Stowed Away Teacher Resource Guide (Astonishing Headlines)

T E A C H E R

R E S O U R C E

G U I D E

ASTONISHING HEADLINES

STOWED AWAY ERIC EMBACHER

Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance • Research

Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Vocabulary Multiple Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Word Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Concept Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Journaling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767, Website: www.sdlback.com Copyright © 2005 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited. ISBN 1-56254-829-8 Printed in the United States of America

To the Teacher The Astonishing Headlines Series For many people—including students and teachers—learning about dramatic events that are featured in the news headlines is exciting. By studying the stories behind the headlines, students can begin to understand our culture, history, and society. This series builds upon the Disaster series.

Organization The books begin with an introduction to an astonishing headlines theme, such as stowed away. Each chapter features a specific event. Chapters begin with a spread titled Datafile designed to provide background information helpful in preparing students to read the chapter. The Datafile lists key terms, provides a historical timeline, a locator map, and interesting facts. Two or more special features appear in each book. They graphically display extra information related to the theme in general or a dramatic event in particular. This Teacher Resource Guide offers ideas and reproducible worksheets to support the book and extend students’ reading skills. The key at the end provides answers and sample responses.

Different Ways to Use the Book Stowed Away Reading the book as an entire class might be helpful for lower-functioning readers. Students who are more confident might be encouraged to read the book on their own after reading one or two chapters as a class. For all levels, introduce the theme and highlight key terms, timelines, and maps. Point out that studying the information in the Datafile can aid their understanding later when reading the text. Although most activities are designed for use after reading the book, some are best completed before students read. A few activities may be used during the reading. These activities were designed for a variety of teaching styles. You can distribute all of the activities at once or pick-and-choose the skills you want to reinforce.

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Reading Strategies The activities in this Teacher Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes clearer. Having internalized ideas, readers can much more easily express their responses. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text. Research Skills Students need to develop research skills for academic competency as well as personal advantage. Research requires problem-solving skills and writing proficiency, along with reading ability.

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Astonishing Headlines Series—Stowed Away ©2005 Saddleback Educational Publishing

Name

Vocabulary

Date

•

Multiple Meaning Words

English words can have more than one meaning. For example: The ship left the harbor. Charles decided to ship himself to Texas. Directions: Read each sentence. Circle the letter of the definition that best fits how the bold word is used in the sentence. 1. The police quickly moved on the case. A. a set of circumstances or conditions

B. a piece of luggage

2. He felt he had no choice. A. a cloth made of wool and fur

B. to believe or be aware of

3. The treasure went down with the ship. A. to love or hold as precious

B. vast riches

4. Balboa arrived at the coast four days later. A. the shoreline

B. to move along without much effort

5. Balboa feared the captain would leave him behind. A. a holiday from work

B. to fail to include or take along

6. The brown tree snake’s eyes have a yellow center. A. the middle

B. a space for a certain activity

7. It took her months to recover. A. to get well again

B. to find

8. Harriet planned to go back and free her family. A. the rear part of the body between the neck and the hips

B. to return

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Name

Vocabulary

Date

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Word Ladders

Climb these word ladders to make words related to the book Stowed Away. Directions: Change one or more letters in each word to create the next word described. a person forced to serve others to rescue to move the hands as a signal to give in

cave

the upper atmosphere to take flight cunning or crafty

sly

of or relating to me to remain in one place

stay

to speak to have permission a protected body of water having a low temperature given up for money to lay one part over another brave

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bold

Astonishing Headlines Series—Stowed Away ©2005 Saddleback Educational Publishing

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Date

Initial Understanding

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Flow Chart

A flow chart can show cause and effect relationships. It can also show a sequence of events. Directions: Read the first flow chart about Juan Guzman. Then complete the second flow chart about Charles McKinley using facts from the book.

Juan Guzman

Charles McKinley

Dreamed of living in America

È

È Learned about wheel wells

È

È Stowed away in wheel well

È

È Arrived in Miami

È

È Sent back to Colombia

È

È Stowed away a second time

È

È Sent back to Colombia Astonishing Headlines Series—Stowed Away ©2005 Saddleback Educational Publishing

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Name

Date

Initial Understanding

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Concept Web

Directions: Complete the concept web about stowing away using information from the book and facts you already know.

Where

Who

Stowed Away Why How

When

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Interpretation

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Fact or Opinion?

A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings or beliefs. Directions: Read the sentences from and about each event. On the lines, write F for fact and O for opinion. 1. More than 170 Americans die from heat stroke each year. 2. Transporting illegal immigrants is wrong. 3. Edson was trapped with two others, both of whom were dead. 4. The U.S. government should tighten security around cargo. 5. Juan felt his mother did not want him anymore. 6. Living in America was the answer to all of Juan’s problems. 7. Juan stowed away in a wheel well, twice. 8. Most people who stow away in a wheel well die during the flight. 9. “Don’t worry, I know what I’m doing.” 10. I think stowaways are brave.

Your Turn Directions: Write a statement of fact and an opinion you hold about an event in Stowed Away. Fact:

Opinion:

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Name

Date

Interpretation

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Point of View

A story can change your mind about an issue. It might change your point of view or your attitude about an issue. Before You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. The U.S. government should allow illegal immigrants to stay in the United States. 2. Stowing away is a dangerous thing to attempt. 3. We should find a way to secure cargo and keep animals or people out of it. 4. Slavery is illegal in the United States. 5. Stowaways do not have any other choice but to stow away. After You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. Then answer the question below. 1. The U.S. government should allow illegal immigrants to stay in the United States. 2. Stowing away is a dangerous thing to attempt. 3. We should find a way to secure cargo and keep animals or people out of it. 4. Slavery is illegal in the United States. 5. Stowaways do not have any other choice but to stow away. If you worked at an airport or shipping company and found a stowaway, would you turn him or her over to the authorities? Why or why not?

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Reflection

Date

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Personal Response

Directions: Answer the questions below based on your own opinions and knowledge. 1. Think of a well-known person or thing that has recently stowed away on a vehicle. Who is that person or thing?

2. Do you think this event will be remembered in 10 years? Why or why not?

3. Does the recent event remind you of an event in the book? If so, which one?

4. How are the events similar and different?

5. What feelings do you experience when you read about stowaways—excitement, fear, sadness, or something else?

6. Could you stop someone from stowing away? Write a sentence or two about what you might do or say to stop someone from stowing away.

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Name

Date

Critical Response

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Author’s Purpose

Authors write books for many different reasons. Many books are written to inform the reader about certain facts, events, or people. Some books are written to persuade the reader to think, feel, or act in a certain way. Many are written to entertain the reader. Often books are written for more than one purpose. Directions: Think about the book Stowed Away. Identify the author’s purpose for writing the book. 1. To inform—What features or chapters in the book make it informative?

2. To persuade—What features or chapters in the book make it persuasive?

3. To entertain—What features or chapters in the book make it entertaining?

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Research Project

Date

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Research Tips

Directions: Choose another well-known case of someone or something stowing away from the list below, or find one of your own. Use these tips to help you write a journal about it. • July 2004, Six Dominican stowaways are caught by the tug Sea Islander’s onboard camera. • December 2003, Two stowaways were found dead in separate flights landing at JFK Airport, New York on December 26 and December 31. • December 2002, 12 Romanian stowaways arrive in Halifax, Canada aboard the Zim California. They had stowed away in a cargo container. • November 1988, Microbes stow away on the International Space Station hardware and on the bodies of the astronauts that later assembled the station.

Use newspapers, documentary films or TV shows, or the Internet to research the stowaways. Use two or more sources, such as three different websites, including a newspaper site. How to use the library to find information… • Use the reference section of the library to find current newspapers. Past newspapers are sometimes filed in the reference section. • Take notes about the information, but remember to use your own words when writing about it. If you use a direct quote, use quotation marks and state the source including the article, the date, and the page number where you found it. How to use a documentary film or TV show for information… • First make sure the film or TV show is a documentary and not historical fiction or “based on a true story.” Actual facts and fiction are combined in historical fiction. • Take notes as you watch the film or TV show. Watch it more than once. You will probably hear and understand more information the second or third time you watch it. How to find information on the Internet… • Photographs, maps, diagrams, charts, and displays always make research projects more interesting. Download these visual aids to print and use with your report. • Not everything on the Internet is correct! Be sure to find the information on a site that ends with .edu, .org, or .gov. Or find the same information in three separate places.

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Name

Date

Research Project

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Journaling

Journaling is your chance to talk about how you feel about an event. When you journal, you write about your feelings and what is important to you. Your journal can be like a descriptive essay. Directions: Write a journal entry exploring your feelings about a stowaway. Think about what the word stowaway means to you. Then think about how it relates to this particular case. List the key facts, including dates, location, and who stowed away.

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Astonishing Headlines Series—Stowed Away ©2005 Saddleback Educational Publishing

Answer Key p. 5 Multiple Meaning Words 1. A, 2. B, 3. B., 4. A, 5. B, 6. A, 7. A, 8. B p. 6 Word Ladders slave, save, wave, cave sky, fly, sly, my stay, say, may, bay cold, sold, fold, bold p. 7 Flow Chart Charles McKinley: Felt homesick and lonely Worked at shipping company Stowed away in a crate Shipped himself from NY to TX Caught by deliveryman while climbing out of crate Arrested by police Paid $1,500 fine

p. 9 Fact or Opinion? 1. F, 2. O, 3. F, 4. O, 5. O, 6. O, 7. F, 8. F, 9. O, 10. O p. 9 Your Turn Answers will vary. p. 10 Point of View Answers will vary. p. 11 Personal Response Answers will vary. p. 12 Author’s Purpose Answers will vary. p. 14 Journaling Answers will vary.

p. 8 Concept Web Answers will vary.

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T E A C H E R

R E S O U R C E

G U I D E

ASTONISHING HEADLINES T

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AT TA C K E D

MISSING

What does it mean to be free? Would you fight a king for your freedom? Would you publicly protest what you believe to be unjust? Thousands have done just that! What can we learn from these courageous men and women? Read about these brave people, their battles, and how they changed nations.

When something or someone turns up missing, it is unexpected—often a gripping mystery. Law enforcement professionals are skilled at tracking the missing. Sometimes, however, a disappearance is inexplicable. A spacecraft disappears millions of miles from Earth. A ship or plane vanishes in the Bermuda Triangle. What explains these mysteries?

CAPTURED Read about some of history’s most exciting captures! Are these cases of tragedy or triumph? It all depends on who-or what-is captured. The captive might be a runaway slave during the Civil War, or a war criminal caught long after World War II.

CONDEMNED What does it mean to be condemned? Captured buildings are torn down. Condemned0 people are executed. Read about the fight to save Grand Central Station. Learn about an ancient redwood tree slated for the ax. Discover how the secrets of DNA freed a wrongly imprisoned man.

KIDNAPPED Taken from their homes or seized from their cars, kidnapping victims and their families face a terrifying ordeal. Some kidnappers want money; others do it for political reasons. Learn the frightening details of the Lindbergh, Hill, Anderson, and Smart abductions.

LOST AND FOUND We have all lost something at one time or another. But has anyone ever lost a whole airplane, including the pilot? Here are stories of a lost plane and pilot, a dog, a brother, and even a whole city! Some have been found or rediscovered. Others remain missing.

SHOT DOWN One minute the plane is flying high. The next, a bullet or a missile hits the plane, and it begins to fall from the sky. Sometimes the airplane explodes and all is lost. Sometimes the crew can eject. Read about the heroism, the tragedies, and a very big question: When is it OK to shoot down a plane?

S T O W E D AWAY Desperate and poor, stowaways risk their lives in an attempt to secure freedom or a better life. Some succeed; others suffer tragedy and heartbreak. But people aren’t the only kind of stowaways. Some stowaways are illegal; others are exotic animals that could wreak havoc on native ecosystems. Learn the fate of some famous and infamous stowaways.

S T R A N D E D AT S E A Imagine being thousands of miles out to sea. The weather shows no mercy. Whether caught in a storm, sunk by a torpedo, or forced overboard by an angry crew, being stranded at sea is a frightening experience. Learn that we have yet to tame the oceans.

TRAPPED Imagine the horror of being trapped in a deadly place! People have been trapped in many ways— trapped by fire, by water, or trapped underground. Some have even been trapped in molasses! Sometimes they escaped...and sometimes they didn’t. Read the stories behind the headlines. Learn what it was like to be trapped!

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