Hurricanes in History

A lesson plan that leads students through reading and analyzing graphs. A group activity that teaches students to read and analyze graphs.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on...
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course...
CCSS.ELA-Literacy.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an...
CCSS.ELA-Literacy.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content...
CCSS.ELA-Literacy.RL.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band...
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of...
CCSS.ELA-Literacy.RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band...
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on...
CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of...
CCSS.ELA-Literacy.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12...
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CLE 3001.6.1
Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
CLE 3002.6.1
Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
CLE 3003.2.6
Deliver effective oral presentations.
CLE 3003.2.7
Participate in work teams and group discussions.
CLE 3003.3.1
Write in a variety of modes, with particular emphasis on persuasion, for different purposes and audiences.
CLE 3003.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3003.6.1
Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3003.6.2
Analyze the organizational structures of complex informational and technical texts.
CLE 3003.6.3
Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3003.8.1
Demonstrate knowledge of significant works of American literature from the colonial period to the present and make relevant comparisons.
CLE 3003.8.4
Analyze works of American literature for what is suggested about the historical period in which they were written.
CLE 3003.8.5
Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
CLE 3005.2.6
Deliver effective oral presentations.
CLE 3005.2.7
Participate in work teams and group discussions.
CLE 3005.3.3
Organize ideas into an essay with a thesis statement in the introduction, well-constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3005.6.1
Comprehend and summarize the main ideas of complex informational texts and determine the essential elements that elaborate them.
CLE 3005.6.3
Read, interpret, and analyze graphics that support complex informational and technical texts.
CLE 3005.8.5
Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.
SPI 3003.2.5
Identify the rhetorical devices used in a complex speech (i.e., rhetorical questions, parallelism and repetition, analogies, hyperbole, metaphors, simile,...
SPI 3003.3.13
Identify the targeted audience for a selected passage.
SPI 3003.3.8
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3003.6.1
Discern the stated or implied main idea and supporting details of a complex informational or technical passage.
SPI 3003.6.3
Analyze the ways in which the organizational structure of a complex informational or technical text supports or confounds its meaning or purpose.
TSS.ELA.11-12.L.VAU.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11-12 reading and content; interpret...
TSS.ELA.11-12.RI.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author...
TSS.ELA.11-12.RI.CS.6
Determine an author's point of view and/or purpose in a text, analyzing how style and content contribute to its effectiveness.
TSS.ELA.11-12.RL.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific...
TSS.ELA.11-12.RL.CS.6
Analyze how point of view and/or author purpose requires distinguishing what is directly stated in texts and what is implied.
TSS.ELA.11-12.SL.CC.1
Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th - 12th grade topics, texts, and...
TSS.ELA.11-12.SL.PKI.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective so that listeners can follow the line of reasoning;...
TSS.ELA.11-12.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.11-12.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.11-12.W.RBPK.9
Support and defend interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade band...
TSS.ELA.11-12.W.TTP.2
Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

Students will:If time permits, have pairs or groups share their information with their classmates, and then work together to create a larger picture of the types of hurricanes that hit various counties of the coastal United States.
Suggested Graph Questions 

Questions for Understanding

  • How many total hurricanes struck your assigned county in the last century?
  • During which decade did the most hurricanes hit the county?
  • How many of those hurricanes were category 1-2?
  • How many hurricanes were category 3-5?
  • How many hurricanes were direct strikes vs. indirect strikes?
  • What is the difference between direct and indirect strikes?
  • How many of the hurricanes that struck your county moved from water to land (Conventional Landfall Storm)?
  • What was the population of your county as of 2000?
  • When did a hurricane last hit your county? Describe it (direct/indirect/ category?/conventional or exiting).
  • Questions for Analysis/Inference
  • Given all the information on the graph, which hurricane in your assigned county (give the year) was most damaging? Consider population, media, as well as hurricane data.
  • Using the information on the graph, describe the typical hurricane that hits your county (direct/indirect, conventional/exiting, category 1-2 or 3-5).
  • Considering the hurricane data on the graph, would you choose to live in that county? If you did live there, what precautions would you take (construction, 
  • Interpret data displayed in a graph
  • Make inferences based on graphical data
  • Work efficiently with a partner or team.

References

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