Captured 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

CAPTURED LINDA BARR

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 Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Common Misspellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Astonishing Headlines Dictionary . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Illustrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-817-4 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 captured. 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 Captured 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—Captured ©2005 Saddleback Educational Publishing

Name

Vocabulary

Date

•

Cloze

Before You Read: Read the paragraph below about a famous capture. Write words in the blanks that make sense in the sentences. The agents (1) _________________Eichmann, stuffed him in a car, and gagged and tied him. Soon they had him back at their safe (2) _________________. At first he denied who he was, but then he became (3) _________________and nervous. Suddenly he was eager to (4) _________________ them all he knew. After You Read: Now write words in the blanks that make sense in the sentences and in the story. Reread or skim the book, if needed. The agents (1) _________________Eichmann, stuffed him in a car, and gagged and tied him. Soon they had him back at their safe (2) _________________. At first he denied who he was, but then he became (3) _________________and nervous. Suddenly he was eager to (4) _________________ them all he knew.

Summarize Directions: Write a sentence or two to summarize the event above.

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Name

Vocabulary

Date

•

Common Misspellings

What is wrong with the list of words below? They are all misspelled. Directions: Correctly rewrite each word. Use a dictionary or find the word in the book, if needed. Then define the word. 1. waet 2. mised 3. afrad 4. terible 5. falt 6. crim 7. iland 8. prisonar 9. trii 10. cel

Astonishing Headlines Dictionary How did you do on correcting the misspellings? List any words you found difficult in your own Astonishing Headlines Dictionary. Set up your own Astonishing Headlines Dictionary by stapling together 13 pages. Write a letter or a group of letters on each side. For example, X–Z words should fit on one page. Directions: As you read, write any difficult or unfamiliar words and their definitions on the correct page. Add new words as you read each Astonishing Headlines book.

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Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

Name

Date

Initial Understanding

•

KWL Chart

Directions: Before you read the book Captured, write in the K column facts you already know about famous captures. In the W column, write questions you would like answered. While you read the book, look for answers to your questions. After reading, write what you learned about famous captures in the L column.

What I Already

Know

What I

Want to Know

What I

Learned

Research What questions were not answered? Where do you think you could find the answers? Directions: Choose one question from the W column that the book did not answer. Research it and write the question and answer on another sheet of paper.

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Name

Date

Initial Understanding

•

Flow Chart

A flow chart can show cause and effect relationships. It can also show a sequence of events. Directions: Complete the flow chart about another captured person or thing described in the book.

D.C. Snipers

__________________

Oct. 2: First sniper victim shot and killed.

È

È Oct. 3: Five more victims shot and killed.

È

È Oct. 4, 7: Woman and boy wounded.

È

È Oct. 9, 11, 14: Two more men and a woman shot and killed.

È

È Oct. 19, 22: Man wounded; another man killed.

È

È Oct. 24: Snipers Muhammad and Malvo captured.

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Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

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Interpretation

Date

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Brainstorm Results

Directions: Think about what might have happened if one of the captured people escaped. What might the results have been? Write a few ideas to explain how things might be different.

Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

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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 captured, while they were held captive, and after they escaped, if possible. List up to five words under each heading.

Before the Capture

While Held Captive

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.

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Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

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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 been captured. Who is that person or what is that 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 people being captured— excitement, fear, sadness, or something else?

6. Could you capture a famous fugitive? Write a sentence or two about what you might do or say to capture him or her.

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Name

Date

Critical Response

•

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 Captured. 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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Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

Name

Research Project

Date

•

Research Tips

Directions: Choose another well-known captured person, animal, or thing from the list below, or find one of your own. Use these tips to help you write a journal about it. • June 2004, Edward Kennedy, one of the FBI’s most wanted criminals, is captured in Akron, OH. Kennedy is wanted for the murder of a woman in Alabama. • November 2001, John Walker-Lindh is captured by U.S. forces in Afghanistan. Lindh is later charged with fighting against the United States allies, the Northern Alliance. • April 1986, Unabomber Ted Kaczynski is captured inside his cabin in Lincoln, Montana. Kaczynski is later charged with 16 bombing incidents. • May 1934, Bonnie Parker and Clyde Barrow are captured and killed by a posse outside Sailes, Louisiana. Police believed Bonnie and Clyde killed 13 people.

Use newspapers, magazines, books, or the Internet to research the event. Use two or more sources, such as three different websites, including a newspaper site. How to use newspapers and magazines… • Sources the author used are often at the end of the article. Find the books or articles to learn more details. Remember to list all of your sources. • 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 encyclopedia, the article, and the volume and page number where you found it. How to look for a book on the subject… • Using your library’s card catalog, do a title search or a subject search. Use the keyword “captured” 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.

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Name

Date

Research Project

•

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 captive. Think about what the word captured means to you. Then think about how it relates to this particular case. List the key facts, including dates, location, and who was captured.

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Astonishing Headlines Series—Captured ©2005 Saddleback Educational Publishing

Answer Key p. 5 Cloze 1. grabbed 2. house 3. frightened 4. tell

p. 7 KWL Chart Answers will vary.

p. 5 Summarize Answers will vary.

p. 8 Flow Chart Answers will vary.

p. 6 Common Misspellings 1. wait: to linger; remain 2. missed: failed to reach or meet 3. afraid: frightened 4. terrible: very awful; horrible 5. fault: a weakness 6. crime: an illegal act 7. island: a piece of land entirely surrounded by water 8. prisoner: a jailed person 9. try: to attempt to do something 10. cell: a room with a locked door and bars on the windows

p. 9 Brainstorm Results Answers will vary.

p. 6 Astonishing Headlines Dictionary Answers will vary.

p. 7 Research Answers will vary.

p. 10 Before, During, After Answers will vary. p. 10 Illustrate Answers will vary. p. 11 Personal Response Answers will vary. p. 12 Author’s Purpose Answers will vary. p. 14 Journaling 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

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? 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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