In this module, students study how an author develops point of view and how an author’s perspective, based on his or her geographic location, is evident in his or her writing. Students consider point of view as they learn about ocean conservation and the impact of human activities on life in the oceans. Through close reading, students will learn multiple strategies for acquiring and using academic vocabulary. In Unit 1, students read the first five chapters of Mark Kurlansky’s World without Fish, a literary nonfiction text about fish depletion in the world’s oceans. They analyze how point of view and perspective is conveyed in excerpts of the text and trace the idea of fish depletion in both the main text and the graphic novel at the end of each chapter to describe how the idea is introduced, illustrated, and elaborated on in the text.
In Unit 2, students read Carl Hiaasen’s Flush (830L), a high-interest novel about a casino boat that is polluting the ocean and the effort of a family to stop it. As they read the novel, students also will read excerpts of an interview with Carl Hiaasen to determine how his geographic location in Florida shaped his perspective and how his perspective is evident in his novel Flush. At the end of Unit 2, having read the novel, students will write a short, on-demand response explaining how living in Florida affected Carl Hiaasen’s perspective of the ocean and ocean conservation, supported by details from Flush that show evidence of Hiaasen’s perspective. In Unit 3, students return to World without Fish and pursue further research about overfishing to write an informative consumer guide about buying fish to be put in a grocery store. This task addresses ELA standards W.6.2, W.6.6 (optional), W.6.7, L.6.2, L.6.2a, L.6.2b, L.6.3, L.6.3a, and L.6.3b.