Trapped! 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

TRAPPED GLENN CHENEY

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 Word Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Put It Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Interpretation Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Write Your Own Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Illustrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Discussion Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Different People, Different Uses . . . . . . . . . . . . . . . . . . . . . . . 12 Who Else? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-833-6 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 trapped. 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 Trapped 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.

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

3

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.

4

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Name

Vocabulary

Date

•

Word Ladders

Climb these word ladders to make words related to the book Trapped. Directions: Change one, two, or three letters in each word to create the next word described. a picture that tells where you are

map

to catch someone and hold them

__

a type of music

__

something worn on the head

cap

the past tense of stink

stank

a metal container that holds liquid

__

to express gratitude

__

to use your mind

__

a pit in the earth

mine

a unit of distance

__

to turn the corners of your mouth up

__

another word for tiny

small

an underwater vehicle

sub

another word for bath

__

a heavy stick

__

to stroke firmly and quickly

__

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

5

Name

Date

Vocabulary

•

Word Parts

The word inspector comes from the word parts inspect meaning “to study closely” and or meaning “a person who does.” An inspector is someone who studies things closely. Directions: Use the explanations of the word parts to write your own definition for each word. Use the book or a dictionary, if needed. 1. sweatshop – sweat to perspire, shop a factory 2. worker – work to toil, er a person who does 3. everywhere – every total, where place 4. unsafe – un not, safe free from harm 5. government – govern to rule, ment a condition or thing

Put It Together When you look at a new word, try to find word parts that are familiar to you. Directions: Draw a line to match each word to its definition. 1. sunken

A. an underwater vehicle

2. survivor

B. a state of being free

3. submarine

C. lying on the bottom of a body of water

4. rescuer

D. to remain alive

5. freedom

E. a person who saves others

6

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Name

Date

Initial Understanding

•

Concept Web

Directions: Complete the concept web about traps with information from the book and with facts you already know.

Where

How

Traps

When

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Who

7

Name

Date

Initial Understanding

•

Summary Chart

A summary is a short description of events; it “sums up” what you read. A summary lists the main ideas, not the supporting details. Passage:

The basket was like a cage. It was just 22 inches wide. The basket carried food and drink for the men. After eating, the first man climbed into the basket. At 1:00 A.M., he was lifted to the surface.

Summary: At 1:00 A.M., the small, cage-like basket lifted the first man to the surface. Directions: After you read each chapter in Trapped , write a summary of the chapter. Use only one or two sentences to tell the main idea.

Chapter

Summary of Chapter

1

2

3

4

5

8

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Name

Date

Interpretation

•

Analogies

Fire is to New York as Tank Rupture is to Boston The sentence above is an analogy. Analogies can also be written like this: Fire : New York :: Tank Rupture : Boston Analogies are based on relationships between word meanings, such as: • antonyms (opposites) – Burn : Extinguish • synonyms (alike) – Rescuer : Firefighter • descriptive – Large : Kursk • part to whole (or whole to part) – Minutes : Time • item to category (or category to item) – Steamer : Ship Directions: Decide how the first pair of words relates to each other. Write the type of analogy it is in front of the item number. Then write a word to complete the analogy. 1. East Germans : Trapped :: West Germans : 2. Sailor : Crew :: Teacher : 3. City : Town :: Large : 4. Midnight : Night :: Midday : 5. Inch : Foot :: Centimeter :

Write Your Own Analogies Directions: Write your own analogies to describe an event in Trapped. Make sure both pairs of words relate to each other in the same way.

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

9

Name

Interpretation

Date

•

Before, During, After

Directions: Choose one event described in the book. Brainstorm as many words as you can to describe the people’s experience before they were trapped, while they were trapped, and after they escaped, if possible. List five words under each heading.

Before Becoming Trapped

While Trapped

After They Escaped

Illustrate Directions: Draw pictures to show what you think happened before, during, and after the event. Write a brief caption under each picture to explain it.

10

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Name

Reflection

Date

•

Reaction

Before You Read: Choose one photograph from the book. Write a description of, and your reaction to, the photo. Description

My Reaction

After You Read: Write a description of, and your reaction to, the same photo. Description

My Reaction

Discussion Group Directions: Choose a chapter you found most interesting. On another sheet of paper, write a brief summary stating the reasons why you found it interesting. Then discuss what you wrote in a small group. Compare and contrast the reasons you chose the chapter with other students in your group. After the discussion, add to your summary.

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

11

Name

Date

Critical Response

•

Different People, Different Uses

One article might have different meanings to different people. For example, a newspaper article about someone being rescued from a collapsed mine shaft would be meaningful to many people, but in different ways. To the rescue worker, the article would be a source of pride or recognition in his or her work. To the people of the small mining town, the article could celebrate a triumph over adversity. Directions: For each person below, write how the person might view or use the information from this book about being trapped. 1. A Russian child 2. A miner 3. A submarine captain 4. A tourist about to visit Germany 5. A Boston news reporter

Who Else? Directions: Think of someone else who might find the information in Trapped useful. Write a sentence or two telling who this person is, and why he or she would be interested in the information.

12

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Name

Research Project

Date

•

Research Tips

Directions: Choose another well-known case of someone or something becoming trapped from the list below, or find one of your own. Use these tips to help you complete a KWL chart about it. • July 2004, 20 people are trapped 350 feet in the air aboard a hot air balloon when its winch failed near Baltimore’s inner harbor. • July 2004, 4,000 pilgrims are trapped by mudslides while traveling to the holy town of Badrinath, India. • May 2004, Six explorers are trapped in a flooded cave in Cuetzalan, Mexico. • September 2001, Alan Mann is trapped along with 24 other people in No. 13 Elevator in the South tower of the World Trade Center.

Use an encyclopedia, books, or the Internet to research the event. Use two or more sources, such as three different Web sites, including a newspaper site. How to use an encyclopedia… • You can find encyclopedias in reference sections of libraries as well as on-line. • Most encyclopedias include cross-references at the end of each article. This means that it lists other places in the encyclopedia where the event is mentioned. For example, facts about the Kursk might be found under Kursk, submarine, and sinking. Sometimes the cross-reference will not be labeled, but it might be in small capital letters or italics. How to look for a book on the subject… • Using your library’s card catalog, do a title search or a subject search. Type the keyword “trapped” and the place or date of the event. • If a book is shelved by author, it is a fictional or biographical book. Most nonfiction books are shelved by number using the Dewey Decimal System. Use nonfiction or biographical books only. 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.

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

13

Name

Date

Research Project

• KWL

Chart

Directions: Fill in the KWL chart below about your research subject.

What I Already

Know

What I

Want to Know

What I

Learned

Directions: Share your KWL chart with your class. Meet as a group with your fellow classmates who researched the same topic. Share what you learned and what you would still like to know. Perhaps someone found an answer you could not.

14

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

Answer Key p. 5 Word Ladders map, trap, rap, cap stank, tank, thank, think mine, mile, smile, small sub, tub, club, rub

p. 9 Write Your Own Analogies Answers will vary.

p. 6 Word Parts Answers will vary.

p. 10 Illustrate Answers will vary.

p. 6 Put It Together 1. C, 2. D, 3. A, 4. E, 5. B

p. 11 Reaction Answers will vary.

p. 7 Concept Web Answers will vary.

p. 11 Discussion Group Answers will vary.

p. 8 Summary Chart Answers will vary.

p. 12 Different People, Different Uses Answers will vary.

p. 9 Analogies 1. descriptive-Free 2. item to category-Staff 3. antonyms-Small 4. synonyms-Day 5. part to whole-Meter

p. 12 Who Else? Answers will vary.

p. 10 Before, During, After Answers will vary.

p. 14 KWL Chart Answers will vary.

Astonishing Headlines Series—Trapped ©2005 Saddleback Educational Publishing

15

T E A C H E R

R E S O U R C E

G U I D E

ASTONISHING HEADLINES T

I

T

L

E

S

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? Condemned buildings are torn down. Condemned 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!

Saddleback eBook