staysuperdome

DISCUSSIONGUIDEGrades4-8MeetsCommonCoreStateStandards—SEEINSIDEZaneDupreeisatwelve-year-oldboyofmixedracewholiveswithhismotherinNewHampshireandseldomthinksabouthisdeadfatherbecause"youcan'tmisssomeoneyouneverknew.
"ButwhenhismothertracksdownZane'sfather'sgrandmother,"MissTrissy,"livinginNewOrleans,shethinksit'stimeforhimtovisither.
Zaneandhisbeloveddog,Bandit,havebeeninthecity'sNinthWardjustlongenoughtohearstoriesaboutZane'sfatherwhenHurricaneKatrinahits.
Astheyareevacuating,ZaneandBanditareunexpectedlyseparatedfromtherestofthefamily.
ThetworemaintrappedinanatticuntiltheyarerescuedbyTrudellManning,anelderlymusician,andMalvina,ayounggirlwhosemotherisindrugrehab.
Thegroupencounterscruelbigotryandheroickindnessastheystruggletosurviveinafloodedcitythathasdescendedintochaos.
Whilereadingthispage-turningstory,studentswilllearnvividdetailsofanimportanteventinrecenthistory.
Thebooktouchesonmanysignificantissues,includingtheimportanceoffamilyandthevalueofkindnessandcourage.
MapsandfactualinformationfurthereducatereadersaboutHurricaneKatrina.
AboutZaneandtheHurricane:AKatrinaStoryTheBlueSkyPressAges10-14192pagesHardcover:978-0-545-34238-4$16.
99Ebook:978-0-545-63347-5$16.
99Audio:978-0-545-66091-4$20.
99AboutThisGuideandtheCommonCoreStateStandardsZaneandtheHurricaneisappropriateforGrades4-8.
Whileitisfiction,thenoveloffersaveryrealdepictionofthedevastationthatwreckedthelivesofamultitudeofpeople,especiallytheeconomicallydisadvantaged,inNewOrleans.
Philbrickweavesarivetingstorywhileaskingreaderstothinkabout"bigissues,"suchashowthegovernmentfailedthepeopleofNewOrleans.
Otherthemesfocusonfamily,racism,fear,courage,responsibility,andhope.
Therearenaturalconnectionstoscience,socialstudies,andthearts.
Thisguideencouragesstudentstobecarefulreaderswithoutjeopardizingthepleasuretheygainfromreading.
Itisbesttoallowstudentstoreadtheentirenovelbeforeengaginginadetailedstudyofthework.
ThroughoutthisguidewenotewhereveranactivityhelpsstudentstowardachievingspecificCommonCoreStandards.
Seethesection"CommonCoreStateStandardsReferencedinThisGuide"attheendoftheguideformoreinformation.
Pre-ReadingActivityHaveonegroupofstudentsreadelevenfactsaboutHurricaneKatrinaonthefollowingwebsite:www.
dosomething.
org/actnow/tipsandtools/11-facts-about-hurricane-katrina.
InstructanothergroupofstudentstoreadelevenfactsaboutHurricaneSandyonthefollowingwebsite:www.
dosomething.
org/tipsandtools/11-facts-about-hurricane-sandy.
Thenhaveeachgroupconstructabargraphthatdepictsthedevastationofthestorms(e.
g.
,deaths,injuries,propertydamage,etc.
)Engagetheentireclassinadiscussionaboutthedifferencesbetweenthetwohurricanes,thedevastation,andthegovernmentresponses.
CorrelatestoCommonCoreStandardsinReadingInformationalText–IntegrationofKnowledge&IdeasRI.
6-7.
7;Science&TechnicalSubjects–IntegrationofKnowledge&IdeasRST6-8.
7,RST6-8.
9.
MeettheAuthorRodmanPhilbrick'sfirstnovelforyoungreaders,FreaktheMighty,quicklybecameabestsellerandcontinuestobeaclassic,withclosetothreemillioncopiesinprint.
HisotherhighlyacclaimedtitlesincludeMaxtheMighty,TheYoungManandtheSea,TheLastBookintheUniverse,andTheFirePony.
Hismostrecentnovel,TheMostlyTrueAdventuresofHomerP.
Figg,waschosenasaNewberyHonorBook,amongitsmanyhonors.
PhilbrickdivideshistimebetweenMaineandFlorida.
Visithimatwww.
rodmanphilbrick.
com.
FAMILYDefinefamilyfromthepointsofviewofZane,Malvina,andMr.
TrudellManning.
DescribeZane'srelationshipwithhismother.
Whywashismothersodeterminedforhimtomeethisfather'srelativeDiscussZane'sthoughtthat"youcan'tmisssomeoneyouneverknew.
"Whydidn'tMissTrissytellZanethereasonhisfatherranawayfromhomeHowdidhersilencemakeZanemorecuriousabouthisdadExplainwhyTruthoughtaboyshouldknowabouthisdaddy.
HowdidZane'sideaaboutfamilychangebytheendofthenovelSURVIVALExplainwhyputtingmoreeffortingymclassmayhavebenefittedZanewhenhewasstrugglingtosurviveagainsttherisingwater.
WhywastheSuperdometheonlychancethatsomecitizenshadforsurvivalDescribethelivingconditionsattheSuperdome.
Explainhowcrimeravagedthecityandthreatenedthewellbeingofmanypeople,includingZane,Malvina,andTru.
WhydidTrurealizethattheyhadtogetoutofNewOrleansHowdidZaneandMalvinacallupontheiringenuitytogetTruoutofthecityExplainhowTrusavedMalvinabyriskinghislife,andhowMalvinasavedTrubyriskingherlife.
HOPEDiscusshowtheministerattheNewMissionBaptistChurchinstilledhopeinhisparishioners.
ExplainhowMr.
TrudellManningmanagedtostaycalmandhopeful.
Truencouragedthechildrennottolookback.
Debatewhetherthisadvicewashopefulorhopeless.
Discusshowthechaosandlackoffood,water,andhealthcareattheSuperdomemadeZanefeelhopeless.
HowdidTru'scousinBelindagivethemhopeattheendofthestoryExplaintheironyinthenameofheranimalshelter.
FEARZaneexperiencedfearthroughoutthenovel.
WhatwerehismostfearfulmomentsExplainwhatZanemeantwhenhesaidthatbeingafraidistiring.
HowdidMalvinaandTruhelptocalmhisfearsAtwhatpointdidhebegintopanicInwhatwaysdidfearcauseZanetofeelhomesickforhismotherHowdidthenewscoverageofKatrinacreatefearinZane'smother,especiallywhenshecouldn'treachhersonbytelephoneInwhatwayswasMalvinafearlessCOURAGEExplainwhatBelindameantwhenshetoldMalvinathatshehadthe"heartofalioness.
"Citeevidencefromthenoveltosupportthisclaim.
DiscussZane'scourageousjourneyfromthemomenthearrivedinNewOrleansuntilhismotherarrivedfromNewHampshiretotakehimhome.
HowdidTruandMalvinashowcouragewhentheyrescuedZaneandBanditRESPONSIBILITYDebatewhetherZaneactedresponsiblywhenhechasedBanditbacktoMissTrissy'shouse.
HowdidTrustepupandtakeresponsibilityforZaneandMalvinaAtwhatpointdidthechildrenhavetobecomeresponsibleforTruWhatmightZane'smothersaytohimaboutresponsibilityoncetheysafelyreturnedtoNewHampshireRACISMDiscussMissTrissy'sopiniononthesubjectofraceandcolor.
Shepreferredtheterm"mixedrace"insteadof"multiracial.
"Explainthedifference.
Defineracialprofiling.
HowwereZane,Tru,andMalvinavictimsofracialprofilingTrusaidthatthepoliceandfiredepartmentweren'tlookingoutforthepeopleintheirneighborhood.
HowwasthisaformofprofilingExplaintheroleofracisminthescenewhereguardsusedahelicoptertorescueexpensiverugsandthreatenedTru'slife.
ThematicConnectionsCorrelatestoCommonCoreStandardsinReadingLiterature–KeyIdeas&DetailsRL.
4-7.
1,RL.
4-7.
2,RL.
4-7.
3;Speaking&Listening–Comprehension&CollaborationSL.
4-7.
1,SL.
4-7.
3.
LANGUAGEARTSMissTrissygoestolivewithZaneandhismotherinNewHampshire.
Shefindsachurchthereandjoinsthechoir.
Andthelocalnewspaperdoesafeaturestoryonher.
Askstudentstobecomejournalistsandwritethatnewspaperfeature.
Remembertoincludewho,what,when,andhow.
ConsiderincludingastorythatMissTrissymighttellaboutherlifeinNewOrleansandherexperienceswithZane'sdad.
Thinkofanappropriatetitleforthearticle.
Encouragepeereditingforclarity,spelling,andgrammar.
CorrelatestoCommonCoreStandardsinWriting–TextTypes&PurposesW.
4-7.
3;Production&DistributionofWritingW.
4-7.
4,W.
4-7.
5.
MissTrissysaidthatGeraldandJamesplayedsuperherogameswhentheywereboys.
HavestudentsusebooksinthelibraryorsitesontheInternettofindalistofsuperheroesandsuperheroinesandtheircharactertraits.
Thenhavestudentscreateafive-framecomicstripofasuperheroandsuperheroinethatbestrepresentsZaneandMalvinaattheendofthenovel.
CorrelatestoCommonCoreStandardsinReadingLiterature–KeyIdeas&DetailsRL.
4-7.
3;Writing–TextTypes&PurposesW.
4-7.
3;ResearchtoBuild&PresentKnowledgeW.
4-7.
7.
RodmanPhilbrickusesfigurativelanguagetocreatecertainmentalimages,ortoposedrama.
Reviewthemeaningofthefollowingtypesoffigurativelanguage:Simile–comparestwounlikethingsusingwordslike"like"or"as.
"Forexample,"Thehouseburnslikeaflamingwoodenmatchdippedintoaglassofoilyblackwater.
"Personification–giveshumancharacteristicstoinanimateobjects.
Forexample,"Outside,inthedark,thewindbeginstotalk.
"Havestudentsfindotherexamplesofsimileandpersonificationinthenovel.
ThenhavethemwriteasimilethatdescribesthescenethatZane,Malvina,andTruencounterattheSuperdome,andthenusepersonificationtodescribetherisingwater.
CorrelatestoCommonCoreStandardsinLanguage–VocabularyAcquisition&UseL.
4-7.
5.
SCIENCEInstructstudentstoholdafamilymeetinganddiscusswhattoincludeinanemergencysurvivalkitintheeventofanaturaldisaster.
ThefollowingwebsiteoftheNationalInstituteofEnvironmentalHealthScienceishelpful:kids.
niehs.
nih.
gov/explore/nworld/hurricane_katrina.
Thenhavestudentsmakeanemergencyescapeplanfortheirfamilyandpresentittotheclass.
Theyshouldincludealistofnecessaryitems,suchasfoodandfirst-aidsupplies,amaporchartthatfeatureshomeexitsandwheretotakeshelter.
Havethemfindouthowthetypeofshelterisdictatedbythenaturaldisaster.
Then,studentscanpresenttheplantotheclass.
CorrelatestoCommonCoreStandardsinWriting–ResearchtoBuild&PresentKnowledgeW.
4-7.
8.
W.
4-7.
9;Speaking&Listening–PresentationofKnowledge&IdeasSL.
4-7;Science&TechnicalSubjects–TextTypes&DetailsRST6-8.
3;IntegrationofKnowledge&IdeasRST.
6-8.
7.
AskstudentstoreadaboutfivepeopleonstaffattheNationalHurricaneCenter(http://www.
nhc.
noaa.
gov/qa/).
Theninstructthemtoselectonepersonwhomostintereststhemandwriteaone-pageprofileforabiographicalworkcalled"ThoseWhoWatchHurricanes.
"CorrelatestoCommonCoreStandardinReadingInformationalText–KeyIdeas&DetailsRI.
6-7.
1,RI.
6-7.
3;Writing–TextTypes&PurposesW.
4-7.
2;ResearchtoBuild&PresentKnowledgeW.
4-7.
9Askstudentstogettoknowtheweatherbycompletingoneoftheexperimentsonthefollowingwebsite:teacher.
scholastic.
com/activities/wwatch/gather_data/.
Thenhavethemwriteadetailedpaper(inparagraphformat)abouttheexperimentandstatetheconclusion.
CorrelatestoCommonCoreStandardsinScience–IntegrationofKnowledge&IdeasRST.
6-8.
9;Writing–TextTypes&PurposesW.
4-7.
2.
CurriculumConnectionsCurriculumConnections(continued)SOCIALSTUDIESAskstudentstoreadabouttheroleofthefollowingorganizationsinnaturaldisasterrelief:RedCross(http://www.
redcross.
org),FEMA(www.
fema.
gov),andtheNationalGuard(http://www.
nationalguard.
mil).
Basedoninformationfromthenovel,askstudentstowritealettertotheeditoroftheTimesPicayuneinNewOrleansfromMr.
TrudellthatstateshowtheseorganizationsservedandfailedNewOrleansduringHurricaneKatrina.
CorrelatestoCommonCoreStandardsinReadingInformationalText–KeyIdeas&DetailsRI.
6-7.
1,RI.
6-7.
2;Writing–TextTypes&PurposesW.
4-7.
2;Production&DistributionofWritingW.
4-7.
4DividestudentsintosmallgroupsandaskthemtotapeadocumentarythatmighthaveairedonanewschannelonSeptember29,2005,onemonthafterleveesbrokeinNewOrleans.
IncludeinterviewswithZane,Malvina,Tru,MissTrissy,Belinda,andpeoplecampedoutattheSuperdome.
Havethemreflectontheevacuationplan,thefirstresponders,thelivingconditionsattheSuperdomeandothershelters,medicalissues,lackofsupplies,andwhatthestateandnationalgovernmentcouldhavedonetohelpthem.
HavethemfindpicturesandmapsofthestormontheInternetandincludetheminthedocumentary.
Theyshouldsitesourcesusedattheendofthefilm.
Allowtimeforgroupstosharetheirfilmwithotherclasses.
CorrelatestoCommonCoreStandardsinReadingInformationalText–IntegrationofKnowledge&IdeasRI.
6-7.
7;Writing–Production&DistributionofWritingW.
4-7.
6;History/SocialStudies–IntegrationofKnowledge&IdeasRH.
6-8.
7.
DRAMAMalvinawantstobeastand-upcomedian.
PrepareandpresenttotheclassacomedyroutinethatMalvinamightdeliveraboutthetimeshepushedpastthepoliceonthebridge.
CorrelatestoCommonCoreStandardsinSpeaking&Listening–PresentationofKnowledge&IdeasSL.
4-7-4,SL.
4-7.
6.
MUSICMr.
TrudellManningisamusicianinNewOrleans,acitynotedforjazzandblues.
Introducestudentstothismusicbysharingrecordings.
Inviteamusicteachertotalkwiththestudentsaboutthistypeofmusic.
WhatdosonglyricsinthejazzandbluesgenreshaveincommonAskstudentstopickacharacterfromthebookandwritethelyricsforajazzorbluessongaboutthischaracter.
Readthelyricsaloudinclass.
CorrelatestoCommonCoreStandardsinReadingLiterature–KeyIdeas&DetailsRL.
4-7.
3;IntegrationofKnowledge&IdeasRL.
4-7.
9;Writing–TextTypes&PurposesW.
4-7.
3;Speaking&ListeningSL.
4-7.
4,Sl.
4-7.
6.
VOCABULARYANDUSEOFLANGUAGEThevocabularyinthenovelisn'tdifficult,butstudentsshouldbeencouragedtojotdownunfamiliarwordsandtrytodefinethemusingcluesfromthecontext.
Suchwordsmayinclude:Chapter5,mandatory;Chapter6,relented;Chapter8,geyser,torrents;Chapter10,molten,heft;Chapter12,submerged,cliché;Chapter15,commentary;Chapter21,defiant,sabotage;Chapter22,demented;Chapter24,agitated,infectious;Chapter29,affirmative;andChapter30,sepsis.
CorrelatestoCommonCoreStandardsinLanguage–VocabularyAcquisition&UseL.
4-7.
4.
OtherBooksbyRodmanPhilbrickTheMostlyTrueAdventuresofHomerP.
FiggTheBlueSkyPressAges8–12Paperback:978-0-43966-821-7240pages$6.
99WhenhisbelovedolderbrotherisillegallysoldintotheUnionArmy,Homerrunsawaytosavehim.
ANewberyHonorBookH"Riproaringadventure.
"—PublishersWeekly,starredreviewFreaktheMightyTheBlueSkyPressAges8–1220thAnniversaryHC:978-0-54556-645-2208pages$16.
99Paperback:978-0-43928-606-0196pages$6.
99Theunforgettablestoryofauniquefriendshipbetweenatroubled,oversizedboyandatiny,physicallychallengedgenius.
AnALABestBookforYoungAdultsAnALAQuickPickforReluctantYoungAdultReadersAnIRAYoungAdults'ChoicesBookH"Gritty,unsentimental…anintriguingandunusualstory.
"—KirkusReviews,starredreviewMaxtheMightyTheBlueSkyPressAges8–12176pagesEbook:978-0-54562-822-8$6.
99TheFirePonyTheBlueSkyPressAges8–12192pagesEbook:978-0-54534-852-2$5.
99SCHOLASTICandassociatedlogosaretrademarksand/orregisteredtrademarksofScholasticInc.
DiscussionguidewrittenbyPatScales,Children'sLiteratureConsultant,Greenville,SouthCarolinaReadingLiteratureKeyIdeasandDetailsRL.
4-7.
1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
RL.
4-7.
2Determineathemeofastoryfromdetailsinthetext;summarizethetext.
RL.
4-7.
3Describeindepthacharacter,setting,oreventinastory,drawingonspecificdetailsinthetext;compareandcontrasttwoormorecharacters,settings,oreventinastory,drawingonspecificdetailsinthetext.
IntegrationofKnowledgeandIdeasRL.
4-7.
9Compareandcontrasttextsindifferentformsorgenresintermsoftheirapproachestosimilarthemesandtopics.
ReadingInformationalTextKeyIdeasandDetailsRI.
6-7.
1Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.
RI.
6-6.
2Determineacentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.
RI.
6-7.
3Analyzeindetailhowakeyindividual,event,orideaisintroduced,illustrated,andelaboratedinatext.
IntegrationofKnowledgeandIdeasRI.
6-7.
7Integrateinformationpresentedindifferentmediaorformats(e.
g.
visually,quantitatively)aswellasinwordstodevelopacoherentunderstandingofatopicorissue.
LanguageVocabularyAcquisitionandUseL.
4-7.
4Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedonreadingandcontent.
L.
4-7.
5Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuancesinwordmeanings.
SpeakingandListeningComprehensionandCollaborationSL.
4-7.
1Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led),buildingonothers'ideasandexpressingtheirownclearly.
SL.
4-7.
3Identifythereasonsandevidenceaspeakerprovidestosupportparticularpoints.
PresentationofKnowledgeandIdeasSL.
4-7.
4Reportonatopicortext,tellastory,orrecountanexperienceinanorganizedmanner,usingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakclearlyatanunderstandablepace.
SL.
4-7.
6Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.
WritingTextTypesandPurposesW.
4-7.
2Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.
W.
4-7.
3Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,andcleareventsequences.
ProductionandDistributionofWritingW.
4-7.
4Produceclearandcoherentwritinginwhichthedevelopmentandorganizationareappropriatetotask.
W.
4-7.
5Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.
W.
4-7.
6Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers.
ResearchtoBuildandPresentKnowledgeW.
4-7.
7Conductshortresearchprojectsthatbuildknowledgethroughinvestigationofdifferentaspectsofatopic.
W.
4-7.
8Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources,takenotesandcategorizeinformation,andprovidealistofsources.
W.
4-7.
9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
Science&TechnicalSubjectsKeyIdeasandDetailsRST.
6-8.
3Followpreciselyamultistepprocedurewhencarryingoutexperiments,takingmeasurements,orperformingtechnicaltasks.
IntegrationofKnowledgeandIdeasRST.
6-8.
7Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.
g.
,inaflowchart,diagram,model,graph,ortable).
RST.
6-8.
9Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.
History/SocialStudiesIntegrationofKnowledgeandIdeasRH.
6-8.
7Integratevisualinformation(e.
g.
incharts,graphs,photographs,videos,ormaps)withotherinformationinprintanddigitaltexts.
GuidetotheCommonCoreStateStandardsCitedinThisGuidescholastic.
com