Landing SE Guide - Junior Library Guild€¦ · Adolf Hitler gain power in Germany. Japan also invaded part of China and set up industries and mines there. In 1932, Franklin D. Roosevelt,

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The Landing

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A novel byJohn Ibbitson

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The LandingA novel by John Ibbitson

Table of Contents

About the Author .......................................................................................................3

Understanding the Great Depression.....................................................................4

Prereading Activities ..................................................................................................5

Chapter by Chapter

Prelude...................................................................................................................7

The Haircut ...........................................................................................................9

Ruth Chapman....................................................................................................13

Sibelius.................................................................................................................16

A Party .................................................................................................................19

Limits....................................................................................................................21

Fall ........................................................................................................................24

The Waome.........................................................................................................26

Chaconne ............................................................................................................29

Wrap-up.....................................................................................................................31

Library Applications.................................................................................................33

Suggestions for Further Reading ...........................................................................34

Correlations to National Standards .......................................................................35

Other available JLG Guides....................................................................................36

Schools may reproduce copies of the pages in this book for use in theclassroom or library. Any other reproduction is strictly prohibited.

Copyright © 2009 by Junior Library Guild/Media Source, Inc. All rights reserved. No part of thispublication may be transmitted, stored, or recorded in any form without written permission from thepublisher. For permissions questions, contact Junior Library Guild.


About the Author

John Ibbitson has spent much of his life as a journalist. He writes aboutpolitics for his homeland, Canada. Currently living in Washington, DC, he wasborn in the small town of Gravenhurst, Ontario, the setting for The Landing. Hismother grew up on a farm in nearby Muskoka during the Depression. She learnedto play the piano in much the same way as the main character in this booklearned to play the fiddle.

Ibbitson earned college degrees in English and in journalism. He first wrotefor a newspaper called the Ottawa Citizen. Now he serves as the Washingtoncorrespondent for a major Canadian newspaper, The Globe and Mail.

Ibbitson is one of Canada’s most respected political journalists. In fact, hiswriting has greatly influenced how Canadians think about politics in their nationand in the United States. This author has written several nonfiction books aboutpolitics, including one titled The Polite Revolution.

Ibbitson is also well known for his books for young adults. For example,thousands of young readers have enjoyed his novel Jeremy’s War 1812 and hisplay Mayonnaise.

As Ibbitson planned and wrote The Landing, he relied on the memories ofhis mother and other residents of Gravenhurst and Muskoka. For many hours, hepeppered them with questions about the Depression. These details helped himcreate unforgettable images. In this way, Ibbitson was able to bring the harshreality of the Depression to life for his readers.

The Landing was an October 2008 Junior Library Guild Y Level Selection.

Building Background Knowledge

To provide background for the reading, havestudents visit the Web sites below: www.gravenhurst.ca www.wikipedia.org (keywords: Gravenhurst, Ontario) shows photo of the opera house that is mentioned in the first chapter.


Understanding the Great Depression

The time period for The Landing is the Great Depression, which began onOctober 29, 1929, with the crash of the stock market. Prior to this time, unemploymentin both the United States and Canada was low. Companies were earning high profits,and some sold stocks that were worth as much as forty times what that companyearned in a year.

Many people bought these stocks, paying only a fraction of the cost of thestocks and borrowing the rest of the money. However, on October 29, often calledBlack Tuesday, prices on the stock market fell very quickly. People panicked and soldtheir stocks for as much as they could get. Once the fall began, no controls were inplace to stop it, either in the United States or Canada. People who had put theirsavings in stocks soon had no savings.

After the stock market crashed, people rushed to take their money out of thebanks, so many banks ran out of money and had to close. Stores and factories couldnot pay their employees or get loans to buy new supplies, so they, too, closed. At thepeak of the Depression, unemployment in Canada averaged 27 percent.

After losing their jobs and homes, many people could not even buy food orclothes. They stood in line for hours at soup kitchens and in “breadlines.” Churchesand charities tried to feed the hungry, but their numbers were overwhelming. In manycities, homeless families huddled in shacks. Some men left their families and hoppedon railway cars to get to other cities, hoping to find work.

Not only banks and huge industries closed their doors. Most people could notafford to take a vacation, so railroad lines, cruise ships, and rural vacation areas had tolay off workers and cut back their services, too.

Many people blamed the Great Depression on the policies of AmericanPresident Herbert Hoover, who believed that government should not interfere with thebusiness world. However, the Canadian government followed the same policy.Officials in both nations believed that the free market could take care of itself.

The Depression soon spread around the world. The poor economy helpedAdolf Hitler gain power in Germany. Japan also invaded part of China and set upindustries and mines there.

In 1932, Franklin D. Roosevelt, the newly elected president in the United States,set up regulations that gave the U.S. government more power and protected workersfrom being treated unfairly. In 1934, Canada created the Bank of Canada, whichmanaged that nation’s money supply. The Depression started to ease. As Germany andJapan continued to invade other nations, World War II began. Factories and workers inboth the United States and Canada were needed to produce food and war materials forsoldiers. As a result, the Great Depression, which had devastated so many for nearlyten years, was finally over.

___________________________________

For additional reading on the Great Depression, go to page 35. There you will findboth nonfiction and historical fiction that will broaden your knowledge of thisimportant period in American and world history.


Prereading Activities

Book summary:

Muskoka, Canada, the Great Depression: Fifteen-year-old Ben wants to be a violinist,but his chances of leaving Cook’s Landing, the family farm, grow slimmer every year.Then one day in early summer, possible salvation arrives in the form of a newneighbor—Ruth Chapman, a wealthy New Yorker. Unlike other women in Muskoka,she smokes and swears—and introduces Ben to Mozart and Sibelius. Ben’s motherkeeps telling him that “things can happen” if he makes a good impression. . . . But, asthe summer starts to wane, so does Ruth Chapman’s interest in Ben and, consequently,Ben’s hopes for his future.

Understanding Genre: Historical Fiction

1. Define in your own words what makes up a work of historical fiction.

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2. Based on the summary above, which elements of The Landing are based onhistorical facts?

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3. Which of these facts are unfamiliar to you? Where would you find more informationabout them?

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4. Which elements are fictional?

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Prereading Activities

Making PredictionsRead this partial summary of the plot and make predictions based on evidence fromthe text and/or from your prior knowledge or personal experience.

When Ben’s father dies, fifteen-year-old Ben and his mother move inwith her brother, Henry, during the Great Depression. Ben’s uncle is abitter man who barely makes a living by doing odd jobs for families onvacation. Then Ruth Chapman, a rich widow, buys a cottage and hiresBen to fix it up. After she learns that Ben plays the violin well, she askshim to play during a party for her wealthy friends.

1. How do you think Ben and his uncle will interact?

2. What effect do you think Ruth Chapman will have on Ben?

3. Set a purpose for reading based on your predictions above.

________________________________________________________________________

________________________________________________________________________

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I predict: Based on what evidence?



Chapter by Chapter“Prelude”pages 7–11

Before You ReadIntroducing VocabularyDefine each of the words below, paying attention to the part of speech indicated.(Some of the words have more than one meaning.) Then complete each sentence withthe correct word. You may need to change the form of the word.

prelude (n.) _____________________________________________________________

clamber (v.) _____________________________________________________________

beseech (v.) _____________________________________________________________

cross (adj.) ______________________________________________________________

hoist (v.) ________________________________________________________________

1. Her mother’s sharp warning made Kim feel ________________________.

2. The hungry dog ________________________ Rob to share his sandwich.

3. The climbers ________________________ over the rocks and up the hill.

4. Three strong men ________________________ the piano up to the cottage.

5. The orchestra played a ________________________ to begin the concert.

After You ReadAnalyzing the Writing: Point of View

1. Define third-person point of view.

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2. Why do you think the author chose to use third-person point of view in TheLanding?

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3. Who is the main character of the story? How do you know this from the firstchapter?

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Getting to Know the CharactersThe author shows us what the characters are like by describing action. Read eachexcerpt below and explain what the action tells us about the character.

Character ActionWhat I learned about the

character from this action

Ben’s mom

“. . . she’d press down on hisleg if he squirmed toomuch—her warning that therewould be no dessert later if hedidn’t behave, though therealways was.” (page 9)

Ben

“But while the rest of themcocked their heads andlistened, smiles of interest andenjoyment fixed or slipping,this boy was drowning,gasping, coming up for air,diving back in, wanting todrown.” (page 10)

Responding to the Story

1. Why does the author choose this event as the “Prelude” to the story?

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2. Compare and contrast Ben’s reaction and the crowd’s reaction to the music.

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3. What images does this author use to describe the music?

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4. Based on the cover image and the event in this chapter, what prediction can youmake about Ben and music?

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Chapter by Chapter“The Hair Cut”

pages 12–33

Before You ReadIntroducing Vocabulary: JargonJargon is a language used by a particular group, culture, or profession. In TheLanding, the author uses nautical terms (jargon) that are common amongboating people. To help you better understand the story, look up and becomefamiliar with the following terms:

1. dock (n.)_____________________________________________________________

2. landing (n.) __________________________________________________________

3. launch (n.) __________________________________________________________

4. scow (n.) ____________________________________________________________

5. starboard (adj., adv.) __________________________________________________

6. port (adj., adv.) ______________________________________________________

7. steamer (n.) __________________________________________________________

8. wharf (n.) ___________________________________________________________

9. mooring (n.) _________________________________________________________

10. hull (n.) _____________________________________________________________

11. bow (n.) ____________________________________________________________

12. stern (n.) ____________________________________________________________

13. punt (n.) ____________________________________________________________

Making Predictions1. Read the first page of the chapter (page 12). Describe the conflict between Ben and

Henry._______________________________________________________________________

_______________________________________________________________________

2. Make a prediction about how this conflict will affect the plot of the novel._______________________________________________________________________

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After You ReadChecking PredictionsReview your prediction about Ben and Henry.What happened in this chapter to support your prediction?_______________________________________________________________________

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What new prediction(s) can you make since reading this chapter?

_______________________________________________________________________

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Analyzing the Writing: MetaphorsUsing Familiar Words in New WaysTo create images in readers’ minds, authors often use metaphors. A metaphor is a wordor phrase used in a way that is not literal, but rather as a comparison of one thing toanother.

1. Look at this example from page 13 where Ben’s mother smiles at him: “There hadbeen a time when that smile was the most important thing in his life, his only anchor .. .”

What is the usual meaning of anchor? ______________________________________

What is the meaning of anchor on page 13? _________________________________

________________________________________________________________________

2. On page 20: “She ran a playful hand through the thicket that he never tried to comb. . .”

What is the usual meaning of thicket? _______________________________________

What is the meaning of thicket on page 20? _________________________________

________________________________________________________________________

3. On pages 32–33: “. . . the blackened tips seemed to give an added sheen to GideonSmalley’s mane, making it even sleeker and smoother . . .”

How would the meaning differ if the author had used the word hair instead of mane?________________________________________________________________________

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Getting to Know the Characters1. How does the author use the haircut to show the relationship between Henry and

Ben’s mom?_____________________________________________________________________

_____________________________________________________________________

2. Give two examples that show Ben is not defeated by his uncle’s attitude towardhim.

_____________________________________________________________________

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3. A simile is a kind of metaphor that uses the words “like” or “as” to compare twounlike things, such as “the man was as tall as a mountain.” Underline the simile in theexcerpt below.

“No one knew what it was that made Jed so sad, because he alwayssmiled, and his voice was as soft as cat’s fur as he clipped away,comforting, reassuring, wanting no one to have a care in the world aslong as they were in that chair.”

4. How does the simile help describe Jed, the barber?_____________________________________________________________________

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The author describes the town of Gravenhurst as a “ghost bay of failureand foreclosure.” List some of the details from pages 28–30 that supportthis description._____________________________________________________________________

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Find out how the Depression affected your town or city. You might use “GreatDepression” and the name of your town as keywords in an Internet search. Your locallibrary may have newspaper articles and other sources to help with your research.

Social Studies Connection


Responding to the Story1. How does the author show the Depression’s effect on the people of the town?_____________________________________________________________________

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2. Ben faces at least two major conflicts: one with his uncle (external) and one withhimself (internal). Explain how these conflicts affect Ben._____________________________________________________________________

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Analyzing the WritingA flashback is a literary device in which the author stops thecurrent story to go back to a scene that took place earlier.

1. Give three examples the use of flashback in this chapter._____________________________________________________________________

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2. How might this story be different if it had been told from Ben’s mother’s point ofview?

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3. Discuss Jed’s comment below as a possible theme for this novel. Discuss the use ofthe phrase “turn the corner” as a metaphor.

. . . Jed murmured on, about the Leafs and the heat and the town and itstroubles—“but we’re going to turn the corner soon, I just know it, we’llbe turning that corner soon” . . .

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Chapter by Chapter“Ruth Chapman”

pages 34–52

Before You ReadMaking PredictionsIn this chapter, Ruth Chapman, the wealthy new owner of Pine Island, arrives, bringingmany crates of her belongings. How do you think Ben and other characters will react totheir new neighbor?

Introducing VocabularyUnderstanding PrefixesOn page 37, Ben is stumped by a word he hasn’t heard before: “’This is egregious,’ acottager had once complained . . .” He wonders if he might be considered “egregious,”too.

The Latin root of the word gregarious is greg, which means “herd.” A gregariousperson likes to be with people, part of a herd. The prefix e- means “out” or “away.”Something egregious stands out or away from the herd, usually in a negative way. Anegregious action is noticeably bad. If you make an egregious mistake, everybodyknows it.

Use the chart below to help you discover the meanings of the pairs of similarwords. Pay special attention to the prefixes. Use the dictionary as needed.

NewWord

RootWord

Meaningof Root Prefix

Meaningof Prefix

Definition of theWord

egregious greg herd e- out or away noticeably bad

eject

reject

emigrate

immigrate



After You ReadChecking PredictionsReread your prediction. Was it confirmed? What new information wouldcause you to change your prediction about how Ben will interact withRuth Chapman?

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Getting to Know the Characters1. Why does the author include the conversation on pages 43–44 between Ben and his

friend Cal?________________________________________________________________________

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2. What do we learn about Ruth Chapman from the way she docks her boat?________________________________________________________________________

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3. How is Uncle Henry’s reaction to Ruth Chapman different from Ben’s? Why do theyreact differently?

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4. Based on what you know so far about Ruth Chapman, predict whether she will behappy living in the cottage on Pine Island. Give reasons for your prediction.

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Analyzing the WritingUsing PersonificationThis author sometimes uses personification—giving human abilities to aninanimate—to describe something in the story. Look at each phrase belowand explain how Ibbitson’s use of personification helps you better understandwhat he is describing.

1. “the land broke their backs” (page 36)________________________________________________________________________

________________________________________________________________________

2. “patches of clay where indifferent crops could be grown” (page 36)________________________________________________________________________

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3. “the farm that had twisted his bones” (page 37)________________________________________________________________________

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4. “[the steamers] were serene and silent, gliding across the water . . . gliding slowlytoward each other then sidling up . . . until they were nestled side by side” (pages39–40)

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Making Connections1. Jed lives in a different time and probably in a different place than you do. Yet howare his dreams like those of some of the young people you know?________________________________________________________________________

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2. How are the problems that Jed faces like the problems that young people facetoday?________________________________________________________________________

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Chapter by Chapter“Sibelius”pages 53–73

Before You ReadMaking PredictionsIn this chapter, Ben continues to repair Ruth Chapman’s cottage.She begins to play recordings by composers, including Jean Sibelius.What predictions can you make about how the music may affect the story?

After You ReadChecking Predictions

Based on what you read, how might you adjust your predictions about Ben and Ruth?________________________________________________________________________

________________________________________________________________________

Mastering VocabularyWords from Other LanguagesDid you know that the word veranda comes from the Hindu language?A veranda is a porch or balcony, usually roofed, along the outside of abuilding.

Use a dictionary or another source to find the country of origin for these words:

1. piano ________________________ 6. fillet _____________________________

2. tea __________________________ 7. wicker ___________________________

3. mosquito _____________________ 8. cookie ___________________________

4. pantry ________________________ 9. concerto _________________________

5. tobacco ______________________ 10. Algonquin _______________________



Getting to Know the Characters1. Describe the differences between how Ben’s mom was before the accident and how

she is now.________________________________________________________________________

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2. Compare and contrast Ruth Chapman with Ben’s mom and the other women of thearea.

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3. Ruth Chapman likes to “name-drop.” What does that mean? Who are the people shementions? What effect is she hoping to have on Ben?

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4. How does Ruth’s conversation with Ben’s mom provide more information aboutRuth as a character?

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5. Ben admires Ruth Chapman, but she is a heavy smoker. Do you think Ben is likelyto follow her example and start smoking? Why or why not?

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Locate and play recordings of some of the music composed by Jean Sibelius,Beethoven, and Mozart. Describe each composer’s music by using personification,metaphors, and similes. Read John Ibbitson’s description on pages 62–64 as anexample.

Fine Arts Connection


Analyzing the Writing1. How does the author use similes and personification to make music seem alive?

Give at least three examples.________________________________________________________________________

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2. What do you think is the difference between playing “like an angel” and “playinglike the devil”?

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3. The author uses figurative language on page 69, when saying, “the Landing wasdry.” What does “dry” mean?

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4. What does it mean that Henry quit “cold turkey”?________________________________________________________________________

Responding to the Story1. You’ve read nearly half of The Landing. Which is more important so farin this story: the characters or the events? Explain your answer.________________________________________________________________________

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2. Why do you think Ms. Chapman begins to talk to Ben in “a rambling sort ofmonologue”?

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3. How does Ruth Chapman make Ben’s life better—and worse?________________________________________________________________________

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4. When and how does the relationship between Ben and Ms. Chapman change in thischapter?

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5. Should Ruth Chapman pay for violin lessons for Ben? Do you think she will? Givereasons for your answers.

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Chapter by Chapter“A Party”

pages 74–99

Before You ReadMaking PredictionsIn this chapter, Ruth Chapman throws a party for her friends. Ben helps her get readyand then serves the food. After dinner, she asks him to play his violin for the guests.How might this party change Ben’s life and goals?________________________________________________________________________

________________________________________________________________________

Introducing VocabularySome words, such as the Italian word lasagna, are now part of the English language.However, your reading may include phrases that are not English. Match each Latin orFrench phrase on the left by writing in the letter of its English meaning on the right.

____ 1. voilà a. the way things are

____ 2. boeuf bourguignon b. and others

____ 3. à la mode c. used to bring attention to something

____ 4. coup d’ètat d. until we meet again

____ 5. status quo e. beef stew

____ 6. bon voyage f. the other way around

____ 7. vice versa g. with ice cream

____ 8. pâté h. have a good trip

____ 9. et cetera i. a spread made from chopped meat

____ 10. au revoir j. the sudden overthrow of a government

After You ReadChecking PredictionsWere your predictions confirmed? In what ways?________________________________________________________________________

________________________________________________________________________

What new evidence caused you to rethink your predictions about the outcome of thenovel? As a result, what predictions can you make now?________________________________________________________________________

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Analyzing the Writing1. The author almost always uses “Ruth Chapman” instead of “Ruth” to identify this

character. Why do you think he deliberately does this?

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2. Some new characters are introduced in this chapter. The author uses dialogue toshow the differences between Perry Larchworth and Bruce Bagnall. Describe thesecharacters based what you learned from reading the dialogue.

Larchworth: _____________________________________________________________

________________________________________________________________________

Bagnall: ________________________________________________________________

________________________________________________________________________

Responding to the Story1. Why does Ben’s mother think it’s important that he make a good impression at the

party?________________________________________________________________________

________________________________________________________________________

2. What things is Ben shocked by when the guests arrive for the party?________________________________________________________________________

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3. Reread the conversation about the lake on pages 98–99. How does Ben’s view ofthe lake contradict his desire to leave someday?

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4. Describe the effects of the evening on Ben. What new predictions can you make?________________________________________________________________________

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Chapter by Chapter“Limits”

pages 99–120

Before You ReadMaking PredictionsIn this chapter, Ruth Chapman has another party, even bigger than her first one, butshe hires other people to help her, not Ben. At home that night, he can hear her gueststalking and laughing. How do you think Ben will react to this party?

________________________________________________________________________

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After You ReadChecking Predictions

Was Ben’s reaction to the party what you had predicted it would be? ___________How was it similar to or different from your prediction?

_______________________________________________________________________

Mastering VocabularyUsing Context CluesFind each of the words below by reading the page where it can be found. Read thepassage where each word is used and try to figure out the meaning of the word byusing the context clues provided. Use a dictionary to check your definitions.1. sullen (page 101) ________________________________________________________

2. tepid (page 101) _________________________________________________________

3. desultory (page 101) _____________________________________________________

4. intolerable (page 101) ____________________________________________________

5. soused (page 102) _______________________________________________________

6. drudgery (page 105) ______________________________________________________

7. trestle (page 112) ________________________________________________________

8. rustic (page 116) _________________________________________________________

9. glower (page 117) _______________________________________________________

10. disorienting (page 118) __________________________________________________


Analyzing the Writing1. What sense does Ibbitson rely on the most as he describes how Ben throws himself

into the lake? List some of the words that support your answer.________________________________________________________________________

________________________________________________________________________

2. In this chapter, how does the author use dialogue to show that Henry still resentsRuth Chapman?

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3. Sometimes Ibbitson writes in short, incomplete sentences, or fragments, such as:“The dock, the kiss.” Sometimes he writes in long, complex sentences. Why isn’t heconsistent in his writing style?

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4. Which literary device does Ibbitson use to help bring this passage onpage 113 to life: simile, metaphor, or personification? Explain your answer.

“The house was humming, with Ruth Chapman firmly in command,ordering this here and that there, inspecting everything, making listsand sending the lists back to town on the steamer.”

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Responding to the Story1. Why do you think this chapter is titled “Limits”?

________________________________________________________________________

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2. What important insight about Uncle Henry does Ben gain in this chapter? How doyou think it helps resolve the conflict between Henry and Ben?

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3. What is the main conflict of The Landing? What happens in this chapter to intensifythis conflict?

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4. Why is Ben concerned about being seen by Ruth Chapman?

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5. At the end of the chapter, Henry explains why Ben does not belong at the Chapmanparty. He tells Ben, “Because you’re better than they are.” Were you surprised whenhe said that? Explain whether or not you agree with Henry.

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The men delivering supplies for Ruth Chapman’s party hadtrouble getting them up the slope to her cottage. Choose twoof the six simple machines below and explain how they couldhave helped move the heavy boxes up the slope. What is thefunction of each machine you chose?

wheel and axle wedge

lever screw

inclined plane pulley

Science Connection


Chapter by Chapter“Fall”

pages 121–130

Before You ReadMaking PredictionsIn this chapter, Ruth Chapman moves out of her cottage and leaves thelake, probably for good. How do you think Ben will react to her leaving?

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After You ReadChecking PredictionsDid Ben react as you predicted? If so, what made you think he would? If not, how didyour prediction differ from what happened in this chapter?

________________________________________________________________________

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Getting to Know the Characters1. Compare and contrast Ben and his friend Cal.

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2. Do you think Henry is believable as a character? Why or why not?

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Analyzing the Writing1. In this story, Ibbitson includes specialized vocabulary. For example,

he writes about spending the day in a punt, trolling for pickerel, andbagging a deer. How does this add to the story?

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2. The word “fall” can have many meanings. Which meanings do you think Ibbitsonhad in mind when he titled this chapter “Fall”?

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Responding to the Story1. Even if Ruth Chapman hadn’t seen him, Ben still felt ashamed. Why do you think heis ashamed?

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2. Think back to your earlier prediction about Ruth Chapman and Ben. How do youfeel about the outcome? What new prediction can you make about Ben’s future?

________________________________________________________________________

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3. Reread the conversation on pages 127–129 between Ben and Cal. Why does Bentake so long to tell Cal that he wants to go to Toronto and play the violin?

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4. How do the events in this chapter depend on the physical setting of this story?

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Making ConnectionsIf you could talk to Ben, what advice would give you him at this point in the story?

________________________________________________________________________

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Chapter by Chapter“The Waome”pages 131–149

Before You ReadMaking PredictionsIn this chapter, Ben and Henry are riding in a small ship, the Waome,which gets caught in a fierce storm. What do you think happens to thesetwo main characters?

________________________________________________________________________

________________________________________________________________________

After You ReadChecking PredictionsCompare your prediction to what happened in the chapter. How did the outcomediffer from your prediction?

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Mastering VocabularyWords from MythsSome words in the English language come from Greek and Romanmythology. For example, the word panic on page 140 is based on Pan,the Greek god who was said to cause fear in people. The word musiccomes from the Muses, nine Greek goddesses who were in charge of thearts and sciences. Look at the list of common words below. Research tofind out who the mythic character is and what that character’s role was inmythology.

Mythic Name Role in Myth Common Word(s)Muses Resided over the arts muse, music, museum

martial, martial artsJanuarycereal

lethargy, lethargicchronological

volcano

Pan


Analyzing the WritingSynonyms: Recognizing Shades of Meaning1. Ibbitson is a master of choosing the exact words to create a mood or

to paint a clear picture in reader’s mind. For example, on page 134, hewrites that Ben “stalked” (not “walked”) away after insisting to his motherthat nothing was wrong. Each verb below is a synonym for “to walk.” Defineeach to show the kind of “walking” the word describes.

To pace

To scramble

To stride

To march

To stroll

To lumber

2. On page 140, Ibbitson writes: “It was too far. It was too far. It was too far and theboat was sinking and he was going to die.” Why would an author repeat a sentencethree times?

________________________________________________________________________

________________________________________________________________________

3. Give at least two examples of how Ibbitson uses each of these three senses to helpreaders experience the storm that hit the Waome and the ship’s sinking.

Touch: ______________________________________________________________

_____________________________________________________________________

Sight: ________________________________________________________________

_____________________________________________________________________

Hearing: _____________________________________________________________

_____________________________________________________________________

4. How does using Ben’s point of view limit this part of the story?

____________________________________________________________________

____________________________________________________________________


Responding to the Story1. On page 135, Ben struggles to play a piece of music called a chaconne. How is this

music symbolic of his conflict?________________________________________________________________________

________________________________________________________________________

2. Henry has treated Ben poorly for years, so why does Ben try so hard to save himfrom drowning?

________________________________________________________________________

________________________________________________________________________

3. Does it seem realistic that Ben could survive the swim to Keewaydin Island? Whatearlier evidence leads you to believe this?

________________________________________________________________________

________________________________________________________________________

4. This chapter ends in suspense: a cliffhanger. What do you predict will happen next?________________________________________________________________________

________________________________________________________________________

5. Do you think the events in this chapter mark the climax of this story? Why or whynot?

________________________________________________________________________

________________________________________________________________________

[source of info about the Waome:http://www.scubaq.ca/ontarioscubadiving/waome.htm;

The Landing is historical fiction, so many events and details in it arefactual, including the sinking of the Waome. Originally named the Mink,the Waome was renamed in 1928. Waome is an Ojibwa word meaning“water lily.” After sailing around the Muskoka Lakes for 22 years, this shipwas caught in a storm on October 6, 1934. Some believe that an openloading door toward the front of the ship allowed the Waome to take onwater and sink very quickly, drowning a crewmember and the only passenger,a minister. The ship’s captain suffered a heart attack as he and four crewmentried to swim to Keewaydin Island, but the four crewmen survived.

Now the Waome is a favorite dive site, sitting upright in about 65 feet of dark,very cold water. The ship’s windows are gone, making it easy for divers to slipinside and explore.

Choose a historical event in your community and write a short story about it.Include accurate historical details and add characters that were not there. Share yourstory with your classmates and see if they can identify what is--and is not--factual.

History Connection


Chapter by Chapter“Chaconne”pages 150–155

Before You ReadMaking PredictionsIn this final chapter, Ben and his mom are getting ready to leavethe Landing. How do you think this story will end?

________________________________________________________________________

________________________________________________________________________

After You ReadChecking PredictionsDid the story end as you predicted? How was it different?

________________________________________________________________________

________________________________________________________________________

Analyzing the Writing1. Ibbitson sometimes uses long paragraphs that extend for nearly a

whole page. Why do you think he does this?

________________________________________________________________________

________________________________________________________________________

2. In this novel, was Ben’s primary conflict external or internal? Explain your answer.________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Characters can be described as static or dynamic. A static character is one who doesnot go through an important internal change from the beginning to the end of thestory. A dynamic character is one who does undergo an important internal change.From the list of characters below, indicate if he or she is a static or dynamiccharacter.

Ben’s mom ______________________ Uncle Henry _______________________

Ben ___________________________ Mrs. Chapman _______________________


4. In what significant ways did the dynamic character or characters change?________________________________________________________________________

________________________________________________________________________

Responding to the Story1. What did Ben learn about his mother in this last chapter?

________________________________________________________________________

________________________________________________________________________

2. Were you surprised when Ben’s mom insisted that they could afford violin lessonsfor him? Why do you think she didn’t tell him this earlier?

________________________________________________________________________

________________________________________________________________________

3. Did you want the end of this story to be more specific? Why or why not?________________________________________________________________________

________________________________________________________________________

4. On page 153 the author writes:

“His mother had been right after all. If you made yourself available,things happened. Ruth Chapman had changed his life in ways he stillhadn’t worked through.”

List some of the specific ways Ruth Chapman did change his life. What aresome things he learned because of her one summer at the Landing?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Wrap-up

Reviewing PredictionsTurn to page 5 of this guide and review your first predictions. Complete the chart onthe page.

Analyzing the Writing1. How does the writing in this book compare with the writing in other

books you have recently read?

________________________________________________________________________

________________________________________________________________________

2. Would you like to read another book by this author? Why or why not?

________________________________________________________________________

________________________________________________________________________

Thinking About the GenreHistorical Fiction1. Why does Ibbitson include the information about the real Waome

on page 156?

________________________________________________________________________

________________________________________________________________________

2. What are some details that Ibbitson had to gather about life in and aroundGravenhurst during the 1930s?

________________________________________________________________________

________________________________________________________________________

3. What do you think might be difficult about writing historical fiction?

________________________________________________________________________

________________________________________________________________________

4. What might be fun about writing historical fiction?

________________________________________________________________________

________________________________________________________________________


Thinking About the Story ElementsExplain each of the following story elements as they apply to The Landing.

1. Using the chapter titles as headings, summarize each chapter in two or threesentences.

2. Use a chart like the one below to graph the rising action, climax, and resolution ofthe story.

climax

falling action (denouement)

rising action

Introduction resolution

3. What lesson do you think Ibbitson wanted readers to take away after reading it?Write the theme of the book in one sentence.

Making Connections1. Which character in this story is most like you? Explain your choice. Then tell how

you are different from this character.

2. Would you have liked this story better if Ruth Chapman had rescued Ben from theLanding? Explain your answer.

3. Think of a situation in which you hoped for something to happen but it never did.How did you deal with the disappointment? What could you have learned from Ben?What could you have told Ben about your experience and its outcome?


Library Applications

Research: Careers in Music

Encourage interested students to explore careers in music,from composing to performing to audio-visual engineering.Encourage students to choose a specific occupation, such asa music therapist, music librarian, or music software specialist.Have students research to find out about:

• The training, experience, and skills required for differentkinds of musicians.

• A typical career path for a music occupation.

• The kinds of music-related degrees available atcolleges in your state.

• How the potential earnings in various occupationscompare to the music field.

• A musician they admire whose career has made an impact on them.

Writing: Keeping Records of the Past

Challenge students to gather more information about life during the GreatDepression and then write a fictional first-person account from the viewpoint ofsomeone their age. Have them show:

• How this person’s daily life changed as the Depression spread.

• What worried this person the most.

• What plans or dreams this person had for the future.

• How this person’s life changed again after the Depression lifted.

If possible, encourage students to gather materials from theirfamilies or other sources to create a scrapbook about theDepression.


Library Applications

Using Local Resources: Fun in Your OwnBackyard

Ben’s family made a living catering to wealthy vacationers.Have interested students gather information about local touristattractions. Then ask them to create a brochure that describesthese attractions, lists possible activities for different agegroups, and includes the costs. The brochure could includereviews by people who have visited these attractions. Makecopies of the brochures to hand out at the library’s circulationdesk.

Sharing with Younger Students: Talent Show

Students might be surprised at the talents of their classmates. Some, like Ben,might have musical skills, while others might be accomplished artists or actors.Some might excel at a little-known sport, be a “master chef,” or have an amazingcollection of something.

• Students could create a traditional talent show and invite youngerstudents at the school to come watch their performances.

• Using audio-visual equipment, have them record their performances tobeing an archive of your school’s talented students.

• Have students write short articles about their musical classmates, addphotos, and post the articles on a bulletin board in the school library.


Suggestions for Further Reading

Other books by John Ibbitson:

Jeremy’s War 1812. Kids Can Press, 2000.

The Night Hazel Came to Town. Maxwell Macmillan, 1993.

Starcrosser. Collier MacMillan, 1990.

Nonfiction books about the Great Depression:

*Freedman, Russell. Children of the Great Depression. Clarion Books, 2005.

Kupperberg, Paul, ed. Critical Perspectives on the Great Depression. Rosen Publishing,

2005.

Ruggiero, Adriane. The Great Depression. Benchmark Books, 2005.

Ruth, Amy. Growing up in the Great Depression, 1929 to 1941. Lerner Publications,

2002.

Historical fiction relating to the Great Depression:

Willis, Patricia. The Barn Burner. Clarion, 2000.

*Curtis, Christopher Paul. Bud, Not Buddy. Laurel Leaf, 2004.

*Yep, Laurence. Dragon Road. HarperCollins, 2008.

Henderson, Aileen Kilgore. Hard Times for Jake Smith. Milkweed, 2004.

DeFelice, Cynthia. Nowhere to Call Home. HarperTrophy, 2001.

*Hesse, Karen. Out of the Dust. Scholastic, 1997.

Thesman, Jean. The Storyteller’s Daughter. Puffin, 1999.

Blume, Lesley M. M. Tennyson. Alfred A. Knopf, 2008.

• A Junior Library Guild Selection


Correlations to National StandardsFor Grades 9–12

Content Area StandardNumber

Standard Objective

Fine Arts: Music NA.M.9–12.6 Listening to, Analyzing, andDescribing Music

Fine Arts: Music NA.M.9–12.8 Understanding Relationships BetweenMusic, the Other Arts, and DisciplinesOutside the Arts

Fine Arts: Music NA.M.9–12.9 Understanding Music in Relation toHistory and Culture

Languages Arts: English NL-ENG.K–12.1 Reading for PerspectiveLanguages Arts: English NL-ENG.K–12.2 Reading for UnderstandingLanguages Arts: English NL-ENG.K–12.3 Evaluation StrategiesLanguages Arts: English NL-ENG.K–12.4 Communication SkillsLanguages Arts: English NL-ENG.K–12.5 Communication StrategiesLanguages Arts: English NL-ENG.K–12.6 Applying KnowledgeLanguages Arts: English NL-ENG.K–12.8 Developing Research SkillsLanguages Arts: English NL-ENG.K–12.9 Multicultural UnderstandingLanguages Arts: English NL-ENG.K–12.10 Applying Non-English PerspectivesLanguages Arts: English NL-ENG.K–12.12 Applying Language SkillsLanguage Arts: Foreign Language NL-FL.K–12.3 ConnectionsSocial Studies: U.S. History NSS-USH.5–12.8 The Great Depression and World War

II (1929–1945)Social Studies: World History NSS-WH.5–12.8 A Half-Century of Crisis and

AchievementSocial Studies: Economics NSS-EC.9–12.1 Productive ResourcesSocial Studies: Economics NSS-EC.9–12.19 Unemployment InfluencesSocial Studies: Civics NSS-C.9–12.4 Other Nations and World AffairsScience NS.9–12.2 Physical SciencePhysical Education & Health NPH-H.9–12.5 Using Communication Skills to

Promote Health

Documents

Landing SE Guide - Junior Library Guild€¦ · Adolf Hitler gain power in Germany. Japan also invaded part of China and set up industries and mines there. In 1932, Franklin D. Roosevelt,