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Lesson 14 Homework Module 3 Fourth Grade Answer Haynes Elementary

Akay, Leyla. "The Girt Who Planted Hope: How Do I Make A Difference In My Community?." Skipping Stones 25.1 (2013): 10. Primary Search. Web. 23 Mar. 2014. This article, found on www.iconn.org, presents a young teen's views on doing something for the community and being inspired by a short story entitled "The Man Who Planted Trees," by Jean Giono. The young author, Leyla hopes that in her lifetime, she will continue to plant many more trees as did the shepherd in the short story and serves to inspire readers to nurture their own 'forest of good deeds.'

Ducote, Phoebe. "Community Peace." Skipping Stones 25.5 (2013): 10. Primary Search. Web. 23 Mar. 2014. The touching poem "Community Peace," written by an 11 year old Phoebe Ducote is presented in such a way that a powerful message is given in a simple way that students can identify with and feel compelled or inspired to write their own poem about community.

Fradin, Judith Bloom, and Dennis B. Fradin. Hurricanes. Washington, D.C.: National Geographic, 2007. Print. National Geographic does an excellent job of depicting and describing the nature of Hurricanes, how they develop, the devastation wrought by their powerful forces and the history of various documented Hurricanes throughout history. This text is ideal for the second and third phases of my unit as it provides detailed accounts of Hurricane Katrina as well as scientific explanations of hurricanes, predictions and warnings. This text is rich in text features and text structures to assist students in locating specific information for their research projects.

Graf, Christine. "YOU Can Change THE WORLD." Appleseeds 12.7 (2010): 16. Primary Search. Web. 23 Mar. 2014. The article is ideal for the fourth phase of my unit as it presents information on the Jane Goodall's Roots & Shoots, the Jane Goodall Institutes program. The program encourages young people from preschool to college to work on projects that help their communities, the environment, and animals. It is believed by Jane Goodall that young people who participate in the program develop respect and compassion for the nature. This article offers an approach to community service through environmentally conscious behaviors and activities

Haynes, Ashleigh. "Community = Happy!." Skipping Stones 25.1 (2013): 11. Primary Search. Web. 23 Mar. 2014. This article comes in handy for the fourth phase of my unit and can be found on www.iconn.org. It presents young, 13 year old's views on improving communities and can offer students a role model closer in age, who has actualized her vision for change in a practical way.

LaFrance, Ethan. "Kool Kids." Cobblestone 29.5 (2008): 31. Primary Search. Web. 23 Mar. 2014. Found on www.iconn.org, this article provides ideas on how to become an engaged and active citizen and to make a difference in someone else's life and/or the community. This article is beneficial in guiding students through the fourth phase of my unit as they begin to explore practical and necessary ways they can become more involved in their various communities

Markle, Sandra. Rescues!. Minneapolis, MN: Millbrook Press, 2006. Print. This engaging text is part of the Plugged Into Reading program and is to be read as the core text during the second marking period in fourth grade. This text deals with the various natural disasters that have occurred throughout the world in recent years and how professional rescue teams as well as volunteers have brought survivors to safety. Several of the graphic organizers mentioned in phase one of this unit correspond with the Plugged Into Reading Resource Materials for this text.

McCabe, Suzanne. "After The Hurricane." Junior Scholastic 108.3 (2005): 4. Primary Search. Web. 23 Mar. 2014. This article, found on www.iconn.org is a helpful source for student research on the aftermath of Katrina as it presents information on the victims of Hurricane Katrina and describes how the hurricane affected many different parts of the U.S. in September 2005.

Palser, Barb. Hurricane Katrina: Aftermath of Disaster. Minneapolis, Minn.: Compass Point Books, 2007. Print. This informational text is ideal for both young and mature readers as it presents the individual, city and national responses to the devastation of Hurricane Katrina and the relief efforts that ensued. This text is filled with text features like sidebars, photographs, and a glossary making it ideal for research on this controversial, heavily loaded topic.

PhilbrickPhilbrick, W. R.. Zane and the Hurricane: a Story of Katrina. New York: The Blue Sky Press, 2014. Print. This novel presents a suspenseful, engaging story of a 12-year-old boy and his dog, Brandy, who are trapped in New Orleans during the aftermath of Hurricane Katrina. As the young reader is led through Zane' adventurous journey the tragic circumstances of this historical event are brought to light both sensitively yet factually so that a student can gain perspective with the gentle aid of narrative.

Smith, Darian. "The Service Effect: How Helping The Community Develops Strong Leadership In Students." Future Reflections 31.3 (2012): 47. Primary Search. Web. 23 Mar. 2014. In the fourth phase of my unit, this article is useful in providing students with examples of service activities they might engage in. This article gives a personal narrative on author's experiences of being a part of the U.S. community service AmeriCorps, which aims at providing fun, recreational programs for blind youth and seniors in the United States.

Smith, Steph. "LONG ROAD AHEAD. (Cover Story)." Scholastic News – Edition 5/6 74.4 (2005): 4. Primary Search. Web. 23 Mar. 2014. This article, found on www.iconn.org provides poignant information on fundraising activities created and carried out by school children in the U.S. to help hurricane Katrina victims in New Orleans, Louisiana. The article goes into the value of these donations made to Katrina relief groups as well as the challenges facing hurricane survivors.

Tarshis, Lauren, and Scott Dawson. I Survived Hurricane Katrina, 2005. New York: Scholastic, 2011. Print. This adventurous fictional narrative brings the reader a compelling account of a boy, Barry and his dog who are swept away from their family by the floodwaters after the levees break. The entertaining, suspenseful novel leaves readers at the edge of their seats as they wait to see if Barry will make it back to his family. This novel is ideal for students who are inclined to learn about historical events through realistic fiction. This story is told from the perspective of a ten-year-old boy and includes illustrations to hold reader's engagement.

"Trying To Recover." Scholastic News Edition 4 68.5 (2005): 2. Primary Search. Web. 23 Mar. 2014. This article, found on www.iconn.org is important for students to read as they research Hurricane Katrina because it reports on the cleanup of the U.S. Gulf Coast region after hurricanes in 2005. This article informs readers about how Hurricane Rita hit Gulf Coast communities in Texas and Louisiana just three weeks after Hurricane Katrina struck the area and describes the devastation wrought by these series of storms.

Uhlberg, Myron, and Colin Bootman. A Storm Called Katrina. Atlanta: Peachtree, 2011. Print. This beautifully illustrated picture book presents the tragedy of the aftermath of Hurricane Katrina to children in a tactful, inspiring way. The story revolves around a young boy, Louis who is on a mission to find his father amidst the desperation and debris and finds strength in his cornet as an instrument of strength.

Van Zelfden, Alan. "YOU CAN COUNT ON US. (Cover Story)." Boys' Life 95.12 (2005): 16. Primary Search. Web. 23 Mar. 2014. This article is excellent for student research and can be found on www.iconn.org. This article shows students how the U.S. Boy Scouts served the victims of Hurricane Katrina and brings to light those organizations, which acted in the spirit of altruism as opposed to those, which sought to exploit the needy.

Типичная для Испании туалетная комната: квадратная форма, белый кафель, с потолка свисает единственная лампочка. Как всегда, одна кабинка и один писсуар. Пользуются ли писсуаром в дамском туалете -неважно, главное, что сэкономили на лишней кабинке.