Grade Level: 6-8
Content Area: Language Arts
MathematicsSpanish
Science
Concepts: The Black Pearl
ocean terminologyregional study of Baja
Spanish vocabulary
math conversions
Goals: Students will answer and discuss questions regarding chapter 5-11 in The Black Pearl to create a better understanding of the text and become aware of other interpretations.
Materials: writing tool
question sheet (designed by individual teacher)
Time: 1-1 1/2 hours
Procedure:
1. Give each student a copy of the question sheet you have designed. The question sheet should consist of a set of questions about the book that will aid in forming a discussion. Some possible questions include:
a. Why was Ramon so driven to find the Great Pearl?b. What would you do with the Pearl if you were Ramon's father? Would you still give the Pearl to the church?
c. Why was Ramon's mother so upset about her husband's decision?
d. What did the Pearl mean to the people of La Paz?
2. Divide students into groups of 4 or 5.
3. Each student should answer each question individually. After answering each question individually, each group member will share their answer with the rest of the group. Then one person from each group will tell the rest of the class what their group discussed.
4. Allow time for any questions that may not have been brought up within the groups.
Assessment: Student will have answered the questions and actively participated in the group discussion (see Observation rubric).
Phase Two: Spanish words in The Black Pearl
Goals: Students will identify and define Spanish words in the book to help create a better understanding of the text.
Materials: chalkboard
The Black Pearlpaper
writing tool
Time: 30-45 minutes
Procedure:
1. First ask the class if anyone knows what the word means. If no one does, then ask if anyone can get the meaning from context. If still no one knows the meaning of the word, give the class the meaning. Write all definitions on the chalkboard.
2. Students will write the unfamiliar Spanish words and their definitions on a piece of paper to have for reference.
3. The teacher will have the students open to certain pages in the book where the Spanish words are located. Some words to consider including the page where they can be found in The Black Pearl:
a. diablo (found throughout the book)b. calabozo (44)
c. Malecon (47)
d. bunuelos (54)
e. pesos (52)
Assessment: Student will have written down the definitions (Yes or No).
Phase Three: Math in The Black Pearl
Goals: Students will be able to convert units of measurement and mass mentioned in the book.
Materials: writing tool
papermeasuring tapes (preferably one for every two students)
The Black Pearl
chalkboard
peso
object that weighs 62.3 carats (12.46 grams)
Time: 1 hour-1 1/2 hours
Procedure:
1. Partner the students up and give each pair a measuring tape.
2. Discuss fathoms and give its equivalency on the chalkboard. Relate the measurement to things the students recognize. For example, a fathom equals 6 feet. To give the students an idea of how much 6 feet is use the measuring tape or say 6 feet is this much taller or shorter than me.
3. Then direct the students to pages in The Black Pearl where the word can be found. Fathoms, for example, can be found on page 34. Read or have a student read the context. "In two fathoms of water over a reef of black rocks, he dropped anchor and told me to do the same."
4. Each pair will calculate how many feet two fathoms equals. They may use the measuring tape if necessary.
5. Repeat the exercise with leagues. Leagues can be found on page 31. One league equals 3 miles. Make sure that you tell the students that 1-mile equals 5280 feet. Tell the students to watch how far 3 miles is on a speedometer next time they are in a car.
6. Repeat the exercise with pesos. Make sure you check the exchange rate before you do the exercise. Pesos can be found on page 52. Be sure and have the students calculate how much Ramon's father was asking for the Great Pearl in American dollars. Pass the peso around for students to examine.
7. Repeat the exercise with carats. Carats can be found on page 43. Pass around the object that weighs what the Great Pearl weighed.
Assessment: Student will have calculated the measurements with a partner (Yes or No). Observation rubric can also be used here.
Goals: Students will become more familiar with ocean terms mentioned in the book.
Materials:
writing tool
paperchalkboard
picture or overhead of boat with labeled parts (especially stern, bow, bulwark)
book on harvesting oysters- Living Off the Sea by Charlie White
The Black Pearl
Time: 1 hour
Procedure:
1. Display overhead of boat or pass around picture. Discuss parts of boat mentioned in book (refer students to pages)- stern, bow, bulwark and point them out on the picture.
2. Students should take down definitions to aid in reading.
3. Discuss chapter six in The Black Pearl. Use questions to help generate discussion. Has anyone been oyster fishing? Would you want to go oyster fishing? Does oyster fishing sound dangerous?
4. Read the section of Living Off the Sea that talks about how oysters are harvested. Compare how it is done in the book written by an expert fisherman to how Ramon does it in The Black Pearl. Use columns on the chalkboard.
*As always, please review material before using.
Assessment: Class participation (see Observation rubric).
Resources: White, Charlie (1996). Living Off the Sea. New York: McGraw-Hill.
ISBN#007069866X
Extension: Students could build a boat of their own.
Goals: Students will present in their groups their research on Baja and how it relates to the book.
Materials: will vary depending on group presentation
writing toolpaper
chalkboard or overhead
Presentation rubric (enough copies for the entire class)
Time: remaining time
Procedure:
1. Two groups will present. Students not presenting should jot down notes to help them grade each group using the rubric (see attachment).
2. Allow the rest of the class to ask the group questions.
3. Then have the entire class discuss how the group's research relates to the book. Make columns on the board or overhead. Ask questions to generate discussion. For example, how was what the group found on Baja economy similar to what was mentioned in the book? How was it different? Did the research help you to better understand parts of the book?
4. Allow five minutes at the end of class to assign the last part of The Black Pearl, chapter 11-18.
5. If there is any time left over students may read the book.
Assessment: Students who present will have demonstrated knowledge about and an understanding for their topic. The research the group found will have been presented in a creative manner to the rest of the class. Please see Presentation rubric for specific grading. Those who are not presenting will have actively participated in the discussion following each presentation and will have graded each group using the Presentation rubric. Success is measured by a score of 3 or 4 on each criteria.
