LESSON 12 TEACHER’S GUIDE Bound for Rock Bottom

Number of Words: 2,705

L E S S O N 1 2 T E A C H E R ’ S G U I D E

Bound for Rock Bottomby Amy Breguet

Fountas-Pinnell Level WFantasySelection SummaryZoe investigates a volcano to fi nd out why the earth’s volcanoes are dying. She collects a sample and meets an interesting creature.

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Characteristics of the Text Genre • Fantasy

Text Structure • Third-person narrative • Begins and ends with notes from main character to reader providing context

Content • Zoe explores a volcano. • Zoe falls through a hole and fi nds rock bottom.• Zoe meets a strange creature and collects the mist.

Themes and Ideas • It is important to stay calm in diffi cult situations.• Exploring different points of view is important to fi nding a solution. • Using reason and logic is important in persuasive arguments.

Language and Literary Features

• Fantasy based on classic quest motif • Narrative creates suspense.• Descriptive language• Setting distant in time and space from students’ experiences

Sentence Complexity • Complex sentences• Multiple items in series

Vocabulary • New vocabulary words that readers must derive from context • Technical words requiring background knowledge or dictionary: core, gauge, digital

Words • Challenging multisyllable words: jeopardy, molecular, expedition• Technical vocabulary: geologist, headlamp, oxygen mask, oxygen tank

Illustrations • Colorful drawings support the text.Book and Print Features • Chapter headings and illustrations on most pages

• Table of contents© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

careening – swerving wildly off course, p. 18

engulf – surround, consume, or cover completely, p. 6

falter – act in a hesitating or unsteady way, p. 8

frail – weak, fragile, or easily hurt., p. 5

frayed – worn away so that loose threads show, p. 9

jostled – shoved or bumped into, p. 6

relishing – getting pleasure or enjoyment from something, p. 18

supple – easily bent but strong, p. 13

taut – tight, tense, and fi rm, p. 5undulating – moving in a smooth,

wavelike motion, p. 13

Bound for Rock Bottom by Amy Breguet

Build BackgroundHelp students use their knowledge of volcanoes to visualize the story. Build interest by asking a question such as the following: Have you ever seen pictures of or visited a volcano? Read the title and author and talk about the cover illustration. Tell students that this story is fantasy, so while some details seem real, the story could not happen in real life.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 2: Point out the table of contents. Suggested language: Turn to page 2 of this book. The table of contents lists the chapters and the page number where each chapter can be found. Which chapter is on page 13? What do you think this chapter is about?

Page 3: Read the chapter head and point out the date on the journal entry that begins the story. Help students understand that this story is set in the future and tells about a girl, Zoe, who has joined her father, a photographer, on a scientifi c expedition to the fl oor of Mount Zubia. Ask: How do you think the earth will be different in 2099?

Pages 4–5: Tell students that the text says decay in Earth’s core could be putting the planet “in jeopardy.” Ask: What does it mean to be “in jeopardy”? On page 5, the rope Zoe must use is described as “slender, but not frail. It was made of tough material....” Ask: If the rope were not made of tough material, if it were frail, what might happen?

Pages 6–7: Have students look at the illustration on page 7. The text says that bats engulfed Zoe. Ask: How does the illustration show that Zoe was engulfed by the bats?

Now turn back to the beginning of the story and read to fi nd out what Zoe discovers in the volcano.

2 Lesson 12: Bound for Rock BottomGrade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Infer/Predict Strategy and to use clues from the story to fi gure out what the author means.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the story.Suggested language: How did Zoe show courage? Why do you think Zoe took the risks she took?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Zoe is the only one who can fi t in the tunnel that leads to the rock bottom of the volcano.

• Zoe is scared, but she stays calm and fi nds rock bottom.

• Zoe meets a new creature and makes a promise to help him.

• Remaining calm during dangerous situations can save your life.

• Making and keeping promises is important.

• Acknowledging different points of view is important to fi nding solutions.

• The chapter heads help the reader predict what will happen in the chapter.

• The language sounds realistic, the way a young girl and scientists would talk.

• The author includes many details about Zoe’s trip in the volcano to help the reader visualize the danger of the situation.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a passage from the text for a readers’ theater.

Remind them to pay attention to punctuation, and to stress certain words to sound as if the narrator is actually speaking.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Have students defi ne the word cavern based on its use on page 8. Ask students if they can name words that share a root with “cavern” (e.g., cave, cavity).



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 12.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillStory Structure

Target Comprehension Skill Remind students to examine the characters, the setting,

and the plot of the story to help understand the reading. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

Zoe is a character in the story. She is exploring a volcano named Mt. Zubia. That is where the story takes place. Zoe crawls into the tunnel and then she discovers lava bats. These details of character, setting, and plot help show the story structure.

Practice the SkillHave students share an example of another story in which the character is in a dangerous setting but remains calm.

Writing Prompt: Thinking About the TextHave students write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on the text. They notice and evaluate language, genre, literary devices, and how the text is organized.

Assessment Prompts• What thinking skills does Zoe use, described on page 4, to convince her dad to let her

explore the volcano?

• What sentences on page 8 support the idea that Zoe can use reason in diffi cult situations?

________________________________________________________________.

• What is the meaning of careening on page 18?



Critical ThinkingRead and answer the questions.

1. Think within the text Where does the story take place?

2. Think within the text What does the Zubia clan ask Zoe to do to

repay their help?

3. Think beyond the text Zoe takes a risk to collect the sample

for science. What level of risk do you think is acceptable when

researching? Explain your answer.

4. Think about the text Some readers may argue that Zoe should not

have kept the Zubia clan’s existence a secret. What do you think?

Explain your answer.

Making Connections The Zubia clan was created by the author’s imagination. What other make-believe creatures have you heard or read about? What do they have in common with the Zubia clan?

Write your answer in your Reader’s Notebook.

Name Date

Bound for Rock BottomCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 12B L A C K L I N E M A S T E R 1 2 . 8

Grade 6, Unit 3: Going the Distance10

The story takes place inside a volcano.

They ask her to come back and tell what causes the volcanoes to

It depends on what the research is. I think that you should not

risk putting yourself or anyone else in danger unless the research

could save millions of lives.

Possible responses shown.

Zoe made a promise to the Zubia clan. I think it is important to

keep promises that you make, especially to individuals who save

your life.

be dormant.

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English Language DevelopmentReading Support Pair advanced and intermediate readers to read the story softly, or have students listen to the audio or online recordings. Remind them that this story is about remaining calm in diffi cult situations.

Idioms The story includes many idioms that might be unfamiliar. Explain the meaning of expressions such as getting to the bottom of (page 3).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who fi nds rock bottom?

Speaker 2: Zoe.

Speaker 1: What kind of creatures does she see?

Speaker 2: lava bats and volcano dwellers

Speaker 1: What does she bring back?

Speaker 2: mist

Speaker 1: Why is Zoe chosen to explore the volcano?

Speaker 2: She is small enough to fi t in the tunnel.

Speaker 1: What does Zoe do when the rocks fall?

Speaker 2: She stays calm and keeps going.

Speaker 1: How does Zoe convince the volcano dweller to help her?

Speaker 2: She is honest and promises to try to help the dwellers.



Name Date

Bound for Rock BottomThinking About the Text

Think about the questions below. Then write your answer in two paragraphs.

Remember that when you think about the text, you reflect back on the text. You notice and evaluate language, genre, literary devices, and how the text is organized.

On page 8, the writer creates suspense by having Zoe hear crumbling rock falling behind her and wonder if she is trapped. How does the writer’s use of suspense increase your enjoyment of the story? What other kinds of suspense does the story create? Support your response with examples from the story.



Critical ThinkingRead and answer the questions.

1. Think within the text Where does the story take place?

2. Think within the text What does the Zubia clan ask Zoe to do to

repay their help?

3. Think beyond the text Zoe takes a risk to collect the sample

for science. What level of risk do you think is acceptable when

researching? Explain your answer.

4. Think about the text Some readers may argue that Zoe should not

have kept the Zubia clan’s existence a secret. What do you think?

Explain your answer.

Making Connections The Zubia clan was created by the author’s imagination. What other make-believe creatures have you heard or read about? What do they have in common with the Zubia clan?

Write your answer in your Reader’s Notebook.


Name Date

Bound for Rock BottomCritical Thinking

Lesson 12B L A C K L I N E M A S T E R 1 2 . 8


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Student Date Lesson 12

B L A C K L I N E M A S T E R 1 2 . 1 2

Bound for Rock BottomRunning Record Form

Bound for Rock Bottom • LEVEL W

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

5 Waving to her dad, Zoe secured her oxygen mask over her

nose and mouth and started crawling toward the tunnel. She

flipped on her headlamp and entered the space. After a few

moments, she stopped to tug her rope taut. Her dad, who was

on the other end of it, pulled gently to reassure her that he was

there. The rope was slender, but not frail. It was made of a

tough material that glowed in the dark. As she moved deeper

into the tunnel, it would be her only link to safety.

Comments: Accuracy Rate (# words read

correctly/93 × 100)

%

Total Self- Corrections



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LESSON 12 TEACHER’S GUIDE Bound for Rock Bottom