Lesson Plan: Surviving the Storm

Essential Questions:

• How do people find strength and hope in the face of disaster?
• What does it mean to be part of a community during difficult times?

Related Texts From the Action Archive:

• In the News: “I Survived the Lahaina Fire” (March 2024)
• True Teen Story: “I Survived Hurricane Ian” (April 2023)
• Graphic Fiction: “Wind” (November 2021) 

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Preview the text features by asking the following questions:

• Read the article’s title and subtitle. What do you think the storm was like, and how might someone “come out stronger” after it? Sample answer: The storm was probably very dangerous and caused a lot of damage. Someone might come out stronger by learning to stay calm, helping others, or appreciating life more.
• Look at the map of Hurricane Helene’s path. What are three things you can learn from the map? Sample answers: The storm started near the Gulf of America (Gulf of Mexico). It moved across the southeastern U.S., including Florida and North Carolina. Asheville is inland but was still affected by the hurricane. Asheville received more than 8 inches of rainfall.
• Compare the “Before the Storm” and “Asheville Underwater” photos of Asheville. How would you describe each photo? Sample answer: The “before” photo of Asheville shows a calm, beautiful town surrounded by green mountains and blue skies. It looks peaceful. In contrast, the “after” photo shows a devastating scene with roads and buildings underwater. Many of the trees are still there, but the town center has pretty much disappeared under the muddy water.

Preview Vocabulary (10 minutes)

• Point out the vocabulary box. Read the words (extreme weather, abnormally, moisture, debris, restored) aloud and discuss their definitions.
• Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

• Set a purpose for reading by telling students that the article “Surviving the Storm” tells the story of a teenager in North Carolina who lived through a dangerous flood and helped her community recover.
• Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
• Tell students that as they finish each section, they should think about how the text features on the page (e.g., photos, captions, and section headings) relate to what they’ve just read.
• Point out the activity at the end of the article. Tell students they’ll complete it after reading. Encourage them to keep the Think About It! question at the bottom in mind as they read.

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

• How did Evelyn and her family respond when the floodwaters began to rise? How do you think their actions helped them survive the storm? (problem and solution) When the water started flooding their home, Evelyn’s family quickly left and found shelter in a neighbor’s house. Her dad entered the house through a window. Even when the second house began to flood, they stayed as calm as they could and waited for the water to go down. Their quick thinking and smart choices helped keep them safe.
• What made Hurricane Helene different from most hurricanes, and why was Asheville hit so hard? (cause and effect) Helene was stronger than expected because it picked up extra moisture over the warm ocean. When that moisture-filled air hit the mountains around Asheville, it caused heavy rainfall that led to flooding, like a “water-soaked sponge hitting a wall.” You can also infer that the people of Asheville were unprepared for the storm because the area is usually considered safe from hurricanes.
• What did Evelyn and her brother do to support their community after the storm? What effect did their actions have on them? (key details) After the flood, Evelyn and Sebastian helped neighbors by preparing meals, clearing away debris, and handing out water. Helping others kept their minds off the damage to their own home.

Critical-Thinking Questions (10 minutes)

• What does Evelyn’s story show about the importance of being prepared for extreme weather? Evelyn’s story shows that extreme weather can happen even in places where it’s unexpected. Her town wasn’t used to hurricanes, so people were caught off guard. The story shows how important it is for communities to have plans in place and stay informed—even if a disaster doesn’t seem likely.
• Think about Evelyn’s statement at the end of the article: “I feel a lot more grateful for what I have.” How did the experience of living through the flood help Evelyn grow as a person? Evelyn went through a scary flood that damaged her home and destroyed her town. But she and her family stayed safe, and they were able to help others. This experience helped her see how lucky she is to have her family, her home, and her community. It taught her not to take things for granted.

• Have students work in pairs to complete the Spotlight Skill Workout: Text Evidence activity. As a class, discuss students’ answers and the Think About It! question.
• Have students work independently to complete our Sequence of Events Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
• Writing prompt: Imagine that your school is starting a disaster relief team. Make a list of five ideas for how the team could help people after a storm, a flood, or another type of disaster. You might include things like collecting food and water, raising money, or writing letters of support. For each idea, write a brief explanation (two to three sentences) of how it would help people in need.