Missing 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

MISSING SARAH HUTT

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 Crossword Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Astonishing Headlines Dictionary . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 True or False? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Write Your Own Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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

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

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-825-5 09 08 07 06 05 6 5 4 3 2 1 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 missing. 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 Missing 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—Missing ©2005 Saddleback Educational Publishing

Name

Date

Vocabulary

•

Crossword Puzzle

Directions: Use words from Missing and the clues below to complete the crossword puzzle. 1

Across: 1. a spaceship that landed on Mars in 1997 3. hunted by law enforcement 4. a puzzling event 6. lost 8. a large body of salt water 9. Lowell thought he saw these on Mars 10. a vessel that sails on water 11. the shape of a mysterious body of water near Bermuda

2

3

4

6

5

7

6

Down: 1. a vehicle that flies in the air 2. a focused study of a crime 5. a pattern of ridges on the fingertip 7. a Martian moon

8

9

10

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Name

Vocabulary

Date

•

Word Scramble

Directions: Read the definitions. Unscramble the letters to form a word from Missing. Then write a synonym or related word for each. Unscrambled Word

Synonym or Related Word

1. to walk through the forest—kihe __________________

__________________

2. a group of people working toward a common goal—amte

__________________

___________________

3. to strongly wish—ohep

__________________

___________________

4. very old—enitacn

__________________

___________________

5. to defeat by force—qocunre

__________________

___________________

6. to see—kloo

__________________

___________________

7. great riches—useretar

__________________

___________________

8. our star—usn

__________________

___________________

Astonishing Headlines Dictionary Create your own Astonishing Headlines Dictionary by adding any other difficult words from the book. Set up an Astonishing Headlines Dictionary by stapling together 13 pages. Write a letter or 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—Missing ©2005 Saddleback Educational Publishing

Name

Date

Initial Understanding

•

KWL Chart

Directions: Before reading Missing, write facts you already know about a missing person, animal, or thing in the K column. Write questions you would like answered in the W column. As you read the book, look for answers to your questions. Write everything you learned about a missing person, animal, or thing in the L column.

What I Already

Know

What I

Want to Know

What I

Learned

Write a sentence telling the most interesting thing you learned about a missing person, animal, or thing since you read Missing.

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Name

Date

Initial Understanding

•

True or False?

Before You Read: Read the statements and decide whether they are true or false. As you read, watch for facts that prove the statements true or false. Before Reading

After Reading

1. Phobos I landed on Mars in 1998.

T F

T F

2. Sojourner landed on Mars in 1997.

T F

T F

3. The Bermuda Triangle is off the coast of Florida.

T F

T F

4. J. Edgar Hoover created the name “Bermuda Triangle.”

T F

T F

5. Hoover created a fingerprint file in 1926.

T F

T F

6. Osama bin Laden was added to the FBI’s Most Wanted list in 1997.

T F

T F

7. Another name for the Bermuda Triangle is the “Devil’s Triangle.”

T F

T F

8. Captain Sharpe was a brutal pirate.

T F

T F

9. El Muerto means “the mouse.”

T F

T F

T F

T F

10. The ivory-billed woodpecker is America’s only woodpecker.

After You Read: Use information in the book to correct your answers above. Choose one true statement above and write examples from the book that prove it. Then choose a false statement above and write examples that disprove it. True:

False:

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Astonishing Headlines Series—Missing ©2005 Saddleback Educational Publishing

Name

Date

Interpretation

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Analogies

Roosevelt is to the FBI as Bush is to the Dept. of Homeland Security. The sentence above is an analogy. Analogies can also be written like this: Roosevelt : FBI :: Bush : Dept. of Homeland Security Analogies are based on relationships between word meanings, such as: • antonyms (opposites) – Missing : Found • synonyms (alike) – Detective : Investigator • descriptive – Large : Bird • part to whole (or whole to part) – Minutes : Time • item to category (or category to item) – Ivory-billed woodpecker : Bird 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. Fingerprint : Finger :: Thumbprint : 2. Seek : Hide :: Run : 3. Criminal : Outlaw :: Detective : 4. Bin Laden : 5. Mysterious : Disappearances ::

:: Hoover : Crime Fighter : Bermuda Triangle

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

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Name

Interpretation

Date

•

Brainstorm Results

Directions: Think about what might have happened if one of the missing people or animals was found. What might the results have been? Write a few ideas to explain how things might have been different.

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Astonishing Headlines Series—Missing ©2005 Saddleback Educational Publishing

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Reflection

Date

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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 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.

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Name

Date

Critical Response

•

Different People, Different Uses

One article might have different meanings to different people. For example, a newspaper article about an escaped fugitive would be meaningful to many people, but in different ways. To the local people, the article would inform them of a dangerous criminal in their area. Directions: For each person below, write how the person might view or use the information from this book about missing people or animals. 1. A bird watcher 2. A police officer 3. A mother 4. A young child 5. A fugitive

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

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Astonishing Headlines Series—Missing ©2005 Saddleback Educational Publishing

Name

Research Project

Date

•

Research Tips

Directions: Choose another well-known missing person, animal, or thing from the list below, or find one of your own. Use these tips to help you write a chapter about it. • August 2004, Edvard Munch’s famous painting, The Scream, is stolen from the Munch Museum in Norway. It is still missing. • April 2003, the Iraqi National Museum in Baghdad is looted. Sculptures, paintings, photographs, records, and computer files are stolen and destroyed. • June 1924, Mallory and Irvine disappear while climbing Mt. Everest. Mallory is found in May 1999. Irvine’s body has never been found. • August 1871, D. Mackenzie sees an unknown beast in the waters of Loch Ness, Scotland. Later called the Loch Ness Monster, the mystery is still unsolved.

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 “missing” 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

Research Project

Date

•

Write a Chapter

Directions: Answer the questions below about your research subject. 1. When did the person, animal, or thing go missing? 2. Where was he, she, or it last seen? 3. What were the results?

4. Was the missing person, animal or thing ever found? How was he, she, or it found?

5. What are the key terms used and which words did you need to look up?

6. What is the sequence of events?

7. Where did you get your information?

Directions: Use the facts above to write another chapter for the book, or expand upon one of the stories mentioned. Use each chapter as a model, adding a timeline, a map, key terms, and a “Did You Know?” section. Proofread and edit your chapter. List your sources at the end of the chapter.

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Astonishing Headlines Series—Missing ©2005 Saddleback Educational Publishing

Answer Key p. 5 Crossword Puzzle Across: 1. Pathfinder, 3. wanted, 4. mystery, 6. missing, 8. ocean, 9. canals, 10. ship, 11. triangle Down: 1. plane, 2. investigation, 5. fingerprint, 7. Phobos p. 6 Word Scramble 1. hike/trek 2. team/group 3. hope/wish 4. ancient/old 5. conquer/beat 6. look/gaze 7. treasure/jewels 8. sun/star Answers will vary. p. 6 Astonishing Headlines Dictionary Answers will vary. p. 7 KWL Chart Answers will vary. p. 8 True or False? 1. F, 2. T, 3. T, 4. F, 5. T, 6. F, 7. T, 8. T, 9. F, 10. F

p. 9 Analogies 1. Thumb—part to whole 2. Walk—antonyms 3. Investigator—synonyms 4. Terrorist—item to category 5. Dangerous—descriptive p. 9 Write Your Own Analogies Answers will vary. p. 10 Brainstorm Results Answers will vary. p. 11 Reaction Answers will vary. p. 11 Discussion Group Answers will vary. p. 12 Different People, Different Uses Answers will vary. p. 12 Who Else? Answers will vary. p. 14 Write a Chapter 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? 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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