused. PRACTICE COMMUNICATE US States Affected by Hurricanes Harvey and Katrina TX LA MS FL GA SC AL AR OK KEY: Katrina only Harvey only both Harvey and Katrina State Abbreviations: AL – Alabama AR – Arkansas FL – Florida GA – Georgia LA – Louisiana MS – Mississippi NM – New Mexico NC – North Carolina OK – Oklahoma SC – South Carolina TN – Tennessee TX – Texas NM TN NC B Comprehension Share your answers with a group. 1. Compare Harvey and Katrina. Which storm happened first? Which one had faster wind speeds? Which cleanup cost more? 2. Why is each number important? $160 billion / 90,000 / 1.7 million / 75,000 / $75 billion / 70 3. How do disasters bring out the good in people? C Making connections Look at the map and answer the questions. 1. Which states were only affected by Katrina? 2. Which state was only affected by Harvey? 3. How many states were affected by both hurricanes? UNIT 1 33 UNIT 1 / CONNECT TO SOCIAL STUDIES
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