PR-6785IRE Astonishing Headlines Teacher Resource Book

Viewing Sample 

6785C

First published SADDLEBACK PUBLISHING, INC. 

Three Watson Irvine, CA 92618-2767 

Published under licence 2006 by R.I.C. PUBLICATIONS ® PTY LTD 

PO Box 332 Greenwood 6924 Western Australia 

www.ricpublications.com.au 

Distributed by: 

Australasia 

R.I.C. Publications, PO Box 332, Greenwood 6924, Western Australia: www.ricpublications.com.au 

United Kingdom and Republic of Ireland 

Prim-Ed Publishing, Bosheen, New Ross, Co. Wexford, Ireland: www.prim-ed.com 

Asia 

R.I.C. Publications, 5th Floor, Gotanda Mikado Building, 2-5-8 Hiratsuka, Shinagawa-Ku Tokyo, Japan 142-0051: 

www.ricpublications.com 


©2006 Saddleback Publishing Inc. All rights reserved. 

No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, 

recording, or by any information storage and retrieval system, without the written permission of the publisher. 

CODE: 6785 

ISBN: 978-1-84654-135-3

FOREWORD 

This Prim-Ed Publishing ® series of nonfiction chapter books will grab a student’s interest from the very first 

page! Designed with reluctant readers in mind, these riveting 64-page softcover books offer short chapters 

on astonishing headlines. The books begin with a chapter explaining the headline. Each subsequent chapter 

features a specific event. Chapters begin with a spread titled Datafile, designed to provide background 

information helpful in preparing students before reading the chapter. Datafile lists key terms, provides a 

historical time line, a map and interesting facts. Fascinating black and white photographs keep the pages 

turning. 

This teachers guide offers ideas and reproducible worksheets to support the book and extend students’ 

reading skills. Answers and sample responses are provided for ease of marking. 

Teachers Notes.................................. 4–5 

Teachers Notes— 

Suggested Lesson Plan........................... 6 

Attacked 

Vocabulary......................................... 7–8 

Initial understanding......................... 9–10 

Interpretation.................................. 11–12 

Reflection.............................................. 13 

Critical response................................... 14 

Research project............................ 15–16 

Captured 

Vocabulary..................................... 17–18 

Initial understanding....................... 19–20 


Reflection.............................................. 23 


Research project.............................25–26 

Condemned 

Vocabulary..................................... 27–28 



Reflection.............................................. 33 



CONTENTS 

Kidnapped 

Vocabulary..................................... 37–38 



Reflection.............................................. 43 



Lost and found 

Vocabulary..................................... 47–48 



Reflection.............................................. 53 



Missing 

Vocabulary......................................57–58 

Initial understanding........................59–60 


Reflection.............................................. 63 



Shot down 

Vocabulary..................................... 67–68 



Reflection.............................................. 73 



Stowed away 

Vocabulary..................................... 77–78 



Reflection.............................................. 83 



Stranded at sea 

Vocabulary..................................... 87–88 



Reflection.............................................. 93 



Trapped 

Vocabulary..................................... 97–98 

Initial understanding..................... 99–100 

Interpretation.............................. 101–102 

Reflection............................................ 103 

Critical response................................. 104 

Research project.........................105–106 


Answers......................................107–112 

Prim-Ed Publishing ~ www.prim-ed.com Astonishing headlines 3

TEACHERS NOTES 

The activities in this teachers guide focus on giving lower-level readers the tools to construct, extend and 

examine the meaning of text. The activities focus on the essential elements in reading literacy. 

Initial understanding 

Vocabulary 

Initial understanding of text is the initial impression or unreflected 

understanding of what was read. Skills include identifying 

details and facts from text read, and recognising aspects of 

literal text, such as sequence of events or main ideas. Without 

initial understanding, no reader would be able to comprehend 

the text on a higher level. 

Vocabulary skills include decoding words, using words correctly, 

understanding meanings and extending the actual amount 

of words the student knows. Increased competency with 

vocabulary increases fluency when reading both silently and 

aloud. As a student decodes or recognises words more easily, 

he/she will also be able to determine and extend the meaning 

of entire passages more easily. 


Interpretation 

Developing interpretation goes beyond the initial impression to 

a more complete understanding of what was read. The reader 

must distinguish between and compare separate concepts in 

a text to extend its meaning. Examples of interpreting skills 

include differentiating facts from opinions, making comparisons, 

summarising and identifying cause and effect relationships. 

4 Astonishing headlines Prim-Ed Publishing ~ www.prim-ed.com

TEACHERS NOTES 

Critical response 

Reflection 

Personal reflection and response requires the reader to relate 

topics to his/her own experience. As each student connects his/ 

her own experiences with the text, information becomes clearer. 

Having internalised ideas, the reader can much more easily 

express his/her response. 

Demonstrating a critical response requires the reader to detach 

himself/herself from the text in order to consider and evaluate it. 

A critical stance may include identifying the intended audience 

and critiquing the text. 

Research project 

Students need to develop research skills for academic 

competency, as well as personal advantage. Research 

requires problem-solving skills and writing proficiency, 

along with reading ability. 

For many people—including students and teachers—learning about the events in the Astonishing headlines 

series can be both interesting and frightening. You may wish to discuss with the class unsuitable remarks 

and behaviour. Point out that people often react oddly to scary or sad situations. Mention that some people 

laugh when they are uncomfortable. Remind students not to encourage inappropriate behaviour. Disasters are 

typically tragic and shape the lives of many people. 



TEACHERS NOTES—Suggested lesson plan 

Purpose: 

The student will be able to successfully 

read a nonfiction text and complete relevant 

comprehension and research activities 

which correspond to the text. 

Materials: 

• one copy of the Prim-Ed Publishing 

Astonishing headlines title per student 

• sufficient copies of the related 

reproducibles for all students 

Before reading: 

• Introduce students to the vocabulary they will encounter within the text. Students should be 

encouraged to use a dictionary wherever possible to strengthen dictionary skills and expand their 

knowledge of words and their meanings. 

• Set up an ‘Astonishing headlines dictionary’ by stapling together 13 sheets of paper. Write a 

different letter of the alphabet at the top of each page (front and back). As students read, they are 

encouraged to write any challenging or unfamiliar words and their definitions on the correct page. 

Add new vocabulary words as each book in the Astonishing headlines series is read. 

• Reading the book as an entire class might be helpful for lower-functioning readers. Students 

who are more confident may be encouraged to read the book on their own after reading one or 

two chapters as a class. For all levels, introduce the topic and highlight key terms, time lines and 

maps. 

• Point out that studying the information in the Datafile pages can aid understanding later when 

reading the text. 

• Although most activities are designed for use after reading the book, some are best completed 

before students read. A few activities may be used during the reading. These activities were 

designed for a variety of teaching styles. You can distribute all of the activities at once or pick and 

choose the skills you want to reinforce. 

During reading: 

• Provide a comfortable place for students to read. It is important that the reading experience be 

made as enjoyable as possible for students. Soft music can also be playing in the background 

while students are reading. 


After reading: 

• Encourage discussion between students about the events outlined in the text. Allow students to 

express their opinions and feelings. 

• Complete any relevant activities using available resources. 


Name: 

1. 

WORD SCRAMBLE 

Date: 

Read the definitions. Unscramble the letters to form a word from the book. Then write a synonym 

or related word for each. 

(a) 

Definition Scrambled word Unscrambled word Synonym or related word 

to kill a group of 

people violently 

srmsacae 

(b) very scared darfia 

(c) an armed fighter delsior 

(d) 

a sheltered body of 

water 

rbraohu 

(e) a body of salt water aneoc 

(f) an aircraft aepnl 

(g) an exploding device mbbo 

(h) 

(i) 

(j) 

(k) 

(l) 

an exploding device 

fired underwater 

a person who 

studies 

a rally to protest 

against an issue 

people ruled by one 

government 

something used to 

treat illness 

pdrteoo 

tdutens 

nitonsmrateod 

tanion 

dcmieine 

A ttacked 

Vocabulary 


(m) cruel and savage trlbau 

(n) 

a ship that travels 

underwater 

srbmeuina 


A ttacked 

Vocabulary 

CROSSWORD PUZZLE 

Date: 

Use the clues below to complete the crossword puzzle. 

Name: 

1 2 

11 

Across: 

10 

3. An underwater ship 

6 

3 4 

5 

7 8 

12 13 

5. A battle between two peoples or 

countries 

7. A settler in a new colony 

9. National soldiers 

shot students in Kent State 

University 

11. The Vietnam War was fought here 

12. Sarajevo is a city in this state 

13. This US state is home to Kent 

State University 

8 Astonishing headlines Prim-Ed Publishing ~ www.prim-ed.com 

9 

Down: 

1. A male monarch 

2. America was attacked here in 1941 

3. A floating vessel 

4. England is part of this country 

6. The capital city of Massachusetts 

8. An underwater missile 

10. These people attacked the Muslims in 

Sarajevo 

Viewing Sample

Name: 

KEY FACTS 

Date: 

A ttacked 


As you read Attacked, fill in the chart about each attack. The complete chart might come in handy 

when reviewing events in the book. 

Boston 

massacre 

Pearl 

Harbour 

bombing 

Kent State 

shooting 

Siege of 

Sarajevo 

When did the 

attack happen? 

Where did the 


Why did the 


Results 


Another fact 

about the attack 

Pentagon 

attack 


A ttacked 


BEFORE, DURING, AFTER 

Date: 

Name: 

In the book Attacked, the Sunday morning attack caught the soldiers at Pearl Harbour by 

surprise. 

Use the information and clues from each event to determine what the people felt before, during and after 

the attack. 

Boston 

massacre 

Pearl Harbour 

bombing 

Kent State 

shooting 

Siege of 

Sarajevo 

Before During After 


Pentagon 

attack 


Name: 

VENN DIAGRAM 

Date: 

A ttacked 


To compare is to tell how things are alike. To contrast is to tell how things are different. 

Choose two events described in the book. Write their names at the top. List the ways the events are alike 

and the ways they are different. In the space below, create a flow chart for an attack of your choice. 



1. 

2. 

A ttacked 


FACT OR OPINION? 

Date: 

Name: 

A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings 

or beliefs. 

Read these sentences from and about each event. Tick the appropriate box for either a fact or an opinion. 

(a) King George II was unfair to the colonists............................................................... 

(b) The king’s soldiers killed five colonists and injured others........................................ 

(c) I do not like the seventh of December anymore....................................................... 

(d) The men aboard USS Arizona served America well.................................................. 

(e) More than 1100 men died aboard USS Arizona....................................................... 

(f) The Ohio National Guard killed four students and wounded nine others.................... 

(g) Vietnam should solve its own problems.................................................................. 

(h) Sarajevo was once a beautiful place....................................................................... 

(i) The Serbs were brutal in their attack on innocent people......................................... 

(j) More than 3500 shells slammed into Sarajevo in one day....................................... 

Write a statement of fact and an opinion you hold about one event in Attacked. 

Fact 

Opinion 

Fact 

Opinion 



Name: 

POINT OF VIEW 

Date: 

A ttacked 

Reflection 

A story can change your mind about an issue. It might change your point of view or your attitude 

about an issue. 

1. Before you read: 

2. After you read: 

3. 

Indicate your point of view about the issues 

below. Write A for agree or D for disagree. 

(a) 

Aeroplane and airport safety 

measures were fine before 11 

September 2001. 

(b) Deadly force should not be used to 

stop protests. 

(c) 

Fighting for independence is often 

deadly. 

(d) If people are conscripted to fight in a 

war, they should also have the right 

to vote. 

(e) 

In the battle for cities, the innocent 

civilians suffer most. 

Indicate your point of view about the issues 

below. Write A for agree or D for disagree. 

If you worked in one of the world’s landmarks today, such as the Eiffel Tower, would you be 

concerned about future terrorist attacks on landmarks? 

Use what you know about the Pentagon attack and your own point of view to answer the question above. 

(a) 

Aeroplane and airport safety 

measures were fine before 11 

September 2001. 

(b) Deadly force should not be used to 

stop protests. 

(c) 

Fighting for independence is often 

deadly. 

(d) If people are conscripted to fight in a 

war, they should also have the right 

to vote. 

(e) 

In the battle for cities, the innocent 

civilians suffer most. 



1 

2 

A ttacked 


Date: 

DIFFERENT PEOPLE, DIFFERENT USES 

Name: 

One article might have different meanings to different people. For example, a newspaper article about the 

attack on the Pentagon would be meaningful to several people, but in very different ways. To a relative 

of a defence employee, the article would be a source of information about his or her relative’s final 

moments. To a rescue worker, the article could be a source of pride or recognition of her good work in 

saving many people from the burning building. 

For each type of person below, write how the person might view or use the information from this book 

about attacks. 

(a) A child living in Boston, USA, in 1770. 

(c) A Japanese tourist in Hawaii, USA, today. 

(e) A student attending Kent State University, Kent, USA, in 1970. 

WHO ELSE? 

(b) A reporter working in Sarajevo, Bosnia and 

Herzegovina, today. 

(d) A firefighter living in Sydney, Australia, on 

11 September 2001. 


Think of someone else who might find the information in this book useful. Write a sentence or two telling 

who this person is, and why he or she would be interested in the information. 


Name: 

RESEARCH TIPS 

Date: 

A ttacked 


Choose another well-known case of an attack from the list below, or find one of your own. Use 

these tips to help you write a report about an attack. 

• August 2004, A rabid otter bites a six-year-old boy while he swims at a public lake in Putnam 

County, USA. 

• September 2005, A saltwater crocodile attacked Russell Butel, an experienced diver, in Darwin, 

Australia 

• April 2004, A great white shark attacks Randall Fry, a famous sports fisherman, while he is diving 

16 kilometres north of Fort Bragg, USA. 

• March 2004, 10 bombs aboard four trains in Madrid, Spain, kill 191 people and wound more than 

1400 others. 

• July 2005, Terrorists attempt to explode four bombs in London, Britain, following attacks only a 

week earlier. 

• September 2001, Aboard Flight 93, passengers attack the cockpit door in an attempt to wrestle 

the plane from the hijackers’ control. 

Use a newspaper or magazine article, books or the Internet to research the event. Use two or more 

sources, such as three different websites, including a newspaper site. 

How to use newspapers and magazines … 

• Sources the author used are often listed at the end of the 

article. Find the books or articles to learn more details. 

Remember to list all of your sources. 

• Take notes about the information, but remember to use 

your own words when writing about it. If you use a direct 

quote, use quotation marks and state the reference, 

including the title, the article and page number where 

you found it. 

How to look for a book on the subject … 

• Using your library’s catalogue, do a title search or a 

subject search. Type the keyword ‘attacked’ and the 

place, date, person’s name involved in the event. 

How to find information on 

the Internet … 

• Photographs, maps, 

diagrams, charts and 

displays always make 

research projects more 

interesting. Use these visual 

aids to print and use with 

your report. 


• If a book is shelved by author, it is a fictional or 

biographical book. Most nonfiction books are shelved by 

number using the Dewey decimal system. Use nonfiction 

or biographical books only. 

• Not everything on the 

Internet is correct! Be sure 

to find the information on 

a site that ends with .edu, 

.org or .gov. Or find the 

same information in three 

separate places. Maybe 

your school knows of some 

websites that may be of 

use. Ask your teacher or 

librarian for help. 


A ttacked 


Date: 

Name: 

WRITE A REPORT 

Use the outline below to organise information about your research subject. You might not use every 

category listed. On a separate sheet of paper, copy the outline. Add your own headings, subheadings or 

numbers, if necessary. 

1. 

2. 

Title: 

Time and place 

(a) Date 

(i) 

(ii) 

Information about why the time was 

important to the event: 

Another well-known event that 

occurred around the same time: 

3. 4. 

Sequence of events 

(a) How the attack started 

(i) 

(ii) 

Why the attack started: 

Background information the reader 

should know about the cause: 

(b) What happened during the attack 

(i) 

Details: 

(c) What happened after the attack 

(i) 

(ii) 

Details: 

Recovery, clean-up, repairs: 

(b) Place 

(i) 

(ii) 

Information about why the place was 

important to the event: 

Background information the reader 

should know about the place: 

(iii) Other well-known places near by, in 

case the reader isn’t familiar with 

the place: 

Result of the attack 

(a) Effects 

(i) 

(ii) 

What places were affected: 

What animals were affected: 

(iii) Who was affected: 

(b) Results 

(i) 

(ii) 

(c) Actions taken 

(i) 

Bad results from the attack: 


(ii) 

Good results from the attack: 

What else has been done to 

prevent another attack: 

What else can be done to prevent 

another attack: 

Write a short report on the attack using your notes and your outline. Also add images, such as a map or a 

photograph. Be sure to proofread and edit your report. List your references at the end. 


Name: 

CLOZE 

Before you read: 

Date: 

C aptured 

Vocabulary 

1. 

2. 

3. 

Read the paragraph below about a famous capture. Write words in the blanks that make sense in 

the sentences. 

The agents 

they had him back at their safe 

1 Eichmann, stuffed him into a car, and gagged and tied him. Soon 

2 . At first he denied who he was, but then he 

became 3 and nervous. Suddenly, he was eager to 4 all 

he knew. 

After you read: 

Now write words in the blanks that make sense in the sentences and in the story. Reread or skim 

the book, if needed. 

The agents 

they had him back at their safe 

1 Eichmann, stuffed him into a car, and gagged and tied him. Soon 

2 . At first he denied who he was, but then he 

became 3 and nervous. Suddenly, he was eager to 4 all 

he knew. 

Write a sentence or two to summarise the event above. 



1. 

2. 

C aptured 

Vocabulary 

COMMON MISSPELLINGS 

Date: 

Name: 

What is wrong with the list of words below? They are all misspelled. 

Correctly rewrite each word. Use a dictionary or find the word in the book, if needed. Then define the word. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

(i) 

(j) 

waet 

mised 

afrad 

terible 

falt 

crim 

iland 

prisonar 

trii 

cel 

Astonishing headlines dictionary 

How did you do on correcting the misspellings? 

List any words you found difficult in your own 

‘Astonishing headlines dictionary’. 

Set up your own ‘Astonishing headlines 

dictionary’ by stapling together a 13-page 

booklet. Write a letter or a group of letters on 

each side. For example, X–Z words should fit 

on one page. 

3. 

As you read, write any difficult or 

unfamiliar words and their definitions 

on the correct page. Add new 

words as you read each Astonishing 

headlines book. 



Name: 

1. 

KWL CHART 

Date: 

C aptured 


Before you read the book Captured, write in the K column facts you already know about famous captures. 

In the W column, write questions you would like answered. While you read the book, look for answers to 

your questions. After reading, write what you learned about famous captures in the L column. 

What I already know What I want to know What I learned 


2. 

3. 

RESEARCH 

What questions were not answered? Where do you think you could find the answers? 

Choose one question from the W column that the book did not answer. Research it and write the question 

and answer on another sheet of paper. 


1. 

C aptured 


FLOW CHART 

Date: 

Name: 

A flow chart can show cause and effect relationships. It can also show a sequence of events. 

Complete the flow chart about another captured person or thing described in the book. 

2 Oct: 

First sniper victim shot and 

killed. 

3 Oct: 

DC Snipers 

Five more victims shot and 

killed. 

4, 7 Oct: 

Woman and boy wounded. 

9, 11, 14 Oct: 

Two more men and a woman 

shot and killed. 

19, 22 Oct: 


Man wounded; another killed. 

24 Oct: 

Snipers Muhammad and Malvo 

captured. 


Name: 

BRAINSTORM RESULTS 

Date: 

C aptured 


Think about what might have happened if one of the captured people mentioned in the book escaped. What might 

the results have been? Write a few ideas to explain how things might be different. 



1. 

2. 

C aptured 



Date: 

Name: 

Choose one event described in the book. Brainstorm as many words as you can to describe the people’s 

experience before they were captured, while they were held captive, and if possible, after they escaped. 

List up to five words under each heading. 

ILLUSTRATE 

Before the capture While held captive After they escaped 

Draw pictures to show what you think happened before, during and after the event. Write a brief caption 

under each picture to explain it. 



Name: 

1. 

PERSONAL RESPONSE 

Date: 

Answer the questions below based on your own opinions and knowledge. 

C aptured 

Reflection 

Think of a well-known person or thing that has recently been captured. Who is that person or what is 

that thing? 

Do you think this event will be remembered in 

10 years? Why or why not? 

2. 3. 

How are the events similar and different? 

4. 5. 

6. 

Does the recent event remind you of an event in 

the book? If so, which one? 

What feelings do you experience when you read 

about people being captured— excitement, fear, 

sadness or something else? 

Could you capture a famous fugitive? Write a sentence or two about what you might do or say to capture 

him or her. 



C aptured 


AUTHOR’S PURPOSE 

Date: 

Name: 

Authors write books for many different reasons. Many books are written to inform the reader about 

certain facts, events or people. Some books are written to persuade the reader to think, feel, or act 

in a certain way. Many are written to entertain the reader. Often books are written for more than 

one purpose. 

Think about the book Captured. Identify the author’s purpose for writing the book. 

To inform—What features or chapters in 

the book make it informative? 

1. 2. 

3. 

Viewing 

To entertain—What features or chapters in the book make it entertaining? 

To persuade—What features or chapters in 

the book make it persuasive? 



Name: 

RESEARCH TIPS 

Date: 

C aptured 


Choose another well-known captured person, animal or thing from the list below, or find one of your 

own. Use these tips to help you write a journal about it. 

• May 1998, Brendan Abbott, Australia’s most wanted criminal, is captured in Darwin, Australia. 

Abbott was wanted for the robberies of several banks. 

• November 2001, John Walker-Lindh is captured by US forces in Afghanistan. Lindh is later 

charged with fighting against the coalition allies, the Northern Alliance. 

• April 1996, Unabomber Ted Kaczynski is captured inside his cabin in Lincoln, USA. Kaczynski is later 

charged with 16 bombing incidents. 

• May 1934, Bonnie Parker and Clyde Barrow are captured and killed by a posse outside Sailes, USA. 

Police believed Bonnie and Clyde killed 13 people. 











you found it. 



subject search. Type the keyword ‘captured’ and the 














your report. 














C aptured 


JOURNAL WRITING 

Date: 

Name: 

Journal writing is your chance to talk about how you feel about an event. When you write in a journal, 

you write about your feelings and what is important to you. Your journal can be like a descriptive essay. 

Write a journal entry exploring your feelings about a captive. Think about what the word ‘captured’ means to you. 

Then think about how it relates to this particular case. List the key facts, including dates, location and who was 

captured. 



Name: 

1. 

2. 

COMMON MISSPELLINGS 

Date: 

What is wrong with the list of words below? They are all misspelled. 

C ondemned 

Vocabulary 

Correctly rewrite each word. Use a dictionary or find the word in the book, if needed. Then define the word. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

(i) 

(j) 

evidance 

whitchcraft 

staton 

historick 

wolve 

wegh 

growh 

readwood 

guiltie 

polic 

‘Astonishing headlines dictionary’ 

How did you do on correcting the misspellings? 







on one page. 

3. 

As you read, write down any difficult 

or unfamiliar words and their 

definitions on the correct page. 

Add new words as you read each 

Astonishing headlines book. 



1. 

2. 

C ondemned 

Vocabulary 

SYNONYMS AND ANTONYMS 

Date: 

Name: 

Synonyms are words that mean the same thing, or words that mean almost the same thing. 

Antonyms are words that are opposite in meaning. 

For each pair of words, write ‘A’ if the words are antonyms, or ‘S’ if the words are synonyms. 

(a) live – die................................. (b) angry – mad ..................... 

(c) match – mismatch.................. (d) settle – live ...................... 

(e) earth – dirt.............................. (f) save – lose ....................... 

(g) common – rare....................... (h) killer – murderer............... 

(i) winter – summer.................... (j) litter – group..................... 

(k) stay – leave............................ (l) confess – tell..................... 

SYNONYMS ORDER 

Organise these synonyms from least to greatest. 

(a) heavy light weighty backbreaking 

(b) child adult infant teen 

(c) detained jailed freed captured 


(d) stone pebble boulder rock 

(e) say call out whisper shout 


Name: 

1. 

2. 

Date: 

C ondemned 


READ FOR DETAIL 


Read the paragraph below about being condemned. Write words in the blanks that make sense in 

the sentences. 

The people of Salem were in 

1 . Two young girls, Ann 

Putnam and Abigail Williams, fell 

2 . They screamed 

and had terrible 

3 . However, Dr Griggs could find 

4 wrong. 

His conclusion: It must be 

5 ! The girls blamed some 

townspeople for their 

6 . The girls said the people’s 

spirits 

7 them. The girls said the accused must be 

8 . 


Now write words in the blanks that make sense in the sentences and in the story. 

Reread or skim the book, if necessary. 

The people of Salem were in 

1 . Two young girls, Ann 

Putnam and Abigail Williams, fell 

2 . They screamed 

and had terrible 

3 . However, Dr Griggs could find 

4 wrong. 

His conclusion: It must be 

5 ! The girls blamed some 

townspeople for their 

6 . The girls said the people’s 

spirits 

7 them. The girls said the accused must be 

8 . 



C ondemned 


FLOW CHART 

Date: 

Name: 

A flow chart can show cause and effect relationships between events. It can also show a sequence 

of events. When one event causes more than one result, a separate box is used for each result. 

Read the first flow chart. Then complete the second flow chart using facts from the book. Then, on a 

separate sheet of paper, create another flow chart about another condemned person or thing described in 

the book. 

Snaggletooth murderer 

Ray Krone lived near the CBS 

Lounge. 

He played darts at the CBS 

Lounge. 

He often talked to Kim. 

Someone with crooked teeth bit 

and killed Kim Ancona. 

Ray Krone had crooked teeth. 

Number Ten shot dead 

McKittrick saw a silver-grey 

wolf. 

He ran to get his gun and 

aimed. 


The police thought he was the 

Snaggletooth Murderer. 


Name: 

1. 

2. 

Viewing 

CAUSE AND EFFECT 

Date: 

A cause makes another event happen. An effect happens as a result of a cause. 

Underline the cause and circle the effect in each sentence. 

(a) When they opened the fence, Number Ten walked out of the pen. 

(b) The two wolves played and snuggled, because they liked each other. 

(c) Because the shirt still had saliva on it, the shirt could be tested for DNA evidence. 

(d) So she would not hurt Luna’s bark, Butterfly took off her shoes. 

(e) Butterfly climbed into Luna’s branches, so that the timber company could not cut it down. 

(f) Butterfly stayed dry after her friends helped her build a tree house. 

(g) Wolves sometimes ate farm animals, so farmers killed them. 

(h) Because Dr Griggs could find nothing wrong, he thought it must be witchcraft! 

(i) Giles Corey was scared because the court had already hanged 11 people that summer. 

(j) Corey could hardly breathe because of the weight on his chest. 

(k) Jackie was often seen on TV, so she thought New Yorkers might listen to her. 

C ondemned 




Choose one of the cause and effect relationships above and change either the cause or the effect. Write a 

sentence to describe what might now have happened. 


C ondemned 


HEADLINES 

Date: 

Name: 

Newspapers and web pages often use large print to headline an article or page. They help to grab 

people’s attention. Stories often include both a headline and a subheading. 

1. 

Choose one event from each chapter. Write a headline and subheading for each one. An event from Chapter 

1 is already done for you. 

(a) Chapter 1 

(b) Chapter 2 

(c) Chapter 3 

(d) Chapter 4 

• The headline tells 

the most important 

information, or main 

idea, about an event. It 

is set in large type. 

Headline 

Giles Corey crushed to 

death for refusing to 

speak 

• The subheading tells 

other important details 

about the event. It is 

set in slightly smaller 

type. 

Subheading 

‘More weight’, is his 

only reply 


(e) Chapter 5 


Name: 

Date: 

PERSONAL RESPONSE 

Answer the questions below, based on your own opinions and knowledge. 

C ondemned 

Reflection 

Think of a well-known person or thing that has 

recently been convicted of a crime, or was in 

some other way condemned. Who is that person 

or thing? 

1. 2. 

3. 

4. 

5. 

6. 

Viewing 

Does the recent event remind you of an event in the book? If so, which one? 

How are the events similar or different? 

Similar 

Do you think this event will be remembered in 

10 years? Why or why not? 

Different 

What feelings do you experience when you read about people or things being condemned—sadness, fear 

or something else? 


Could you prevent a person or thing from becoming condemned? Write a short paragraph about what you 

might do to protect a person or a thing from becoming condemned. 


C ondemned 


USEFUL INFORMATION 

Date: 

Name: 

A newspaper article about an innocent person being condemned might be meaningful to different people 

for different reasons. To a law student, the article might show how unjust the justice system is. 

1. 

For each person below, write how the person might view or use the information from this book about 

people or things being condemned. 

(a) A child who loves nature (b) A history student (c) A police officer 

(d) An architect (e) The mayor of a city (f) An adult who loves animals 



Name: 

RESEARCH TIPS 

Date: 

C ondemned 


Choose another well-known case of someone or something condemned from the list below, or find 

one of your own. Use these tips to help you write a newspaper article about it. 

• 2009, the Three Gorges Dam Project in China will submerge 632 square kilometres of land, 113 

cities, 140 towns, 1352 villages and 657 factories; and will force the relocation of more than 1.3 

million people. 

• July 2004, Bird flu caused Thai government officials to kill 25 000 fowl in an attempt to wipe out 

the virus. 

• January 1999, Mary Chipperfield and her husband, Roger Cawley, are condemned on charges of 

animal cruelty. They are world famous circus trainers. 

• April 2006, Martin Stephens is condemned to 20 years’ imprisonment for drug smuggling. He is 

known as a member of the ‘Bali Nine’. 

Use an encyclopedia, books, or the Internet to research the event. Use two or more sources, such 

as three different websites, including a newspaper site. 

How to use an encyclopedia … 

• Sources the author used are often at the end of the 




your own words when writing about it. If you use a 

direct quote, use quotation marks and state the source 

including the encyclopedia, the article, and the volume 

and page number where you found it. 



subject search. Type the keyword ‘condemned’ and the 










your report. 


















1. 

C ondemned 


NEWSPAPER ARTICLE 

Date: 

Answer the questions below about your research subject. 

Name: 

(a) Where did the event take place? (b) When did it happen? 

(c) Was anyone else condemned? 

(d) What was the charge, if any? (e) What was the punishment, if any? 

(f) List any other interesting facts about the 

event. 

(g) List any other facts that might affect you 

personally. (Do you know the condemned person 

or animal? Have you visited Bali? Have you 

visited China? Do you like going to the circus?) 


2. 

Use the facts above to write a newspaper article about the event. Write your article on a separate sheet 

of paper. Include an attention-grabbing headline and images, such as maps or photos. Write the most 

important facts first. Then add the least important details at the end. Mention or quote your references. Be 

sure to proofread and edit your article. 


Name: 

Date: 

SYLLABLES 

What is a two-syllable word that is the theme of this book? 

Kidnapped 

K idnapped 

Vocabulary 

1. 

2. 

A syllable is a word part containing one vowel sound. ‘Kidnapped’ contains two syllables: kid/ 

napped. 

Use the clues to determine each key term. Use the Key Terms feature at the beginning of each chapter, if 

needed. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

Two-syllable word that means ‘to make public’. 

Three-syllable word that means ‘a study done on a dead 

body to determine the cause of death’. 

Three-syllable word that means ‘a codename’. 

One-syllable word that means ‘to shine brightly’. 

Three-syllable word that means ‘a sleep-like state that 

can help people remember forgotten events’. 

Two-syllable word that means ‘a person held captive 

until certain promises or conditions are met’. 

Use each key term above in a sentence about kidnapping. 



1. 

K idnapped 

Vocabulary 

PLACE NAMES 

Date: 

Name: 

Draw lines to match the place names on the right with the descriptions on the left. 

2. 

WORD SCRAMBLE 

Read the definitions. Unscramble the letters to form place names from the book. 

(a) A city in Utah. slta lkea cyit 

(b) 

Elizabeth Smart was found in this 

state. 

huta 

(c) Beirut is located in this country. nnaoebl 

(d) Terry Anderson was abducted here. tieubr 

(e) 

(a) A city in Utah that is home to the Smart 

family. 

(b) A city in Iran that was the site for the 

1979 US Embassy siege. 

(c) A city in Lebanon where Terry Anderson 

was taken hostage. 

(d) A quiet town in New Jersey where the 

Lindberghs made their home. 

(e) A tourist site in New Hampshire. 

The 1979 US Embassy siege 

occurred here. 

hrnate 

(f) A state next to Vermont. wne emhpsiarh 

(g) The Hills came from here. hutomtsorp 

Tehran 

Hopewell 

White Mountains 

Beirut 

Salt Lake City 


(h) The capital city of France. rasip 

(i) 

This state was home to the 

Lindberghs. 

nwe yjsere 

(j) The Woodlawn Cemetery was here. xrbno 


Name: 

1. 

KWL CHART 

Date: 

K idnapped 


Before you read the book Kidnapped, write in the K column facts you already know about kidnapping. In 

the W column, write questions you would like answered. While you read the book, look for answers to your 

questions. After reading, write what you learned about famous captures in the L column. 



2. 

3. 

RESEARCH 

What questions were not answered? Where do you think you could find the answers? 

Choose one question from the W column that the book did not answer. Research it and write the question 

and answer on another sheet of paper. 


K idnapped 


WORD WEB 

Date: 

Name: 

What does the word ‘hostage’ mean? Use the word web to show and expand your understanding 

of the word. 

Hostage: a person held captive until certain promises or conditions are met. 

Add three or more related words to each circle to complete the word web. 

Where 

Beirut 

Hostage 

Why 


How 


Name: 

ARTEFACT FILE 

Date: 

K idnapped 


A display about the Lindbergh baby kidnapping might include the following artefacts: the wood 

from the ladder, the baby’s sleepsuit and the ransom note. 

1. 

If you were making a display or collage about one event in the book, what kinds of objects or 

artefacts would you use? 

List up to ten artefacts you would use to illustrate or explain one of the kidnapping cases in the book. Have 

someone guess which kidnapping case you chose. 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 


9. 

10. 

2. 

ARTEFACT DISPLAY 

Using the artefacts listed above, design a display about the kidnapping case on another sheet of paper. You 

can make your display look like a bulletin board or a web page. 


K idnapped 


PUNCTUATION 

Date: 

Punctuation helps you read and understand the text. 

Name: 

1. 

2. 

. Full stops tell you when a sentence ends. 

, Commas show you where to pause. 

? Question marks show when someone asks a question. 

‘ ’ Quotation marks show what a person said. 

Read the following passage about Elizabeth Smart’s kidnapping. Add the correct punctuation. 

REVIEW 

The man entered the girls’ bedroom First he looked around the room He stood over Mary 

Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It 

seemed as if he had a gun 

At first Mary Katherine was too scared to move She hid in her bed It was several hours before 

she finally left her room Hiding behind a blanket she told her parents 

Read the passage to yourself once you are done. Does it make sense now? If not, try again. 

The man entered the girls’ bedroom First he looked around the room He stood over Mary 


Katherine for a moment Then he walked back to Elizabeth’s side He pulled her out of bed It 

seemed as if he had a gun 

At first Mary Katherine was too scared to move She hid in her bed It was several hours before 

she finally left her room Hiding behind a blanket she told her parents 


Name: 

1. 

2. 

REACTION 

Date: 

What is your first reaction when you hear the word ‘kidnapped’? Do you think of children or adults 

being kidnapped? 

Write down ten words or phrases that describe what you think of when you hear the word ‘kidnapped’. 

Include both positive and negative reactions. 

REFLECTION 

When you reflect on something, you think deeply about it. 

Write a sentence to answer each question. 

(a) 

How does the Amber Alert help find kidnapped 

children? 

(b) 

K idnapped 

Reflection 

Which is worse: kidnapping a child or taking an 

adult hostage? Why? 


(c) Do you think the Amber Alert will deter kidnappers from snatching children? yes no 

Why or why not? 


K idnapped 


WHAT DO YOU THINK? 

Date: 

Name: 

Kidnappings happen every day. In the US in 1999, 58 200 children were abducted by non-family 

members, and 203 900 children were the victims of family abductions. 

In Kidnapped, the author did not list every type of kidnapping, nor did she talk about every famous 

kidnapping that has occurred in the world. 

What do you think of the kidnappings discussed in the book? Were they the most interesting ones you had 

ever heard about? What other kidnappings do you want to learn about? Should the author have replaced a 

story with the one you want told? Why? 



Name: 

RESEARCH TIPS 

Date: 

K idnapped 


Choose another kidnapping case from the list below, or find one of your own. Use these tips to help 

you write a journal about it. 

• June 2005, Douglas Wood, 63 years old, is kidnapped and held hostage in Baghdad, Iraq. 

• February 2004, Carlie Brucia, 11 years old, is kidnapped and murdered in Sarasota, USA. 

• October 2002, Imari Brooks, five years old, is taken from her home by James Bennett and Daryl 

Davis. She was found in a Euclid, USA, apartment building thanks to the Amber Alert program. 

• November 2002, Ryan Schmitt, seven years old, is found unharmed when a man who allegedly 

kidnapped him overnight heard his name broadcast on a statewide alert system and turned himself 

into police at Stockton, USA. 

• January 1996, Amber Hagerman, nine years old, is kidnapped and brutally murdered in Arlington, 

USA. 

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

two or more sources, such as three different websites, including a newspaper site. 

How to use the library to find information … 

• Use the reference section of the library to find current 

newspapers. Past newspapers are sometimes filed in 

the reference section. 


your own words when writing. If you use a direct quote, 

use quotation marks and state the reference, including 

the article, the date and the page number where you 

found it. 

How to use a documentary film or TV show for 

information ... 

• First make sure the film or TV show is a documentary 

and not historical fiction or ‘based on a true story’. Actual 

facts and fiction are combined in historical fiction. 









your report. 


• Take notes as you watch the film or TV show. Watch it 

more than once. You will probably hear and understand 

more information the second or third time you watch it. 













K idnapped 


JOURNAL WRITING 

Date: 

Name: 

Journal writing is your chance to talk about how you feel about an event. When you write a journal, you 

discuss your feelings and what is important to you. Your journal can be like a descriptive essay. 

Write a journal entry exploring your feelings about a kidnapping case. Think about what the word ‘kidnapped’ 

means to you. Then think about how it relates to this particular case. List the key facts, including dates, location 

and who was involved in the kidnapping you researched. 



Name: 

1. 

MAKE CONNECTIONS 

Date: 


Vocabulary 

Explain how each pair of words relates to each other when applied to the subject of lost and 

found. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

buried – ash 

hidden – city 

pilot – missing 

plane – wreckage 

adoption – reunion 


escape – recovery 

2. 

Viewing 

SENTENCES 

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



Vocabulary 

PAST TENSE 

Date: 

Name: 

Verb forms indicate the time the action happens: past, present or future. The verb form that tells 

that action happened in the past is called past tense. 

1. 

2. 

• Most verbs form the past tense by adding ‘–ed’, or adding ‘–d’ if the verb ends in ‘e’. 

erupt—The volcano erupted violently. 

• Verbs that end in y form the past tense by changing ‘y’ to ‘i’ and adding ‘–ed’. 

marry—Amelia Earhart did not take her husband’s name after she married him. 

• Verbs with a consonant-short vowel-consonant pattern, double the final consonant 

before adding ‘–ed’. 

plan—Amelia planned to fly around the equator. 

• Irregular verbs form the past tense in their own unique way. 

run—Tuffy ran away from home. 

Use the rules above to change each verb to its past tense form. 

(a) stop (b) lose 

(c) destroy (d) cover 

(e) dig (f) fly 

(g) know 

(h) forget 

(i) move (j) find 

(k) study (l) take 

WRITE IN THE PAST 

Choose three or more words from the activity above. Use them to write a few sentences about what 

happened in an event from Lost and found. 



Name: 

WORD WEB 

Date: 



What do the words ‘lost’ and ‘found’ mean? Use the word web to show and expand your understanding of the 

words. 

Add related words to complete the word web. 

Where 


Who/What 


How 

Pompeii 




HEADLINES 

Date: 

Name: 

Newspapers and websites often use large print to headline an article or page. They help to grab 

people’s attention. Stories often include both a headline and a subheading. 

1. 

Choose one event from each chapter. Write a headline and subheading for each one. An event from Chapter 

1 is already done for you. 

(a) Chapter 1 

(b) Chapter 2 

(c) Chapter 3 

(d) Chapter 4 



information, or main 

idea, about an event. It 

is set in large type. 

Headline 

Lost city of Pompeii 

found! 

• The subheading tells 

other important details 

about the event. It is 

set in slightly smaller 

type. 

Subheading 

Ancient city buried under 

volcanic ash 


(e) Chapter 5 


Name: 

1. 

FLOW CHART 

Date: 



A flow chart can show cause and effect relationships. It can also show a sequence of events. When 

one event causes more than one result, a separate box is used for each result. 

Complete the flow chart about another lost and found person or thing described in the book. 

Pompeii 

Pompeii is built near Mount 

Vesuvius. 

Mount Vesuvius erupts. 

The volcano spews fiery ash 

into the air. 

Pompeii burns. 


The city of Pompeii is buried 

under ash. 

Archaeologists find Pompeii. 




Date: 

Name: 

DESIGN THE TOOLS 

Veterinarians use equipment, such as scanners, to find identification chips. Diagrams often use both art and text 

to give information. 

Create a diagram by drawing any equipment or tools a veterinarian may need. Label and explain what 

each part is or what it does. 



Name: 

1. 

2. 

3. 

Viewing 

POINT OF VIEW 

Date: 


Reflection 




Indicate your point of view about the issues below. 

Write A for agree or D for disagree. 

(a) 

(b) 

(c) 

(d) 

(e) 


Archaeologists should not disturb ancient cities............................................................. 

Pilots should not expect others to search for them if they get lost.................................. 

Owners need to be responsible for their pets................................................................. 

Adopted children should have access to information about their birth parents............... 

Searching for lost ships or planes is very costly and is not worth it................................ 



(a) 

(b) 

(c) 

(d) 

(e) 

Archaeologists should not disturb ancient cities............................................................. 

Pilots should not expect others to search for them if they get lost.................................. 

Owners need to be responsible for their pets................................................................. 

Adopted children should have access to information about their birth parents............... 


Searching for lost ships or planes is very costly and is not worth it................................ 

If you found an old coin that might have formed part of a lost treasure, who would you tell first? 

Use what you know about the events in Lost and found and your own point of view to answer the question 

above. 


1. 

2. 




Date: 

Name: 

A newspaper article about the return of a loved pet might be meaningful to different people for 

different reasons. To dog owners, the article might show how kind people help each other to find 

their pets. To science and technology students, the article might show the latest developments in 

microchips. 


people, places or things that are lost and found. 

(a) 

(b) 

(c) 

(d) 

(e) 

A veterinarian 

A technology 

student 

A police officer 

A teacher 


A history student 

WHO ELSE? 

Think of someone else who might find the information in Lost and found useful. Write a sentence or two 

telling who this person is, and why he or she would be interested in the information. 


Name: 

RESEARCH TIPS 

Date: 



Choose another well-known lost and found person, animal or thing from the list below, or find one 

of your own. Use these tips to help you write a news article about it. 

• September 2004, Zookeepers find ‘Chucky’, a 3.6-metre alligator who went missing from the 

Alabama Gulf Coast Zoo during Hurricane Ivan. 

• November 1922, Howard Carter finds the entrance to the tomb of Tutankhamen, a pharaoh, or king, 

of ancient Egypt. 

• April 1912, Titanic sinks 640 kilometres off the coast of Newfoundland. In September 1985, divers 

find Titanic. 

• September 1994, David Noble finds a Wollemi pine, which were thought to be extinct, in Wollemi 

National Park, Australia. 

• 1906–Today, More than one million fossils have been found in the Rancho La Brea Tar Pits, Los 

Angeles, California. 

Use newspapers, magazines, books, or the Internet to research the event. Use two or more sources, 

such as three different websites, including a newspaper site. 


• References the author used are often at the end of the 



• Take notes about the information, but remember to 

use your own words when writing it down. If you use a 

direct quote, use quotation marks and state the source 

including the title, the article, the date and page number 

where you found it. 



subject search. Use the keywords ‘lost and found’ and 

the place, date or names of the people involved in the 

event. 













your report. 














1. 



WRITE A NEWS ARTICLE 

Date: 


Name: 


(c) Who or what was lost? 

(d) Where was the person, place, animal or 

thing found? 


event. 

(e) Who found the person, place, animal or thing? 


personally. (Do you know someone or something 

that was lost? Was he, she or it ever found?) 


2. 

Use the facts above to write a news article about the event. Write your article on a separate sheet of paper. 

Include an attention-grabbing headline and images, such as maps or photos. Write the most important facts 

first. Then add the least important details at the end. Mention or quote your sources. Be sure to proofread 

and edit your article. 


Name: 

CROSSWORD PUZZLE 

Use words from Missing and 

the clues below to complete the 

crossword puzzle. 

8. 

10. 

5. 

4. 

3. 

2. 

Date: 

6. 7. 

9. 

1. 

M issing 

Vocabulary 

Across: 

1. A spaceship that landed on Mars in 

1997 

3. Hunted by law enforcement 

4. A puzzling event 

6. Lost 

8. A large body of salt water 

9. Lowell thought he saw these on 

Mars 

10. A vessel that sails on water 

11. The shape of a mysterious body of 

water near Bermuda 

Down: 

1. A vehicle that flies in the air 

2. A focused study of a crime 

5. A pattern of ridges on the fingertip 


7. A Martian moon 

11. 


1. 

2. 

M issing 

Vocabulary 

WORD SCRAMBLE 

‘Astonishing Headlines Dictionary’ 

Date: 

How did you go with unscrambling the 

scrambled words? List any words you found 

difficult in your own ‘Astonishing headlines 

dictionary’. 





on one page. 

Name: 

Read the definitions. Unscramble the letters to form a word from Missing. Then write a synonym or related 

word for each. 

(a) A walk through the forest kihe 

(b) 

A group of people working 

towards a common goal. 

Scrambled 

word 

amte 

(c) To strongly wish ohep 

(d) Very old enitacn 

(e) To defeat by force qocunre 

(f) To see kloo 

(g) Great riches useretar 

(h) Our star usn 

Unscrambled word 

3. 

Synonym or related word 








Name: 

1. 

2. 

KWL CHART 

Date: 

M issing 


Before you read the book Missing, write down the facts you already know about missing people, animals, 

or things in the K column. In the W column, write questions you would like answered. While you read the 

book, look for answers to your questions. Write everything you learned about a missing person, animal or 

thing in the L column. 



Write a sentence describing the most interesting thing you learned about a missing person, animal or thing 

while reading Missing. 


M issing 


TRUE OR FALSE? 

Before you read 

Date: 

Name: 

1. 

2. 

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

statements true of false. 

(a) Phobos I landed on Mars in 1998. 

(b) Sojourner landed on Mars in 1997. 

(c) 

(d) 

The Bermuda Triangle is off the coast of Florida. 

J Edgar Hoover created the name ‘Bermuda Triangle’. 

(e) Hoover created a fingerprint file in 1926. 

(f) 

(g) 

(h) 

(i) 

(j) 

Osama bin Laden was added to the FBI’s Most Wanted 

list in 2001. 

Another name for the Bermuda Triangle is the ‘Devil’s 

Triangle’. 

Captain Sharpe was a brutal pirate. 

El Muerto means ‘the mouse’. 

The ivory-billed woodpecker is America’s only 

woodpecker. 

After you read 

Before reading 

After reading 

True False True False 

Use information in the book to correct your answers above. Choose one true statement above and write 

examples from the book that prove it. Then choose a false statement above and write examples that 

disprove it. 

True: 


False: 


Name: 

1. 

2. 

ANALOGIES 

Date: 

Boats and planes are to the Bermuda Triangle as spacecraft are to Mars. 

The sentence above is an analogy. Analogies can also be written like this: 

Boats and planes : Bermuda Triangle / Spacecraft : Mars 

M issing 


Analogies are based on relationships between word meanings, such as: 

• antonyms (opposites) – Missing : Found 

• synonyms (alike) – Detective : Investigator 

• descriptive – Large Bird: Ivory-billed woodpecker 

• part to whole (or whole to part) – Minutes : Hour 

• item to category (or category to item) – Nozomi : Spacecraft 

Decide how the first pair of words relates to each other. Write the type of analogy first. Then write a word to 

complete the analogy. 

(a) Fingerprint : Finger / Thumbprint : 

(b) Seek : Hide / Run : 

(c) Criminal : Outlaw / Detective : 

(d) Bin Laden : / Hoover : Crime fighter 

(e) Mysterious : Disappearances / : Bermuda Triangle 

WRITE YOUR OWN ANALOGIES 

Write your own analogies to describe an event in Missing. Make sure both pairs of words relate to each 

other in the same way. 



M issing 



Date: 

Name: 

Think about what might have happened if one of the missing people or animals was found. What might the results 

have been? Write a few ideas to explain how things might be different. 



Name: 

1. 

REACTION 


Date: 

M issing 

Reflection 

Choose one photograph from the book. Write a description of, and your reaction to, the photo. 

2. 

3. 

Description: 

My reaction: 


Write a description of, and your reaction to, the same photo. 

Description: 

My reaction: 

Choose the chapter you found most interesting. Write a brief paragraph explaining the reasons why you 

found it interesting. 

Then, in a small group, discuss what you wrote. Compare and contrast the reasons you chose your 

favourite chapter with other students’ choices in your group. After the discussion, add to your paragraph. 



1. 

2. 

M issing 


DIFFERENT PEOPLE, DIFFERENT USES 

Date: 

Name: 

One article might have different meanings to different people. For example, a newspaper article about an 

escaped fugitive would be interesting to many people, but in different ways. To local people, the article 

would inform them of a dangerous criminal in their area. To other people, they might be excited by the idea 

of an escaped criminal. 


missing people or animals. 

(a) 

(b) 

(c) 

(d) 

(e) 

WHO ELSE? 

A birdwatcher 

A police officer 

A mother 

A young child 

A fugitive 

Think of someone else who might find the information in Missing useful. Write a sentence or two explaining 

who this person is, and why he or she might be interested in the information. 



Name: 

RESEARCH TIPS 

Date: 

M issing 


Choose another well-known missing person, animal or thing from the list below, or find one of your 

own. Use these tips to help you write a book chapter about it. 

• August 2004, Edward Munch’s famous painting, The Scream, is stolen from the Munch Museum in 

Norway. 

• April 2003, the Iraqi National Museum in Baghdad is looted. Sculptures, paintings, photographs, 

records and computer files are stolen and destroyed. 

• June 1924, Mallory and Irvine disappear while climbing Mt Everest. Mallory’s body is found in May 

1999. Irvine’s body has never been found. 

• August 1871, D Mackenzie sees an unknown creature in the waters of Loch Ness, Scotland. Later 

called the Loch Ness Monster, the mystery is still unsolved. 











you found it. 



subject search. Type the keyword ‘missing’ and the place, 

date or person’s name involved in the event. 





How to find 

information on the 

Internet … 







your report. 














1. 

M issing 


Write a chapter 

Date: 


Name: 

(a) 

(c) 

When did the person, animal or thing go 

missing? 

What were the results? 

(e) What are the key terms used and which words did you need to look up? 

(f) What is the sequence of events? 

(g) Where did you find your information? 

(b) 

(d) 

Where was he, she or it last seen? 

Was the missing person, animal or thing ever 

found? How was he, she or it found? 


Use the facts above to write another chapter for the book, or expand upon one of the stories mentioned. 

Use each chapter as a model, adding a time line, a map, key terms and a ‘Did you know?’ section. 

Proofread and edit your chapter. List your sources at the end of the chapter. 


Name: 

Label groups 

Date: 

Shot down 

Vocabulary 

1. 

What do these words have in common? 

aviator pilot 

They both mean a ‘person who flies an aeroplane’. 

Tell what the words or phrases in each group have in common. 

Add another word or phrase to each list. 

What do these words have in common? 

(a) take-off depart exit 

(b) fly soar breeze 

(c) France Britain Germany 

(d) FW190 U-2 747 


(e) American Soviet French 

(f) New York Fallujah Bordeaux 


1. 

Shot down 

Vocabulary 

Make connections 

Date: 

Name: 

Explain how each pair of words relates to each other when applied to the subject of being shot down. 

2. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

rage – war 

secret – spy 

formation – position 

parachute – rescue 

mission – purpose 

helicopter – plane 

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



Name: 

1. 

2. 

TRUE OR FALSE? 

Before you read 

Date: 

Shot down 


Read the statements below and decide whether they are true or false. As you read, watch for facts that 

prove the statements true or false. After reading, use information in the book to correct your answers. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

Some aeroplanes have air marshals on board. 

The US president gave the ‘shoot down’ order on 

11/9/01. 

Fewer than 2000 people died at the World Trade 

Centre. 

Capt. Kimberly Hampton was the first pilot to be killed 

in Iraq. 

Capt. Hampton’s helicopter’s code name was ‘Dark 

Horse Six’. 

Black boxes are not black, they are orange. 

Flight 007 was a Vietnamese aeroplane. 

(h) Soviet fighter planes shot down Flight 007. 

(i) 

Do it yourself 

Francis Gary Powers was traded for a Russian spy. 

Before reading 

After reading 

True False True False 

Choose one true statement above and write examples from the book that prove it. Then choose a false 

statement above and write examples that disprove it. 

True: 

False: 



1 

Shot down 


Identify structure 

Date: 

Name: 

The ideas in a well-written paragraph can be related to each other in one of these ways: 

• Main idea and supportive details 

• Cause and effect 

• Sequence of events 

• Compare and contrast 

Write the following abbreviations in the blanks to show how the ideas are related: MI/SD = main idea and 

supportive details, C/E = cause and effect, SOE = sequence of events and C/C = compare and contrast. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

It was a dangerous mission. German fighter planes protected the airfields. They 

patrolled the skies, looking for American and English planes to shoot down. 

As the bullets hit the plane, they cut its elevator cables. Yeager could not control his 

plane’s altitude. 

Yeager pulled open the cockpit. He rolled into the air. He fell toward the ground. Then 

his parachute opened. 

Yeager’s parachute snapped him to an almost dead stop in midair. Below him, his 

plane fell until it crashed to the earth. 

Yeager spoke no French. The French people spoke no English. 

Because of its long wings, the U-2 could fly higher than any other plane. 

At first his instruments did not show any problems. But then he felt a change. The 

plane tipped forward a little. Then, it tipped a little more! 


The U-2 had one small bomb. But it was not for dropping on the enemy. It was to 

destroy the plane itself, before it crashed. 

(i) 

Because Powers was caught with a spy plane, the Soviet government said that 

Powers was a spy. 

(j) 

The Su-15 fighter pilots called to Flight 007 by radio. The pilot did not answer. The 

Su-15 fighter pilots then flew in front of Flight 007. The plane did not turn. 


Name: 

1. 

2. 


Date: 

Shot down 



experience before they were shot down, while they were being shot down and after they were shot down, if 

possible. List up to five words under each heading. 

Before being shot down While being shot down After they were shot down 

ILLUSTRATE 

Draw pictures to show what you think happened before, during and after the event described above. Write 

a brief caption under each picture to explain it. 



Shot down 


Design the Tools 

Date: 

Name: 

Pilots wear special gear and use equipment, such as parachutes, when they fly their planes. Diagrams 

often use both art and text to give information. 

Create a diagram by drawing clothes, equipment and other tools a pilot might need. Label and explain what each 

part is or does. 



Name: 

Discussion group 

Date: 

Shot down 

Reflection 

Choose the chapter you found most interesting. Write a brief summary, stating the reasons why you found it 

interesting. 

Then discuss what you wrote in a small group. Compare and contrast the reasons you chose the chapter with 

other students in your group. After the discussion, add to your summary. 



Shot down 


Date: 

Name: 

Many planes are shot down during times of war. However, a few are also shot down during peacetime. 

Answer the following questions about an event from the book that happened during your lifetime. 

1. 

3. 

4. 

What happened? 

Was this event important to you? Why or why not? 

How did you first find out about this event? 

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

Did you learn any important new information? 

If so, what? 

2. 


5. 6. 

Did the chapter leave out information you think is 

important? If so, what? 


Name: 

RESEARCH TIPS 

Date: 

Shot down 


Choose another well-known case of someone or something becoming shot down from the list 

below, or find one of your own. Use these tips to help you write a chapter about it. 

• August 2004, A US Marine helicopter is shot down by men loyal to radical cleric Moqtada al-Sadr 

near the southern city of Najaf, Iraq. 

• May 2006, Five British Marines are killed when their helicopter is shot down over Basra, Iraq. 

• April 1994, The presidents of the African states of Rwanda and Burundi are killed when their 

plane is shot down near the Rwandan capital, Kigali. 

• April 1918, The Red Baron, Manfred Freiherr von Richthofen, is shot down by Allied troops over 

the Somme Valley, France. 











found it. 









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1. 

Shot down 


write a chapter 

Date: 


Name: 

(a) Where did the event happen? (b) When did the event happen? 

(c) Who was involved? 

(d) What resulted from the event? (e) What information do officials still need? 

(f) What are the key terms used and what 

words did you need to look up? 

(h) Where did you get your information? 

(g) What is the sequence of events? 


2. 

Use the facts above to write another chapter for Shot down. Use each chapter as a model, adding a time 

line, a map, key terms and a ‘Did you know?’ section. Proofread and edit your chapter. List your references 

at the end of your chapter. 


Name: 

1. 

multiple meaning words 

Date: 

English words can have more than one meaning. For example: 

The ship left the harbour. Charles decided to ship himself to Texas. 

Read each sentence. Circle the definition that best fits how the word is used in the sentence. 

(a) The police quickly solved the case. 

(i) a set of circumstances or conditions 

(b) He felt he had no choice. 

(i) a cloth made of wool and fur 

(c) The treasure went down with the ship. 

(i) to love or hold as precious 

(d) Balboa arrived at the coast four days later. 

(i) the shoreline 

(e) Balboa feared the captain would leave him behind. 

(i) a holiday from work 

(f) The brown tree snake’s eyes have a yellow centre. 

(i) the middle 

(g) It took her months to recover. 

(i) to get well again 

(ii) a piece of luggage 

(ii) to believe or be aware of 

(ii) vast riches 

(ii) to move along without much effort 

(ii) to fail to include or take along 

(ii) a space for a certain activity 

(ii) to find 

Stowed away 

Vocabulary 


(h) Harriet planned to go back and free her family. 

(i) the rear part of the body between the neck 

and the hips 

(ii) to return 


Stowed away 

Vocabulary 

Word ladders 

Date: 

Name: 

Climb these word ladders to make words related to the book Stowed away. 

Change one or more letters in each word to create the next word described. 

1. 2. 

a person forced to 

serve others 

to rescue 

to move the hands 

as a signal 

to give in 

cave 

3. 4. 

to remain in one place 

to speak 

to have permission 

stay 

the upper 

atmosphere 

to take flight 

cunning or crafty 

of or relating to me 

having a low 

temperature 

given up for 

money 


to lay one part 

over another 

sly 

a protected body of 

water 

brave 

bold 


Name: 

FLOW CHART 

Date: 

Stowed away 


A flow chart can show cause and effect relationships between events. It can also show a sequence 

of events. When one event causes more than one result, a separate box is used for each result. 

Read the first flow chart about Juan Guzman. Then complete the second flow chart about Charles McKinley, 

using facts from the book. 

Juan Guzman 

Dreamed of living in America 

Learned about wheel 

compartments 

Stowed away in wheel 

compartment 

Arrived in Miami 

Sent back to Colombia 

Stowed away a second time 

Charles McKinley 


Sent back to Colombia 


Stowed away 


Date: 

Name: 

Concept web 

Complete the concept web about stowing away, using information from the book and facts you already know. 

How 

Where 

When 

Stowed 

away 


Who 

Why 


Name: 

1. 

2. 

Fact or opinion? 

Date: 

Stowed away 


A fact is a statement that can be proved or tested. An opinion is a statement of someone’s feelings 

or beliefs. 

Read these sentences from and about each event. Tick the appropriate box for either a fact or an opinion. 

(a) More than 170 Americans die from heatstroke each year..................................... 

(b) Transporting illegal immigrants is wrong.............................................................. 

(c) Edson was trapped with two others, both of whom were dead............................. 

(d) Governments should tighten security around cargo.............................................. 

(e) Juan felt his mother did not want him anymore................................................... 

(f) Living in America was the answer to all of Juan’s problems................................. 

(g) Juan stowed away in a wheel compartment, twice.............................................. 

(h) Most people who stow away in a wheel compartment die during the flight.......... 

(i) ‘Don’t worry, I know what I’m doing.’................................................................... 

(j) I think stowaways are brave................................................................................. 

Write a statement of fact and an opinion you hold about an event in Stowed away. 

Fact 

Opinion 

Fact 

Opinion 



1. 

2. 

3. 

Stowed away 


POINT OF VIEW 

Date: 

Name: 






(a) 

(b) 

(c) 

(d) 

(e) 


Governments should allow all illegal immigrants to stay in the country they’ve arrived at.... 

Stowing away is a dangerous thing to attempt..................................................................... 

We should find a way to secure cargo and keep animals or people out of it......................... 

It is good that slavery is illegal............................................................................................. 

Stowaways do not have any other choice but to stow away................................................. 



(a) 

(b) 

(c) 

(d) 

(e) 

Governments should allow all illegal immigrants to stay in the country they’ve arrived at.... 

Stowing away is a dangerous thing to attempt..................................................................... 

We should find a way to secure cargo and keep animals or people out of it......................... 

It is good that slavery is illegal............................................................................................. 


Stowaways do not have any other choice but to stow away................................................. 

If you worked at an airport or shipping company and found a stowaway, would you turn him or her over 

to the authorities? Why or why not? 


Name: 

Date: 

Personal Response 

Answer the questions below based on your own opinions and knowledge. 

Stowed away 

Reflection 

1. 

2. 

3. 

4. 

5. 

6. 

Think of a well-known person or thing that has recently 

stowed away on a vehicle. Who is that person or thing? 

Does the recent event remind you of an event in the book? If so, which one? 

Do you think this event will be remembered in 10 years? Why or why not? 

How are the events similar or different? 

Similar 

Different 

What feelings do you experience when you read about stowaways—excitement, fear, sadness, or 

something else? 

Could you stop someone from stowing away? Write a sentence or two about what you might do or say to 

stop someone from stowing away. 



Stowed away 


Author’s purpose 

Date: 

Name: 

Authors write books for many different reasons. Many books are written to inform the reader about certain 

facts, events or people. Some books are written to persuade the reader to think, feel or act in a certain 

way. Many are written to entertain the reader. Often books are written for more than one purpose. 

Think about the book Stowed away. Identify the author’s purpose for writing the book. 

1. 2. 

3. 

To inform—What features or chapters in the 

book make it informative? 






Name: 

RESEARCH TIPS 

Date: 

Stowed away 


Choose another well-known case of someone or something stowing away from the list below, or 

find one of your own. Use these tips to help you write a chapter about it. 

• July 2004, Six Dominican stowaways are caught by the tug Sea islander’s onboard camera. 

• February 2001, Chinese stowaways arrive in Dover, Britain. They arrive in a cargo container; 58 

people are found dead. 

• December 2002, 12 Romanian stowaways arrive in Halifax, Canada aboard the Zim California. They 

had stowed away in a cargo container. 

• November 1988, Microbes stow away on the International Space Station hardware and on the 

bodies of the astronauts that later assembled the station. 











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Stowed away 


Journal WRITING 

Date: 

Name: 

Journal writing is your chance to talk about how you feel about an event. When you write in a journal, you write 

about your feelings and what is important to you. Your journal can be like a descriptive essay. 

Write a journal entry exploring your feelings about a stowaway. Think about what the word ‘stowaway’ means to 

you. Then think about how it relates to this particular case. List the key facts, including dates, location and who 

stowed away. 



Name: 

1. 

2. Viewing 

Specialised vocabulary 

Date: 

Sailors have their own specialised vocabulary when talking about the sea. 

Write a definition for each word or phrase. 

rigged 

torpedo 

mutiny 

set sail 

scurvy 

voyage 

chronometer 

deck 

adrift 

pirate 

crew 

chart 

whaleboat 

sprung 

‘Astonishing Headlines Dictionary’ 



Set up your own ‘Astonishing headlines dictionary’ 

by stapling together a 13-page booklet. Write 

a letter or a group of letters on each side. For 

example, X–Z words should fit on one page. 

3. 


Vocabulary 








1. 

2. 

3. 


Vocabulary 

CLOZE 


Date: 

Name: 

Read the paragraph below about a famous shipwreck. Write words in the blanks that make sense 

in the sentences. 

The crew had little hope when they left the 

1 . They were so 

2 that they could no longer 3 . The men just lay there in 

the 4 . A 5 blew up and the three boats were separated. 

One boat was 


6 seen again. 

Now write words in the blanks that make sense in the sentences and in the story. Reread or skim 

the book, if needed. 

The crew had little hope when they left the 

1 . They were so 

2 that they could no longer 3 . The men just lay there in 

the 4 . A 5 blew up and the three boats were separated. 

One boat was 

6 seen again. 

Write a sentence or two to summarise the event above. 



Name: 

HEADLINES 

Date: 



Newspapers and websites often use large print to headline an article or page. Stories often 

include: 

1. 

2. 



information, or 

main idea, about 

an event. It is set in 

large type. 

• The subheading 

tells other 

important details 

about the event. 

It is set in slightly 

smaller type. 

Read the headline, subheading and story beginning below. 

• The story tells us 

about the topic in 

detail. It is set in 

regular-sized type. 

Mutiny on HMS Bounty! 

Fletcher Christian Leads Mutiny Against Bligh 

28 April 1789, Christian and most of the crew dragged 

Capt. Bligh on deck with his hands tied … 

• The caption tells 

about the picture. 

Find another important event in Stranded at sea. Write a headline about the event. Write a subheading to 

tell another important detail. Then draw a picture and write a caption for it. 





CAUSE AND EFFECT 

Date: 

Name: 

A cause makes another event happen. An effect happens as a result of a cause. 

1. 

2. 

Cause Hundreds of people crammed onto a small boat. 

Effect 

The boat sank under their weight. 

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

part that tells the effect. 

(a) Because word spread about the pirates, many people headed for Malaysia. 

(b) Many Jewish people returned to the horrors of the Nazis, after they were taken in by Holland, 

France and Belgium. 

(c) Hoffman was not allowed to bring anything on board with him, so he met Schiendick on shore. 

(d) The Jews were upset because Schiendick sang Nazi songs. 

(e) By zigzagging, British ships hoped to avoid being torpedoed by the Germans. 

(f) 

With only 19 of 25 boilers in use, Lusitania could not travel at top speed. 


Choose one of the cause and effect relationships above and change either the cause or the effect. Write a 

sentence to describe what might have happened. 



Name: 

Compare and Contrast 

Date: 

To compare is to tell how things are alike. To contrast is to tell how things are different. 



Choose two events described in the book. List the ways they are alike and the ways they are different. 

Comparisons 

Contrasts 





Sequence 

Date: 

Name: 

The order events happen in a story is called the sequence. A flow chart shows the sequence of 

events in a story. 

Complete the flow chart using facts from ‘The wreck of Essex’. Then, on a separate sheet of paper, create a 

flow chart about ‘Lusitania caught off guard’. 

The wreck of Essex 



Name: 

1. 

2. 

Similes 

Date: 

A simile compares two unlike things using the words ‘like’ or ‘as’. For example: 

Tahiti seemed like paradise to the Bounty’s crew. 

Captain Turner was as fearless as a lioness protecting her cubs. 

Create similes about the vocabulary words below. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

recluse 

scapegoat 

refugee 

Nazi 

boat people 

mutiny 

Answer the following question about an event in the book. 


Reflection 

What were the signs that told you that Essex’s crew suffered while they were stranded at sea? 





AUTHOR’S PURPOSE 

Date: 

Name: 

Authors write books for many different reasons. Many books are written to inform the reader about 

certain facts, events or people. Some books are written to persuade the reader to think, feel or act 

in a certain way. Many are written to entertain the reader. Often books are written for more than 

one purpose. 

Think about the book Stranded at sea. Identify the author’s purpose for writing the book. 

To inform—What features or chapters in 

the book make it informative? 

1. 2. 

3. 

Viewing 






Name: 

RESEARCH TIPS 

Date: 



Choose another well-known case of someone or something becoming stranded at sea from the list 

below, or find one of your own. Use the tips to help you create a news segment about it. 

• April 1959–Today, Many Cuban refugees are stranded at sea off the US coast every year after 

escaping from communist Cuba. 

• January 2004, More than 250 Liberian refugees are stranded at sea off the coast of West Africa 

when the El Shaddei’s engines failed. 

• January 1998, Tom and Eileen Lonergan are left at sea after scuba diving on the Great Barrier Reef, 

Australia. 

• September 2003, 500 sheep are stranded at sea aboard the Cormo Express in the Persian Gulf 

because the Saudi government believed the sheep were infected by the disease scabby mouth. 

• April 2002, The crew of the tugboat American quest rescues a small, white dog that has been 

stranded aboard a refueling tanker off the coast of Honolulu, USA, for 24 days. 











you found it. 



subject search. Type the keywords ‘stranded at sea’ and 

the place, date, person’s name involved in the event. 

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your report. 


















1. 



news segment 

Date: 


Name: 


(c) Who was stranded at sea? 

(d) Where did they come from and where 

were they going? 


event. 

(e) How did they become stranded at sea? 


personally. (Do you know someone or something 

that was stranded at sea? Do you like travelling 

by boat?) 


2. 

Use the facts above to write a newspaper article about the event. Write your article on a separate sheet 

of paper. Include an attention-grabbing headline and images, such as maps or photos. Write the most 

important facts first. Then add the least important details at the end. Mention or quote your references. 

Then watch a news segment to see how information is presented. Think about how a news segment is 

similar to and different from a news article. Be sure to edit and practise reading your article. Then perform 

your news segment to the class or record your segment using a video or digital camera. 


Name: 

Date: 

Word ladders 

Climb these word ladders to make words related to the book Trapped. 

T rapped 

Vocabulary 

Change one, two or three letters in each word to create the next word described. 

1. 2. 

a picture that tells 

where you are 

to catch someone 

and hold them 

a type of music 

something worn 

on the head 

cap 

3. 4. 

when land is 

underwater 

what people walk on 

the way to leave a 

building 

map 

flood 

the past tense of 

‘stink’ 

a large container 

that holds liquid 

to express 

gratitude 

to use your mind 

an underwater 

vehicle 

another word for 

‘bath’ 


a heavy stick 

stank 

sub 

one part of a building 

room 

to stroke firmly 

and quickly 


1. 

2. 

T rapped 

Vocabulary 

word parts 

Date: 

Name: 

The word ‘inspector’ comes from the word parts ‘inspect’ meaning ‘to study closely’ and ‘or’ 

meaning ‘a person who does’. An inspector is someone who studies things closely. 

Use the explanations of the word parts to write your own definition for each word. Use the book or a 

dictionary, if needed. 

(a) 

(b) 

sweatshop 

worker 

(c) everywhere 

(d) 

(e) 

unsafe 

government 

‘sweat’: to perspire 

‘shop’: a factory 

‘work’: to toil 

‘er’: a person who does 

‘every’: total 

‘where’: place 

‘un’: not 

‘safe’: free from harm 

‘govern’: to rule 

‘ment’: a condition or thing 


When you look at a new word, try to find word parts that are familiar to you. 

Draw a line to match each word to its definition. 

(a) sunken • • an underwater vehicle 

(b) survivor • • a state of being free 

(c) submarine • • lying on the bottom of a body of water 

(d) rescuer • • a person who remains alive 

(e) freedom • • a person who saves others 


Name: 

Concept web 

Date: 

T rapped 


Complete the concept web about traps, using information from the book and facts you already know. 

How 

When 

Traps 

Where 


Who 


T rapped 


summary chart 

Date: 

Name: 

A summary is a short description of events; it ‘sums up’ what you read. A summary lists the main 

ideas, not the supporting details. 

1. 

Passage: The basket was like a cage. It was 

just 55 centimetres wide. The basket 

carried food and drink for the men. 

After eating, the first man climbed 

into the basket. At 1.00 a.m., he was 

lifted to the surface. 

After you read each chapter in Trapped, write a summary of the chapter. Use only one or two sentences to 

tell the main idea. 

(a) Chapter 1 

(b) Chapter 2 

(c) Chapter 3 

(d) Chapter 4 

Summary: At 1.00 a.m., the small, cage-like 

basket lifted the first man to the 

surface. 

Summary of chapter 


(e) Chapter 5 


Name: 

1. 

2. 

ANALOGIES 

Date: 

Fire is to New York as Tank Rupture is to Boston. 

The sentence above is an analogy. Analogies can also be written like this: 

Fire : New York / Tank Rupture : Boston 

T rapped 


Analogies are based on relationships between word meanings, such as: 

• antonyms (opposites) – Burn : Extinguish 

• synonyms (alike) – Rescuer : Firefighter 

• descriptive – Large : Kursk 

• part to whole (or whole to part) – Minutes : Hour 

• item to category (or category to item) – Steamer : Ship 

Decide how the first pair of words relates to each other. Write the type of analogy first. Then write a word to 

complete the analogy. 

(a) East Germans : Trapped / West Germans : 

(b) Sailor : Crew / Teacher : 

(c) City : Town / Large : 

(d) Midnight : Night / Midday : 

(e) Gram : Kilogram / Metre : 

WRITE YOUR OWN ANALOGIES 

Write your own analogies to describe an event in Trapped. Make sure both pairs of words relate to each 

other in the same way. 



1. 

2. 

T rapped 



Date: 

Name: 


experience before they were trapped, while they were trapped and after they escaped. List up to five words 

under each heading. 

Before becoming trapped While trapped After they escaped 

ILLUSTRATE 

Draw pictures to show what you think happened before, during and after the event. Write a brief caption 

under each picture to explain it. 



Name: 

1. 

REACTION 


Date: 

T rapped 

Reflection 

Choose one photograph from the book. Write a description of, and your reaction to, the photo. 

2. 

3. 

Description: 

My reaction: 


Write a description of, and your reaction to, the same photo. 

Description: 

My reaction: 

Choose the chapter you found the most interesting. On another sheet of paper, write a brief summary 

stating the reasons why you found it interesting. 

Then, in a small group, discuss what you wrote. Compare and contrast the reasons you chose the chapter 

with other student’s choices in your group. After the discussion, add to your summary. 



1. 

2. 

T rapped 



Date: 

Name: 

One article might have different meanings to different people. For example, a newspaper article about 

someone being rescued from a collapsed mineshaft would be meaningful to many people, but in 

different ways. To the rescue worker, the article would be a source of pride or recognition of his or her 

work. To the people of the small mining town, the article could celebrate a triumph over adversity. 

For each person below, write how the person might view or use the information from this book about being 

trapped. 

(a) 

(b) 

(c) 

(d) 

(e) 

A Russian child 

A miner 

A submarine 

captain 

A tourist about to 

visit Germany 


A Boston news 

reporter 

WHO ELSE? 

Think of someone else who might find the information in Trapped useful. Write a sentence or two telling 

who this person is, and why he or she would be interested in the information. 


Name: 

RESEARCH TIPS 

Date: 

T rapped 


Choose another well-known case of someone or something trapped from the list below, or find one 

of your own. Use these tips to help you write a newspaper article about it. 

• July 2004, 20 people are trapped 107 metres in the air aboard a hot-air balloon when its winch 

failed near Baltimore’s (USA) inner harbour. 

• July 2004, 4000 pilgrims are trapped by mudslides while travelling to the holy town of Badrinath, 

India. 

• November 1999, Seven explorers are trapped in a flooded cave in Southern France. 

• September 2001, Alan Mann is trapped along with 24 other people in No. 13 Elevator in the South 

tower of the World Trade Centre. 

• June 1985, Joe Simpson is trapped high on a mountain, and thought to be dead, in Peru. 

Use an encyclopedia, books or the Internet to research the event. Use two or more sources, such 

as three different websites, including a newspaper site. 

How to use an encyclopedia … 

• You can find encyclopedias in the reference sections of 

libraries as well as online. 

• Most encyclopedias include cross-references at the 

end of each article. This means that it lists other places 

in the encyclopedia where the event is mentioned. 

For example, facts about Kursk might be found under 

‘Kursk’, ‘submarine’ and ‘sinking’. Sometimes the crossreference 

will not be labelled, but it might be in small 

capital letters or italics. 



subject search. Type the keyword ‘trapped’ and the place, 

date, person’s name involved in the event. 

How to find 


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your report. 


















1. 

T rapped 


KWL CHART 

Date: 

Name: 

Before you read the book Trapped, write in the K column facts you already know about being trapped. In 

the W column, write questions you would like answered. While you read the book, look for answers to your 

questions. After reading, write what you learned about being trapped in the L column. 



2. Share your KWL chart with your class. Meet as a group with your fellow classmates who researched the 

same topic. Share what you learned and what you would still like to know. Perhaps someone found an 

answer you could not. 


Attacked 

Word scramble page 7 

1. (a) massacre, kill (b) afraid, frightened 

(c) soldier, fighter (d) harbour, shelter 

(e) ocean, sea (f) plane, aircraft 

(g) bomb, rocket (h) torpedo, missile 

(i) student, pupil (j) demonstration, rally 

(k) nation, country (l) medicine, drug 

(m) brutal, cruel (n) submarine, underwater 

boat 

Crossword puzzle page 8 

Across: 

3. submarine, 5. war, 7. colonist, 9. guard, 

11. Vietnam, 12. Bosnia, 13. Ohio 

Down: 

1. king, 2, Pearl Harbour, 3. ship, 4. Britain, 

6. Boston, 8. torpedo, 10. Serb 

Key facts page 9 

Answers will vary. 

Before, during, after page 10 


Venn diagram page 11 


Fact or opinion? page 12 

1. (a) Opinion (b) Fact (c) Opinion 

(d) Opinion (e) Fact (f) Fact 

(g) Opinion (h) Opinion (i) Opinion 

(j) Fact 

2. Answers will vary. 

Point of view page 13 


Different people, different uses page 14 


Research project pages 15–16 

Answers will vary 

ANSWERS 

Captured 

Cloze page 17 

1 – 2. grabbed (1) house (2) 

frightened (3) tell (4) 


Common misspellings page 18 

1. (a) wait: to linger; remain 

(b) missed: failed to reach or meet 

(c) afraid: frightened 

(d) terrible: very awful; horrible 

(e) fault: a weakness 

(f) crime: an illegal act 

(g) island: a piece of land entirely surrounded by 

water 

(h) prisoner: a jailed person 

(i) try: to attempt to do something 

(j) cell: a room with a locked door and bars on the 

windows 

2 – 3. Answers will vary 

KWL chart page 19 


Flow chart page 20 


Brainstorm results page 21 




Personal response page 23 



Author’s purpose page 24 





Condemned 

Common misspellings page 27 

1. (a) evidence: something that shows proof 

(b) witchcraft: the use of magic 

(c) station: a place to catch trains or buses 

(d) historic: important to a community 

(e) wolf: a member of the dog family that hunts and 

lives in packs 

(f) weigh: to have a certain heaviness 

(g) growth: the process of growing 

(h) redwood: a tree that has red wood 

(i) guilty: deserving of punishment; not innocent 

(j) police: law enforcement officials 

2–3. Answers will vary. 

Synonyms and antonyms page 28 

1. (a) A (b) S (c) A 

(d) S (e) S (f) A 

(g) A (h) S (i) A 

(j) S (k) A (l) S 

2. (a) light, weighty, heavy, backbreaking 

(b) infant, child, teen, adult 

(c) freed, captured, detained, jailed 

(d) pebble, stone, rock, boulder 

(e) whisper, say, call out, shout 

Read for detail page 29 

1–2. hysterics (1) ill (2) fits (3) 

nothing (4) witchcraft (5) illness (6) 

tortured (7) witches (8) 


Possible answers include: 

Dusty Steinmasel told McKittrick not to shoot. 

McKittrick fired. 

Number Ten fell dead. 

Cause and effect page 31 

1. (a) Cause: When they opened the fence. 

Effect: Number Ten walked out of the pen. 

(b) Cause: Because they liked each other. 

Effect: The two wolves played and snuggled. 

(c) Cause: Because the shirt had saliva on it. 

Effect: The shirt could be tested for DNA 

evidence. 

ANSWERS 

(d) Cause: So she would not hurt Luna’s bark. 

Effect: Butterfly took off her shoes. 

(e) Cause: So that the timber company could not 

cut it down. 

Effect: Butterfly climbed into Luna’s branches. 

(f) Cause: After her friends helped her build a tree 

house. 

Effect: Butterfly stayed dry. 

(g) Cause: Wolves sometimes ate farm animals. 

Effect: So farmers killed them. 

(h) Cause: Because Dr Griggs could find nothing 

wrong. 

Effect: He thought it must be witchcraft. 

(i) Cause: Because the court had already hanged 

11 people that summer. 

Effect: Giles Corey was scared. 

(j) Cause: Because of the weight on his chest. 

Effect: Corey could hardly breathe. 

(k) Cause: Jackie was often seen on TV. 

Effect: So she thought New Yorkers might listen 

to her. 


Headlines page 32 




Useful information page 34 



Kidnapped 



Syllables page 37 

1. (a) release (b) autopsy (c) alias 

(d) blaze (e) hypnosis (f) hostage 

2. Answers will vary 

Place names page 38 

1. (a) e (b) a 

(c) d 

(d) b 

(e) c 


2. (a) Salt Lake City (b) Utah 

(c) Lebanon (d) Beirut 

(e) Tehran 

(f) New Hampshire 

(g) Portsmouth (h) Paris 

(i) New Jersey (j) Bronx 



Word web page 40 


Artefact file page 41 


Punctuation page 42 

See page 53 of Kidnapped. 

Reaction page 43 


What do you think? page 44 





Make connections page 47 


Past tense page 48 

1. (a) stopped (b) lost 

(c) destroyed (d) covered 

(e) dug 

(f) flew 

(g) knew 

(h) forgotten 

(i) moved 

(j) found 

(k) studied (l) took/taken 


Word web page 49 




ANSWERS 



Design the tools page 52 






Research project page 55–56 

Missing 


Crossword Puzzle page 57 

Across: 

1. Pathfinder, 3. wanted, 4. mystery, 6. missing, 

8. ocean, 9. canals, 10. ship, 11. triangle 

Down: 

1. plane, 2. investigation, 5. fingerprint, 7. Phobos 

Word scramble page 58 

1. (a) hike/trek 

(b) team/group 

(c) hope/wish 

(d) ancient/old 

(e) conquer/beat 

(f) look/gaze 

(g) treasure/jewels 

(h) sun/star 





True or False? page 60 

1. (a) F (b) T (c) T 

(d) F (e) T (f) F 

(g) T (h) T (i) F 

(j) F 



Analogies page 61 

1. (a) Thumb—part to whole 

(b) Walk—antonyms 

(c) Investigator—synonyms 

(d) Terrorist—item to category 

(e) Dangerous—descriptive 


Brainstorm results page 62 




Different people, different uses page 64 



Shot down 


Label groups page 67 

1. (a) They are all things planes do., lift off 

(b) They all describe flying., float 

(c) They are all country names., Australia 

(d) They are all names of planes., Su-15 

(e) They are all names of nationalities., British 

(f) They are all names of cities., Sydney 


Make connections page 68 


True or false? page 69 

1. (a) True (b) True (c) False 

(d) False (e) True (f) True 

(g) False (h) True (i) True 


Identify structure page 70 

1. (a) MI/SD (b) C/E (c) SOE 

(d) C/C (e) C/C (f) C/E 

(g) SOE (h) MI/SD (i) C/E 

(j) SOE 

ANSWERS 



Design the tools page 72 


Discussion group page 73 


Critical response page 74 




Stowed away 

Multiple meaning words page 77 

1. (a) i (b) ii (c) ii 

(d) i (e) ii (f) i 

(g) i 

(h) ii 

Word ladders page 78 

1. slave, save, wave, cave 

2. sky, fly, sly, my 

3. stay, say, may, bay 

4. cold, sold, fold, bold 



Concept web page 80 


Fact or opinion? page 81 


1. (a) F (b) O (c) F 

(d) O (e) O (f) O 

(g) F (h) F (i) O 

(j) O 












Specialised vocabulary page 87 


Cloze page 88 

1–2. island (1) weak (2) navigate (3) 

boats (4) storm (5) never (6) 




Cause and effect page 90 

1. (a) Cause: Because word spread about the pirates 

Effect: many people headed for Malaysia. 

(b) Effect: Many Jewish people returned to the 

horrors of the Nazis 

Cause: after they were taken in by Holland, 

France and Belgium. 

(c) Cause: Hoffman was not allowed to bring 

anything on board with him 

Effect: so he met Schiendick on shore. 

(d) Cause: because Schiendick sang Nazi songs. 

Effect: The Jews were upset 

(e) Cause: By zigzagging 

Effect: British ships hoped to avoid being 

torpedoed by the Germans. 

(f) Cause: With only 19 of 25 boilers in use 

Effect: Lusitania could not travel at top speed. 


Compare and contrast page 91 


ANSWERS 

Sequence page 92 

Essex leaves Nantucket, USA on a two-year whaling 

voyage. 

A sperm whale twice charges Essex. 

Essex sinks in 10 minutes. 

The crew sails in whaleboats to Henderson Island. 

Most of the crew leaves the island in search of more 

food. 

Dying of starvation, the crew decides to eat each 

other. 

The crews of Indian and Dauphin rescue the crew. 

Chase writes a famous novel about his experience. 


Similes page 93 





Trapped 


Word ladders page 97 

1. map, trap, rap, cap 

2. stank, tank, thank, think 

3. flood, floor, door, room 

4. sub, tub, club, rub 

Word parts page 98 


2. (a) c (b) d (c) a 

(d) e 

(e) b 


Concept web page 99 


Summary chart page 100 



Analogies page 101 

1. (a) Free – descriptive 

(b) Staff – item to category 

(c) Small – antonyms 

(d) Day – synonyms 

(e) Kilometre – part to whole 










ANSWERS

PR-6785IRE Astonishing Headlines Teacher Resource Book

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