PR-6785IRE Astonishing Headlines Teacher Resource Book
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- Page 6 and 7: TEACHERS NOTES—Suggested lesson p
- Page 8 and 9: A ttacked Vocabulary CROSSWORD PUZZ
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- Page 12 and 13: 1. 2. A ttacked Interpretation FACT
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- Page 24 and 25: C aptured Critical response AUTHOR
- Page 26 and 27: C aptured Research project JOURNAL
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- Page 34 and 35: C ondemned Critical response USEFUL
- Page 36 and 37: 1. C ondemned Research project NEWS
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- Page 42 and 43: K idnapped Interpretation PUNCTUATI
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- Page 48 and 49: Lost and found Vocabulary PAST TENS
- Page 50 and 51: Lost and found Initial understandin
Viewing Sample<br />
6785C
First published SADDLEBACK PUBLISHING, INC.<br />
Three Watson Irvine, CA 92618-2767<br />
Published under licence 2006 by R.I.C. PUBLICATIONS ® PTY LTD<br />
PO Box 332 Greenwood 6924 Western Australia<br />
www.ricpublications.com.au<br />
Distributed by:<br />
Australasia<br />
R.I.C. Publications, PO Box 332, Greenwood 6924, Western Australia: www.ricpublications.com.au<br />
United Kingdom and Republic of Ireland<br />
Prim-Ed Publishing, Bosheen, New Ross, Co. Wexford, Ireland: www.prim-ed.com<br />
Asia<br />
R.I.C. Publications, 5th Floor, Gotanda Mikado Building, 2-5-8 Hiratsuka, Shinagawa-Ku Tokyo, Japan 142-0051:<br />
www.ricpublications.com<br />
Viewing Sample<br />
©2006 Saddleback Publishing Inc. All rights reserved.<br />
No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,<br />
recording, or by any information storage and retrieval system, without the written permission of the publisher.<br />
CODE: 6785<br />
ISBN: 978-1-84654-135-3
FOREWORD<br />
This Prim-Ed Publishing ® series of nonfiction chapter books will grab a student’s interest from the very first<br />
page! Designed with reluctant readers in mind, these riveting 64-page softcover books offer short chapters<br />
on astonishing headlines. The books begin with a chapter explaining the headline. Each subsequent chapter<br />
features a specific event. Chapters begin with a spread titled Datafile, designed to provide background<br />
information helpful in preparing students before reading the chapter. Datafile lists key terms, provides a<br />
historical time line, a map and interesting facts. Fascinating black and white photographs keep the pages<br />
turning.<br />
This teachers guide offers ideas and reproducible worksheets to support the book and extend students’<br />
reading skills. Answers and sample responses are provided for ease of marking.<br />
<strong>Teacher</strong>s Notes.................................. 4–5<br />
<strong>Teacher</strong>s Notes—<br />
Suggested Lesson Plan........................... 6<br />
Attacked<br />
Vocabulary......................................... 7–8<br />
Initial understanding......................... 9–10<br />
Interpretation.................................. 11–12<br />
Reflection.............................................. 13<br />
Critical response................................... 14<br />
Research project............................ 15–16<br />
Captured<br />
Vocabulary..................................... 17–18<br />
Initial understanding....................... 19–20<br />
Interpretation.................................. 21–22<br />
Reflection.............................................. 23<br />
Critical response................................... 24<br />
Research project.............................25–26<br />
Condemned<br />
Vocabulary..................................... 27–28<br />
Initial understanding....................... 29–30<br />
Interpretation.................................. 31–32<br />
Reflection.............................................. 33<br />
Critical response................................... 34<br />
Research project.............................35–36<br />
CONTENTS<br />
Kidnapped<br />
Vocabulary..................................... 37–38<br />
Initial understanding....................... 39–40<br />
Interpretation.................................. 41–42<br />
Reflection.............................................. 43<br />
Critical response................................... 44<br />
Research project.............................45–46<br />
Lost and found<br />
Vocabulary..................................... 47–48<br />
Initial understanding....................... 49–50<br />
Interpretation.................................. 51–52<br />
Reflection.............................................. 53<br />
Critical response................................... 54<br />
Research project.............................55–56<br />
Missing<br />
Vocabulary......................................57–58<br />
Initial understanding........................59–60<br />
Interpretation.................................. 61–62<br />
Reflection.............................................. 63<br />
Critical response................................... 64<br />
Research project.............................65–66<br />
Shot down<br />
Vocabulary..................................... 67–68<br />
Initial understanding........................69–70<br />
Interpretation.................................. 71–72<br />
Reflection.............................................. 73<br />
Critical response................................... 74<br />
Research project.............................75–76<br />
Stowed away<br />
Vocabulary..................................... 77–78<br />
Initial understanding........................79–80<br />
Interpretation.................................. 81–82<br />
Reflection.............................................. 83<br />
Critical response................................... 84<br />
Research project.............................85–86<br />
Stranded at sea<br />
Vocabulary..................................... 87–88<br />
Initial understanding....................... 89–90<br />
Interpretation.................................. 91–92<br />
Reflection.............................................. 93<br />
Critical response................................... 94<br />
Research project.............................95–96<br />
Trapped<br />
Vocabulary..................................... 97–98<br />
Initial understanding..................... 99–100<br />
Interpretation.............................. 101–102<br />
Reflection............................................ 103<br />
Critical response................................. 104<br />
Research project.........................105–106<br />
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Answers......................................107–112<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 3
TEACHERS NOTES<br />
The activities in this teachers guide focus on giving lower-level readers the tools to construct, extend and<br />
examine the meaning of text. The activities focus on the essential elements in reading literacy.<br />
Initial understanding<br />
Vocabulary<br />
Initial understanding of text is the initial impression or unreflected<br />
understanding of what was read. Skills include identifying<br />
details and facts from text read, and recognising aspects of<br />
literal text, such as sequence of events or main ideas. Without<br />
initial understanding, no reader would be able to comprehend<br />
the text on a higher level.<br />
Vocabulary skills include decoding words, using words correctly,<br />
understanding meanings and extending the actual amount<br />
of words the student knows. Increased competency with<br />
vocabulary increases fluency when reading both silently and<br />
aloud. As a student decodes or recognises words more easily,<br />
he/she will also be able to determine and extend the meaning<br />
of entire passages more easily.<br />
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Interpretation<br />
Developing interpretation goes beyond the initial impression to<br />
a more complete understanding of what was read. The reader<br />
must distinguish between and compare separate concepts in<br />
a text to extend its meaning. Examples of interpreting skills<br />
include differentiating facts from opinions, making comparisons,<br />
summarising and identifying cause and effect relationships.<br />
4 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
TEACHERS NOTES<br />
Critical response<br />
Reflection<br />
Personal reflection and response requires the reader to relate<br />
topics to his/her own experience. As each student connects his/<br />
her own experiences with the text, information becomes clearer.<br />
Having internalised ideas, the reader can much more easily<br />
express his/her response.<br />
Demonstrating a critical response requires the reader to detach<br />
himself/herself from the text in order to consider and evaluate it.<br />
A critical stance may include identifying the intended audience<br />
and critiquing the text.<br />
Research project<br />
Students need to develop research skills for academic<br />
competency, as well as personal advantage. Research<br />
requires problem-solving skills and writing proficiency,<br />
along with reading ability.<br />
For many people—including students and teachers—learning about the events in the <strong>Astonishing</strong> headlines<br />
series can be both interesting and frightening. You may wish to discuss with the class unsuitable remarks<br />
and behaviour. Point out that people often react oddly to scary or sad situations. Mention that some people<br />
laugh when they are uncomfortable. Remind students not to encourage inappropriate behaviour. Disasters are<br />
typically tragic and shape the lives of many people.<br />
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Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 5
TEACHERS NOTES—Suggested lesson plan<br />
Purpose:<br />
The student will be able to successfully<br />
read a nonfiction text and complete relevant<br />
comprehension and research activities<br />
which correspond to the text.<br />
Materials:<br />
• one copy of the Prim-Ed Publishing<br />
<strong>Astonishing</strong> headlines title per student<br />
• sufficient copies of the related<br />
reproducibles for all students<br />
Before reading:<br />
• Introduce students to the vocabulary they will encounter within the text. Students should be<br />
encouraged to use a dictionary wherever possible to strengthen dictionary skills and expand their<br />
knowledge of words and their meanings.<br />
• Set up an ‘<strong>Astonishing</strong> headlines dictionary’ by stapling together 13 sheets of paper. Write a<br />
different letter of the alphabet at the top of each page (front and back). As students read, they are<br />
encouraged to write any challenging or unfamiliar words and their definitions on the correct page.<br />
Add new vocabulary words as each book in the <strong>Astonishing</strong> headlines series is read.<br />
• Reading the book as an entire class might be helpful for lower-functioning readers. Students<br />
who are more confident may be encouraged to read the book on their own after reading one or<br />
two chapters as a class. For all levels, introduce the topic and highlight key terms, time lines and<br />
maps.<br />
• Point out that studying the information in the Datafile pages can aid understanding later when<br />
reading the text.<br />
• Although most activities are designed for use after reading the book, some are best completed<br />
before students read. A few activities may be used during the reading. These activities were<br />
designed for a variety of teaching styles. You can distribute all of the activities at once or pick and<br />
choose the skills you want to reinforce.<br />
During reading:<br />
• Provide a comfortable place for students to read. It is important that the reading experience be<br />
made as enjoyable as possible for students. Soft music can also be playing in the background<br />
while students are reading.<br />
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After reading:<br />
• Encourage discussion between students about the events outlined in the text. Allow students to<br />
express their opinions and feelings.<br />
• Complete any relevant activities using available resources.<br />
6 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
WORD SCRAMBLE<br />
Date:<br />
Read the definitions. Unscramble the letters to form a word from the book. Then write a synonym<br />
or related word for each.<br />
(a)<br />
Definition Scrambled word Unscrambled word Synonym or related word<br />
to kill a group of<br />
people violently<br />
srmsacae<br />
(b) very scared darfia<br />
(c) an armed fighter delsior<br />
(d)<br />
a sheltered body of<br />
water<br />
rbraohu<br />
(e) a body of salt water aneoc<br />
(f) an aircraft aepnl<br />
(g) an exploding device mbbo<br />
(h)<br />
(i)<br />
(j)<br />
(k)<br />
(l)<br />
an exploding device<br />
fired underwater<br />
a person who<br />
studies<br />
a rally to protest<br />
against an issue<br />
people ruled by one<br />
government<br />
something used to<br />
treat illness<br />
pdrteoo<br />
tdutens<br />
nitonsmrateod<br />
tanion<br />
dcmieine<br />
A ttacked<br />
Vocabulary<br />
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(m) cruel and savage trlbau<br />
(n)<br />
a ship that travels<br />
underwater<br />
srbmeuina<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 7
A ttacked<br />
Vocabulary<br />
CROSSWORD PUZZLE<br />
Date:<br />
Use the clues below to complete the crossword puzzle.<br />
Name:<br />
1 2<br />
11<br />
Across:<br />
10<br />
3. An underwater ship<br />
6<br />
3 4<br />
5<br />
7 8<br />
12 13<br />
5. A battle between two peoples or<br />
countries<br />
7. A settler in a new colony<br />
9. National soldiers<br />
shot students in Kent State<br />
University<br />
11. The Vietnam War was fought here<br />
12. Sarajevo is a city in this state<br />
13. This US state is home to Kent<br />
State University<br />
8 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com<br />
9<br />
Down:<br />
1. A male monarch<br />
2. America was attacked here in 1941<br />
3. A floating vessel<br />
4. England is part of this country<br />
6. The capital city of Massachusetts<br />
8. An underwater missile<br />
10. These people attacked the Muslims in<br />
Sarajevo<br />
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Name:<br />
KEY FACTS<br />
Date:<br />
A ttacked<br />
Initial understanding<br />
As you read Attacked, fill in the chart about each attack. The complete chart might come in handy<br />
when reviewing events in the book.<br />
Boston<br />
massacre<br />
Pearl<br />
Harbour<br />
bombing<br />
Kent State<br />
shooting<br />
Siege of<br />
Sarajevo<br />
When did the<br />
attack happen?<br />
Where did the<br />
attack happen?<br />
Why did the<br />
attack happen?<br />
Results<br />
Viewing Sample<br />
Another fact<br />
about the attack<br />
Pentagon<br />
attack<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 9
A ttacked<br />
Initial understanding<br />
BEFORE, DURING, AFTER<br />
Date:<br />
Name:<br />
In the book Attacked, the Sunday morning attack caught the soldiers at Pearl Harbour by<br />
surprise.<br />
Use the information and clues from each event to determine what the people felt before, during and after<br />
the attack.<br />
Boston<br />
massacre<br />
Pearl Harbour<br />
bombing<br />
Kent State<br />
shooting<br />
Siege of<br />
Sarajevo<br />
Before During After<br />
Viewing Sample<br />
Pentagon<br />
attack<br />
10 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
VENN DIAGRAM<br />
Date:<br />
A ttacked<br />
Interpretation<br />
To compare is to tell how things are alike. To contrast is to tell how things are different.<br />
Choose two events described in the book. Write their names at the top. List the ways the events are alike<br />
and the ways they are different. In the space below, create a flow chart for an attack of your choice.<br />
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Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 11
1.<br />
2.<br />
A ttacked<br />
Interpretation<br />
FACT OR OPINION?<br />
Date:<br />
Name:<br />
A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings<br />
or beliefs.<br />
Read these sentences from and about each event. Tick the appropriate box for either a fact or an opinion.<br />
(a) King George II was unfair to the colonists...............................................................<br />
(b) The king’s soldiers killed five colonists and injured others........................................<br />
(c) I do not like the seventh of December anymore.......................................................<br />
(d) The men aboard USS Arizona served America well..................................................<br />
(e) More than 1100 men died aboard USS Arizona.......................................................<br />
(f) The Ohio National Guard killed four students and wounded nine others....................<br />
(g) Vietnam should solve its own problems..................................................................<br />
(h) Sarajevo was once a beautiful place.......................................................................<br />
(i) The Serbs were brutal in their attack on innocent people.........................................<br />
(j) More than 3500 shells slammed into Sarajevo in one day.......................................<br />
Write a statement of fact and an opinion you hold about one event in Attacked.<br />
Fact<br />
Opinion<br />
Fact<br />
Opinion<br />
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12 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
POINT OF VIEW<br />
Date:<br />
A ttacked<br />
Reflection<br />
A story can change your mind about an issue. It might change your point of view or your attitude<br />
about an issue.<br />
1. Before you read:<br />
2. After you read:<br />
3.<br />
Indicate your point of view about the issues<br />
below. Write A for agree or D for disagree.<br />
(a)<br />
Aeroplane and airport safety<br />
measures were fine before 11<br />
September 2001.<br />
(b) Deadly force should not be used to<br />
stop protests.<br />
(c)<br />
Fighting for independence is often<br />
deadly.<br />
(d) If people are conscripted to fight in a<br />
war, they should also have the right<br />
to vote.<br />
(e)<br />
In the battle for cities, the innocent<br />
civilians suffer most.<br />
Indicate your point of view about the issues<br />
below. Write A for agree or D for disagree.<br />
If you worked in one of the world’s landmarks today, such as the Eiffel Tower, would you be<br />
concerned about future terrorist attacks on landmarks?<br />
Use what you know about the Pentagon attack and your own point of view to answer the question above.<br />
(a)<br />
Aeroplane and airport safety<br />
measures were fine before 11<br />
September 2001.<br />
(b) Deadly force should not be used to<br />
stop protests.<br />
(c)<br />
Fighting for independence is often<br />
deadly.<br />
(d) If people are conscripted to fight in a<br />
war, they should also have the right<br />
to vote.<br />
(e)<br />
In the battle for cities, the innocent<br />
civilians suffer most.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 13
1<br />
2<br />
A ttacked<br />
Critical response<br />
Date:<br />
DIFFERENT PEOPLE, DIFFERENT USES<br />
Name:<br />
One article might have different meanings to different people. For example, a newspaper article about the<br />
attack on the Pentagon would be meaningful to several people, but in very different ways. To a relative<br />
of a defence employee, the article would be a source of information about his or her relative’s final<br />
moments. To a rescue worker, the article could be a source of pride or recognition of her good work in<br />
saving many people from the burning building.<br />
For each type of person below, write how the person might view or use the information from this book<br />
about attacks.<br />
(a) A child living in Boston, USA, in 1770.<br />
(c) A Japanese tourist in Hawaii, USA, today.<br />
(e) A student attending Kent State University, Kent, USA, in 1970.<br />
WHO ELSE?<br />
(b) A reporter working in Sarajevo, Bosnia and<br />
Herzegovina, today.<br />
(d) A firefighter living in Sydney, Australia, on<br />
11 September 2001.<br />
Viewing Sample<br />
Think of someone else who might find the information in this book useful. Write a sentence or two telling<br />
who this person is, and why he or she would be interested in the information.<br />
14 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
A ttacked<br />
Research project<br />
Choose another well-known case of an attack from the list below, or find one of your own. Use<br />
these tips to help you write a report about an attack.<br />
• August 2004, A rabid otter bites a six-year-old boy while he swims at a public lake in Putnam<br />
County, USA.<br />
• September 2005, A saltwater crocodile attacked Russell Butel, an experienced diver, in Darwin,<br />
Australia<br />
• April 2004, A great white shark attacks Randall Fry, a famous sports fisherman, while he is diving<br />
16 kilometres north of Fort Bragg, USA.<br />
• March 2004, 10 bombs aboard four trains in Madrid, Spain, kill 191 people and wound more than<br />
1400 others.<br />
• July 2005, Terrorists attempt to explode four bombs in London, Britain, following attacks only a<br />
week earlier.<br />
• September 2001, Aboard Flight 93, passengers attack the cockpit door in an attempt to wrestle<br />
the plane from the hijackers’ control.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use newspapers and magazines …<br />
• Sources the author used are often listed at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to use<br />
your own words when writing about it. If you use a direct<br />
quote, use quotation marks and state the reference,<br />
including the title, the article and page number where<br />
you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keyword ‘attacked’ and the<br />
place, date, person’s name involved in the event.<br />
How to find information on<br />
the Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
Viewing Sample<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 15
A ttacked<br />
Research project<br />
Date:<br />
Name:<br />
WRITE A REPORT<br />
Use the outline below to organise information about your research subject. You might not use every<br />
category listed. On a separate sheet of paper, copy the outline. Add your own headings, subheadings or<br />
numbers, if necessary.<br />
1.<br />
2.<br />
Title:<br />
Time and place<br />
(a) Date<br />
(i)<br />
(ii)<br />
Information about why the time was<br />
important to the event:<br />
Another well-known event that<br />
occurred around the same time:<br />
3. 4.<br />
Sequence of events<br />
(a) How the attack started<br />
(i)<br />
(ii)<br />
Why the attack started:<br />
Background information the reader<br />
should know about the cause:<br />
(b) What happened during the attack<br />
(i)<br />
Details:<br />
(c) What happened after the attack<br />
(i)<br />
(ii)<br />
Details:<br />
Recovery, clean-up, repairs:<br />
(b) Place<br />
(i)<br />
(ii)<br />
Information about why the place was<br />
important to the event:<br />
Background information the reader<br />
should know about the place:<br />
(iii) Other well-known places near by, in<br />
case the reader isn’t familiar with<br />
the place:<br />
Result of the attack<br />
(a) Effects<br />
(i)<br />
(ii)<br />
What places were affected:<br />
What animals were affected:<br />
(iii) Who was affected:<br />
(b) Results<br />
(i)<br />
(ii)<br />
(c) Actions taken<br />
(i)<br />
Bad results from the attack:<br />
Viewing Sample<br />
(ii)<br />
Good results from the attack:<br />
What else has been done to<br />
prevent another attack:<br />
What else can be done to prevent<br />
another attack:<br />
Write a short report on the attack using your notes and your outline. Also add images, such as a map or a<br />
photograph. Be sure to proofread and edit your report. List your references at the end.<br />
16 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
CLOZE<br />
Before you read:<br />
Date:<br />
C aptured<br />
Vocabulary<br />
1.<br />
2.<br />
3.<br />
Read the paragraph below about a famous capture. Write words in the blanks that make sense in<br />
the sentences.<br />
The agents<br />
they had him back at their safe<br />
1 Eichmann, stuffed him into a car, and gagged and tied him. Soon<br />
2 . At first he denied who he was, but then he<br />
became 3 and nervous. Suddenly, he was eager to 4 all<br />
he knew.<br />
After you read:<br />
Now write words in the blanks that make sense in the sentences and in the story. Reread or skim<br />
the book, if needed.<br />
The agents<br />
they had him back at their safe<br />
1 Eichmann, stuffed him into a car, and gagged and tied him. Soon<br />
2 . At first he denied who he was, but then he<br />
became 3 and nervous. Suddenly, he was eager to 4 all<br />
he knew.<br />
Write a sentence or two to summarise the event above.<br />
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Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 17
1.<br />
2.<br />
C aptured<br />
Vocabulary<br />
COMMON MISSPELLINGS<br />
Date:<br />
Name:<br />
What is wrong with the list of words below? They are all misspelled.<br />
Correctly rewrite each word. Use a dictionary or find the word in the book, if needed. Then define the word.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
(g)<br />
(h)<br />
(i)<br />
(j)<br />
waet<br />
mised<br />
afrad<br />
terible<br />
falt<br />
crim<br />
iland<br />
prisonar<br />
trii<br />
cel<br />
<strong>Astonishing</strong> headlines dictionary<br />
How did you do on correcting the misspellings?<br />
List any words you found difficult in your own<br />
‘<strong>Astonishing</strong> headlines dictionary’.<br />
Set up your own ‘<strong>Astonishing</strong> headlines<br />
dictionary’ by stapling together a 13-page<br />
booklet. Write a letter or a group of letters on<br />
each side. For example, X–Z words should fit<br />
on one page.<br />
3.<br />
As you read, write any difficult or<br />
unfamiliar words and their definitions<br />
on the correct page. Add new<br />
words as you read each <strong>Astonishing</strong><br />
headlines book.<br />
Viewing Sample<br />
18 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
KWL CHART<br />
Date:<br />
C aptured<br />
Initial understanding<br />
Before you read the book Captured, write in the K column facts you already know about famous captures.<br />
In the W column, write questions you would like answered. While you read the book, look for answers to<br />
your questions. After reading, write what you learned about famous captures in the L column.<br />
What I already know What I want to know What I learned<br />
Viewing Sample<br />
2.<br />
3.<br />
RESEARCH<br />
What questions were not answered? Where do you think you could find the answers?<br />
Choose one question from the W column that the book did not answer. Research it and write the question<br />
and answer on another sheet of paper.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 19
1.<br />
C aptured<br />
Initial understanding<br />
FLOW CHART<br />
Date:<br />
Name:<br />
A flow chart can show cause and effect relationships. It can also show a sequence of events.<br />
Complete the flow chart about another captured person or thing described in the book.<br />
2 Oct:<br />
First sniper victim shot and<br />
killed.<br />
3 Oct:<br />
DC Snipers<br />
Five more victims shot and<br />
killed.<br />
4, 7 Oct:<br />
Woman and boy wounded.<br />
9, 11, 14 Oct:<br />
Two more men and a woman<br />
shot and killed.<br />
19, 22 Oct:<br />
Viewing Sample<br />
Man wounded; another killed.<br />
24 Oct:<br />
Snipers Muhammad and Malvo<br />
captured.<br />
20 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
BRAINSTORM RESULTS<br />
Date:<br />
C aptured<br />
Interpretation<br />
Think about what might have happened if one of the captured people mentioned in the book escaped. What might<br />
the results have been? Write a few ideas to explain how things might be different.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 21
1.<br />
2.<br />
C aptured<br />
Interpretation<br />
BEFORE, DURING, AFTER<br />
Date:<br />
Name:<br />
Choose one event described in the book. Brainstorm as many words as you can to describe the people’s<br />
experience before they were captured, while they were held captive, and if possible, after they escaped.<br />
List up to five words under each heading.<br />
ILLUSTRATE<br />
Before the capture While held captive After they escaped<br />
Draw pictures to show what you think happened before, during and after the event. Write a brief caption<br />
under each picture to explain it.<br />
Viewing Sample<br />
22 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
PERSONAL RESPONSE<br />
Date:<br />
Answer the questions below based on your own opinions and knowledge.<br />
C aptured<br />
Reflection<br />
Think of a well-known person or thing that has recently been captured. Who is that person or what is<br />
that thing?<br />
Do you think this event will be remembered in<br />
10 years? Why or why not?<br />
2. 3.<br />
How are the events similar and different?<br />
4. 5.<br />
6.<br />
Does the recent event remind you of an event in<br />
the book? If so, which one?<br />
What feelings do you experience when you read<br />
about people being captured— excitement, fear,<br />
sadness or something else?<br />
Could you capture a famous fugitive? Write a sentence or two about what you might do or say to capture<br />
him or her.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 23
C aptured<br />
Critical response<br />
AUTHOR’S PURPOSE<br />
Date:<br />
Name:<br />
Authors write books for many different reasons. Many books are written to inform the reader about<br />
certain facts, events or people. Some books are written to persuade the reader to think, feel, or act<br />
in a certain way. Many are written to entertain the reader. Often books are written for more than<br />
one purpose.<br />
Think about the book Captured. Identify the author’s purpose for writing the book.<br />
To inform—What features or chapters in<br />
the book make it informative?<br />
1. 2.<br />
3.<br />
Viewing<br />
To entertain—What features or chapters in the book make it entertaining?<br />
To persuade—What features or chapters in<br />
the book make it persuasive?<br />
Viewing Sample<br />
24 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
C aptured<br />
Research project<br />
Choose another well-known captured person, animal or thing from the list below, or find one of your<br />
own. Use these tips to help you write a journal about it.<br />
• May 1998, Brendan Abbott, Australia’s most wanted criminal, is captured in Darwin, Australia.<br />
Abbott was wanted for the robberies of several banks.<br />
• November 2001, John Walker-Lindh is captured by US forces in Afghanistan. Lindh is later<br />
charged with fighting against the coalition allies, the Northern Alliance.<br />
• April 1996, Unabomber Ted Kaczynski is captured inside his cabin in Lincoln, USA. Kaczynski is later<br />
charged with 16 bombing incidents.<br />
• May 1934, Bonnie Parker and Clyde Barrow are captured and killed by a posse outside Sailes, USA.<br />
Police believed Bonnie and Clyde killed 13 people.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use newspapers and magazines …<br />
• Sources the author used are often listed at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to use<br />
your own words when writing about it. If you use a direct<br />
quote, use quotation marks and state the reference,<br />
including the title, the article and page number where<br />
you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keyword ‘captured’ and the<br />
place, date, person’s name involved in the event.<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
How to find information on<br />
the Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 25
C aptured<br />
Research project<br />
JOURNAL WRITING<br />
Date:<br />
Name:<br />
Journal writing is your chance to talk about how you feel about an event. When you write in a journal,<br />
you write about your feelings and what is important to you. Your journal can be like a descriptive essay.<br />
Write a journal entry exploring your feelings about a captive. Think about what the word ‘captured’ means to you.<br />
Then think about how it relates to this particular case. List the key facts, including dates, location and who was<br />
captured.<br />
Viewing Sample<br />
26 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
COMMON MISSPELLINGS<br />
Date:<br />
What is wrong with the list of words below? They are all misspelled.<br />
C ondemned<br />
Vocabulary<br />
Correctly rewrite each word. Use a dictionary or find the word in the book, if needed. Then define the word.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
(g)<br />
(h)<br />
(i)<br />
(j)<br />
evidance<br />
whitchcraft<br />
staton<br />
historick<br />
wolve<br />
wegh<br />
growh<br />
readwood<br />
guiltie<br />
polic<br />
‘<strong>Astonishing</strong> headlines dictionary’<br />
How did you do on correcting the misspellings?<br />
List any words you found difficult in your own<br />
‘<strong>Astonishing</strong> headlines dictionary’.<br />
Set up your own ‘<strong>Astonishing</strong> headlines<br />
dictionary’ by stapling together a 13-page<br />
booklet. Write a letter or a group of letters on<br />
each side. For example, X–Z words should fit<br />
on one page.<br />
3.<br />
As you read, write down any difficult<br />
or unfamiliar words and their<br />
definitions on the correct page.<br />
Add new words as you read each<br />
<strong>Astonishing</strong> headlines book.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 27
1.<br />
2.<br />
C ondemned<br />
Vocabulary<br />
SYNONYMS AND ANTONYMS<br />
Date:<br />
Name:<br />
Synonyms are words that mean the same thing, or words that mean almost the same thing.<br />
Antonyms are words that are opposite in meaning.<br />
For each pair of words, write ‘A’ if the words are antonyms, or ‘S’ if the words are synonyms.<br />
(a) live – die................................. (b) angry – mad .....................<br />
(c) match – mismatch.................. (d) settle – live ......................<br />
(e) earth – dirt.............................. (f) save – lose .......................<br />
(g) common – rare....................... (h) killer – murderer...............<br />
(i) winter – summer.................... (j) litter – group.....................<br />
(k) stay – leave............................ (l) confess – tell.....................<br />
SYNONYMS ORDER<br />
Organise these synonyms from least to greatest.<br />
(a) heavy light weighty backbreaking<br />
(b) child adult infant teen<br />
(c) detained jailed freed captured<br />
Viewing Sample<br />
(d) stone pebble boulder rock<br />
(e) say call out whisper shout<br />
28 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
Date:<br />
C ondemned<br />
Initial understanding<br />
READ FOR DETAIL<br />
Before you read:<br />
Read the paragraph below about being condemned. Write words in the blanks that make sense in<br />
the sentences.<br />
The people of Salem were in<br />
1 . Two young girls, Ann<br />
Putnam and Abigail Williams, fell<br />
2 . They screamed<br />
and had terrible<br />
3 . However, Dr Griggs could find<br />
4 wrong.<br />
His conclusion: It must be<br />
5 ! The girls blamed some<br />
townspeople for their<br />
6 . The girls said the people’s<br />
spirits<br />
7 them. The girls said the accused must be<br />
8 .<br />
After you read:<br />
Now write words in the blanks that make sense in the sentences and in the story.<br />
Reread or skim the book, if necessary.<br />
The people of Salem were in<br />
1 . Two young girls, Ann<br />
Putnam and Abigail Williams, fell<br />
2 . They screamed<br />
and had terrible<br />
3 . However, Dr Griggs could find<br />
4 wrong.<br />
His conclusion: It must be<br />
5 ! The girls blamed some<br />
townspeople for their<br />
6 . The girls said the people’s<br />
spirits<br />
7 them. The girls said the accused must be<br />
8 .<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 29
C ondemned<br />
Initial understanding<br />
FLOW CHART<br />
Date:<br />
Name:<br />
A flow chart can show cause and effect relationships between events. It can also show a sequence<br />
of events. When one event causes more than one result, a separate box is used for each result.<br />
Read the first flow chart. Then complete the second flow chart using facts from the book. Then, on a<br />
separate sheet of paper, create another flow chart about another condemned person or thing described in<br />
the book.<br />
Snaggletooth murderer<br />
Ray Krone lived near the CBS<br />
Lounge.<br />
He played darts at the CBS<br />
Lounge.<br />
He often talked to Kim.<br />
Someone with crooked teeth bit<br />
and killed Kim Ancona.<br />
Ray Krone had crooked teeth.<br />
Number Ten shot dead<br />
McKittrick saw a silver-grey<br />
wolf.<br />
He ran to get his gun and<br />
aimed.<br />
Viewing Sample<br />
The police thought he was the<br />
Snaggletooth Murderer.<br />
30 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
Viewing<br />
CAUSE AND EFFECT<br />
Date:<br />
A cause makes another event happen. An effect happens as a result of a cause.<br />
Underline the cause and circle the effect in each sentence.<br />
(a) When they opened the fence, Number Ten walked out of the pen.<br />
(b) The two wolves played and snuggled, because they liked each other.<br />
(c) Because the shirt still had saliva on it, the shirt could be tested for DNA evidence.<br />
(d) So she would not hurt Luna’s bark, Butterfly took off her shoes.<br />
(e) Butterfly climbed into Luna’s branches, so that the timber company could not cut it down.<br />
(f) Butterfly stayed dry after her friends helped her build a tree house.<br />
(g) Wolves sometimes ate farm animals, so farmers killed them.<br />
(h) Because Dr Griggs could find nothing wrong, he thought it must be witchcraft!<br />
(i) Giles Corey was scared because the court had already hanged 11 people that summer.<br />
(j) Corey could hardly breathe because of the weight on his chest.<br />
(k) Jackie was often seen on TV, so she thought New Yorkers might listen to her.<br />
C ondemned<br />
Interpretation<br />
Viewing Sample<br />
BRAINSTORM RESULTS<br />
Choose one of the cause and effect relationships above and change either the cause or the effect. Write a<br />
sentence to describe what might now have happened.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 31
C ondemned<br />
Interpretation<br />
HEADLINES<br />
Date:<br />
Name:<br />
Newspapers and web pages often use large print to headline an article or page. They help to grab<br />
people’s attention. Stories often include both a headline and a subheading.<br />
1.<br />
Choose one event from each chapter. Write a headline and subheading for each one. An event from Chapter<br />
1 is already done for you.<br />
(a) Chapter 1<br />
(b) Chapter 2<br />
(c) Chapter 3<br />
(d) Chapter 4<br />
• The headline tells<br />
the most important<br />
information, or main<br />
idea, about an event. It<br />
is set in large type.<br />
Headline<br />
Giles Corey crushed to<br />
death for refusing to<br />
speak<br />
• The subheading tells<br />
other important details<br />
about the event. It is<br />
set in slightly smaller<br />
type.<br />
Subheading<br />
‘More weight’, is his<br />
only reply<br />
Viewing Sample<br />
(e) Chapter 5<br />
32 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Date:<br />
PERSONAL RESPONSE<br />
Answer the questions below, based on your own opinions and knowledge.<br />
C ondemned<br />
Reflection<br />
Think of a well-known person or thing that has<br />
recently been convicted of a crime, or was in<br />
some other way condemned. Who is that person<br />
or thing?<br />
1. 2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
Viewing<br />
Does the recent event remind you of an event in the book? If so, which one?<br />
How are the events similar or different?<br />
Similar<br />
Do you think this event will be remembered in<br />
10 years? Why or why not?<br />
Different<br />
What feelings do you experience when you read about people or things being condemned—sadness, fear<br />
or something else?<br />
Viewing Sample<br />
Could you prevent a person or thing from becoming condemned? Write a short paragraph about what you<br />
might do to protect a person or a thing from becoming condemned.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 33
C ondemned<br />
Critical response<br />
USEFUL INFORMATION<br />
Date:<br />
Name:<br />
A newspaper article about an innocent person being condemned might be meaningful to different people<br />
for different reasons. To a law student, the article might show how unjust the justice system is.<br />
1.<br />
For each person below, write how the person might view or use the information from this book about<br />
people or things being condemned.<br />
(a) A child who loves nature (b) A history student (c) A police officer<br />
(d) An architect (e) The mayor of a city (f) An adult who loves animals<br />
Viewing Sample<br />
34 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
C ondemned<br />
Research project<br />
Choose another well-known case of someone or something condemned from the list below, or find<br />
one of your own. Use these tips to help you write a newspaper article about it.<br />
• 2009, the Three Gorges Dam Project in China will submerge 632 square kilometres of land, 113<br />
cities, 140 towns, 1352 villages and 657 factories; and will force the relocation of more than 1.3<br />
million people.<br />
• July 2004, Bird flu caused Thai government officials to kill 25 000 fowl in an attempt to wipe out<br />
the virus.<br />
• January 1999, Mary Chipperfield and her husband, Roger Cawley, are condemned on charges of<br />
animal cruelty. They are world famous circus trainers.<br />
• April 2006, Martin Stephens is condemned to 20 years’ imprisonment for drug smuggling. He is<br />
known as a member of the ‘Bali Nine’.<br />
Use an encyclopedia, books, or the Internet to research the event. Use two or more sources, such<br />
as three different websites, including a newspaper site.<br />
How to use an encyclopedia …<br />
• Sources the author used are often at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to use<br />
your own words when writing about it. If you use a<br />
direct quote, use quotation marks and state the source<br />
including the encyclopedia, the article, and the volume<br />
and page number where you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keyword ‘condemned’ and the<br />
place, date, person’s name involved in the event.<br />
How to find information on<br />
the Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
Viewing Sample<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 35
1.<br />
C ondemned<br />
Research project<br />
NEWSPAPER ARTICLE<br />
Date:<br />
Answer the questions below about your research subject.<br />
Name:<br />
(a) Where did the event take place? (b) When did it happen?<br />
(c) Was anyone else condemned?<br />
(d) What was the charge, if any? (e) What was the punishment, if any?<br />
(f) List any other interesting facts about the<br />
event.<br />
(g) List any other facts that might affect you<br />
personally. (Do you know the condemned person<br />
or animal? Have you visited Bali? Have you<br />
visited China? Do you like going to the circus?)<br />
Viewing Sample<br />
2.<br />
Use the facts above to write a newspaper article about the event. Write your article on a separate sheet<br />
of paper. Include an attention-grabbing headline and images, such as maps or photos. Write the most<br />
important facts first. Then add the least important details at the end. Mention or quote your references. Be<br />
sure to proofread and edit your article.<br />
36 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Date:<br />
SYLLABLES<br />
What is a two-syllable word that is the theme of this book?<br />
Kidnapped<br />
K idnapped<br />
Vocabulary<br />
1.<br />
2.<br />
A syllable is a word part containing one vowel sound. ‘Kidnapped’ contains two syllables: kid/<br />
napped.<br />
Use the clues to determine each key term. Use the Key Terms feature at the beginning of each chapter, if<br />
needed.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
Two-syllable word that means ‘to make public’.<br />
Three-syllable word that means ‘a study done on a dead<br />
body to determine the cause of death’.<br />
Three-syllable word that means ‘a codename’.<br />
One-syllable word that means ‘to shine brightly’.<br />
Three-syllable word that means ‘a sleep-like state that<br />
can help people remember forgotten events’.<br />
Two-syllable word that means ‘a person held captive<br />
until certain promises or conditions are met’.<br />
Use each key term above in a sentence about kidnapping.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 37
1.<br />
K idnapped<br />
Vocabulary<br />
PLACE NAMES<br />
Date:<br />
Name:<br />
Draw lines to match the place names on the right with the descriptions on the left.<br />
2.<br />
WORD SCRAMBLE<br />
Read the definitions. Unscramble the letters to form place names from the book.<br />
(a) A city in Utah. slta lkea cyit<br />
(b)<br />
Elizabeth Smart was found in this<br />
state.<br />
huta<br />
(c) Beirut is located in this country. nnaoebl<br />
(d) Terry Anderson was abducted here. tieubr<br />
(e)<br />
(a) A city in Utah that is home to the Smart<br />
family.<br />
(b) A city in Iran that was the site for the<br />
1979 US Embassy siege.<br />
(c) A city in Lebanon where Terry Anderson<br />
was taken hostage.<br />
(d) A quiet town in New Jersey where the<br />
Lindberghs made their home.<br />
(e) A tourist site in New Hampshire.<br />
The 1979 US Embassy siege<br />
occurred here.<br />
hrnate<br />
(f) A state next to Vermont. wne emhpsiarh<br />
(g) The Hills came from here. hutomtsorp<br />
Tehran<br />
Hopewell<br />
White Mountains<br />
Beirut<br />
Salt Lake City<br />
Viewing Sample<br />
(h) The capital city of France. rasip<br />
(i)<br />
This state was home to the<br />
Lindberghs.<br />
nwe yjsere<br />
(j) The Woodlawn Cemetery was here. xrbno<br />
38 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
KWL CHART<br />
Date:<br />
K idnapped<br />
Initial understanding<br />
Before you read the book Kidnapped, write in the K column facts you already know about kidnapping. In<br />
the W column, write questions you would like answered. While you read the book, look for answers to your<br />
questions. After reading, write what you learned about famous captures in the L column.<br />
What I already know What I want to know What I learned<br />
Viewing Sample<br />
2.<br />
3.<br />
RESEARCH<br />
What questions were not answered? Where do you think you could find the answers?<br />
Choose one question from the W column that the book did not answer. Research it and write the question<br />
and answer on another sheet of paper.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 39
K idnapped<br />
Initial understanding<br />
WORD WEB<br />
Date:<br />
Name:<br />
What does the word ‘hostage’ mean? Use the word web to show and expand your understanding<br />
of the word.<br />
Hostage: a person held captive until certain promises or conditions are met.<br />
Add three or more related words to each circle to complete the word web.<br />
Where<br />
Beirut<br />
Hostage<br />
Why<br />
Viewing Sample<br />
How<br />
40 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
ARTEFACT FILE<br />
Date:<br />
K idnapped<br />
Interpretation<br />
A display about the Lindbergh baby kidnapping might include the following artefacts: the wood<br />
from the ladder, the baby’s sleepsuit and the ransom note.<br />
1.<br />
If you were making a display or collage about one event in the book, what kinds of objects or<br />
artefacts would you use?<br />
List up to ten artefacts you would use to illustrate or explain one of the kidnapping cases in the book. Have<br />
someone guess which kidnapping case you chose.<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
8.<br />
Viewing Sample<br />
9.<br />
10.<br />
2.<br />
ARTEFACT DISPLAY<br />
Using the artefacts listed above, design a display about the kidnapping case on another sheet of paper. You<br />
can make your display look like a bulletin board or a web page.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 41
K idnapped<br />
Interpretation<br />
PUNCTUATION<br />
Date:<br />
Punctuation helps you read and understand the text.<br />
Name:<br />
1.<br />
2.<br />
. Full stops tell you when a sentence ends.<br />
, Commas show you where to pause.<br />
? Question marks show when someone asks a question.<br />
‘ ’ Quotation marks show what a person said.<br />
Read the following passage about Elizabeth Smart’s kidnapping. Add the correct punctuation.<br />
REVIEW<br />
The man entered the girls’ bedroom First he looked around the room He stood over Mary<br />
Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It<br />
seemed as if he had a gun<br />
At first Mary Katherine was too scared to move She hid in her bed It was several hours before<br />
she finally left her room Hiding behind a blanket she told her parents<br />
Read the passage to yourself once you are done. Does it make sense now? If not, try again.<br />
The man entered the girls’ bedroom First he looked around the room He stood over Mary<br />
Viewing Sample<br />
Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It<br />
seemed as if he had a gun<br />
At first Mary Katherine was too scared to move She hid in her bed It was several hours before<br />
she finally left her room Hiding behind a blanket she told her parents<br />
42 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
REACTION<br />
Date:<br />
What is your first reaction when you hear the word ‘kidnapped’? Do you think of children or adults<br />
being kidnapped?<br />
Write down ten words or phrases that describe what you think of when you hear the word ‘kidnapped’.<br />
Include both positive and negative reactions.<br />
REFLECTION<br />
When you reflect on something, you think deeply about it.<br />
Write a sentence to answer each question.<br />
(a)<br />
How does the Amber Alert help find kidnapped<br />
children?<br />
(b)<br />
K idnapped<br />
Reflection<br />
Which is worse: kidnapping a child or taking an<br />
adult hostage? Why?<br />
Viewing Sample<br />
(c) Do you think the Amber Alert will deter kidnappers from snatching children? yes no<br />
Why or why not?<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 43
K idnapped<br />
Critical response<br />
WHAT DO YOU THINK?<br />
Date:<br />
Name:<br />
Kidnappings happen every day. In the US in 1999, 58 200 children were abducted by non-family<br />
members, and 203 900 children were the victims of family abductions.<br />
In Kidnapped, the author did not list every type of kidnapping, nor did she talk about every famous<br />
kidnapping that has occurred in the world.<br />
What do you think of the kidnappings discussed in the book? Were they the most interesting ones you had<br />
ever heard about? What other kidnappings do you want to learn about? Should the author have replaced a<br />
story with the one you want told? Why?<br />
Viewing Sample<br />
44 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
K idnapped<br />
Research project<br />
Choose another kidnapping case from the list below, or find one of your own. Use these tips to help<br />
you write a journal about it.<br />
• June 2005, Douglas Wood, 63 years old, is kidnapped and held hostage in Baghdad, Iraq.<br />
• February 2004, Carlie Brucia, 11 years old, is kidnapped and murdered in Sarasota, USA.<br />
• October 2002, Imari Brooks, five years old, is taken from her home by James Bennett and Daryl<br />
Davis. She was found in a Euclid, USA, apartment building thanks to the Amber Alert program.<br />
• November 2002, Ryan Schmitt, seven years old, is found unharmed when a man who allegedly<br />
kidnapped him overnight heard his name broadcast on a statewide alert system and turned himself<br />
into police at Stockton, USA.<br />
• January 1996, Amber Hagerman, nine years old, is kidnapped and brutally murdered in Arlington,<br />
USA.<br />
Use newspapers, documentary films or TV shows, or the Internet to research the kidnapping. Use<br />
two or more sources, such as three different websites, including a newspaper site.<br />
How to use the library to find information …<br />
• Use the reference section of the library to find current<br />
newspapers. Past newspapers are sometimes filed in<br />
the reference section.<br />
• Take notes about the information, but remember to use<br />
your own words when writing. If you use a direct quote,<br />
use quotation marks and state the reference, including<br />
the article, the date and the page number where you<br />
found it.<br />
How to use a documentary film or TV show for<br />
information ...<br />
• First make sure the film or TV show is a documentary<br />
and not historical fiction or ‘based on a true story’. Actual<br />
facts and fiction are combined in historical fiction.<br />
How to find information on<br />
the Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
Viewing Sample<br />
• Take notes as you watch the film or TV show. Watch it<br />
more than once. You will probably hear and understand<br />
more information the second or third time you watch it.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 45
K idnapped<br />
Research project<br />
JOURNAL WRITING<br />
Date:<br />
Name:<br />
Journal writing is your chance to talk about how you feel about an event. When you write a journal, you<br />
discuss your feelings and what is important to you. Your journal can be like a descriptive essay.<br />
Write a journal entry exploring your feelings about a kidnapping case. Think about what the word ‘kidnapped’<br />
means to you. Then think about how it relates to this particular case. List the key facts, including dates, location<br />
and who was involved in the kidnapping you researched.<br />
Viewing Sample<br />
46 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
MAKE CONNECTIONS<br />
Date:<br />
Lost and found<br />
Vocabulary<br />
Explain how each pair of words relates to each other when applied to the subject of lost and<br />
found.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
buried – ash<br />
hidden – city<br />
pilot – missing<br />
plane – wreckage<br />
adoption – reunion<br />
Viewing Sample<br />
escape – recovery<br />
2.<br />
Viewing<br />
SENTENCES<br />
Choose a pair and use it in a sentence about being lost and found.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 47
Lost and found<br />
Vocabulary<br />
PAST TENSE<br />
Date:<br />
Name:<br />
Verb forms indicate the time the action happens: past, present or future. The verb form that tells<br />
that action happened in the past is called past tense.<br />
1.<br />
2.<br />
• Most verbs form the past tense by adding ‘–ed’, or adding ‘–d’ if the verb ends in ‘e’.<br />
erupt—The volcano erupted violently.<br />
• Verbs that end in y form the past tense by changing ‘y’ to ‘i’ and adding ‘–ed’.<br />
marry—Amelia Earhart did not take her husband’s name after she married him.<br />
• Verbs with a consonant-short vowel-consonant pattern, double the final consonant<br />
before adding ‘–ed’.<br />
plan—Amelia planned to fly around the equator.<br />
• Irregular verbs form the past tense in their own unique way.<br />
run—Tuffy ran away from home.<br />
Use the rules above to change each verb to its past tense form.<br />
(a) stop (b) lose<br />
(c) destroy (d) cover<br />
(e) dig (f) fly<br />
(g) know<br />
(h) forget<br />
(i) move (j) find<br />
(k) study (l) take<br />
WRITE IN THE PAST<br />
Choose three or more words from the activity above. Use them to write a few sentences about what<br />
happened in an event from Lost and found.<br />
Viewing Sample<br />
48 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
WORD WEB<br />
Date:<br />
Lost and found<br />
Initial understanding<br />
What do the words ‘lost’ and ‘found’ mean? Use the word web to show and expand your understanding of the<br />
words.<br />
Add related words to complete the word web.<br />
Where<br />
Lost and found<br />
Who/What<br />
Viewing Sample<br />
How<br />
Pompeii<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 49
Lost and found<br />
Initial understanding<br />
HEADLINES<br />
Date:<br />
Name:<br />
Newspapers and websites often use large print to headline an article or page. They help to grab<br />
people’s attention. Stories often include both a headline and a subheading.<br />
1.<br />
Choose one event from each chapter. Write a headline and subheading for each one. An event from Chapter<br />
1 is already done for you.<br />
(a) Chapter 1<br />
(b) Chapter 2<br />
(c) Chapter 3<br />
(d) Chapter 4<br />
• The headline tells<br />
the most important<br />
information, or main<br />
idea, about an event. It<br />
is set in large type.<br />
Headline<br />
Lost city of Pompeii<br />
found!<br />
• The subheading tells<br />
other important details<br />
about the event. It is<br />
set in slightly smaller<br />
type.<br />
Subheading<br />
Ancient city buried under<br />
volcanic ash<br />
Viewing Sample<br />
(e) Chapter 5<br />
50 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
FLOW CHART<br />
Date:<br />
Lost and found<br />
Interpretation<br />
A flow chart can show cause and effect relationships. It can also show a sequence of events. When<br />
one event causes more than one result, a separate box is used for each result.<br />
Complete the flow chart about another lost and found person or thing described in the book.<br />
Pompeii<br />
Pompeii is built near Mount<br />
Vesuvius.<br />
Mount Vesuvius erupts.<br />
The volcano spews fiery ash<br />
into the air.<br />
Pompeii burns.<br />
Viewing Sample<br />
The city of Pompeii is buried<br />
under ash.<br />
Archaeologists find Pompeii.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 51
Lost and found<br />
Interpretation<br />
Date:<br />
Name:<br />
DESIGN THE TOOLS<br />
Veterinarians use equipment, such as scanners, to find identification chips. Diagrams often use both art and text<br />
to give information.<br />
Create a diagram by drawing any equipment or tools a veterinarian may need. Label and explain what<br />
each part is or what it does.<br />
Viewing Sample<br />
52 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
3.<br />
Viewing<br />
POINT OF VIEW<br />
Date:<br />
Lost and found<br />
Reflection<br />
A story can change your mind about an issue. It might change your point of view or your attitude<br />
about an issue.<br />
Before you read:<br />
Indicate your point of view about the issues below.<br />
Write A for agree or D for disagree.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
After you read:<br />
Archaeologists should not disturb ancient cities.............................................................<br />
Pilots should not expect others to search for them if they get lost..................................<br />
Owners need to be responsible for their pets.................................................................<br />
Adopted children should have access to information about their birth parents...............<br />
Searching for lost ships or planes is very costly and is not worth it................................<br />
Indicate your point of view about the issues below.<br />
Write A for agree or D for disagree.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
Archaeologists should not disturb ancient cities.............................................................<br />
Pilots should not expect others to search for them if they get lost..................................<br />
Owners need to be responsible for their pets.................................................................<br />
Adopted children should have access to information about their birth parents...............<br />
Viewing Sample<br />
Searching for lost ships or planes is very costly and is not worth it................................<br />
If you found an old coin that might have formed part of a lost treasure, who would you tell first?<br />
Use what you know about the events in Lost and found and your own point of view to answer the question<br />
above.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 53
1.<br />
2.<br />
Lost and found<br />
Critical response<br />
USEFUL INFORMATION<br />
Date:<br />
Name:<br />
A newspaper article about the return of a loved pet might be meaningful to different people for<br />
different reasons. To dog owners, the article might show how kind people help each other to find<br />
their pets. To science and technology students, the article might show the latest developments in<br />
microchips.<br />
For each person below, write how the person might view or use the information from this book about<br />
people, places or things that are lost and found.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
A veterinarian<br />
A technology<br />
student<br />
A police officer<br />
A teacher<br />
Viewing Sample<br />
A history student<br />
WHO ELSE?<br />
Think of someone else who might find the information in Lost and found useful. Write a sentence or two<br />
telling who this person is, and why he or she would be interested in the information.<br />
54 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
Lost and found<br />
Research project<br />
Choose another well-known lost and found person, animal or thing from the list below, or find one<br />
of your own. Use these tips to help you write a news article about it.<br />
• September 2004, Zookeepers find ‘Chucky’, a 3.6-metre alligator who went missing from the<br />
Alabama Gulf Coast Zoo during Hurricane Ivan.<br />
• November 1922, Howard Carter finds the entrance to the tomb of Tutankhamen, a pharaoh, or king,<br />
of ancient Egypt.<br />
• April 1912, Titanic sinks 640 kilometres off the coast of Newfoundland. In September 1985, divers<br />
find Titanic.<br />
• September 1994, David Noble finds a Wollemi pine, which were thought to be extinct, in Wollemi<br />
National Park, Australia.<br />
• 1906–Today, More than one million fossils have been found in the Rancho La Brea Tar Pits, Los<br />
Angeles, California.<br />
Use newspapers, magazines, books, or the Internet to research the event. Use two or more sources,<br />
such as three different websites, including a newspaper site.<br />
How to use newspapers and magazines …<br />
• References the author used are often at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to<br />
use your own words when writing it down. If you use a<br />
direct quote, use quotation marks and state the source<br />
including the title, the article, the date and page number<br />
where you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Use the keywords ‘lost and found’ and<br />
the place, date or names of the people involved in the<br />
event.<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
How to find information on<br />
the Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 55
1.<br />
Lost and found<br />
Research project<br />
WRITE A NEWS ARTICLE<br />
Date:<br />
Answer the questions below about your research subject.<br />
Name:<br />
(a) Where did the event take place? (b) When did it happen?<br />
(c) Who or what was lost?<br />
(d) Where was the person, place, animal or<br />
thing found?<br />
(f) List any other interesting facts about the<br />
event.<br />
(e) Who found the person, place, animal or thing?<br />
(g) List any other facts that might affect you<br />
personally. (Do you know someone or something<br />
that was lost? Was he, she or it ever found?)<br />
Viewing Sample<br />
2.<br />
Use the facts above to write a news article about the event. Write your article on a separate sheet of paper.<br />
Include an attention-grabbing headline and images, such as maps or photos. Write the most important facts<br />
first. Then add the least important details at the end. Mention or quote your sources. Be sure to proofread<br />
and edit your article.<br />
56 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
CROSSWORD PUZZLE<br />
Use words from Missing and<br />
the clues below to complete the<br />
crossword puzzle.<br />
8.<br />
10.<br />
5.<br />
4.<br />
3.<br />
2.<br />
Date:<br />
6. 7.<br />
9.<br />
1.<br />
M issing<br />
Vocabulary<br />
Across:<br />
1. A spaceship that landed on Mars in<br />
1997<br />
3. Hunted by law enforcement<br />
4. A puzzling event<br />
6. Lost<br />
8. A large body of salt water<br />
9. Lowell thought he saw these on<br />
Mars<br />
10. A vessel that sails on water<br />
11. The shape of a mysterious body of<br />
water near Bermuda<br />
Down:<br />
1. A vehicle that flies in the air<br />
2. A focused study of a crime<br />
5. A pattern of ridges on the fingertip<br />
Viewing Sample<br />
7. A Martian moon<br />
11.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 57
1.<br />
2.<br />
M issing<br />
Vocabulary<br />
WORD SCRAMBLE<br />
‘<strong>Astonishing</strong> <strong>Headlines</strong> Dictionary’<br />
Date:<br />
How did you go with unscrambling the<br />
scrambled words? List any words you found<br />
difficult in your own ‘<strong>Astonishing</strong> headlines<br />
dictionary’.<br />
Set up your own ‘<strong>Astonishing</strong> headlines<br />
dictionary’ by stapling together a 13-page<br />
booklet. Write a letter or a group of letters on<br />
each side. For example, X–Z words should fit<br />
on one page.<br />
Name:<br />
Read the definitions. Unscramble the letters to form a word from Missing. Then write a synonym or related<br />
word for each.<br />
(a) A walk through the forest kihe<br />
(b)<br />
A group of people working<br />
towards a common goal.<br />
Scrambled<br />
word<br />
amte<br />
(c) To strongly wish ohep<br />
(d) Very old enitacn<br />
(e) To defeat by force qocunre<br />
(f) To see kloo<br />
(g) Great riches useretar<br />
(h) Our star usn<br />
Unscrambled word<br />
3.<br />
Synonym or related word<br />
As you read, write any difficult or<br />
unfamiliar words and their definitions<br />
on the correct page. Add new<br />
words as you read each <strong>Astonishing</strong><br />
headlines book.<br />
Viewing Sample<br />
58 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
KWL CHART<br />
Date:<br />
M issing<br />
Initial understanding<br />
Before you read the book Missing, write down the facts you already know about missing people, animals,<br />
or things in the K column. In the W column, write questions you would like answered. While you read the<br />
book, look for answers to your questions. Write everything you learned about a missing person, animal or<br />
thing in the L column.<br />
What I already know What I want to know What I learned<br />
Viewing Sample<br />
Write a sentence describing the most interesting thing you learned about a missing person, animal or thing<br />
while reading Missing.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 59
M issing<br />
Initial understanding<br />
TRUE OR FALSE?<br />
Before you read<br />
Date:<br />
Name:<br />
1.<br />
2.<br />
Read the statements and decide whether they are true or false. As you read, watch for facts that prove the<br />
statements true of false.<br />
(a) Phobos I landed on Mars in 1998.<br />
(b) Sojourner landed on Mars in 1997.<br />
(c)<br />
(d)<br />
The Bermuda Triangle is off the coast of Florida.<br />
J Edgar Hoover created the name ‘Bermuda Triangle’.<br />
(e) Hoover created a fingerprint file in 1926.<br />
(f)<br />
(g)<br />
(h)<br />
(i)<br />
(j)<br />
Osama bin Laden was added to the FBI’s Most Wanted<br />
list in 2001.<br />
Another name for the Bermuda Triangle is the ‘Devil’s<br />
Triangle’.<br />
Captain Sharpe was a brutal pirate.<br />
El Muerto means ‘the mouse’.<br />
The ivory-billed woodpecker is America’s only<br />
woodpecker.<br />
After you read<br />
Before reading<br />
After reading<br />
True False True False<br />
Use information in the book to correct your answers above. Choose one true statement above and write<br />
examples from the book that prove it. Then choose a false statement above and write examples that<br />
disprove it.<br />
True:<br />
Viewing Sample<br />
False:<br />
60 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
ANALOGIES<br />
Date:<br />
Boats and planes are to the Bermuda Triangle as spacecraft are to Mars.<br />
The sentence above is an analogy. Analogies can also be written like this:<br />
Boats and planes : Bermuda Triangle / Spacecraft : Mars<br />
M issing<br />
Interpretation<br />
Analogies are based on relationships between word meanings, such as:<br />
• antonyms (opposites) – Missing : Found<br />
• synonyms (alike) – Detective : Investigator<br />
• descriptive – Large Bird: Ivory-billed woodpecker<br />
• part to whole (or whole to part) – Minutes : Hour<br />
• item to category (or category to item) – Nozomi : Spacecraft<br />
Decide how the first pair of words relates to each other. Write the type of analogy first. Then write a word to<br />
complete the analogy.<br />
(a) Fingerprint : Finger / Thumbprint :<br />
(b) Seek : Hide / Run :<br />
(c) Criminal : Outlaw / Detective :<br />
(d) Bin Laden : / Hoover : Crime fighter<br />
(e) Mysterious : Disappearances / : Bermuda Triangle<br />
WRITE YOUR OWN ANALOGIES<br />
Write your own analogies to describe an event in Missing. Make sure both pairs of words relate to each<br />
other in the same way.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 61
M issing<br />
Interpretation<br />
BRAINSTORM RESULTS<br />
Date:<br />
Name:<br />
Think about what might have happened if one of the missing people or animals was found. What might the results<br />
have been? Write a few ideas to explain how things might be different.<br />
Viewing Sample<br />
62 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
REACTION<br />
Before you read:<br />
Date:<br />
M issing<br />
Reflection<br />
Choose one photograph from the book. Write a description of, and your reaction to, the photo.<br />
2.<br />
3.<br />
Description:<br />
My reaction:<br />
After you read:<br />
Write a description of, and your reaction to, the same photo.<br />
Description:<br />
My reaction:<br />
Choose the chapter you found most interesting. Write a brief paragraph explaining the reasons why you<br />
found it interesting.<br />
Then, in a small group, discuss what you wrote. Compare and contrast the reasons you chose your<br />
favourite chapter with other students’ choices in your group. After the discussion, add to your paragraph.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 63
1.<br />
2.<br />
M issing<br />
Critical response<br />
DIFFERENT PEOPLE, DIFFERENT USES<br />
Date:<br />
Name:<br />
One article might have different meanings to different people. For example, a newspaper article about an<br />
escaped fugitive would be interesting to many people, but in different ways. To local people, the article<br />
would inform them of a dangerous criminal in their area. To other people, they might be excited by the idea<br />
of an escaped criminal.<br />
For each person below, write how the person might view or use the information from this book about<br />
missing people or animals.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
WHO ELSE?<br />
A birdwatcher<br />
A police officer<br />
A mother<br />
A young child<br />
A fugitive<br />
Think of someone else who might find the information in Missing useful. Write a sentence or two explaining<br />
who this person is, and why he or she might be interested in the information.<br />
Viewing Sample<br />
64 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
M issing<br />
Research project<br />
Choose another well-known missing person, animal or thing from the list below, or find one of your<br />
own. Use these tips to help you write a book chapter about it.<br />
• August 2004, Edward Munch’s famous painting, The Scream, is stolen from the Munch Museum in<br />
Norway.<br />
• April 2003, the Iraqi National Museum in Baghdad is looted. Sculptures, paintings, photographs,<br />
records and computer files are stolen and destroyed.<br />
• June 1924, Mallory and Irvine disappear while climbing Mt Everest. Mallory’s body is found in May<br />
1999. Irvine’s body has never been found.<br />
• August 1871, D Mackenzie sees an unknown creature in the waters of Loch Ness, Scotland. Later<br />
called the Loch Ness Monster, the mystery is still unsolved.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use newspapers and magazines …<br />
• Sources the author used are often listed at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to use<br />
your own words when writing about it. If you use a direct<br />
quote, use quotation marks and state the reference,<br />
including the title, the article and page number where<br />
you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keyword ‘missing’ and the place,<br />
date or person’s name involved in the event.<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
How to find<br />
information on the<br />
Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 65
1.<br />
M issing<br />
Research project<br />
Write a chapter<br />
Date:<br />
Answer the questions below about your research subject.<br />
Name:<br />
(a)<br />
(c)<br />
When did the person, animal or thing go<br />
missing?<br />
What were the results?<br />
(e) What are the key terms used and which words did you need to look up?<br />
(f) What is the sequence of events?<br />
(g) Where did you find your information?<br />
(b)<br />
(d)<br />
Where was he, she or it last seen?<br />
Was the missing person, animal or thing ever<br />
found? How was he, she or it found?<br />
Viewing Sample<br />
Use the facts above to write another chapter for the book, or expand upon one of the stories mentioned.<br />
Use each chapter as a model, adding a time line, a map, key terms and a ‘Did you know?’ section.<br />
Proofread and edit your chapter. List your sources at the end of the chapter.<br />
66 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Label groups<br />
Date:<br />
Shot down<br />
Vocabulary<br />
1.<br />
What do these words have in common?<br />
aviator pilot<br />
They both mean a ‘person who flies an aeroplane’.<br />
Tell what the words or phrases in each group have in common.<br />
Add another word or phrase to each list.<br />
What do these words have in common?<br />
(a) take-off depart exit<br />
(b) fly soar breeze<br />
(c) France Britain Germany<br />
(d) FW190 U-2 747<br />
Viewing Sample<br />
(e) American Soviet French<br />
(f) New York Fallujah Bordeaux<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 67
1.<br />
Shot down<br />
Vocabulary<br />
Make connections<br />
Date:<br />
Name:<br />
Explain how each pair of words relates to each other when applied to the subject of being shot down.<br />
2.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
rage – war<br />
secret – spy<br />
formation – position<br />
parachute – rescue<br />
mission – purpose<br />
helicopter – plane<br />
Choose two pairs and use them in two sentences about being shot down.<br />
Viewing Sample<br />
68 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
TRUE OR FALSE?<br />
Before you read<br />
Date:<br />
Shot down<br />
Initial understanding<br />
Read the statements below and decide whether they are true or false. As you read, watch for facts that<br />
prove the statements true or false. After reading, use information in the book to correct your answers.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
(g)<br />
Some aeroplanes have air marshals on board.<br />
The US president gave the ‘shoot down’ order on<br />
11/9/01.<br />
Fewer than 2000 people died at the World Trade<br />
Centre.<br />
Capt. Kimberly Hampton was the first pilot to be killed<br />
in Iraq.<br />
Capt. Hampton’s helicopter’s code name was ‘Dark<br />
Horse Six’.<br />
Black boxes are not black, they are orange.<br />
Flight 007 was a Vietnamese aeroplane.<br />
(h) Soviet fighter planes shot down Flight 007.<br />
(i)<br />
Do it yourself<br />
Francis Gary Powers was traded for a Russian spy.<br />
Before reading<br />
After reading<br />
True False True False<br />
Choose one true statement above and write examples from the book that prove it. Then choose a false<br />
statement above and write examples that disprove it.<br />
True:<br />
False:<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 69
1<br />
Shot down<br />
Initial understanding<br />
Identify structure<br />
Date:<br />
Name:<br />
The ideas in a well-written paragraph can be related to each other in one of these ways:<br />
• Main idea and supportive details<br />
• Cause and effect<br />
• Sequence of events<br />
• Compare and contrast<br />
Write the following abbreviations in the blanks to show how the ideas are related: MI/SD = main idea and<br />
supportive details, C/E = cause and effect, SOE = sequence of events and C/C = compare and contrast.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
(g)<br />
(h)<br />
It was a dangerous mission. German fighter planes protected the airfields. They<br />
patrolled the skies, looking for American and English planes to shoot down.<br />
As the bullets hit the plane, they cut its elevator cables. Yeager could not control his<br />
plane’s altitude.<br />
Yeager pulled open the cockpit. He rolled into the air. He fell toward the ground. Then<br />
his parachute opened.<br />
Yeager’s parachute snapped him to an almost dead stop in midair. Below him, his<br />
plane fell until it crashed to the earth.<br />
Yeager spoke no French. The French people spoke no English.<br />
Because of its long wings, the U-2 could fly higher than any other plane.<br />
At first his instruments did not show any problems. But then he felt a change. The<br />
plane tipped forward a little. Then, it tipped a little more!<br />
Viewing Sample<br />
The U-2 had one small bomb. But it was not for dropping on the enemy. It was to<br />
destroy the plane itself, before it crashed.<br />
(i)<br />
Because Powers was caught with a spy plane, the Soviet government said that<br />
Powers was a spy.<br />
(j)<br />
The Su-15 fighter pilots called to Flight 007 by radio. The pilot did not answer. The<br />
Su-15 fighter pilots then flew in front of Flight 007. The plane did not turn.<br />
70 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
BEFORE, DURING, AFTER<br />
Date:<br />
Shot down<br />
Interpretation<br />
Choose one event described in the book. Brainstorm as many words as you can to describe the people’s<br />
experience before they were shot down, while they were being shot down and after they were shot down, if<br />
possible. List up to five words under each heading.<br />
Before being shot down While being shot down After they were shot down<br />
ILLUSTRATE<br />
Draw pictures to show what you think happened before, during and after the event described above. Write<br />
a brief caption under each picture to explain it.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 71
Shot down<br />
Interpretation<br />
Design the Tools<br />
Date:<br />
Name:<br />
Pilots wear special gear and use equipment, such as parachutes, when they fly their planes. Diagrams<br />
often use both art and text to give information.<br />
Create a diagram by drawing clothes, equipment and other tools a pilot might need. Label and explain what each<br />
part is or does.<br />
Viewing Sample<br />
72 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Discussion group<br />
Date:<br />
Shot down<br />
Reflection<br />
Choose the chapter you found most interesting. Write a brief summary, stating the reasons why you found it<br />
interesting.<br />
Then discuss what you wrote in a small group. Compare and contrast the reasons you chose the chapter with<br />
other students in your group. After the discussion, add to your summary.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 73
Shot down<br />
Critical response<br />
Date:<br />
Name:<br />
Many planes are shot down during times of war. However, a few are also shot down during peacetime.<br />
Answer the following questions about an event from the book that happened during your lifetime.<br />
1.<br />
3.<br />
4.<br />
What happened?<br />
Was this event important to you? Why or why not?<br />
How did you first find out about this event?<br />
How is the description in the chapter different from what you remember about the event?<br />
Did you learn any important new information?<br />
If so, what?<br />
2.<br />
Viewing Sample<br />
5. 6.<br />
Did the chapter leave out information you think is<br />
important? If so, what?<br />
74 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
Shot down<br />
Research project<br />
Choose another well-known case of someone or something becoming shot down from the list<br />
below, or find one of your own. Use these tips to help you write a chapter about it.<br />
• August 2004, A US Marine helicopter is shot down by men loyal to radical cleric Moqtada al-Sadr<br />
near the southern city of Najaf, Iraq.<br />
• May 2006, Five British Marines are killed when their helicopter is shot down over Basra, Iraq.<br />
• April 1994, The presidents of the African states of Rwanda and Burundi are killed when their<br />
plane is shot down near the Rwandan capital, Kigali.<br />
• April 1918, The Red Baron, Manfred Freiherr von Richthofen, is shot down by Allied troops over<br />
the Somme Valley, France.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use the library to find information …<br />
• Use the reference section of the library to find current<br />
newspapers. Past newspapers are sometimes filed in<br />
the reference section.<br />
• Take notes about the information, but remember to use<br />
your own words when writing. If you use a direct quote,<br />
use quotation marks and state the reference, including<br />
the article, the date and the page number where you<br />
found it.<br />
How to use a documentary film or TV show for<br />
information ...<br />
• First make sure the film or TV show is a documentary<br />
and not historical fiction or ‘based on a true story’. Actual<br />
facts and fiction are combined in historical fiction.<br />
• Take notes as you watch the film or TV show. Watch it<br />
more than once. You will probably hear and understand<br />
more information the second or third time you watch it.<br />
How to find<br />
information on the<br />
Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 75
1.<br />
Shot down<br />
Research project<br />
write a chapter<br />
Date:<br />
Answer the questions below about your research subject.<br />
Name:<br />
(a) Where did the event happen? (b) When did the event happen?<br />
(c) Who was involved?<br />
(d) What resulted from the event? (e) What information do officials still need?<br />
(f) What are the key terms used and what<br />
words did you need to look up?<br />
(h) Where did you get your information?<br />
(g) What is the sequence of events?<br />
Viewing Sample<br />
2.<br />
Use the facts above to write another chapter for Shot down. Use each chapter as a model, adding a time<br />
line, a map, key terms and a ‘Did you know?’ section. Proofread and edit your chapter. List your references<br />
at the end of your chapter.<br />
76 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
multiple meaning words<br />
Date:<br />
English words can have more than one meaning. For example:<br />
The ship left the harbour. Charles decided to ship himself to Texas.<br />
Read each sentence. Circle the definition that best fits how the word is used in the sentence.<br />
(a) The police quickly solved the case.<br />
(i) a set of circumstances or conditions<br />
(b) He felt he had no choice.<br />
(i) a cloth made of wool and fur<br />
(c) The treasure went down with the ship.<br />
(i) to love or hold as precious<br />
(d) Balboa arrived at the coast four days later.<br />
(i) the shoreline<br />
(e) Balboa feared the captain would leave him behind.<br />
(i) a holiday from work<br />
(f) The brown tree snake’s eyes have a yellow centre.<br />
(i) the middle<br />
(g) It took her months to recover.<br />
(i) to get well again<br />
(ii) a piece of luggage<br />
(ii) to believe or be aware of<br />
(ii) vast riches<br />
(ii) to move along without much effort<br />
(ii) to fail to include or take along<br />
(ii) a space for a certain activity<br />
(ii) to find<br />
Stowed away<br />
Vocabulary<br />
Viewing Sample<br />
(h) Harriet planned to go back and free her family.<br />
(i) the rear part of the body between the neck<br />
and the hips<br />
(ii) to return<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 77
Stowed away<br />
Vocabulary<br />
Word ladders<br />
Date:<br />
Name:<br />
Climb these word ladders to make words related to the book Stowed away.<br />
Change one or more letters in each word to create the next word described.<br />
1. 2.<br />
a person forced to<br />
serve others<br />
to rescue<br />
to move the hands<br />
as a signal<br />
to give in<br />
cave<br />
3. 4.<br />
to remain in one place<br />
to speak<br />
to have permission<br />
stay<br />
the upper<br />
atmosphere<br />
to take flight<br />
cunning or crafty<br />
of or relating to me<br />
having a low<br />
temperature<br />
given up for<br />
money<br />
Viewing Sample<br />
to lay one part<br />
over another<br />
sly<br />
a protected body of<br />
water<br />
brave<br />
bold<br />
78 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
FLOW CHART<br />
Date:<br />
Stowed away<br />
Initial understanding<br />
A flow chart can show cause and effect relationships between events. It can also show a sequence<br />
of events. When one event causes more than one result, a separate box is used for each result.<br />
Read the first flow chart about Juan Guzman. Then complete the second flow chart about Charles McKinley,<br />
using facts from the book.<br />
Juan Guzman<br />
Dreamed of living in America<br />
Learned about wheel<br />
compartments<br />
Stowed away in wheel<br />
compartment<br />
Arrived in Miami<br />
Sent back to Colombia<br />
Stowed away a second time<br />
Charles McKinley<br />
Viewing Sample<br />
Sent back to Colombia<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 79
Stowed away<br />
Initial understanding<br />
Date:<br />
Name:<br />
Concept web<br />
Complete the concept web about stowing away, using information from the book and facts you already know.<br />
How<br />
Where<br />
When<br />
Stowed<br />
away<br />
Viewing Sample<br />
Who<br />
Why<br />
80 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
Fact or opinion?<br />
Date:<br />
Stowed away<br />
Interpretation<br />
A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings<br />
or beliefs.<br />
Read these sentences from and about each event. Tick the appropriate box for either a fact or an opinion.<br />
(a) More than 170 Americans die from heatstroke each year.....................................<br />
(b) Transporting illegal immigrants is wrong..............................................................<br />
(c) Edson was trapped with two others, both of whom were dead.............................<br />
(d) Governments should tighten security around cargo..............................................<br />
(e) Juan felt his mother did not want him anymore...................................................<br />
(f) Living in America was the answer to all of Juan’s problems.................................<br />
(g) Juan stowed away in a wheel compartment, twice..............................................<br />
(h) Most people who stow away in a wheel compartment die during the flight..........<br />
(i) ‘Don’t worry, I know what I’m doing.’...................................................................<br />
(j) I think stowaways are brave.................................................................................<br />
Write a statement of fact and an opinion you hold about an event in Stowed away.<br />
Fact<br />
Opinion<br />
Fact<br />
Opinion<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 81
1.<br />
2.<br />
3.<br />
Stowed away<br />
Interpretation<br />
POINT OF VIEW<br />
Date:<br />
Name:<br />
A story can change your mind about an issue. It might change your point of view or your attitude<br />
about an issue.<br />
Before you read:<br />
Indicate your point of view about the issues below.<br />
Write A for agree or D for disagree.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
After you read:<br />
Governments should allow all illegal immigrants to stay in the country they’ve arrived at....<br />
Stowing away is a dangerous thing to attempt.....................................................................<br />
We should find a way to secure cargo and keep animals or people out of it.........................<br />
It is good that slavery is illegal.............................................................................................<br />
Stowaways do not have any other choice but to stow away.................................................<br />
Indicate your point of view about the issues below.<br />
Write A for agree or D for disagree.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
Governments should allow all illegal immigrants to stay in the country they’ve arrived at....<br />
Stowing away is a dangerous thing to attempt.....................................................................<br />
We should find a way to secure cargo and keep animals or people out of it.........................<br />
It is good that slavery is illegal.............................................................................................<br />
Viewing Sample<br />
Stowaways do not have any other choice but to stow away.................................................<br />
If you worked at an airport or shipping company and found a stowaway, would you turn him or her over<br />
to the authorities? Why or why not?<br />
82 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Date:<br />
Personal Response<br />
Answer the questions below based on your own opinions and knowledge.<br />
Stowed away<br />
Reflection<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
Think of a well-known person or thing that has recently<br />
stowed away on a vehicle. Who is that person or thing?<br />
Does the recent event remind you of an event in the book? If so, which one?<br />
Do you think this event will be remembered in 10 years? Why or why not?<br />
How are the events similar or different?<br />
Similar<br />
Different<br />
What feelings do you experience when you read about stowaways—excitement, fear, sadness, or<br />
something else?<br />
Could you stop someone from stowing away? Write a sentence or two about what you might do or say to<br />
stop someone from stowing away.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 83
Stowed away<br />
Critical response<br />
Author’s purpose<br />
Date:<br />
Name:<br />
Authors write books for many different reasons. Many books are written to inform the reader about certain<br />
facts, events or people. Some books are written to persuade the reader to think, feel or act in a certain<br />
way. Many are written to entertain the reader. Often books are written for more than one purpose.<br />
Think about the book Stowed away. Identify the author’s purpose for writing the book.<br />
1. 2.<br />
3.<br />
To inform—What features or chapters in the<br />
book make it informative?<br />
To entertain—What features or chapters in the book make it entertaining?<br />
To persuade—What features or chapters in<br />
the book make it persuasive?<br />
Viewing Sample<br />
84 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
Stowed away<br />
Research project<br />
Choose another well-known case of someone or something stowing away from the list below, or<br />
find one of your own. Use these tips to help you write a chapter about it.<br />
• July 2004, Six Dominican stowaways are caught by the tug Sea islander’s onboard camera.<br />
• February 2001, Chinese stowaways arrive in Dover, Britain. They arrive in a cargo container; 58<br />
people are found dead.<br />
• December 2002, 12 Romanian stowaways arrive in Halifax, Canada aboard the Zim California. They<br />
had stowed away in a cargo container.<br />
• November 1988, Microbes stow away on the International Space Station hardware and on the<br />
bodies of the astronauts that later assembled the station.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use the library to find information …<br />
• Use the reference section of the library to find current<br />
newspapers. Past newspapers are sometimes filed in<br />
the reference section.<br />
• Take notes about the information, but remember to use<br />
your own words when writing. If you use a direct quote,<br />
use quotation marks and state the reference, including<br />
the article, the date and the page number where you<br />
found it.<br />
How to use a documentary film or TV show for<br />
information ...<br />
• First make sure the film or TV show is a documentary<br />
and not historical fiction or ‘based on a true story’. Actual<br />
facts and fiction are combined in historical fiction.<br />
• Take notes as you watch the film or TV show. Watch it<br />
more than once. You will probably hear and understand<br />
more information the second or third time you watch it.<br />
How to find<br />
information on the<br />
Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 85
Stowed away<br />
Research project<br />
Journal WRITING<br />
Date:<br />
Name:<br />
Journal writing is your chance to talk about how you feel about an event. When you write in a journal, you write<br />
about your feelings and what is important to you. Your journal can be like a descriptive essay.<br />
Write a journal entry exploring your feelings about a stowaway. Think about what the word ‘stowaway’ means to<br />
you. Then think about how it relates to this particular case. List the key facts, including dates, location and who<br />
stowed away.<br />
Viewing Sample<br />
86 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2. Viewing<br />
Specialised vocabulary<br />
Date:<br />
Sailors have their own specialised vocabulary when talking about the sea.<br />
Write a definition for each word or phrase.<br />
rigged<br />
torpedo<br />
mutiny<br />
set sail<br />
scurvy<br />
voyage<br />
chronometer<br />
deck<br />
adrift<br />
pirate<br />
crew<br />
chart<br />
whaleboat<br />
sprung<br />
‘<strong>Astonishing</strong> <strong>Headlines</strong> Dictionary’<br />
List any words you found difficult in your own<br />
‘<strong>Astonishing</strong> headlines dictionary’.<br />
Set up your own ‘<strong>Astonishing</strong> headlines dictionary’<br />
by stapling together a 13-page booklet. Write<br />
a letter or a group of letters on each side. For<br />
example, X–Z words should fit on one page.<br />
3.<br />
Stranded at sea<br />
Vocabulary<br />
Viewing Sample<br />
As you read, write any difficult or<br />
unfamiliar words and their definitions<br />
on the correct page. Add new<br />
words as you read each <strong>Astonishing</strong><br />
headlines book.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 87
1.<br />
2.<br />
3.<br />
Stranded at sea<br />
Vocabulary<br />
CLOZE<br />
Before you read:<br />
Date:<br />
Name:<br />
Read the paragraph below about a famous shipwreck. Write words in the blanks that make sense<br />
in the sentences.<br />
The crew had little hope when they left the<br />
1 . They were so<br />
2 that they could no longer 3 . The men just lay there in<br />
the 4 . A 5 blew up and the three boats were separated.<br />
One boat was<br />
After you read:<br />
6 seen again.<br />
Now write words in the blanks that make sense in the sentences and in the story. Reread or skim<br />
the book, if needed.<br />
The crew had little hope when they left the<br />
1 . They were so<br />
2 that they could no longer 3 . The men just lay there in<br />
the 4 . A 5 blew up and the three boats were separated.<br />
One boat was<br />
6 seen again.<br />
Write a sentence or two to summarise the event above.<br />
Viewing Sample<br />
88 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
HEADLINES<br />
Date:<br />
Stranded at sea<br />
Initial understanding<br />
Newspapers and websites often use large print to headline an article or page. Stories often<br />
include:<br />
1.<br />
2.<br />
• The headline tells<br />
the most important<br />
information, or<br />
main idea, about<br />
an event. It is set in<br />
large type.<br />
• The subheading<br />
tells other<br />
important details<br />
about the event.<br />
It is set in slightly<br />
smaller type.<br />
Read the headline, subheading and story beginning below.<br />
• The story tells us<br />
about the topic in<br />
detail. It is set in<br />
regular-sized type.<br />
Mutiny on HMS Bounty!<br />
Fletcher Christian Leads Mutiny Against Bligh<br />
28 April 1789, Christian and most of the crew dragged<br />
Capt. Bligh on deck with his hands tied …<br />
• The caption tells<br />
about the picture.<br />
Find another important event in Stranded at sea. Write a headline about the event. Write a subheading to<br />
tell another important detail. Then draw a picture and write a caption for it.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 89
Stranded at sea<br />
Initial understanding<br />
CAUSE AND EFFECT<br />
Date:<br />
Name:<br />
A cause makes another event happen. An effect happens as a result of a cause.<br />
1.<br />
2.<br />
Cause Hundreds of people crammed onto a small boat.<br />
Effect<br />
The boat sank under their weight.<br />
For each sentence below, draw one line under the part that tells the cause, and draw two lines under the<br />
part that tells the effect.<br />
(a) Because word spread about the pirates, many people headed for Malaysia.<br />
(b) Many Jewish people returned to the horrors of the Nazis, after they were taken in by Holland,<br />
France and Belgium.<br />
(c) Hoffman was not allowed to bring anything on board with him, so he met Schiendick on shore.<br />
(d) The Jews were upset because Schiendick sang Nazi songs.<br />
(e) By zigzagging, British ships hoped to avoid being torpedoed by the Germans.<br />
(f)<br />
With only 19 of 25 boilers in use, Lusitania could not travel at top speed.<br />
BRAINSTORM RESULTS<br />
Choose one of the cause and effect relationships above and change either the cause or the effect. Write a<br />
sentence to describe what might have happened.<br />
Viewing Sample<br />
90 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Compare and Contrast<br />
Date:<br />
To compare is to tell how things are alike. To contrast is to tell how things are different.<br />
Stranded at sea<br />
Interpretation<br />
Choose two events described in the book. List the ways they are alike and the ways they are different.<br />
Comparisons<br />
Contrasts<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 91
Stranded at sea<br />
Interpretation<br />
Sequence<br />
Date:<br />
Name:<br />
The order events happen in a story is called the sequence. A flow chart shows the sequence of<br />
events in a story.<br />
Complete the flow chart using facts from ‘The wreck of Essex’. Then, on a separate sheet of paper, create a<br />
flow chart about ‘Lusitania caught off guard’.<br />
The wreck of Essex<br />
Viewing Sample<br />
92 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
Similes<br />
Date:<br />
A simile compares two unlike things using the words ‘like’ or ‘as’. For example:<br />
Tahiti seemed like paradise to the Bounty’s crew.<br />
Captain Turner was as fearless as a lioness protecting her cubs.<br />
Create similes about the vocabulary words below.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
(f)<br />
recluse<br />
scapegoat<br />
refugee<br />
Nazi<br />
boat people<br />
mutiny<br />
Answer the following question about an event in the book.<br />
Stranded at sea<br />
Reflection<br />
What were the signs that told you that Essex’s crew suffered while they were stranded at sea?<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 93
Stranded at sea<br />
Critical response<br />
AUTHOR’S PURPOSE<br />
Date:<br />
Name:<br />
Authors write books for many different reasons. Many books are written to inform the reader about<br />
certain facts, events or people. Some books are written to persuade the reader to think, feel or act<br />
in a certain way. Many are written to entertain the reader. Often books are written for more than<br />
one purpose.<br />
Think about the book Stranded at sea. Identify the author’s purpose for writing the book.<br />
To inform—What features or chapters in<br />
the book make it informative?<br />
1. 2.<br />
3.<br />
Viewing<br />
To entertain—What features or chapters in the book make it entertaining?<br />
To persuade—What features or chapters in<br />
the book make it persuasive?<br />
Viewing Sample<br />
94 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
Stranded at sea<br />
Research project<br />
Choose another well-known case of someone or something becoming stranded at sea from the list<br />
below, or find one of your own. Use the tips to help you create a news segment about it.<br />
• April 1959–Today, Many Cuban refugees are stranded at sea off the US coast every year after<br />
escaping from communist Cuba.<br />
• January 2004, More than 250 Liberian refugees are stranded at sea off the coast of West Africa<br />
when the El Shaddei’s engines failed.<br />
• January 1998, Tom and Eileen Lonergan are left at sea after scuba diving on the Great Barrier Reef,<br />
Australia.<br />
• September 2003, 500 sheep are stranded at sea aboard the Cormo Express in the Persian Gulf<br />
because the Saudi government believed the sheep were infected by the disease scabby mouth.<br />
• April 2002, The crew of the tugboat American quest rescues a small, white dog that has been<br />
stranded aboard a refueling tanker off the coast of Honolulu, USA, for 24 days.<br />
Use a newspaper or magazine article, books or the Internet to research the event. Use two or more<br />
sources, such as three different websites, including a newspaper site.<br />
How to use newspapers and magazines …<br />
• Sources the author used are often listed at the end of the<br />
article. Find the books or articles to learn more details.<br />
Remember to list all of your sources.<br />
• Take notes about the information, but remember to use<br />
your own words when writing about it. If you use a direct<br />
quote, use quotation marks and state the reference,<br />
including the title, the article and page number where<br />
you found it.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keywords ‘stranded at sea’ and<br />
the place, date, person’s name involved in the event.<br />
How to find<br />
information on the<br />
Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
Viewing Sample<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 95
1.<br />
Stranded at sea<br />
Research project<br />
news segment<br />
Date:<br />
Answer the questions below about your research subject.<br />
Name:<br />
(a) Where did the event take place? (b) When did it happen?<br />
(c) Who was stranded at sea?<br />
(d) Where did they come from and where<br />
were they going?<br />
(f) List any other interesting facts about the<br />
event.<br />
(e) How did they become stranded at sea?<br />
(g) List any other facts that might affect you<br />
personally. (Do you know someone or something<br />
that was stranded at sea? Do you like travelling<br />
by boat?)<br />
Viewing Sample<br />
2.<br />
Use the facts above to write a newspaper article about the event. Write your article on a separate sheet<br />
of paper. Include an attention-grabbing headline and images, such as maps or photos. Write the most<br />
important facts first. Then add the least important details at the end. Mention or quote your references.<br />
Then watch a news segment to see how information is presented. Think about how a news segment is<br />
similar to and different from a news article. Be sure to edit and practise reading your article. Then perform<br />
your news segment to the class or record your segment using a video or digital camera.<br />
96 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Date:<br />
Word ladders<br />
Climb these word ladders to make words related to the book Trapped.<br />
T rapped<br />
Vocabulary<br />
Change one, two or three letters in each word to create the next word described.<br />
1. 2.<br />
a picture that tells<br />
where you are<br />
to catch someone<br />
and hold them<br />
a type of music<br />
something worn<br />
on the head<br />
cap<br />
3. 4.<br />
when land is<br />
underwater<br />
what people walk on<br />
the way to leave a<br />
building<br />
map<br />
flood<br />
the past tense of<br />
‘stink’<br />
a large container<br />
that holds liquid<br />
to express<br />
gratitude<br />
to use your mind<br />
an underwater<br />
vehicle<br />
another word for<br />
‘bath’<br />
Viewing Sample<br />
a heavy stick<br />
stank<br />
sub<br />
one part of a building<br />
room<br />
to stroke firmly<br />
and quickly<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 97
1.<br />
2.<br />
T rapped<br />
Vocabulary<br />
word parts<br />
Date:<br />
Name:<br />
The word ‘inspector’ comes from the word parts ‘inspect’ meaning ‘to study closely’ and ‘or’<br />
meaning ‘a person who does’. An inspector is someone who studies things closely.<br />
Use the explanations of the word parts to write your own definition for each word. Use the book or a<br />
dictionary, if needed.<br />
(a)<br />
(b)<br />
sweatshop<br />
worker<br />
(c) everywhere<br />
(d)<br />
(e)<br />
unsafe<br />
government<br />
‘sweat’: to perspire<br />
‘shop’: a factory<br />
‘work’: to toil<br />
‘er’: a person who does<br />
‘every’: total<br />
‘where’: place<br />
‘un’: not<br />
‘safe’: free from harm<br />
‘govern’: to rule<br />
‘ment’: a condition or thing<br />
Viewing Sample<br />
When you look at a new word, try to find word parts that are familiar to you.<br />
Draw a line to match each word to its definition.<br />
(a) sunken • • an underwater vehicle<br />
(b) survivor • • a state of being free<br />
(c) submarine • • lying on the bottom of a body of water<br />
(d) rescuer • • a person who remains alive<br />
(e) freedom • • a person who saves others<br />
98 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
Concept web<br />
Date:<br />
T rapped<br />
Initial understanding<br />
Complete the concept web about traps, using information from the book and facts you already know.<br />
How<br />
When<br />
Traps<br />
Where<br />
Viewing Sample<br />
Who<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 99
T rapped<br />
Initial understanding<br />
summary chart<br />
Date:<br />
Name:<br />
A summary is a short description of events; it ‘sums up’ what you read. A summary lists the main<br />
ideas, not the supporting details.<br />
1.<br />
Passage: The basket was like a cage. It was<br />
just 55 centimetres wide. The basket<br />
carried food and drink for the men.<br />
After eating, the first man climbed<br />
into the basket. At 1.00 a.m., he was<br />
lifted to the surface.<br />
After you read each chapter in Trapped, write a summary of the chapter. Use only one or two sentences to<br />
tell the main idea.<br />
(a) Chapter 1<br />
(b) Chapter 2<br />
(c) Chapter 3<br />
(d) Chapter 4<br />
Summary: At 1.00 a.m., the small, cage-like<br />
basket lifted the first man to the<br />
surface.<br />
Summary of chapter<br />
Viewing Sample<br />
(e) Chapter 5<br />
100 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
2.<br />
ANALOGIES<br />
Date:<br />
Fire is to New York as Tank Rupture is to Boston.<br />
The sentence above is an analogy. Analogies can also be written like this:<br />
Fire : New York / Tank Rupture : Boston<br />
T rapped<br />
Interpretation<br />
Analogies are based on relationships between word meanings, such as:<br />
• antonyms (opposites) – Burn : Extinguish<br />
• synonyms (alike) – Rescuer : Firefighter<br />
• descriptive – Large : Kursk<br />
• part to whole (or whole to part) – Minutes : Hour<br />
• item to category (or category to item) – Steamer : Ship<br />
Decide how the first pair of words relates to each other. Write the type of analogy first. Then write a word to<br />
complete the analogy.<br />
(a) East Germans : Trapped / West Germans :<br />
(b) Sailor : Crew / <strong>Teacher</strong> :<br />
(c) City : Town / Large :<br />
(d) Midnight : Night / Midday :<br />
(e) Gram : Kilogram / Metre :<br />
WRITE YOUR OWN ANALOGIES<br />
Write your own analogies to describe an event in Trapped. Make sure both pairs of words relate to each<br />
other in the same way.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 101
1.<br />
2.<br />
T rapped<br />
Interpretation<br />
BEFORE, DURING, AFTER<br />
Date:<br />
Name:<br />
Choose one event described in the book. Brainstorm as many words as you can to describe the people’s<br />
experience before they were trapped, while they were trapped and after they escaped. List up to five words<br />
under each heading.<br />
Before becoming trapped While trapped After they escaped<br />
ILLUSTRATE<br />
Draw pictures to show what you think happened before, during and after the event. Write a brief caption<br />
under each picture to explain it.<br />
Viewing Sample<br />
102 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
1.<br />
REACTION<br />
Before you read:<br />
Date:<br />
T rapped<br />
Reflection<br />
Choose one photograph from the book. Write a description of, and your reaction to, the photo.<br />
2.<br />
3.<br />
Description:<br />
My reaction:<br />
After you read:<br />
Write a description of, and your reaction to, the same photo.<br />
Description:<br />
My reaction:<br />
Choose the chapter you found the most interesting. On another sheet of paper, write a brief summary<br />
stating the reasons why you found it interesting.<br />
Then, in a small group, discuss what you wrote. Compare and contrast the reasons you chose the chapter<br />
with other student’s choices in your group. After the discussion, add to your summary.<br />
Viewing Sample<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 103
1.<br />
2.<br />
T rapped<br />
Critical response<br />
USEFUL INFORMATION<br />
Date:<br />
Name:<br />
One article might have different meanings to different people. For example, a newspaper article about<br />
someone being rescued from a collapsed mineshaft would be meaningful to many people, but in<br />
different ways. To the rescue worker, the article would be a source of pride or recognition of his or her<br />
work. To the people of the small mining town, the article could celebrate a triumph over adversity.<br />
For each person below, write how the person might view or use the information from this book about being<br />
trapped.<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
A Russian child<br />
A miner<br />
A submarine<br />
captain<br />
A tourist about to<br />
visit Germany<br />
Viewing Sample<br />
A Boston news<br />
reporter<br />
WHO ELSE?<br />
Think of someone else who might find the information in Trapped useful. Write a sentence or two telling<br />
who this person is, and why he or she would be interested in the information.<br />
104 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Name:<br />
RESEARCH TIPS<br />
Date:<br />
T rapped<br />
Research project<br />
Choose another well-known case of someone or something trapped from the list below, or find one<br />
of your own. Use these tips to help you write a newspaper article about it.<br />
• July 2004, 20 people are trapped 107 metres in the air aboard a hot-air balloon when its winch<br />
failed near Baltimore’s (USA) inner harbour.<br />
• July 2004, 4000 pilgrims are trapped by mudslides while travelling to the holy town of Badrinath,<br />
India.<br />
• November 1999, Seven explorers are trapped in a flooded cave in Southern France.<br />
• September 2001, Alan Mann is trapped along with 24 other people in No. 13 Elevator in the South<br />
tower of the World Trade Centre.<br />
• June 1985, Joe Simpson is trapped high on a mountain, and thought to be dead, in Peru.<br />
Use an encyclopedia, books or the Internet to research the event. Use two or more sources, such<br />
as three different websites, including a newspaper site.<br />
How to use an encyclopedia …<br />
• You can find encyclopedias in the reference sections of<br />
libraries as well as online.<br />
• Most encyclopedias include cross-references at the<br />
end of each article. This means that it lists other places<br />
in the encyclopedia where the event is mentioned.<br />
For example, facts about Kursk might be found under<br />
‘Kursk’, ‘submarine’ and ‘sinking’. Sometimes the crossreference<br />
will not be labelled, but it might be in small<br />
capital letters or italics.<br />
How to look for a book on the subject …<br />
• Using your library’s catalogue, do a title search or a<br />
subject search. Type the keyword ‘trapped’ and the place,<br />
date, person’s name involved in the event.<br />
How to find<br />
information on the<br />
Internet …<br />
• Photographs, maps,<br />
diagrams, charts and<br />
displays always make<br />
research projects more<br />
interesting. Use these visual<br />
aids to print and use with<br />
your report.<br />
Viewing Sample<br />
• If a book is shelved by author, it is a fictional or<br />
biographical book. Most nonfiction books are shelved by<br />
number using the Dewey decimal system. Use nonfiction<br />
or biographical books only.<br />
• Not everything on the<br />
Internet is correct! Be sure<br />
to find the information on<br />
a site that ends with .edu,<br />
.org or .gov. Or find the<br />
same information in three<br />
separate places. Maybe<br />
your school knows of some<br />
websites that may be of<br />
use. Ask your teacher or<br />
librarian for help.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 105
1.<br />
T rapped<br />
Research project<br />
KWL CHART<br />
Date:<br />
Name:<br />
Before you read the book Trapped, write in the K column facts you already know about being trapped. In<br />
the W column, write questions you would like answered. While you read the book, look for answers to your<br />
questions. After reading, write what you learned about being trapped in the L column.<br />
What I already know What I want to know What I learned<br />
Viewing Sample<br />
2. Share your KWL chart with your class. Meet as a group with your fellow classmates who researched the<br />
same topic. Share what you learned and what you would still like to know. Perhaps someone found an<br />
answer you could not.<br />
106 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Attacked<br />
Word scramble page 7<br />
1. (a) massacre, kill (b) afraid, frightened<br />
(c) soldier, fighter (d) harbour, shelter<br />
(e) ocean, sea (f) plane, aircraft<br />
(g) bomb, rocket (h) torpedo, missile<br />
(i) student, pupil (j) demonstration, rally<br />
(k) nation, country (l) medicine, drug<br />
(m) brutal, cruel (n) submarine, underwater<br />
boat<br />
Crossword puzzle page 8<br />
Across:<br />
3. submarine, 5. war, 7. colonist, 9. guard,<br />
11. Vietnam, 12. Bosnia, 13. Ohio<br />
Down:<br />
1. king, 2, Pearl Harbour, 3. ship, 4. Britain,<br />
6. Boston, 8. torpedo, 10. Serb<br />
Key facts page 9<br />
Answers will vary.<br />
Before, during, after page 10<br />
Answers will vary.<br />
Venn diagram page 11<br />
Answers will vary.<br />
Fact or opinion? page 12<br />
1. (a) Opinion (b) Fact (c) Opinion<br />
(d) Opinion (e) Fact (f) Fact<br />
(g) Opinion (h) Opinion (i) Opinion<br />
(j) Fact<br />
2. Answers will vary.<br />
Point of view page 13<br />
Answers will vary.<br />
Different people, different uses page 14<br />
Answers will vary.<br />
Research project pages 15–16<br />
Answers will vary<br />
ANSWERS<br />
Captured<br />
Cloze page 17<br />
1 – 2. grabbed (1) house (2)<br />
frightened (3) tell (4)<br />
3. Answers will vary.<br />
Common misspellings page 18<br />
1. (a) wait: to linger; remain<br />
(b) missed: failed to reach or meet<br />
(c) afraid: frightened<br />
(d) terrible: very awful; horrible<br />
(e) fault: a weakness<br />
(f) crime: an illegal act<br />
(g) island: a piece of land entirely surrounded by<br />
water<br />
(h) prisoner: a jailed person<br />
(i) try: to attempt to do something<br />
(j) cell: a room with a locked door and bars on the<br />
windows<br />
2 – 3. Answers will vary<br />
KWL chart page 19<br />
Answers will vary.<br />
Flow chart page 20<br />
Answers will vary.<br />
Brainstorm results page 21<br />
Answers will vary.<br />
Before, during, after page 22<br />
Answers will vary.<br />
Personal response page 23<br />
Viewing Sample<br />
Answers will vary.<br />
Author’s purpose page 24<br />
Answers will vary.<br />
Research project pages 25–26<br />
Answers will vary.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 107
Condemned<br />
Common misspellings page 27<br />
1. (a) evidence: something that shows proof<br />
(b) witchcraft: the use of magic<br />
(c) station: a place to catch trains or buses<br />
(d) historic: important to a community<br />
(e) wolf: a member of the dog family that hunts and<br />
lives in packs<br />
(f) weigh: to have a certain heaviness<br />
(g) growth: the process of growing<br />
(h) redwood: a tree that has red wood<br />
(i) guilty: deserving of punishment; not innocent<br />
(j) police: law enforcement officials<br />
2–3. Answers will vary.<br />
Synonyms and antonyms page 28<br />
1. (a) A (b) S (c) A<br />
(d) S (e) S (f) A<br />
(g) A (h) S (i) A<br />
(j) S (k) A (l) S<br />
2. (a) light, weighty, heavy, backbreaking<br />
(b) infant, child, teen, adult<br />
(c) freed, captured, detained, jailed<br />
(d) pebble, stone, rock, boulder<br />
(e) whisper, say, call out, shout<br />
Read for detail page 29<br />
1–2. hysterics (1) ill (2) fits (3)<br />
nothing (4) witchcraft (5) illness (6)<br />
tortured (7) witches (8)<br />
Flow chart page 30<br />
Possible answers include:<br />
Dusty Steinmasel told McKittrick not to shoot.<br />
McKittrick fired.<br />
Number Ten fell dead.<br />
Cause and effect page 31<br />
1. (a) Cause: When they opened the fence.<br />
Effect: Number Ten walked out of the pen.<br />
(b) Cause: Because they liked each other.<br />
Effect: The two wolves played and snuggled.<br />
(c) Cause: Because the shirt had saliva on it.<br />
Effect: The shirt could be tested for DNA<br />
evidence.<br />
ANSWERS<br />
(d) Cause: So she would not hurt Luna’s bark.<br />
Effect: Butterfly took off her shoes.<br />
(e) Cause: So that the timber company could not<br />
cut it down.<br />
Effect: Butterfly climbed into Luna’s branches.<br />
(f) Cause: After her friends helped her build a tree<br />
house.<br />
Effect: Butterfly stayed dry.<br />
(g) Cause: Wolves sometimes ate farm animals.<br />
Effect: So farmers killed them.<br />
(h) Cause: Because Dr Griggs could find nothing<br />
wrong.<br />
Effect: He thought it must be witchcraft.<br />
(i) Cause: Because the court had already hanged<br />
11 people that summer.<br />
Effect: Giles Corey was scared.<br />
(j) Cause: Because of the weight on his chest.<br />
Effect: Corey could hardly breathe.<br />
(k) Cause: Jackie was often seen on TV.<br />
Effect: So she thought New Yorkers might listen<br />
to her.<br />
2. Answers will vary.<br />
<strong>Headlines</strong> page 32<br />
Answers will vary.<br />
Personal response page 33<br />
Answers will vary.<br />
Useful information page 34<br />
Answers will vary.<br />
Research project pages 35–36<br />
Kidnapped<br />
Answers will vary.<br />
Viewing Sample<br />
Syllables page 37<br />
1. (a) release (b) autopsy (c) alias<br />
(d) blaze (e) hypnosis (f) hostage<br />
2. Answers will vary<br />
Place names page 38<br />
1. (a) e (b) a<br />
(c) d<br />
(d) b<br />
(e) c<br />
108 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
2. (a) Salt Lake City (b) Utah<br />
(c) Lebanon (d) Beirut<br />
(e) Tehran<br />
(f) New Hampshire<br />
(g) Portsmouth (h) Paris<br />
(i) New Jersey (j) Bronx<br />
KWL chart page 39<br />
Answers will vary.<br />
Word web page 40<br />
Answers will vary.<br />
Artefact file page 41<br />
Answers will vary.<br />
Punctuation page 42<br />
See page 53 of Kidnapped.<br />
Reaction page 43<br />
Answers will vary.<br />
What do you think? page 44<br />
Answers will vary.<br />
Research project pages 45–46<br />
Answers will vary.<br />
Lost and found<br />
Make connections page 47<br />
Answers will vary.<br />
Past tense page 48<br />
1. (a) stopped (b) lost<br />
(c) destroyed (d) covered<br />
(e) dug<br />
(f) flew<br />
(g) knew<br />
(h) forgotten<br />
(i) moved<br />
(j) found<br />
(k) studied (l) took/taken<br />
2. Answers will vary.<br />
Word web page 49<br />
Answers will vary.<br />
<strong>Headlines</strong> page 50<br />
Answers will vary.<br />
ANSWERS<br />
Flow chart page 51<br />
Answers will vary.<br />
Design the tools page 52<br />
Answers will vary.<br />
Point of view page 53<br />
Answers will vary.<br />
Useful information page 54<br />
Answers will vary.<br />
Research project page 55–56<br />
Missing<br />
Answers will vary.<br />
Crossword Puzzle page 57<br />
Across:<br />
1. Pathfinder, 3. wanted, 4. mystery, 6. missing,<br />
8. ocean, 9. canals, 10. ship, 11. triangle<br />
Down:<br />
1. plane, 2. investigation, 5. fingerprint, 7. Phobos<br />
Word scramble page 58<br />
1. (a) hike/trek<br />
(b) team/group<br />
(c) hope/wish<br />
(d) ancient/old<br />
(e) conquer/beat<br />
(f) look/gaze<br />
(g) treasure/jewels<br />
(h) sun/star<br />
2. Answers will vary.<br />
Viewing Sample<br />
KWL chart page 59<br />
Answers will vary.<br />
True or False? page 60<br />
1. (a) F (b) T (c) T<br />
(d) F (e) T (f) F<br />
(g) T (h) T (i) F<br />
(j) F<br />
2. Answers will vary.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 109
Analogies page 61<br />
1. (a) Thumb—part to whole<br />
(b) Walk—antonyms<br />
(c) Investigator—synonyms<br />
(d) Terrorist—item to category<br />
(e) Dangerous—descriptive<br />
2. Answers will vary.<br />
Brainstorm results page 62<br />
Answers will vary.<br />
Reaction page 63<br />
Answers will vary.<br />
Different people, different uses page 64<br />
Answers will vary.<br />
Research project pages 65–66<br />
Shot down<br />
Answers will vary.<br />
Label groups page 67<br />
1. (a) They are all things planes do., lift off<br />
(b) They all describe flying., float<br />
(c) They are all country names., Australia<br />
(d) They are all names of planes., Su-15<br />
(e) They are all names of nationalities., British<br />
(f) They are all names of cities., Sydney<br />
Answers will vary.<br />
Make connections page 68<br />
Answers will vary.<br />
True or false? page 69<br />
1. (a) True (b) True (c) False<br />
(d) False (e) True (f) True<br />
(g) False (h) True (i) True<br />
2. Answers will vary.<br />
Identify structure page 70<br />
1. (a) MI/SD (b) C/E (c) SOE<br />
(d) C/C (e) C/C (f) C/E<br />
(g) SOE (h) MI/SD (i) C/E<br />
(j) SOE<br />
ANSWERS<br />
Before, during, after page 71<br />
Answers will vary.<br />
Design the tools page 72<br />
Answers will vary.<br />
Discussion group page 73<br />
Answers will vary.<br />
Critical response page 74<br />
Answers will vary.<br />
Research project pages 75–76<br />
Answers will vary.<br />
Stowed away<br />
Multiple meaning words page 77<br />
1. (a) i (b) ii (c) ii<br />
(d) i (e) ii (f) i<br />
(g) i<br />
(h) ii<br />
Word ladders page 78<br />
1. slave, save, wave, cave<br />
2. sky, fly, sly, my<br />
3. stay, say, may, bay<br />
4. cold, sold, fold, bold<br />
Flow chart page 79<br />
Answers will vary.<br />
Concept web page 80<br />
Answers will vary.<br />
Fact or opinion? page 81<br />
Viewing Sample<br />
1. (a) F (b) O (c) F<br />
(d) O (e) O (f) O<br />
(g) F (h) F (i) O<br />
(j) O<br />
2. Answers will vary.<br />
Point of view page 82<br />
Answers will vary.<br />
110 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
Personal response page 83<br />
Answers will vary.<br />
Author’s purpose page 84<br />
Answers will vary.<br />
Research project pages 85–86<br />
Answers will vary.<br />
Stranded at sea<br />
Specialised vocabulary page 87<br />
Answers will vary.<br />
Cloze page 88<br />
1–2. island (1) weak (2) navigate (3)<br />
boats (4) storm (5) never (6)<br />
3. Answers will vary.<br />
<strong>Headlines</strong> page 89<br />
Answers will vary.<br />
Cause and effect page 90<br />
1. (a) Cause: Because word spread about the pirates<br />
Effect: many people headed for Malaysia.<br />
(b) Effect: Many Jewish people returned to the<br />
horrors of the Nazis<br />
Cause: after they were taken in by Holland,<br />
France and Belgium.<br />
(c) Cause: Hoffman was not allowed to bring<br />
anything on board with him<br />
Effect: so he met Schiendick on shore.<br />
(d) Cause: because Schiendick sang Nazi songs.<br />
Effect: The Jews were upset<br />
(e) Cause: By zigzagging<br />
Effect: British ships hoped to avoid being<br />
torpedoed by the Germans.<br />
(f) Cause: With only 19 of 25 boilers in use<br />
Effect: Lusitania could not travel at top speed.<br />
2. Answers will vary.<br />
Compare and contrast page 91<br />
Answers will vary.<br />
ANSWERS<br />
Sequence page 92<br />
Essex leaves Nantucket, USA on a two-year whaling<br />
voyage.<br />
A sperm whale twice charges Essex.<br />
Essex sinks in 10 minutes.<br />
The crew sails in whaleboats to Henderson Island.<br />
Most of the crew leaves the island in search of more<br />
food.<br />
Dying of starvation, the crew decides to eat each<br />
other.<br />
The crews of Indian and Dauphin rescue the crew.<br />
Chase writes a famous novel about his experience.<br />
Answers will vary.<br />
Similes page 93<br />
Answers will vary.<br />
Author’s purpose page 94<br />
Answers will vary.<br />
Research project pages 95–96<br />
Trapped<br />
Answers will vary.<br />
Word ladders page 97<br />
1. map, trap, rap, cap<br />
2. stank, tank, thank, think<br />
3. flood, floor, door, room<br />
4. sub, tub, club, rub<br />
Word parts page 98<br />
1. Answers will vary.<br />
2. (a) c (b) d (c) a<br />
(d) e<br />
(e) b<br />
Viewing Sample<br />
Concept web page 99<br />
Answers will vary.<br />
Summary chart page 100<br />
Answers will vary.<br />
Prim-Ed Publishing ~ www.prim-ed.com <strong>Astonishing</strong> headlines 111
Analogies page 101<br />
1. (a) Free – descriptive<br />
(b) Staff – item to category<br />
(c) Small – antonyms<br />
(d) Day – synonyms<br />
(e) Kilometre – part to whole<br />
2. Answers will vary.<br />
Before, during, after page 102<br />
Answers will vary.<br />
Reaction page 103<br />
Answers will vary.<br />
Useful information page 104<br />
Answers will vary.<br />
Research project pages 105–106<br />
Answers will vary.<br />
ANSWERS<br />
Viewing Sample<br />
112 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com