The Outer Banks

LESSON 10 TEACHER’S GUIDE The Outer Banks by Maryann Langen Fountas-Pinnell Level R Informational Text Selection Summary Along the coast of North Carolina, the islands known as the Outer Banks have many identities: site of a vanished colony, pirate lair of the legendary Blackbeard, haven for beach-loving vacationers, test site for the Wright Brothers, shipwreck graveyard, horse sanctuary, Number of Words: 1,353 national seashore, and hurricane barrier. The islands have it all! Characteristics of the Text Genre • Informational text Text Structure • Third-person narrative organized in ten brief chapters • Chapter headings sequence the history of the Outer Banks. • Details prompt the reader to ask questions, compare, and contrast. Content • The Outer Banks of North Carolina, geography and history • The “lost colony”; Blackbeard; the Wright Brothers • The historic signiﬁ cance of a location Themes and Ideas • Human activities affect the environment. • Sometimes a place is special because of what happened there long ago. • People value people, places, and things for different reasons. Language and • Conversational language characterized by direct address and frequent exclamations Literary Features • Simile: like soft feather pillows • Mystery and danger conveyed in stories of pirates, lost colonies, and shipwrecks Sentence Complexity • Numerous series of words and phrases • Rhetorical questions and exclamations • Parentheses and dashes Vocabulary • Many physical geography terms, some of which might not be familiar: sandbar Words • Many multisyllable words, some of which may be challenging, such as scavenging, terrorized, reportedly, candlewicks, isolation Illustrations • Photos, map, table, and drawings support the text. Book and Print Features • Twelve pages of text prefaced with a table of contents • Bulleted list and sidebars © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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6_310435_BL_LRTG_L10_OuterBanks.indd 1 11/5/09 11:19:53 AM The Outer Banks by Maryann Langen Build Background Help students use their knowledge of geography and the Atlantic coast to visualize the selection. Build interest by asking a question such as the following: What do you know about Kitty Hawk or other locations in the Outer Banks? Read the title and author and talk about the cover photograph. Tell students that this selection is informational text that provides facts and examples about a topic.

Introduce the Text Guide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions: Page 2: Have students look at the table of contents. Suggested language: Notice the chapter called “The Graveyard of the Atlantic.” Graveyard is here used as a metaphor. What’s the likely topic of this chapter? Answer: The title refers to shipwrecks that once occurred in the region. Pages 4–5: Explain that the Outer Banks are a string of islands that protect the mainland Atlantic coast from hurricanes. Use the map on page 4 to locate the fi ve islands. The heading says these are “islands of change.” Ask: How might an island change physically over time? Have students look at the table on page 5. Then have them read the sentence with the highlighted word: The Croatans had a sophisticated culture. Ask: What makes a culture sophisticated? Pages 8–9: Explain that Blackbeard and his band of pirates attacked ships sailing near Ocracoke Island. Ask: Why do you think people fi nd such pirate lore so fascinating? Point out that the selection includes many physical science terms. Make sure students understand the terms ocean currents and sandbars. Now turn back to the beginning and read to fi nd out about the mysteries and wonders of North Carolina’s Outer Banks.

Target Vocabulary

abundance – a lot or more than heritage – everything families retains – holds onto or keeps enough, p. 5 pass down to people such as inside, p. 4 altered – changed or adjusted traditions and objects, p. 11 sophisticated – complicated or concept – a basic or general idea lore – the collected knowledge, detailed, p. 5 or thought, p. 10 traditions, and beliefs of a teeming – ﬁ lled, often with living person or group, p. 8 cultural – relating to a group’s things way of life, p. 11 lush – thick with greenery and plant life

Grade 6 2 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company

6_310435_BL_LRTG_L10_OuterBanks.indd 2 11/5/09 11:20:04 AM Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Question Strategy and to think of questions as they read.

Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: What would you most enjoy about the Outer Banks? Why?

Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • The Outer Banks protect North • It’s important to preserve an area • The chapter heads show the Carolina from hurricanes. rich in heritage and wildlife. reader the many features of the Outer Banks. • The Outer Banks have a rich • Sometimes a place is special history, including the Croatan because of what happened there • The language makes the reader culture, the disappearance of long ago. feel as if the author is talking to Roanoke colony, Blackbeard, her or him. • People value people, places, and shipwrecks, and the ﬂ ight tests things for different reasons. • The author includes many of the Wright brothers. historical details to help the • Although Hatteras and Ocracoke reader understand the heritage of Islands are fairly unspoiled and the Outer Banks. wild, tourism has brought many changes to the other islands.

Choices for Further Support • Fluency Invite students to choose a passage from the text to use for a readers’ theater. Remind them to pay attention and to practice challenging words and names before reading to increase fl uency. • Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that a syllable contains just one vowel sound. For example, the word abundance (p. 5) has three syllables: a·bund·ance. A word can also be divided into morphemes, or single units of meaning. The word abundance consists of two morphemes: abound and the suffi x –ance. Notice how this root word changed with the addition of the suffi x –ance.

Grade 6 3 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company

6_310435_BL_LRTG_L10_OuterBanks.indd 3 11/5/09 11:20:17 AM Writing about Reading

Critical Thinking Have students complete the Critical Thinking questions on BLM 10.7.

Responding Have students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension Skill Compare and Contrast Remind students that they can compare and contrast to examine how two or more details in the selection are alike and different. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud The narrator says that Bodie Island was once a real island, with an inlet that cut it off from the peninsula. Today, however, Bodie Island is actually a peninsula because sand and silt ﬁ lled in the inlet. List these details to compare and contrast the Bodie Island of long ago to the “island” of today.

Practice the Skill Have students share an example of another selection in which they used details to compare and contrast two or more characters, settings, or events.

Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts • What is the meaning of retains on page 4? • On page 5, why is the ﬁ rst paragraph important to the book? • The author probably wrote this selection to

______.

Grade 6 4 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company

6_310435_BL_LRTG_L10_OuterBanks.indd 4 11/16/09 5:46:07 PM English Language Development

Reading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that the Outer Banks help protect North Carolina from hurricanes and have a rich history.

Cognates The text includes many English-Spanish cognates. For example, that the Spanish word for concept (p. 10) is concepto. Similarly, soﬁ sticado is the Spanish word for sophisticated (p. 5). Invite students to identify other cognates in the book.

Oral Language Development Check student comprehension, using a dialogue that best matches your students’ English proﬁ ciency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What is the subject of the Speaker 1: How do the Outer Banks Speaker 1: Why do people call book? protect North Carolina? Hatteras Island “the Graveyard of the Atlantic”? Speaker 2: the Outer Banks of North Speaker 2: The Outer Banks protect Carolina North Carolina by providing a barrier Speaker 2: The meeting of two from hurricanes. strong ocean currents, shallow Speaker 1: Who ﬁ rst lived in the Outer waters, shifting underwater Banks? Speaker 1: Why did the Wright Brothers sandbars, hurricanes, and choose Kitty Hawk for testing their Speaker 2: Native Americans called the storms caused many shipwrecks glider and their airplane? Croatans near Cape Hatteras. Speaker 2: They needed strong winds Speaker 1: What pirate hunted ships and hills without trees. near the Outer Banks? Speaker 2: Blackbeard

Lesson 10 BLACKLINE MASTER 10.7 Name Date

The Outer Banks Critical Thinking Critical Thinking

Read and answer the questions. Possible responses shown.

1. Think within the text What kinds of islands are the Outer Banks? They are barrier islands that protect the mainland. 2. Think within the text What is the Native American meaning of the word Roanoke? It means “place where shell beads are found.” 3. Think beyond the text How have the Outer Banks helped shape aviation history? The Outer Banks were the site of the fi rst powered fl ight. The Outer Banks had the right combination of wind and soft ground for landing. 4. Think about the text Ocracoke Island has less tourist activity than the rest of the Outer Banks. Where would you rather visit? Compare and contrast the two places. I would rather visit Ocracoke Island because I could see the natural environment. The rest of the Outer Banks have too many buildings and visitors. But that might also make it a more fun place to visit, because there are more people there. Making Connections Think of other mysteries you have read about. Pick one mystery and describe it. Was the mystery ever solved? Include details in your writing.

Write your answer in your Reader’s Notebook.

10.07_6_246260RNLEAN_Crtl Thk.in9 9 6/15/09 1:04:58 PM Grade 6 5 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company

66_310435_BL_LRTG_L10_OuterBanks.indd_310435_BL_LRTG_L10_OuterBanks.indd 5 77/24/09/24/09 22:05:55:05:55 PPMM Name Date The Outer Banks

Thinking Beyond the Text Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 11, the author says: “Towns on Hatteras and Ocracoke still retain the flavor of old fishing villages.” What does the author mean? How does she seem to feel about this fact? Do you think places where people live should remain as unchanged as possible? Why or why not? Explain, using details from the text or examples from your own experience as necessary.

Grade 6 6 Lesson 10: The Outer Banks © Houghton Mifflin Harcourt Publishing Company

66_310435_BL_LRTG_L10_OuterBanks.indd_310435_BL_LRTG_L10_OuterBanks.indd 6 77/24/09/24/09 22:05:57:05:57 PPMM Lesson 10 BLACKLINE MASTER 10.7 Name Date

The Outer Banks Critical Thinking Critical Thinking

Read and answer the questions.

1. Think within the text What kinds of islands are the Outer Banks?

2. Think within the text What is the Native American meaning of the word Roanoke?

3. Think beyond the text How have the Outer Banks helped shape aviation history?

4. Think about the text Ocracoke Island has less tourist activity than the rest of the Outer Banks. Where would you rather visit? Compare and contrast the two places.

Making Connections Think of other mysteries you have read about. Pick one mystery and describe it. Was the mystery ever solved? Include details in your writing.

Write your answer in your Reader’s Notebook.

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Date Date R 8 Word told Insertion Self-corrects Substitution eairCd Error Code Behavior Accuracy Rate correctly/93 ×100) (# wordsread BLACKLINE MASTER10.11 cat T ˆ the cat cut sc cat cut cat The OuterBanks Running RecordForm Lesson 10: The Outer Banks Outer 10: The Lesson % Lesson 10

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