LESSON 12 TEACHER’S GUIDE Inside the Volcano

Number of Words: 2,272

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

Inside the Volcanoby Amy Breguet

Fountas-Pinnell Level TFantasySelection SummaryZoe investigates a volcano to fi nd out why the earth’s volcanoes are dying. Risking her life, she descends to the heart of a dying volcano. She collects a sample and meets an interesting creature. She makes a promise and keeps it.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-31030-5 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Fantasy

Text Structure • Plot with detailed episodes • Begins and ends with notes from main character to reader

Content • Zoe explores a dying volcano • Discovery of the fl oor of the volcano• Zubia clan’s survival depends on volcano

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.

Language and Literary Features

• Fantasy based on classical motif, such as the quest • Literary devices: orange-colored mist• Setting is distant in time and space from students’ experiences

Sentence Complexity • Complex sentences• Multiple items in series• Dashes, commas, quotation marks, periods, and question marks

Vocabulary • Some words that might not be familiar to English language learners, such as inactive, decaying, headlamp. Cultural support: Dr. Sherborn (scientifi c title, p. 3)

Words • Technical vocabulary: geologist, headlamp, oxygen mask, tank Illustrations • Colorful drawings support the text.

Book and Print Features • Easy-to-read chapter headings and illustrations with captions on most pages• Table of Contents, dated journal entries

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

6_310305_ELL_LRTG_L12_insidevolcano.indd 1 11/5/09 6:41:27 PM

Target Vocabulary

careening – swerving wildly off course, p. 18

engulf – to surround something, or consume it, or cover it completely, p. 6

falter – to 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, fi rm, p. 5undulating – moving in a

smooth, wavelike motion, p. 13

Inside the Volcano by Amy Breguet

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

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: journal, mask, tank, glowing, clan.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Pages 2–3: Point out the table of contents. Suggested language: Which chapter is on page 13? What do you think this chapter is about? Read the chapter head on page 3 and point out the date. This story is set in the future. What do you think life will be like in 2099?

Pages 4–5: Read the fi rst two sentences. Explain the meaning of decaying. Ask: What do you know about the earth’s core? Why might it be important? Have students look at the illustration and read the caption on page 5 (Zoe uses an oxygen mask and a headlamp in the tunnel). Ask: Why might Zoe wear the headlamp instead of carrying a light? Point out the highlighted words taut and frail. Invite a student to use a shoelace to demonstrate tautness. What would a frail shoelace look like? Would it keep your shoes on?

Page 6: Have students read the last paragraph. What would it be like to be engulfed in a crowd of bats? What other things can engulf a person?

Now turn back to the beginning and read to fi nd out what Zoe discovers as she travels deeper inside the volcano.

2 Lesson 12: Inside the VolcanoGrade 6© Houghton Mifflin Harcourt Publishing Company


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: What did you fi nd most exciting about the story?

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 that 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 brings back a sample of the mist and makes a promise to help a strange creature.

• 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 very 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 story to act out for a readers’

theater. Remind them to pay attention to punctuation, and to stress certain words to dramatize Zoe’s thoughts and feelings as she travels into the volcano.

• 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 compound words, using examples from the text. Remind students that compound words are made up of two smaller words. Knowing the meanings of the two smaller words helps determine the meaning of compound word. For example, in the word headlamp on page 5, knowing the meaning of the two smaller words head and lamp helps readers understand that it is a lamp worn on the head.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 12.10.

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 them understand what they read. 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 and identify the characters, setting, and the plot.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What is the meaning of jostled on page 6?

• The last paragraph on page 8 is mainly about _______________________________.

• The author most likely wrote this story in order to ___________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text Why can’t Zoe get out of the tunnel the same

way she went in?

2. Think within the text Why is the Zubia creature not sure about

helping Zoe at fi rst?

3. Think about the text The Zubia clan’s attitude toward humans

suggests this fantasy story may be about something more important

than dying volcanoes. What other message might the author be

trying to send to readers?

4. Think beyond the text How do you think Zoe feels about the Zubia

clan? Explain your answer.

Making Connections Zoe decides not to tell anyone about the Zubia clan. How would you have handled the discovery? Explain your answer.

Write your answer in your Reader’s Notebook.

Name Date

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 . 1 0

Inside the VolcanoCritical Thinking

Grade 6, Unit 3: Going the Distance12

A rock slide is now blocking her way.

He blames humans for the death of the volcano.

The death of the volcanoes is similar to the damage to the

environment humans are causing in the real world.

She is thankful for their help and says she will always be grateful

to them.

Possible responses shown.

12.10_6_246260RNLEAN_Crtl Thk.in12 12 12/12/09 10:09:03 AM

First Pass

English Language DevelopmentReading Support Give English learners a special “preview” of the text by holding a brief small-group discussion with them before reading the text with the entire group.

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

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency. 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 and help the dwellers.



Name Date

Inside the VolcanoThinking Beyond the Text

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

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

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


6_310305_ELL_LRTG_L12_insidevolcano.indd 66_310305_ELL_LRTG_L12_insidevolcano.indd 6 7/24/09 1:48:58 PM7/24/09 1:48:58 PM

Name Date Lesson 12

B L A C K L I N E M A S T E R 1 2 . 1 0

Inside the VolcanoCritical ThinkingCritical Thinking

Read and answer the questions.

1. Think within the text Why can’t Zoe get out of the tunnel the same

way she went in?

2. Think within the text Why is the Zubia creature not sure about

helping Zoe at fi rst?

3. Think about the text The Zubia clan’s attitude toward humans

suggests this fantasy story may be about something more important

than dying volcanoes. What other message might the author be

trying to send to readers?

4. Think beyond the text How do you think Zoe feels about the Zubia

clan? Explain your answer.

Making Connections Zoe decides not to tell anyone about the Zubia clan. How would you have handled the discovery? Explain your answer.

Write your answer in your Reader’s Notebook.



1414483

Student Date

Inside the Volcano

Running Record Form

Lesson 12B L A C K L I N E M A S T E R 1 2 . 1 4

Inside the Volcano • LEVEL T


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

9 Zoe woke up slowly. Darkness was all around her. She had no

idea how much time had passed. She told herself to stay calm

while she checked her arms and legs. When she sat up, her

head hurt. She touched it. Her head was sticky with blood.

Zoe looked around and saw her rope. Her eyes followed the

glowing rope upward. It went up to the spot where she had

fallen. But the hole was too high to reach. She could not climb

out of it.

Suddenly, Zoe sensed movement beside her.

Comments: Accuracy Rate (# words read

correctly/92 × 100)

%

Total Self- Corrections

6_310305_ELL_LRTG_L12_insidevolcano.indd 86_310305_ELL_LRTG_L12_insidevolcano.indd 8 7/24/09 1:48:59 PM7/24/09 1:48:59 PM

Documents

LESSON 12 TEACHER’S GUIDE Inside the Volcano