Earthquake Terror Handout - Curriculum Companion
Earthquake Terror Handout - Curriculum Companion
Earthquake Terror Handout - Curriculum Companion
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For Use with Houghton Mifflin<br />
5 th Grade, Theme 1, Selection 1<br />
<strong>Earthquake</strong> <strong>Terror</strong><br />
Supporting Comprehension<br />
“<strong>Earthquake</strong> <strong>Terror</strong>”<br />
Describe how the fallen<br />
tree provides shelter for<br />
Jonathan and Abby.<br />
Copyright © 2009 Sacramento County Office of Education<br />
Some images used under license from Shutterstock, Inc.<br />
Mood<br />
“<strong>Earthquake</strong> <strong>Terror</strong>”<br />
• Writers deliberately use words, details, and<br />
descriptive language to create the mood, or<br />
emotional tone, in a scene or story.<br />
• Read the following from page 38:<br />
– “Jonathan struggled toward her again, his<br />
heart racing.”<br />
– “I want Mommy!” Abby shrieked.”<br />
– “Her fingernails dug into Jonathan’s bare arm.”<br />
Copyright © 2009 Sacramento County Office of Education<br />
Some images used under license from Shutterstock, Inc.<br />
Mood<br />
“<strong>Earthquake</strong> <strong>Terror</strong>”<br />
• The words “his heart racing”<br />
and “shrieked” and the image<br />
of Abby’s nails digging into<br />
Jonathan’s arm convey a mood<br />
of fear, alarm, and panic.<br />
• Identify other scenes having<br />
a similar mood.<br />
• Name other moods an author<br />
may want to create.<br />
Copyright © 2009 Sacramento County Office of Education<br />
Some images used under license from Shutterstock, Inc.<br />
<strong>Curriculum</strong> <strong>Companion</strong><br />
Sacramento County Office of Education 16
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