Disciplinary Literacy - Lesson Planning Tool
Implementing Close, Analytical Reading Instruction Aligned with CCSS Expectations
Location of reading: Science in Context & Student Resource Ctr. http://infotrac.galegroup.com/itweb/jess61097
Follow these directions: Gale Password (ask your Media Specialist), Science in Context, search for Earthquake and Tsunami in Japan in 2011.
http://ic.galegroup.com/ic/scic/ReferenceDetailsPage/ReferenceDetailsWindow?failOverType=&query=&prodId=SCIC&windowstate=
normal&contentModules=&mode=view&displayGroupName=Reference&limiter=&currPage=&disableHighlighting=true&source=&sortBy=&displayGr
oups=&zid=&action=e&catId=&activityType=&scanId=&documentId=GALE|CV2644042527
"Earthquake and Tsunami in Japan (2011)." The Gale Encyclopedia of Science. Ed. K. Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Detroit: Gale,
2008. Gale Science In Context. Web. 20 July 2012
Content Specific and
Common Core
State Standard(s)
Key Ideas and Details
Standard 1: Cite specific
textual evidence to support
analysis of science and
technical texts.
Three Text
Complexity
Factors:
Title- Earthquake and
Tsunami in Japan
(2011)
QuantitativeLexile- 1500
Benchmark Z-College
Level
QualitativeRange of Reading and Level Mostly Complex
of Text Complexity:
Standard 10:
Purpose – Primarily
By the end of grade 8, read single themes and
and comprehend
perspectives.
science/technical texts in the
grades 6-8 text complexity Text Structureband independently and
Primarily simple and
proficiently.
conventional.
HCPSS EC 2.2.b
Recognize and explain that
major geologic events
(earthquakes, volcanic
activity, sea floor spreading)
Language ClaritySome sophisticated
vocabulary that is
academic and domainspecific.
Content/Disciplinary
Literacy Reading
Behaviors
Questioning
Understand the text, first,
before making connections
outside the text.
Performance Task Components: Goal,
Role, Audience, Situation,
Pulling Together
Scientists make close
Prompts for Oral DiscussionGoal: Students will recognize that
connections about what they Create a K-W-L chart to identify
earthquakes occur along crustal plate
are observing, reading, and what you know about earthquakes boundaries in order to explain why the
thinking.
and tsunamis.
earthquake near the coast of Japan formed a
tsunami which affected the Pacific Ocean
Scientists read segments of Develop a short class list to
basin.
describe several characteristics of
the text closely.
earthquakes and tsunamis.
Role: Entire class examines a map of crustal
plate boundaries around the Pacific Ocean
Text-dependent, Disciplineand discusses how movement at these plate
specific
boundaries created the earthquake and
Question-for Close, Analytic
tsunami that affected Japan. Students break
Reading
into small groups to examine how different
(response requires text evidence) areas experienced the earthquake and
tsunami.
What was the magnitude of the
earthquake that struck Japan on Audience: Small groups.
March 11, 2011?
Situation/Pulling Together: In small groups,
What types of damage occurred students will create a news report that
due to the powerful earthquake? would explain how different areas around
occur along crustal plate
boundaries.
the Pacific
Ocean experienced the tsunami after the
earthquake in Japan.
Knowledge DemandsRequires some
discipline-specific
content knowledge.
Requires knowledge of
the map of the Pacific
Ocean.
According to the text, thrust
faulting happens as the Pacific
Groups may include costal Japan, China,
plate moves west towards Japan at Indonesia, Australia, Hawaii, Alaska, and
a velocity of 3.2 inches per year. California.
After the earthquake, how far
eastward did some parts of Japan
move?
Reader & TaskReaders will be able to
make connections
between the content of
the text and their prior
knowledge of
earthquakes and
tsunamis.
Why were tsunami waves created
from this earthquake?
Explain why coral atolls were safer
and volcanic islands were in more
danger from the tsunami.
Some waves were as high as 33
feet on the Japanese coastline.
What types of damage occurred in
Japan due to the tsumani?
Compare the damage from a
Tsunami to damage from a
hurricane. How are they similar
and different?
CCSS Literacy - Standard 2.
Determine the central ideas or
conclusions of a text; provide an
accurate summary of the text
distinct from prior knowledge or
opinions.