Lost and Found 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

LOST AND FOUND D AW N P U R N E Y

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 Make Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Past Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Write in the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding Word Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Headlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Design the Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Useful Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Who Else? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Write a News Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-823-9 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 lost and found. 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 Lost and Found 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—Lost and Found ©2005 Saddleback Educational Publishing

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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—Lost and Found ©2005 Saddleback Educational Publishing

Name

Vocabulary

Date

•

Make Connections

Directions: Explain how each pair of words relates to each other when applied to the subject of lost and found. 1. buried – ash

2. hidden – city

3. pilot – missing

4. plane – wreckage

5. adoption – reunion

6. escape – recovery

Sentences Directions: Choose a pair and use it in a sentence about being lost and found.

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Name

Vocabulary

Date

•

Past Tense

Verb forms indicate the time the action happens: past, present, or future. The verb form that tells that action happened in the past is called past tense. • Most verbs form the past tense by adding –ed, or adding –d if the verb ends in e. erupt—The volcano erupted violently. • Verbs that end in y form the past tense by changing y to i and adding –ed. marry—Amelia Earhart did not take her husband’s name after she married him. • Verbs with a consonant-short vowel-consonant pattern, double the final consonant before adding –ed. plan—Amelia planned to fly around the equator. • Irregular verbs form the past tense in their own unique way. run—Tuffy ran away from home. Directions: Use the rules above to change each verb to its past tense. 1. stop

7. know

2. lose

8. forget

3. destroy

9. move

4. cover

10. find

5. dig

11. study

6. fly

12. take

Write in the Past Directions: Choose three or more words from the activity above. Use them to write a few sentences about what happened in an event from Lost and Found.

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Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

Name

Date

Initial Understanding

•

Word Web

What do the words lost and found mean? Use the word web to show and expand your understanding of the words. Directions: Add related words to complete the word web.

Where

Who/What

Lost and Found

Pompeii

How

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Name

Date

Initial Understanding

•

Headlines

Newspapers and web pages often use large print to headline an article or page. Stories often include: • The Headline tells the most important information, or main idea, about an event. It is set in large type. • The Subhead tells other important details about the event. It is set in slightly smaller type. Directions: Choose one event from each chapter. Write a headline and subhead for each one. An event from Chapter 1 is already done for you.

Chapter 1: Headline: Lost City of Pompeii Found! Subhead: Ancient City Buried Under Volcanic Ash Chapter 2: Headline: Subhead: Chapter 3: Headline: Subhead: Chapter 4: Headline: Subhead: Chapter 5: Headline: Subhead:

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Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

Name

Date

Interpretation

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Flow Chart

A flow chart can show cause and effect relationships. It can also show a sequence of events. When one event causes more than one result, a separate box is used for each result. Directions: Complete the flow chart about another lost and found person or thing described in the book.

Pompeii

____________________

Pompeii is built near Mount Vesuvius.

È

È Mount Vesuvius erupts.

È

È The volcano spews fiery ash into the air.

È

È Pompeii burns.

È

È The city of Pompeii is buried under ash.

È

È Archaeologists find Pompeii.

Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

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Name

Interpretation

Date

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Design the Tools

Veterinarians use equipment, such as scanners, to find identification chips. Diagrams often use both art and text to give information. Directions: Create a diagram by drawing any equipment or tools a veterinarian might need. Label and explain what each part is or does.

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Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

Name

Date

Reflection

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Point of View

A story can change your mind about an issue. It might change your point of view or your attitude about an issue. Before You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. Archaeologists should not disturb ancient cities. 2. Pilots should not expect others to search for them if they get lost. 3. Owners need to be responsible for their pets. 4. Adopted children should have access to information about their birth parents. 5. Searching for lost ships or planes is very costly and is not worth it. After You Read: Indicate your point of view about the issues below. Write A for agree or D for disagree. 1. Archaeologists should not disturb ancient cities. 2. Pilots should not expect others to search for them if they get lost. 3. Owners need to be responsible for their pets. 4. Adopted children should have access to information about their birth parents. 5. Searching for lost ships or planes is very costly and is not worth it. If you found an old coin that might have formed part of a lost treasure, who would you first tell about it? Directions: Use what you know about the events in Lost and Found, and your own point of view, to answer the question above.

Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

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Name

Date

Critical Response

•

Useful Information

A newspaper article about the return of a loved pet might be meaningful to different people for different reasons. To dog owners, the article might show how kind people help others find their pets. To science and technology students, the article might show the latest developments in microchips. Directions: For each person below, write how the person might view or use the information from this book about people, places, or things being lost and found. 1. A veterinarian 2. A technology student 3. A police officer 4. A teacher 5. A history student

Who Else? Directions: Think of someone else who might find the information in Lost and Found 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—Lost and Found ©2005 Saddleback Educational Publishing

Name

Research Project

Date

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Research Tips

Directions: Choose another well-known Lost and Found person, animal, or thing from the list below, or find one of your own. Use these tips to help you write a news article about it. • September 2004, Zookeepers find “Chucky,” a 12-foot alligator who went missing from the Alabama Gulf Coast Zoo during Hurricane Ivan. • November 1922, Howard Carter finds the entrance to the tomb of Tutankhamen, a Pharaoh, or king, of ancient Egypt. • April 1912, The Titanic sinks 400 miles off the coast of Newfoundland. In September 1985, divers find the Titanic. • 1906–Today, More than one million fossils have been found in the Rancho La Brea Tar Pits, Los Angeles, California

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 keywords “lost and found” 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—Lost and Found ©2005 Saddleback Educational Publishing

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Name

Date

Research Project

•

Write a News Article

Directions: Answer the questions below about your research subject.

1. Where did the event take place? 2. When did it happen? 3. Who or what was lost? 4. Where was the person, place, animal, or thing found? 5. Who found the person, place, animal, or thing? 6. List any other interesting facts about the event.

7. List any other facts that might affect you personally. (Do you know someone or something that was lost? Was he, she, or it ever found?)

Directions: Use the facts above to write a news article about the event. Write your article on a separate sheet of paper. Include an attention-grabbing headline and graphics, such as maps and photos. Write the most important facts first. Then add less important details at the end. Mention or quote your sources.

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Astonishing Headlines Series—Lost and Found ©2005 Saddleback Educational Publishing

Answer Key p. 5 Make Connections Answers will vary.

p. 7 Word Web Answers will vary.

p. 5 Sentences Answers will vary.

p. 8 Headlines Answers will vary.

p. 6 Past Tense 1. stopped 2. lost 3. destroyed 4. covered 5. dug 6. flew 7. knew 8. forgotten 9. moved 10. found 11. studied 12. took

p. 9 Flow Chart Answers will vary.

p. 6 Write in the Past Answers will vary.

p. 10 Design the Tools Answers will vary. p. 11 Point of View Answers will vary. p. 12 Useful Information Answers will vary. p. 12 Who Else? Answers will vary. p. 14 Write a News Article 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

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T

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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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