• Phase One: Partner Book Chat
• Phase Two: Ocean Terminology
• Phase Three: Tides
• Phase Four: Presentations

Grade Level: 6-8
 
 

Content Area: Language Arts

Science

Art

Concepts: The Black Pearl

ocean terminology

tides

Phase One: Partner book chat
 
 

Goals: Students will discuss their opinions about the book and become aware of varying interpretations.
 
 

Materials: The Black Pearl
 
 

Time: 1-1 1/2 hours
 
 

Procedure:

1. Students will get with a partner (3 is also okay).

2. One student should be 'A' and the other 'B'.

3. Student 'A' will go first saying anything they want to their partner about the last section of the book for 30 seconds. Student 'B' will listen intently because at the end he/she will have to give a summary of what their partner said.

4. Student 'B' talks next but cannot repeat anything student 'A' has already said.

5. After both partners have talked, each will tell the class what the other said.

6. Repeat the sequence three more times alternating who goes first.

7. Then pose questions to the pair that forces them to role play. For example, What would you do if you were Ramon? Would you steal the Pearl? Ask what they think happened to the Sevillano and the Manta Diablo.

8. Students share their opinions.

9. Next have the class turn to pages 86-88 in The Black Pearl. Have each pair discuss what the Sevillano says. What is he saying about how Ramon's father and the fleet died?

10. Then each pair shares their opinion with the class.
 
 

Assessment: The student will have been an active participant in the partner book chat (see Observation rubric).
 
 

Phase Two: Ocean Terminology
 
 

Goals: Students will become more familiar with ocean terms mentioned in the book.
 
 

Materials: The Black Pearl

writing tool

paper

picture of a sea-bat

picture of a needlefish

picture of a harpoon

drawing tools (markers, colored pencils, crayons)

white paper

 Procedure:

 1. Discuss sea-bats, needlefish and harpoon. Pass the pictures around to the students so they can get a better idea of what each looks like.

2. Direct the students to pages in the book where the word can be found. (Sea-bats pg. 78, harpoon pg. 79, needlefish pg. 84). Read or have a student read the context.

3. Students should jot down notes.

4. Using the white paper, have students draw a picture of what they think the Manta Diablo looked like. Give them ample time so they do a good job. The drawings will be put up around the room or kept in the ocean folders.
 
 

Assessment: Student will have drawn a creative picture (Yes or No).
 
 

Phase Three: Tides
 
 

Goals: For students to gain a better understanding of how tides work.
 
 

Materials: The Black Pearl

volleyball

4 tennis balls marked A, B, C and D

basketball

Time: 1 hour
 
 

Procedure:

1. Begin by discussing how tides work. Be sure you discuss that low tides occur when the sun and moon are at right angles to each other and high tides occur when the sun and moon are in line with the earth.

2. Tell the students that the volleyball represents the earth, the basketball the sun, and the 4 tennis balls are positions of the moon.

3. Place the 4 tennis balls around the volleyball and the sun to the right of the volleyball a couple feet away. (See Tide Exercise attachment).

4. Ask the students which position(s) of the moon- A, B, C or D produce low tides and which position produces high tides.

5. Move the sun around and ask them again.

6. Refer to page 74-75 in The Black Pearl.

7. Students should take turns reading the paragraphs involving tides.

8. After reading the passage, have students talk about where the moon had to have been for the Sevillano's boat to have drifted with the tide. Let them use the balls to demonstrate.
 
 

Assessment: Class participation (see Observation rubric).
 
 

Phase Four: Presentations
 
 

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 tool

paper

video on Baja- Baja California and the Copper Canyon

chalkboard or overhead

rubric (enough copies for the entire class)

Time: remaining time, but allow 50 minutes for the film
 
 

Procedure:

1. The remaining three 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 after each presentation.

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.

4. After all the presenters are finished, show the video. *As always preview material before you use it. The video takes you on a tour of Baja showing you the people, the culture and the ocean. Students will be able to see how their research relates to the video.

5. If time allows, discuss what similarities the students saw between their research and the video. Did they learn anything new about Baja from the video?
 
 

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.
 
 

Resources: The movie, Baja California and the Copper Canyon, can be ordered at the following Internet site: http://www.gorp.com/atbook.htm

*Once at the site, use the keyword: Baja Mexico