Kidnapped 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

KIDNAPPED ELIZABETH CARPENTIERE

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 Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Place Names . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Word Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Artifact File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Artifact Display . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response What Do YOU Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-821-2 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 kidnapped. 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 Kidnapped 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—Kidnapped ©2005 Saddleback Educational Publishing

Name

Vocabulary

Date

•

Syllables

What is a two-syllable word that is the theme of this book?

kidnapped

A syllable is a word part containing one vowel sound. Kidnapped contains two syllables: kid/napped. Directions: Use the clues to determine each key term. Use the Key Terms feature at the beginning of each chapter, if needed. 1. Two-syllable word that means “to make public” 2. Three-syllable word that means “a study done on a dead body to determine the cause of death” 3. Three-syllable word that means “a codename” 4. One-syllable word that means “to shine brightly” 5. Three-syllable word that means “a state something like sleep that can help people remember forgotten events” 6. Two-syllable word that means “a person held captive until certain promises or conditions are met”

Sentences Directions: Use each key term above in a sentence about kidnapping.

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Name

Vocabulary

Date

•

Place Names

Directions: Draw lines to match the place names on the right with the descriptions on the left. 1. A city in Utah that is home to the Smart family.

A. Tehran

2. A city in Iran that was the site for the 1979 U.S. Embassy siege.

B. Hopewell

3. A city in Lebanon where Terry Anderson was taken hostage.

C. White Mountains

4. A quiet town in New Jersey where the Lindberghs made their home.

D. Beirut

5. A tourist site in New Hampshire.

E. Salt Lake City

Word Scramble Directions: Read the definitions. Unscramble the letters to form place names from the book. 1. A city in Utah—slta lkea cyit 2. Elizabeth Smart was found in this state—huta 3. Beirut is located in this country—nnaoebl 4. Terry Anderson was abducted here—tieubr 5. The 1979 U.S. Embassy siege occurred here—hrnate 6. A state next to Vermont—wne emhpsiarh 7. The Hills came from here—hutomtsorp 8. The capital city of France—rasip 9. This state was home to the Lindberghs—nwe yjsere 10. The Woodlawn Cemetery was here—xrbno

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Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

Name

Date

Initial Understanding

•

KWL Chart

Directions: Before you read Kidnapped, write in the K column facts you already know about kidnapping. 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 kidnapping 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

•

Word Web

What does the word hostage mean? Use the word web to show and expand your understanding of the word. hostage—a person held captive until certain promises or conditions are met Directions: Add three or more related words to each circle to complete the word web.

Beruit

Where

How

Hostage

Why

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Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

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Interpretation

Date

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Artifact File

A display about the Lindbergh baby kidnapping might include the following artifacts: the wood from the ladder, the baby’s sleepsuit, and the ransom note. If you were making a display or collage about one event in the book, what kinds of objects, or artifacts, would you use? Directions: List up to ten artifacts you would use to illustrate or explain one of the kidnapping cases in the book. Have someone guess which kidnapping case you chose. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Artifact Display Directions: Using the artifacts listed above, design a display about the kidnapping case on another sheet of paper. You can make your display look like a bulletin board or a Web page.

Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

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Name

Date

Interpretation

•

Punctuation

Punctuation helps you read and understand the text. . Periods tell you when a sentence ends. , Commas show you where to pause. ? Question marks show when someone asks a question. “ ” Quotation marks show what a person said. Directions: Read the following passage about Elizabeth Smart’s kidnapping. Add the correct punctuation.

The man entered the girls’ bedroom First he looked around the room He stood over Mary Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It seemed as if he had a gun At first Mary Katherine was too scared to move She hid in her bed It was several hours before she finally left her room Hiding behind a blanket she told her parents

Review Directions: Read the passage to yourself once you are done. Does it make sense now? If not, try again.

The man entered the girls’ bedroom First he looked around the room He stood over Mary Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It seemed as if he had a gun At first Mary Katherine was too scared to move She hid in her bed It was several hours before she finally left her room Hiding behind a blanket she told her parents 10

Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

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Reflection

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Reaction

What is your first reaction when you hear the word kidnapped? Do you think of children or adults being kidnapped? Directions: Write down ten words or phrases that describe what you think of when you hear the word kidnapped. Include both positive and negative reactions.

Reflection When you reflect on something, you think deeply about it. Directions: Write a sentence to answer each question. 1. How does the Amber Alert help find kidnapped children?

2. Which is worse: kidnapping a child or taking an adult hostage? Why?

3. Do you think the Amber Alert will deter kidnappers from snatching children? Why or why not?

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Name

Date

Critical Response

•

What Do YOU Think?

Kidnappings happen every day. In 1999, 58,200 children were abducted by non-family members, and 203,900 children were the victims of family abductions. In Kidnapped, the author did not list every type of kidnapping, nor did she talk about every famous kidnapping that has occurred in the United States, or elsewhere. Directions: Answer the question about the information in the book. What do you think of the kidnappings discussed in the book? Were they the most astonishing ones you had heard about? What other kidnappings do you want to learn about? Should the author have replaced a story with the one you want told? Why?

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Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

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Research Project

Date

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Research Tips

Directions: Choose another kidnapping case from the list below, or find one of your own. Use these tips to help you write a journal about it. • February 2004, Carlie Brucia, 11 years old, is kidnapped and murdered in Sarasota, FL. • October 2002, Imari Brooks, five years old, is taken from her home by James Bennett and Daryl Davis. She was found in a Euclid, OH, apartment building thanks to the Amber Alert program. • November 2002, Ryan Schmitt, seven years old, is found unharmed when a man who allegedly kidnapped him overnight heard his name broadcast on a statewide alert system and turned himself into police at Stockton, California. • January 1996, Amber Hagerman, nine years old, is kidnapped and brutally murdered in Arlington, Texas.

Use newspapers, documentary films or TV shows, or the Internet to research the kidnapping. Use two or more sources, such as three different Web sites, 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

Research Project

Date

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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 kidnapping case. Think about what the word kidnapped means to you. Then think about how it relates to this particular case. List the key facts, including dates, location, and who was involved in the kidnapping you researched.

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Astonishing Headlines Series—Kidnapped ©2005 S addleback Educational Educational

Answer Key p. 5 Syllables 1. release 2. autopsy 3. alias 4. blaze 5. hypnosis 6. hostage p. 5 Sentences Answers will vary. p. 6 Place Names 1. E, 2. A, 3. D, 4. B, 5. C p. 6 Word Scramble 1. Salt Lake City 2. Utah 3. Lebanon 4. Beirut 5. Tehran 6. New Hampshire 7. Portsmouth 8. Paris 9. New Jersey 10. Bronx p. 7 KWL Chart Answers will vary.

p. 7 Research Answers will vary. p. 8 Word Web Answers will vary. p. 9 Artifact File Answers will vary. p. 9 Artifact Display Answers will vary. p. 10 Punctuation See page 53 of Kidnapped. p. 10 Review Answers will vary. p. 11 Reaction Answers will vary. p. 11 Reflection Answers will vary. p. 12 What Do YOU Think? Answers will vary. p. 14 Journaling Answers will vary.

Astonishing Headlines Series—Kidnapped ©2005 Saddleback Educational Publishing

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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? 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!

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