Stranded at Sea 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

STRANDED AT SEA ELLEN LINNIHAN

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 Specialized Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Astonishing Headlines Dictionary . . . . . . . . . . . . . . . . . . . . . . . 5 Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Initial Understanding Headlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Brainstorm Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Interpretation Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reflection Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Critical Response Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Project Research Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 News Segment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-831-X 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 stranded at sea. 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 Stranded at Sea 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—Stranded at Sea ©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— Stranded at Sea ©2005 Saddleback Educational Publishing

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Vocabulary

Date

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Specialized Vocabulary

Sailors have their own specialized vocabulary when talking about the sea. Directions: Write a definition for each word or phrase. 1. rigged 2. torpedo 3. mutiny 4. set sail 5. scurvy 6. voyage 7. chronometer 8. deck 9. adrift 10. pirate 11. crew 12. chart 13. whaleboat 14. sprung

Astonishing Headlines Dictionary How did you do on writing the definitions? 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.

Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Name

Vocabulary

Date

•

Cloze

Before You Read: Read the paragraph below about being stranded at sea. Write words in the blanks that make sense in the sentences.

The crew had little hope when they left the (1) _________________. They were so (2) _________________ that they could no longer (3) _________________. The men just lay there in the (4) _________________. A (5) _________________ blew up and the three boats were separated. One boat was (6) _________________ seen again. 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 crew had little hope when they left the (1) _________________. They were so (2) _________________ that they could no longer (3) _________________. The men just lay there in the (4) _________________. A (5) _________________ blew up and the three boats were separated. One boat was (6) _________________ seen again.

Summarize Directions: Write a sentence or two to summarize this event in Stranded at Sea.

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Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Date

Initial Understanding

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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 a topic. It is set in large type. • The Subhead tells other important details about the topic. It is set in slightly smaller type. • The Story tells us about the topic in detail. It is set in regular-sized type. • The Caption tells about the picture. Read the headline, subhead, and story beginning below.

Mutiny on the HMS Bounty! Fletcher Christian Leads Mutiny against Bligh April 28, 1789, Christian and most of the crew dragged Capt. Bligh on deck with his hands tied…

Directions: Find another important event in Stranded at Sea. Write a headline about the event. Write a subhead to tell another important detail. Then draw a picture and write a caption for it.

Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Name

Date

Initial Understanding

•

Cause and Effect

A cause makes another event happen. An effect happens as a result of a cause. Cause Hundreds of people crammed onto a small boat.

Effect The boat sank under their weight.

Directions: For each sentence below, draw one line under the part that tells the cause, and draw two lines under the part that tells the effect.

1. Because word spread about the Thai pirates, many people headed for Malaysia. 2. Many Jewish people returned to the horrors of the Nazis after they were taken in by Holland, France, and Belgium. 3. Hoffman was not allowed to bring anything on board with him, so he met Schiendick on shore. 4. The Jews were upset because Schiendick sang Nazi songs. 5. By zigzagging, British ships hoped to avoid being torpedoed by the Germans. 6. With only 19 of 25 boilers in use, the Lusitania could not go at top speed.

Brainstorm Results Directions: Choose one of the cause and effect relationships above and change either the cause or the effect. Write a sentence or two to describe what might have happened.

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Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Interpretation

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Compare and Contrast

To compare is to tell how things are alike. To contrast is to tell how things are different. Directions: Choose two stranded at sea events described in the book. List the ways they are alike and the ways they are different. Comparisons

Contrasts

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Date

Interpretation

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Sequence

The order events happen in a story is called the sequence. A flow chart shows the sequence of events in a story. Directions: Complete the flow chart using facts from “The Wreck of the Essex.” Then, on a separate sheet of paper, create a flow chart about “The Lusitania Caught Off Guard.”

The Wreck of the Essex

È È È È È È È

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Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Reflection

Date

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Similes

A simile compares two unlike things using the words like or as. For example: Tahiti seemed like paradise to the Bounty crew. Captain Turner was as fearless as a lioness protecting her cubs. Directions: Create similes about the vocabulary words below. 1. recluse 2. scapegoat 3. refugee 4. Nazi 5. boat people 6. mutiny

Personal Response Directions: Answer the following question about an event in the book. What signs told you that the Essex’s crew suffered while they were stranded at sea?

Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

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Name

Date

Critical Response

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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 Stranded at Sea. 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—Stranded at Sea ©2005 Saddleback Educational Publishing

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Research Project

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Research Tips

Directions: Choose another well-known case of someone or something becoming stranded at sea from the list below, or find one of your own. Use these tips on page 13 and 14 to help you record a news segment about it. • April 1959–Today, Many Cuban refugees are stranded at sea off the U.S. coast every year after escaping from Communist Cuba. • January 2004, More than 250 Liberian refugees are stranded at sea off the coast of West Africa when the El Shaddei’s engines failed. • September 2003, 500 sheep are stranded at sea aboard the Cormo Express in the Persian Gulf because the Saudi government believed the sheep were infected by the disease scabby mouth. • April 2002, After being stranded at sea for 24 days aboard a refueling tanker off the coast of Honolulu, the crew of the tugboat American Quest rescues a small, white dog.

Use a newspaper or magazine articles, books, or the Internet to research the event. Use two or more sources, such as three different Web sites, including a newspaper site. How to use a newspaper or magazine articles… • 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. Type the keywords “stranded at sea” 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

• News

Segment

Directions: Answer the questions below about your research subject. 1. Where did the event take place? 2. When did it happen? 3. Who was stranded at sea? 4. Where did they come from and where were they going?

5. How did they become stranded at sea? 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 stranded at sea? Do you like traveling by boat?)

Directions: Use the facts above to write a newspaper 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. Then watch a news segment to see how it presents information. Think about how a news segment is similar to and different from a news article. Be sure to edit and practice reading your article. Then perform your news segment to the class or record your segment using a camcorder or digital camera. 14

Astonishing Headlines Series—Stranded at Sea ©2005 Saddleback Educational Publishing

Answer Key p. 5 Specialized Vocabulary Answers will vary.

p. 8 Brainstorm Results Answers will vary.

p. 5 Astonishing Headlines Dictionary Answers will vary.

p. 9 Compare and Contrast Answers will vary.

p. 6 Cloze 1. island, 2. weak, 3. navigate, 4. boats, 5. storm, 6. never

p. 10 Sequence The Essex leaves Nantucket, MA on a two-year whaling voyage. A sperm whale twice charges the Essex. The Essex sinks in 10 minutes. The crew sails in whaleboats to Henderson Island. Most of the crew leaves the island in search of more food. Dying of starvation, the crew decides to eat each other. The crews of the Indian and the Dauphin rescue the crew. Chase writes a famous novel about his experience.

p. 6 Summarize Answers will vary. p. 7 Headlines Answers will vary. p. 8 Cause and Effect 1. Cause: Because word spread about the Thai pirates, Effect: many people headed for Malaysia. 2. Effect: Many Jewish people returned to the horrors of the Nazis, Cause: after they were taken in by Holland, France, and Belgium. 3. Cause: Hoffman was not allowed to bring anything on board with him, Effect: so he met Schiendick ashore. 4. Effect: The Jews were upset, Cause: because Schiendick sang Nazi songs. 5. Cause: By zigzagging, Effect: British ships hoped to avoid being torpedoed by the Germans. 6. Cause: With only 19 of 25 boilers in use, Effect: the Lusitania could not go at top speed.

p. 11 Similes Answers will vary. p. 11 Personal Response Answers will vary. p. 12 Author’s Purpose Answers will vary. p. 14 News Segment Answers will vary.

Astonishing Headlines Series—Stranded at Sea ©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

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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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