Shot Down! 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

SHOT DOWN 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 Label Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding True or False? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Do It Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Identify Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Interpretation Before, During, After . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Illustrate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Design the Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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

Critical Response Personal Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-827-1 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 shot down. 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 Shot Down 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—Shot Down ©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—Shot Down ©2005 Saddleback Educational Publishing

Name

Date

Vocabulary

•

Label Groups

What do these words have in common? airman

pilot

They both mean a “person who flies an airplane.” Directions: Tell what the words or phrases in each group have in common. Add another word or phrase to each list. 1. What do these words have in common? take off

depart

exit

__________________

________________________________

____

2. What do these words have in common? fly

soar

breeze

__________________

________________________________

____

3. What do these words have in common? France

Britain

Germany

__________________

________________________________

____

4. What do these words have in common? FW190

U-2

747

__________________

________________________________

____

5. What do these words have in common? American

Soviet

French

__________________

________________________________

____

6. What do these words have in common? New York

Washington

Bordeaux

__________________

________________________________

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

____

5

Name

Vocabulary

Date

•

Make Connections

Directions: Explain how each pair of words relates to each other when applied to the subject of shot down. 1. rage – war 2. secret – spy 3. formation – position 4. parachute – rescue 5. mission – purpose 6. helicopter – plane

Sentences Directions: Choose two pairs and use them in two sentences about being shot down.

6

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

Name

Initial Understanding

Date

•

True or False?

Before You Read: Read the statements below and decide whether they are true or false. As you read, watch for facts that prove the statements true or false. After reading, use information in the book to correct your answers. Before Reading

After Reading

1. Some U.S. airplanes have air marshals on board.

T F

T F

2. The president gave the “shoot down” order on 9/11/01.

T F

T F

3. Less than 2,000 people died at the World Trade Center.

T F

T F

4. Capt. Kimberly Hampton was the first pilot to be killed in Iraq.

T F

T F

5. Capt. Hampton’s helicopter’s code name was “Dark Horse Six.”

T F

T F

6. Black boxes are not black, they are orange.

T F

T F

7. Flight 007 was a Vietnamese airplane.

T F

T F

8. Soviet fighter planes shot down Flight 007.

T F

T F

9. Francis Gary Powers was traded for a Russian spy.

T F

T F

Do It Yourself Directions: 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:

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

7

Name

Date

Initial Understanding

•

Identify Structure

The ideas in a well-written paragraph can be related to each other in one of these ways: • Main Idea and Supportive Details • Cause and Effect • Sequence of Events • Compare and Contrast Directions: Write the following abbreviations in the blanks to show how the ideas are related: MI/SD = main idea and supportive details, C/E = cause and effect, SOE = sequence of events, and C/C = compare and contrast. 1. It was a dangerous mission. German fighter planes protected the airfields. They patrolled the skies, looking for American and English planes to shoot down. 2. As the bullets hit the plane, they cut its elevator cables. Yeager could not control his plane’s altitude. 3. Yeager pulled open the cockpit. He rolled into the air. He fell toward the ground. Then his parachute opened. 4. Yeager’s parachute snapped him to an almost dead stop in midair. Below him, his plane fell until it crashed to the earth. 5. Yeager spoke no French. The French people spoke no English. 6. Because of its long wings, the U-2 could fly higher than any other plane. 7. At first his instruments did not show any problems. But then he felt a change. The plane tipped forward a little. Then, it tipped a little more. 8. The U-2 had one small bomb. But it was not for dropping on the enemy. It was to destroy the plane before it crashed. 9. Because Powers was caught with a spy plane, the Soviet government said that Powers was a spy. 10.The Su-15 fighter pilots called to Flight 007 by radio. The pilot did not answer. The Su-15 fighter pilots then flew in front of Flight 007. The plane did not turn. 8

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

Name

Date

Interpretation

•

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 shot down, while they were being shot down, and after they were shot down, if possible. List at least five words under each heading. Before Becoming Shot Down

While Being Shot Down

After They Were Shot Down

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

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

9

Name

Interpretation

Date

•

Design the Tools

Pilots wear gear and use equipment, such as parachutes, when they fly their planes. Diagrams often use both art and text to give information. Directions: Create a diagram by drawing clothes, equipment, and other tools a pilot might need. Label and explain what each part is or does.

10

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

Name

Reflection

Date

•

Discussion Group

Directions: Choose a chapter you found most interesting. 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—Shot Down ©2005 Saddleback Educational Publishing

11

Name

Date

Critical Response

•

Personal Experience

Many planes are shot down during times of war. However, a few are shot down during times of peace. Directions: Answer the following questions about an event from the book that happened during your lifetime. 1. What happened?

2. How did you first find out about this event?

3. How did you know when you first heard about this event that it was an important event?

4. How is the description in the chapter different from what you remember about the event?

5. Did you learn important new information? If so, what?

6. Did the chapter leave out information you think is important? If so, what?

12

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

Name

Research Project

Date

•

Research Tips

Directions: Choose another well-known case of someone or something becoming shot down from the list below, or find one of your own. Use these tips to help you write a chapter about it. • August 2004, A U.S. Marine helicopter is shot down by men loyal to radical cleric Moqtada al-Sadr near the southern city of Najaf, Iraq. • November 2003, 15 U.S. soldiers are killed when their helicopter is shot down 60 miles west of Baghdad, Iraq. • April 1994, The presidents of the African states of Rwanda and Burundi are killed when their plane is shot down near the Rwandan capital, Kigali. • April 1918, The Red Baron, Manfred Freiherr von Richthofen, is shot down by Allied troops over the Somme Valley, France.

Use newspapers, documentary films or TV shows, or the Internet to research the event. 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.

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

13

Name

Date

Research Project

•

Write a Chapter

Directions: Answer the questions below about your research subject. 1. Where did the event happen? 2. When did the event happen? 3. Who was involved? 4. What resulted from the event? 5. What information do officials still need?

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

7. What is the sequence of events?

8. Where did you get your information?

Directions: Use the facts above to write another chapter for Shot Down. 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 your chapter. 14

Astonishing Headlines Series—Shot Down ©2005 Saddleback Educational Publishing

Answer Key p. 5 Label Groups 1. They are all things planes do., lift off 2. They all describe flying., float 3. They are all country names., America 4. They are all names of planes., Su-15 5. They are all names of nationalities., British 6. They are all names of cities., Fallujah Answers will vary.

p. 9 Before, During, After Answers will vary.

p. 6 Make Connections Answers will vary.

p. 11 Discussion Group Answers will vary.

p. 6 Sentences Answers will vary.

p. 12 Personal Experience Answers will vary.

p. 7 True or False? 1. True, 2. True, 3. False, 4. False, 5. True, 6. True, 7. False, 8. True, 9. True

p. 14 Write a Chapter Answers will vary.

p. 9 Illustrate Answers will vary. p. 10 Design the Tools Answers will vary.

p. 7 Do It Yourself Answers will vary. p. 8 Identify Structure 1. MI/SD 2. C/E 3. SOE 4. C/C 5. C/C 6. C/E 7. SOE 8. MI/SD 9. C/E 10. SOE

Astonishing Headlines Series—Shot Down ©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 they 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. 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 or endangered 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