Literature Circle Guide - Weebly

Literature Circle Guide:

The Cay

by Susan Van Zile

New York • Toronto • London • Auckland • Sydney • Mexico City • New Delhi • Hong Kong • Buenos Aires

S C H O L A S T I C

BPROFESSIONAL OOKS

Literature Circle Guide: The Cay © Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroom use. Noother part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without permissionof the publisher. For information regarding permission, write to Scholastic Professional Books, 557 Broadway,New York, NY 10012-3999.

Guide written by Susan Van ZileEdited by Sarah GlasscockCover design by Niloufar Safavieh Interior design by Grafica, Inc.Interior illustrations by Mona Mark

Credits: Cover: Jacket cover for THE CAY by Theodore Taylor. Used by permission of HarperCollins Publishers.

Copyright © 2002 by Scholastic Inc. All rights reserved.

ISBN 0-439-35535-4

Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 08 07 06 05 04 03 02


Contents

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Using the Literature Circle Guides in Your Classroom . . . . . . . . . . . . . . . . . . . . . 5

Setting Up Literature Response Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Good Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

About The Cay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

About the Author: Theodore Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Enrichment Readings: World War II, Coral Reefs, Curaçao . . . . . . . . . . . . . . . . . . . . .10

Literature Response Journal Reproducible: Before Reading the Book . . . . . . . . . . . .13

Group Discussion Reproducible: Before Reading the Book . . . . . . . . . . . . . . . . . . . .14

Literature Response Journal Reproducible: Chapters 1-2 . . . . . . . . . . . . . . . . . . . .15

Group Discussion Reproducible: Chapters 1-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16







Literature Response Journal Reproducible: Chapters 10-11 . . . . . . . . . . . . . . . . . .23

Group Discussion Reproducible: Chapters 10-11 . . . . . . . . . . . . . . . . . . . . . . . . . . .24







Reproducible: After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Reproducible: Individual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Reproducible: Group Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Literature Discussion Evaluation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

3


As a teacher, you naturally want to instill in yourstudents the habits of confident, critical, indepen-dent, and lifelong readers. You hope that evenwhen students are not in school they will seek outbooks on their own, think about and questionwhat they are reading, and share those ideas withfriends. An excellent way to further this goal is byusing literature circles in your classroom.

In a literature circle, students select a book toread as a group. They think and write about it ontheir own in a literature response journal and thendiscuss it together. Both journals and discussionsenable students to respond to a book and developtheir insights into it. They also learn to identifythemes and issues, analyze vocabulary, recognizewriting techniques, and share ideas with eachother—all of which are necessary to meet stateand national standards.

This guide provides the support materials forusing literature circles with The Cay by TheodoreTaylor. The reading strategies, discussionquestions, projects, and enrichment readings willalso support a whole class reading of this text orcan be given to enhance the experience of anindividual student reading the book as part of areading workshop.

Literature Circles

A literature circle consists of several students(usually three to five) who agree to read a booktogether and share their observations, questions,and interpretations. Groups may be organizedby reading level or choice of book. Often thesegroups read more than one book together since,as students become more comfortable talkingwith one another, their observations andinsights deepen.

When planning to use literature circles in yourclassroom, it can be helpful to do the following:

A Recommend four or five books from whichstudents can choose. These books might begrouped by theme, genre, or author.

A Allow three or four weeks for students to readeach book. Each of Scholastic’s LiteratureCircle Guides has the same number of sectionsas well as enrichment activities and projects.Even if students are reading different books inthe Literature Circle Guide series, they can bescheduled to finish at the same time.

A Create a daily routine so students can focuson journal writing and discussions.

A Decide whether students will be reading booksin class or for homework. If students do alltheir reading for homework, then allot classtime for sharing journals and discussions. Youcan also alternate silent reading and writingdays in the classroom with discussion groups.

To the Teacher

Read More AboutLiterature Circles

Getting the Most from Literature Groupsby Penny Strube (Scholastic ProfessionalBooks, 1996)

Literature Circles by Harvey Daniels(Stenhouse Publishers, 1994)

4


Using the Literature CircleGuides in Your Classroom

Each guide contains the following sections:

A background information about the authorand book

A enrichment readings relevant to the book

A Literature Response Journal reproducibles

A Group Discussion reproducibles

A Individual and group projects

A Literature Discussion Evaluation Sheet

Background Information andEnrichment Readings

The background information about the author andthe book and the enrichment readings are designedto offer information that will enhance students’understanding of the book. You may choose toassign and discuss these sections before, during, or after the reading of the book. Because eachenrichment concludes with questions that invitestudents to connect it to the book, you can use thissection to inspire them to think and record theirthoughts in the literature response journal.

Literature Response JournalReproducibles

Although these reproducibles are designed for individual students, they should also be used to stimulate and support discussions in literature circles. Each page begins with a readingstrategy and follows with several journal topics.At the bottom of the page, students select atype of response (prediction, question,observation, or connection) for free-choicewriting in their response journals.

◆ Reading StrategiesSince the goal of the literature circle is to empowerlifelong readers, a different reading strategy isintroduced in each section. Not only does thereading strategy allow students to understand thisparticular book better, it also instills a habit ofmind that will continue to be useful when theyread other books. A question from the LiteratureResponse Journal and the Group Discussion pagesis always tied to the reading strategy.

If everyone in class is reading the same book,you may present the reading strategy as a mini-lesson to the entire class. For literature circles,however, the group of students can read over anddiscuss the strategy together at the start of classand then experiment with the strategy as theyread silently for the rest of the period. You maywant to allow time at the end of class so thegroup can talk about what they noticed as theyread. As an alternative, the literature circle canreview the reading strategy for the next sectionafter they have completed their discussion. Thatnight, students can try out the reading strategyas they read on their own so they will be readyfor the next day’s literature circle discussion.

◆ Literature Response Journal TopicsA literature response journal allows a reader to“converse” with a book. Students write questions,point out things they notice about the story, recallpersonal experiences, and make connections toother texts in their journals. In other words, theyare using writing to explore what they think aboutthe book. See page 7 for tips on how to helpstudents set up their literature response journals.

1. The questions for the literature response journals have no right or wrong answers but are designed to help students look beneath thesurface of the plot and develop a richerconnection to the story and its characters.

2. Students can write in their literature responsejournals as soon as they have finished a readingassignment. Again, you may choose to havestudents do this for homework or make time during class.

3. The literature response journals are an excellenttool for students to use in their literature circles.They can highlight ideas and thoughts in theirjournals that they want to share with the group.

4. When you evaluate students’ journals, consider whether they have completed all theassignments and have responded in depth andthoughtfully. You may want to check each dayto make sure students are keeping up with theassignments. You can read and respond to thejournals at a halfway point (after five entries)and again at the end. Some teachers suggest that students pick out their five best entries for a grade.

5


Group Discussion Reproducibles

These reproducibles are designed for use inliterature circles. Each page begins with a seriesof discussion questions for the group toconsider. A mini-lesson on an aspect of thewriter’s craft follows the discussion questions.See page 8 for tips on how to model gooddiscussions for students.

◆ Literature Discussion Questions: In a literature discussion, students experience a bookfrom different points of view. Each reader bringsher or his own unique observations, questions,and associations to the text. When studentsshare their different reading experiences, theyoften come to a wider and deeper understandingthan they would have reached on their own.

The discussion is not an exercise in finding theright answers nor is it a debate. Its goal is toexplore the many possible meanings of a book.Be sure to allow enough time for theseconversations to move beyond easy answers—try to schedule 25–35 minutes for each one. In addition, there are important guidelines to ensure that everyone’s voice is heard.

1. Let students know that participation in theliterature discussion is an important part of theirgrade. You may choose to watch one discussionand grade it. (You can use the LiteratureDiscussion Evaluation Sheet on page 33.)

2. Encourage students to evaluate their ownperformance in discussions using the LiteratureDiscussion Evaluation Sheet. They can assessnot only their own level of involvement but alsohow the group itself has functioned.

3. Help students learn how to talk to one another effectively. After a discussion, help themprocess what worked and what didn’t. Videotapediscussions if possible, and then evaluate themtogether. Let one literature circle watch anotherand provide feedback to it.

4. It can be helpful to have a facilitator for eachdiscussion. The facilitator can keep students frominterrupting each other, help the conversation getback on track when it digresses, and encourageshyer members to contribute. At the end of eachdiscussion, the facilitator can summarize everyone’scontributions and suggest areas for improvement.

5. Designate other roles for group members. Forinstance, a recorder can take notes and/or listquestions for further discussion. A summarizercan open each literature circle meeting bysummarizing the chapter(s) the group has justread. Encourage students to rotate these roles, aswell as that of the facilitator.

◆ The Writer’s Craft: This section encouragesstudents to look at the writer’s most importanttool—words. It points out new vocabulary, writing techniques, and uses of language. One ortwo questions invite students to think moredeeply about the book and writing in general.These questions can either become part of the literature circle discussion or be written about instudents’ journals.

Literature Discussion Evaluation Sheet

Both you and your students will benefit fromcompleting these evaluation sheets. You can usethem to assess students’ performance, and asmentioned earlier, students can evaluate their ownindividual performances, as well as their group’sperformance. The Literature Discussion EvaluationSheet appears on page 33.

6


Setting Up Literature Response Journals

Although some students may already keepliterature response journals, others may notknow how to begin. To discourage students frommerely writing elaborate plot summaries and toencourage them to use their journals in ameaningful way, help them focus their responsesaround the following elements: predictions,observations, questions, and connections. Havestudents take time after each assigned section tothink about and record their responses in theirjournals. Sample responses appear below.

◆ Predictions: Before students read the book,have them study the cover and the jacket copy.Ask if anyone has read any other books byTheodore Taylor. To begin their literatureresponse journals, tell students to jot down theirimpressions about the book. As they read,students will continue to make predictions aboutwhat a character might do or how the plot mightturn. After finishing the book, students can re-assess their initial predictions. Good readersunderstand that they must constantly activateprior knowledge before, during, and after theyread. They adjust their expectations andpredictions: a story that is completely predictableis not likely to capture anyone’s interest. Astudent about to read The Cay might predict the following:

Looking at the book jacket makes mewonder how the blind white boy Phillip willget along with the old black man. I thinkthe two will have problems because I seethe words black vs. white. It will take a lotof courage and determination to survive onthe island.

◆ Observations: This activity takes placeimmediately after reading begins. In a literatureresponse journal, the reader recalls freshimpressions about the characters, setting, andevents. Most readers mention details that standout for them even if they’re not sure what theirimportance is. For example, a reader might listphrases that describe how a character looks orthe feeling a setting evokes. Many readers note

certain words, phrases, or passages in a book.Others note the style of an author’s writing orthe voice in which the story is told. A studentjust starting to read The Cay might write the following:

I notice Phillip feels “excited” about thewar, “not frightened.” I wonder if that’swhy he disobeys his mother and goes toFort Amsterdam with Henrik van Boven.But, after the army officer tells Phillip hecould be killed by a torpedo, Phillip isfrightened. Then he seems to view the waras real, not as an adventure.

◆ Questions: Point out that good readers don’tnecessarily understand everything they read. Toclarify their uncertainty, they ask questions.Encourage students to identify passages thatconfuse or trouble them, and emphasize thatthey shouldn’t take anything for granted. Sharethe following student example:

What will happen to Phillip? Why does hismother want to take him back to Virginia?Doesn’t she realize their ship could beblown up? If she wants to protect Phillip,why won’t she fly to Virginia? Will Curaçaobe bombed?

◆ Connections: Remind students that onestory often leads to another. When one friendtells a story, the other friend is often inspired totell one, too. The same thing happens whensomeone reads a book. A character reminds thereader of a relative, or a situation is similar tosomething that happened to him or her.Sometimes a book makes a reader recall otherbooks or movies. These connections can behelpful in revealing some of the deeper meaningsor patterns of a book. The following is anexample of a student connection:

I keep thinking about Phillip’s sadness as heleaves Curaçao. I felt the same way whenmy family moved. His reaction makes methink things will get worse for him beforethey get better. That’s what happened to me.

7


The Good Discussion

In a good literature discussion, students arealways learning from one another. They listen toone another and respond to what their peershave to say. They share their ideas, questions,and observations. Everyone feels comfortableabout talking, and no one interrupts or putsdown what anyone else says. Students leave agood literature discussion with a newunderstanding of the book—and sometimes withnew questions about it. They almost always feelmore engaged by what they have read.

◆ Modeling a Good Discussion: In this era ofcombative and confessional TV talk shows,students often don’t have any idea of what itmeans to talk productively and creativelytogether. You can help them have a better idea ofwhat a good literature discussion is if you letthem experience one. Select a thought-provokingshort story or poem for students to read, andthen choose a small group to model a discussionof the work for the class.

Explain to participating students that theobjective of the discussion is to explore the textthoroughly and learn from one another.Emphasize that it takes time to learn how tohave a good discussion, and that the firstdiscussion may not achieve everything they hopeit will. Duplicate a copy of the LiteratureDiscussion Evaluation Sheet for each student. Go over the helpful and unhelpful contributionsshown on it. Instruct students to fill out the sheetas they watch the model discussion. Then havethe group of students hold its discussion whilethe rest of the class observes. Try not to interruptor control the discussion and remind the studentaudience not to participate. It’s okay if thediscussion falters, as this is a learning experience.

Allow 15–20 minutes for the discussion. Whenit is finished, ask each student in the group toreflect out loud about what worked and whatdidn’t. Then have the students who observedshare their impressions. What kinds ofcomments were helpful? How could the grouphave talked to each other more productively?You may want to let another group experiment

with a discussion so students can try out whatthey learned from the first one.

◆ Assessing Discussions: The following tipswill help students monitor how well their groupis functioning:

1. One person should keep track of all behaviorsby each group member, both helpful andunhelpful, during the discussion.

2. At the end of the discussion, each individualshould think about how he or she did. Howmany helpful and unhelpful checks did he or she receive?

3. The group should look at the LiteratureDiscussion Evaluation Sheet and assess theirperformance as a whole. Were most of thebehaviors helpful? Were any behaviorsunhelpful? How could the group improve?

“I was wondering if anyone knew . . .”

“I see what you are saying. That reminds me ofsomething that happened earlier in the book.”

“What do you think?”

“Did anyone notice on page 57 that . . .”

“I disagree with you because . . .”

“I agree with you because . . .”

“This reminds me so much of when . . .”

“Do you think this could mean . . .”

“I’m not sure I understand what you’re saying.Could you explain it a little more to me?”

“That reminds me of what you were saying yesterday about . . .”

“I just don’t understand this.”

“I love the part that says . . .”

“Here, let me read this paragraph. It’s an example of what I’m talking about.”

8

In good discussions, you will often hearstudents say the following:


About The CayThe Cay is a powerful book about survival andprejudice. While the novel keeps readers on theedges of their seats, it also raises questions aboutracism. Phillip, the young white boy in the story,mistreats Timothy, the black man with whom heis stranded on the island.

Although Phillip’s racist attitudes changeduring the novel, critics view the author’smessage very differently. Some believe the bookattacks racism while others think it promotesracism because of the way Theodore Taylorportrays Timothy. Taylor says, “The Cay is notracist . . . and the character of Timothy . . . is‘heroic’ and not a stereotype.”

About the Author: Theodore Taylor

Growing up to be a writer was not one of

school sports column for the local newspaper.Taylor remarks, “Never had I thought aboutwriting of any sort. And, to my knowledge, Ihad no talent for it. But I was certainly willing togamble that I could put a story together.”

Since then Taylor has written more than fiftyfiction and nonfiction books for both childrenand adults. His love for the type of adventurefound in The Cay began when he was a child.He enjoyed roaming and exploring fields, muddycreeks, and salt marshes. For Taylor, booksbecame “an ‘extension’ of pretend adventures.”Often he would take as many as five adventurebooks home from the library.

Adventure and real-life writing remainimportant parts of Theodore Taylor’s life andbooks. While on a tour of duty with the navalreserve during the Korean War, the author wasstationed in the Caribbean, where he providedhurricane relief to small islands. Here Taylor“sponged up the background and atmosphere”that led to The Cay.

The story idea for The Cay actually came from Taylor’s World War II research. He read an account about a small boy who was lost atsea after a German U-boat sank his ship. Phillip,The Cay’s main character, resembles one of the author’s childhood friends. Taylor recalls,“We had fun together but I remembered, lateron, his absolute hatred of black people. Man,woman, or child. Tragically, his mother taughthim that hatred.”

Like his characters, many of Taylor’s storiesare drawn from real-life adventures he hasexperienced through various careers. He hasbeen a merchant marine, naval officer, sportswriter, boxer, screenwriter, and a producer anddirector of documentary films. Taylor says, “Ifind it hard to write about what I have not seenor, in some way, experienced. So I am alwaysready, anxious, and willing—at the sound of ajet engine turning on or the blast of a ship’swhistle—to go.”

9

Other Books byTheodore Taylor

The Maldonado Miracle

The Trouble with Tuck

Walking Up a Rainbow

Sniper

Tuck Triumphant

The Weirdo

Timothy of the Cay

Battle in the Arctic Seas

A Shepherd Watches, a Shepherd Sings


Theodore Taylor's childhood dreams. In fact,he stumbled into it. At the age of thirteen,Taylor received his first professional writingassignment, which was to write a high-

Enrichment: World War IIToday who would believe that the calm bluewaters of the Caribbean once exploded with gun-fire and torpedoes? Yet during World War II, theCaribbean Sea, the setting for the Cay, was oneof the most important battlegrounds in the war.

World War II began in September of 1939.Germany under Adolph Hitler’s rule, invadedPoland. When Germany wouldn’t pull its troopsout of Poland, England and France declared war.Other countries such as Canada, Australia, andIndia joined England and France in the war.These countries became known as the Allies.Italy and Japan sided with Germany; thesecountries were called the Axis powers. After theJapanese bombed United States military bases inHawaii, the United States entered the war on theside of the Allies.

To survive during World War II, Englandneeded food and war materials from NorthAmerica. Curaçao, the Caribbean island in TheCay, produced gasoline and oil essential to thewar effort; large tankers transported theseproducts from the island across the AtlanticOcean to England. The greatest threat to theships sailing the Atlantic were Germansubmarines called Unterseeboote or U-boats.Phillip’s bone-chilling words at the beginning ofThe Cay accurately show how dangerous theseboats were.

Like silent, hungry sharks that swim in thedarkness of the sea, the German submarinesarrived in the middle of the night.

In 1942, German U-boats began torpedoingtankers and boats in the Caribbean and along theeast coat of the United States at a horrifying rate.Between January and March, 216 ships, mostlyoil tankers, were sunk. By the end of sixmonths, 397 ships carrying over two milliontons of war materials had been sunk, and over5,000 people had died. In contrast, the Germansonly lost seven U-boats and 320 men. At thispoint, Germany was clearly winning the battle ofthe Atlantic.

To fight back, the United States began using aconvoy system. Instead of sailing alone, groupsof cargo ships traveled together and were escort-ed by war ships. The convoys were successful,and shipyards in the U.S. increased their produc-tion of war ships.

In addition to convoys, other strategies wereemployed to fight the U-boats. Radar and anunderwater detection device known as sonarwere used to find U-boats. From the skies, long-range aircraft began bombing the U-boats whenthey surfaced. Because of these massive efforts,the Allies successfully sank more boats thanGermany could produce. At last, the fiery battlesin the Caribbean and Atlantic subsided, andAllied ships could safely sail to their destinations.

What kind of an impact do the German U-boats have on Phillip’s life? How does World War II affect Phillip and his family? What happens to the S.S. Empire Tern?

10


Enrichment: Coral ReefsImagine an underwater fairyland ablaze withbrightly colored, strange-looking animals andplants that look like giant brains, thick fingers,and boulders. Welcome to the majestic world ofthe coral reef where life and action abound.

Coral reefs cover over seventy million squaremiles of the ocean! They are the largeststructures ever built by animals, and the oldestreefs began growing over twenty-five millionyears ago. A haven for thousands of organisms,this ecosystem is one of the most diverse on Earth.

A tiny animal called a coral or a coral polypbuilds coral reefs. This minute, simple organismhas a jelly-like body that is enclosed in a tubethat opens at one end. Around its mouth aretentacles that the animal uses to gatherplankton, its food. These polyps extract calciumcarbonate from seawater and use it to form hardlimestone skeletons. When the polyp dies, itleaves behind this stony skeleton, which joinsmillions of other casings to form the coral reef.

Coral reefs are located in a broad belt on bothsides of the equator. Ideal conditions for growthinclude clear, shallow, sunlit waters andtemperatures in the seventies. The Great BarrierReef, which is located off the coast of Australia,is the world’s largest reef. It is 500 feet high and1,260 miles long!

Mysterious, magical creatures inhabit the coralreef, which pulsates with life. Colorful clownfishhide inside the finger-like tentacles of theanemone. Plump-bodied butterfly fish weave inand out of brain and organ pipe coral while ahungry barracuda hovers nearby. As a bluewrasse approaches the barracuda, the predatoropens its mouth. Strangely, the barracuda doesnot devour the wrasse. Instead the wrasse cleansthe barracuda’s teeth just like a dental hygienist!

Equally as magnificent and strange are thecorals, which are either hard or soft. Hard corals,the reef builders, are easy to picture becausetheir shapes resemble their names—elkhorn,leaf, star, brain, flower, doughnut, mountain, andlettuce corals.

In contrast to hard corals, soft corals often looklike plants or quill pens. Soft corals include organpipe coral, umbrella coral, sea fans, and seapansies. Abundant on all reefs but particularly inthe Caribbean, the colorful red, violet, lavender,yellow, and ebony corals brilliantly shimmer likean artist’s palette floating in the sea.

What is the relationship between the coral reef,the cay, and Devil’s Mouth? How does the coralreef on the east side of the island differ from theone on the north side? What kinds of reefanimals endanger Phillip?

11


Enrichment: Curaçao

Curaçao, a Caribbean island located offthe coast of Venezuela, is one of twogroups of islands known as theNetherlands Antilles group. Frequently,it is referred to as one of the ABCislands, along with its sister islandsAruba and Bonaire. The other group ofislands includes Saba, St. Eustatius, andSt. Martin.

Spanish explorer Alonso de Ojedalanded on Curaçao’s coast in 1499 anddiscovered an island populated by largeIndians. Thus Spaniards called theisland Isla de los Gigiantes, whichmeans island of the giants. Most peoplebelieve the name Curaçao is derivedfrom the Spanish word corazon (heart).

In 1634, the Dutch conquered the island,which became a haven for the slave trade. Toenable slaves and their owners to communicate,a new language called Papiamentu emerged.Papiamentu is a combination of Portuguese,Spanish, Dutch, and several African dialects.

During the eighteenth century, the British andFrench fought for control of Curaçao. In 1815,however, under the Treaty of Paris, the Dutchregained control. When oil was discovered offVenezuela in 1920, Curaçao became a center fordistilling crude oil.

Although the Dutch settled Curaçao, the islandculture is more African and Caribbean in flavor.Tambu, an ancient form of African music anddance, is performed at carnival and culturalfestivals. Drums provide the beat and rhythm forthe dance known as baila ban. Dance partnersmove their hips and bodies to the drumbeat whiletheir feet stay in one place. Although the dance isperformed in pairs, partners never touch.

Some of the islanders’ beliefs and superstitionsare also rooted in the African culture. Forexample, an obeah man is believed to have thepower to cast spells on people. Thus, when aperson breaks a leg or suffers a streak of badluck, the misfortune is blamed on Obeah. To

prevent unwanted visitors, superstitious islandershang goat skulls on fences. They also place aloeplants on doors to keep evil out of their homes.

Some of the island’s folklore and famousstories also originate in Africa and star Anansi,who is both man and spider. When trouble headsthis trickster’s way, Anansi transforms into aspider and hides in his web. Through hiscunning, Anansi outsmarts his bigger opponents.His character appealed to enslaved Africans who hoped to triumph over their owners andoppressors.

Why is the island of Curaçao important in thewar? What are some of Timothy’s beliefs andsuperstitions? How do they affect his behavior onthe cay? What is Timothy’s role in carnival?

12


13

Literature Response Journal

Name ______________________________________ Date _______________________

The CayBefore Reading the Book

Reading Strategy: Using Background Knowledge

The Cay takes place on the island of Curaçao in theCaribbean and also on a cay, settings few readersmay have actually visited. Although the authordescribes both places in great detail, gathering information about the setting will help youvisualize it and understand how it affects the characters. First use a dictionary to find thedefinition of a cay. Then locate Curaçao in an atlas or find a map on the Internet. Use anencyclopedia, library sources, travel brochures, or Internet Web sites to gatherinformation. After you have a good sense of what a cay is, consider the followingquestions: How would you feel if you were marooned on a cay? How would you survive?

Writing in Your Literature Response Journal

A. Write about one of these topics in your journal. Circle the topic you chose.

1. Imagine being in an unfamiliar place and also being separated from your parents.How would you feel? What would you do to cope with the situation?

2. Write about a time when you met a new person, formed an opinion about him orher, and then realized your opinion was wrong. What was your first reaction tothis person? Why did you react the way you did? How did your opinion of theperson change? What did you learn from this experience?

B. What were your predictions, questions, observations, and connections about thebook? Write about one of them in your journal. Check the response you chose.

❒ Prediction ❒ Question ❒ Observation ❒ Connection


Group Discussion

14

Name ______________________________________ Date _______________________

The Cay Before Reading the Book

For Your Discussion Group

To make connections as you begin reading a newbook, it is important to think about what youalready know. Thinking about prior knowledgerelated to what you read increases your comprehension or understanding of a text. Oneway to begin this process is to brainstorm.

A Working individually, divide a piece of paper into eight sections. Use scissors to cutapart the sections. On each section, list ideas, situations, objects, or words youassociate with the word survival. Specifically, think about the word as it relates tobeing marooned on a small island in the middle of a vast ocean.

A In your discussion group, take turns sharing the items on your pieces of paper. Groupcommon items together. Discuss similarities and differences among the items.

A Next, organize the words into related groups or categories, such as food or shelter. Useadditional paper to create headings for the categories. As you put the various wordsinto categories, provide a reason for each choice.

A Individually, construct a web that reflects what you and your group know aboutsurvival. Write the word survival in the center of the web. Your categories will be themajor branches and the words under them will be the minor branches. Add newassociations you make.

A Refer to your webs as you read the book. Discuss which items relate to the story andwhich do not. Suggest reasons for similarities and differences.

TIPWhen you are brainstorming, remember that the goal is to collect as many differentideas as possible without commenting on them. Everybody’s ideas should be included.



15

Name ______________________________________ Date _______________________

The Cay Chapters 1–2

Reading Strategy: Comparing and Contrasting

Making comparisons is one technique good readers use to deepen their understanding of a story. They think about and compare and contrast settings, characters, and events.As you read the first chapter, begin to make your own comparisons about the differentelements of the story. Record your observations in your journal.



1. Search for passages to help you compare and contrast one of the following:

Willemstad before and after the U-boats arriveVirginia and CuraçaoPhillip’s mother and father

Focus on one of these comparisons. Describe the similarities and differencesbetween the two places or characters.

2. In Chapter 1, Phillip lies to his friend, Henrik van Boven. What motivates him to lie? How do you feel about these lies? Is lying ever justified? Support your response.

3. The German U-boats threaten Phillip’s safety and fill him with fear. Think about a time when you were scared, and describe the situation. What similarities and differences are there between your situation and Phillip’s?

B. What were your predictions, questions, observations, and connections as youread? Write about one of them in your journal. Check the response you chose.



Group Discussion

16

Name ______________________________________ Date _______________________



A Compare World War II to wars that are currently being fought. Is war ever justified?Explain your reasoning. How can war be prevented? What can be done to promoteworld peace?

A Two heads are better than one, especially when you’re trying to understand newinformation. In this section of the book, Taylor presents many facts about World WarII. As a group, search for and gather the facts about World War II in these chapters.Put the information together to form a clear picture of what is happening. Consider the following:

the importance of Curaçao in the warthe relationship among the tankers, the U-boats, and the U.S. Navythe reasons why the Chinese crews face mutiny chargesthe effects of the war on the people of Curaçao

A World War II was a conflict, or a fight, among many nations. Unfortunately, conflictsalso occur within our schools. Discuss conflicts between groups in your school. Whatare the causes and effects of these conflicts? How can they be resolved? What actionscan your school community take to make your school a safe place?

Writer’s Craft: Specialized Vocabulary

Authors often use specialized vocabulary that relates to the topic about which they arewriting. What new words have you learned while reading The Cay? Think of words thatdescribe ships, such as veerboats and schooners; words that describe the landscape, suchas konoekoe and divi-divi trees; and words related to the Dutch language, such asOtrabanda and Schottegat. Have you discovered the meanings of these words? Choosea few to research, and share what you learn with your group.


Name ______________________________________ Date _______________________


Reading Strategy: Making Inferences

Theodore Taylor does not tell the reader directly what Phillip’s attitude toward Timothy is.Instead, through Phillip’s words, thoughts, and actions, the author shows how the boyfeels. The reader must do some thinking or inferring to discover Phillip’s beliefs. Makinginferences is like adding numbers. The reader puts two plus two together to get four. Whatcan you infer about how Phillip feels about Timothy?



1. What causes or motivates Phillip to feel the way he does toward Timothy? Recordyour inferences. Include evidence from the story to support your inferences.

2. What have you learned about Timothy? How is he similar to or different fromother characters you’ve read about or people you know? What do you andTimothy have in common? How do you differ?

3. Theodore Taylor describes the aftermath of the torpedo’s blast in the following way:

Everything was bright red, and there were great crackling noises. The entireafterpart of the ship was on fire, and the sailors were launching the lifeboatthat was on our deck. Steam lines had broken and the steam was hissing out.Heat from the fire washed over us.

The powerful language keeps us on the edge of our seat. Words such as brightred and crackling activate our senses. Think of an exciting, suspenseful momentin your life, or invent one. Write a colorful description of it.




17


Group Discussion

18

Name ______________________________________ Date _______________________



A As a group, take turns experiencing Phillip’s blindness. Work with partners. Tie a scarfor similar item around one person’s eyes. Be sure he/she can’t see. Have theblindfolded person perform the following tasks:

tie a shoe button a button or zip up a zipperwrite his or her nameidentify common classroom objects, such as chalk and paper clipstouch carpeting, wooden desk tops, and metal table legswalk around the classroom as directed by the partner’s voicedo simple exercises, such as jumping jacks or toe touchesidentify sounds in the classroom or hallway

A Reverse roles, and repeat the tasks.

A Discuss your reactions. How were your senses and emotions affected by yourblindness? How does Phillip react to his blindness? What would you have done if youwere Phillip? What if you were Timothy?

Writer’s Craft: Dialect

Have you ever noticed that people who live in various regions of our country speakdifferently? A Georgia native does notsound the same as a person fromBoston. Dialect is a form of languagespoken by people in different regions.Since Timothy is from the West Indies,he speaks in a rich, soft dialect. Readsome of Timothy’s dialect aloud.Translate his words into standardEnglish or your own dialect.


Name ______________________________________ Date _______________________


Reading Strategy: Asking Questions

Asking questions as you read helps youunderstand the story. You might havequestions about a confusing passage. Youmight also wonder why the author leaves outinformation or describes a character or asituation in a particular way. Good readersask many questions as they read. As youread, record the questions you have in yourjournal. Share them during discussion to helpyou and your group broaden your understanding of the book.



1. What kind of questions do you have about The Cay right now? What would youlike to ask Timothy, Phillip, and/or Stew Cat? Record your questions in yourjournal. Share them with your discussion group.

2. Imagine that you are on the cay. What are the chances of your being rescued?Using the resources around you, develop a plan for being rescued.

3. Carefully review the descriptions of the cay in your book. Then draw a picture ofit. Label each item you include. Beneath the illustration, describe the island inyour own words. What similarities are there between the cay and the place whereyou live? What differences are there?




19


Group Discussion

20

Name ______________________________________ Date _______________________



A Phillip and Timothy disagree aboutwhether or not they should stay onthe cay. Phillip does not want to stay,but Timothy does. In your group,debate both sides of the issue.

A Divide your group into two teams.

A One team will represent Phillip andargue against staying on the cay. Theother side will represent Timothy and argue for remaining on the cay. Each team shouldfind evidence from the novel to support its point of view. Record the evidence, includingdirect quotes. Then decide which group member will present each piece of evidence.

A After collecting the evidence, each team will take turns presenting it.

A Once all the evidence has been presented, discuss personal opinions. Do you thinkTimothy and Phillip should have stayed on the cay? Explain your reasoning. Whatevidence in the debate, if any, influenced your opinion? On a scale of 1-5, how wouldyou rate their chances for survival?

Writer’s Craft: Verbs

Writers use powerful action verbs to help the reader see and experience what happens inthe story. Theodore Taylor writes, “ . . .the raft lurched, and I knew it had grounded.”The reader pictures the raft tipping, swaying, and hitting the sand. The vivid verbs makethe story come to life. As you read, list the verbs Taylor uses, such as stumbled,slapped, and plunged. Which verbs help you visualize the action?


Name ______________________________________ Date _______________________


Reading Strategy: Recognizing Point of View

Point of view refers to whom is telling the story. If the story iswritten from the first-person point of view, one of the characters is telling the story. Thewords I and me help the reader identify the first-person point of view. If the story is writtenfrom the third-person point of view, the narrator may focus on one or more main characters.The words he and she and the use of the main character’s name identify the third-personpoint of view. What point of view is being used in The Cay? Think about how the point ofview affects what you see as the reader.



1. As you read, think about the events in the story from Timothy’s point of view.What is he thinking and feeling? Imagine that you’re Timothy. Write about beingstranded on the cay with Phillip.

2. Read the following passage, and respond to it in your journal:

They had their place and we had ours. He [Timothy] did not really likeme, or he would have taken me along. He was different.

What is your reaction to Phillip’s statement? Why do you think he says this?Explain whether or not you agree with Phillip’s opinion.

3. Timothy and Phillip have a serious disagreement in this chapter. Describe a timewhen you and another person experienced a conflict. How was your situationsimilar to Timothy’s and Phillip’s? How did it differ?




21


Group Discussion

22

Name ______________________________________ Date _______________________



Role playing or acting out parts of a storycan be a powerful tool to help the readerunderstand conflicts or problems.

A Individually, search this section and otherparts of the book to review conflicts orproblems that occur between Timothy andPhillip. Record the page numbers on which you find them.

A As a group, briefly identify and discuss the conflicts.

A Choose partners. Decide which conflict you will act out. Make sure each pair selects adifferent conflict.

A Take turns acting out the scenes where these conflicts occur. You may use dialoguedirectly from the book or make up your own dialogue.

A After observing the presentations, discuss them. What causes the problems betweenPhillip and Timothy? What are the effects of the conflicts on each character?

Writer’s Craft: Conflict

Writers use conflicts or problems in stories to create action and suspense and to provideinformation about the characters. Usually there are two kinds of conflicts in a story,external and internal. An external conflict is one in which a character struggles againstan outside force, such as when Phillip and Timothy battle the sharks, the Germanstorpedo Curaçao’s ships, or Timothy slaps Phillip. An internal conflict takes place inside acharacter’s mind. The character struggles with controlling emotions, making decisions, ortaking actions. Some of Phillip’s internal conflicts are that he feels immense fear,wonders whether to leave the cay, and is confused by Timothy’s actions. Notice theexternal and internal conflicts in the story. How would you resolve them?


Name ______________________________________ Date _______________________


Reading Strategy: Making Predictions

As you read an exciting story, you wonder what is going to happen next.Good readers constantly make guesses or predictions about what they think will happenin a story based on what they already know. As new information is gathered, readersrevise and change their predictions. They sometimes realize that their earlier predictionswere incorrect. A writer wants to keep his or her readers surprised by what happensnext. What do you predict will happen at the end of The Cay?



1. Theodore Taylor ends this section of the book with the following words:

“Where is the raft, Timothy?”“’Twas off d’shore, Phill-eep. ‘Tis back now. An’ our luck is change.”But it didn’t change. It got worse.

What do you think will happen to Timothy and Phillip? Why do you thinkTheodore Taylor ends the chapter this way?

2. Timothy is superstitious and believes that a jumbi or evil spirit causes his badluck. Make a list of common superstitions. Why do you think people create superstitions? In what ways are you superstitious?

3. In Chapter 11, why does Phillip think he can no longer trust Timothy? Describe asituation in which you questioned your trust in someone. How do people buildtrust in each other?




23


Group Discussion

24

Name ______________________________________ Date _______________________

The CayChapters 10–11


A As a result of his experiences with Timothy on the cay,Phillip begins growing and changing mentally andphysically. Consider how Phillip changes, particularly inhis attitude toward Timothy.

A On a piece of paper, draw two silhouettes (simple outlines)of Phillip. Label one “Before” and the other “After.”

A Around the “Before” silhouette, write words and/or draw pictures that show whatPhillip was like before he began to change (before Timothy slapped him). Around the“After” silhouette, write words and/or draw pictures that clearly demonstrate howPhillip is changing.

A Share your silhouettes with the group. Discuss the changes you observe.

A Think about how you have changed and grown within the last year. What similaritiesand differences do you see between your growth and Phillip’s?

Writer’s Craft: Theme

A theme is the author’s message to the reader. Theme is not what happens in the story;it is ideas about life. Sometimes an author directly states the theme of a book. Usually,however, the reader has to read between the lines to figure out the author’s message.Read the passage below:

“Why b’feesh different color, or flower b’ different color? I true don’ know, Phill-eep, but I true tink beneath d’skin is all d’same.”

Interpret these words. What is Theodore Taylor’s message to the reader?


Name ______________________________________ Date _______________________


Reading Strategy: Making Connections

As you read, a character, setting, orsituation may remind you of a friend, aplace you’ve visited, or an event in yourown life. When you make a connectionbetween your own personal experiencesand a book, you understand the story at adeeper level. What experiences have youhad that are similar to those in The Cay?



1. To which characters or situations do you connect in The Cay? Have you read otherbooks or watched movies that remind you of people or events in this story?Reflect on your personal connections, and record them in your journal. Describehow they are similar to and different from the characters and events in the novel.

2. As Phillip struggles to help Timothy during the malaria attack, what do the boy’sactions reveal about his character? Would Phillip’s reaction have been the sameearlier in the novel? Explain your decision.

3. Because of his feelings for Timothy, Phillip conquers his fear and climbs up thecoconut tree. What obstacles have you overcome in your life? How did you overcome them?




25


Group Discussion

26

Name ______________________________________ Date _______________________



A Imagine that your group has survived the explosion of the S.S. Hato and has safelylanded on a cay. Before developing a survival plan, you make a list of all the itemsyou possess. Your job now is to rank these items in terms of their importance to yoursurvival. On a separate piece of paper, list the items below in their order of importance.Place a number 1 by the most important item and a number 16 by the least important.As you reach agreement in your group on how to rank each item, provide reasons foryour choice. Think about how each item is actually used in the book.

Water keg Biscuits Rusty bolts Hunting knifeDry matches Lifeline Tin box NailsHinges Rope Wood LeatherCork Chocolate Palm fronds Clothing

A Now suppose that a hurricane is about to strike the cay. The container you secure tothe palm tree can only hold five items. Review your list, and reach agreement on thefive items you will place in the container. Circle these items.

Writer’s Craft: Sensory Language

Writers use sensory language to paint vivid pictures for readers. Appealing to thesenses also involves the reader in the story. Read the passage below, and think aboutthe words that relate to the five senses.

I heard him sniffing the air as if he could smell the hurricane coming. Withoutthe wind, there was a breathless silence around our cay. The sea, he told me,was smooth as green jelly. But already the water was getting cloudy. There wereno birds in sight. The sky, he said, had a yellowish cast to it.

In what other passages in the book does Theodore Taylor use sensory language? Whyare sensory images such an important part of this particular book? How do the imagesaffect your senses and involve you in the story?


Name ______________________________________ Date _______________________


Reading Strategy: Visualizing

Theodore Taylor describes the hurricane in great detail. Can yousee the “flaming red sky” and “thinveils of high clouds”? As you read,you create pictures in your mind. Use your mind like a director uses a movie camera totell a story. Think about what you visualize as you read. What do you see?



1. Visualize the hurricane and its aftermath and then draw a detailed picture of thestorm. Beneath the illustration write a brief description of your interpretation of the hurricane.

2. When Timothy dies, Phillip does not cry. He says, “There are times when you arebeyond tears.” What does Phillip mean?

3. An epitaph is a written record or memory of a loved one. Write an epitaph forTimothy in the form of a poem, song, speech, or letter.




27


Group Discussion

28

Name ______________________________________ Date _______________________



A Various emotions stir and swirl throughthis part of The Cay. Review passagesfrom the book that vividly portray thefollowing:

the initial violence of the hurricanethe calm eye of the stormthe full fury of the hurricaneTimothy’s deathPhillip’s reaction to Timothy’s death

A How does the author create the various moods and images in each passage? Whatwords or phrases are particularly powerful? How do the passages help you visualizethe storm?

A Think about how Phillip’s lack of sight may have affected his mental preparation forthe hurricane. Since he wasn’t able to see the dark clouds building on the horizon,how did Phillip use his other senses to tell about the approaching storm?

A Make a four-column chart that lists all the senses except sight—smell, touch, hearing,and taste. Reread the chapters to find details about how Phillip used his senses before,during, and after the storm. Record those details in your chart.

Writer’s Craft: Similes

To create a vivid picture of the hurricane, Theodore Taylor uses similes or comparisonsthat begin with the words like or as. Phillip describes the rain during the hurricane in thefollowing way:

Even in front of him, crushed against the trunk of the palm, I could feel therain, which was now jabbing into me like the punches of a nail.

In the simile above, what two things are being compared? What other similes can youfind in these chapters? Record them in your journal.


Name ______________________________________ Date _______________________


Reading Strategy:Making Judgments

As you read, and especiallyafter you finish a book, it isimportant to evaluate or makejudgments about the story. Tocarefully and accurately evaluate a text, you need to know how to ask the rightquestions. What was the author’s purpose for writing the story? Did he or sheaccomplish the goal? Do you believe what the author says? Questions like these enableyou as the reader to make judgments about what you read. What other useful questionscan you think of that will help you form opinions about the text?



1. Create more questions that will help you and your group evaluate the text. Chooseone or two to answer. Share the questions and your responses with your group.

2. Timothy told Phillip not to dive to the bottom of the fishing hole, but Phillip disobeys. Have you ever been given good advice that you did not follow? Whatconsequences did you face? What did you learn from your experience?

3. Instead of giving up when the first rescue plane fails to see him, Phillip uses hisproblem-solving skills to determine why the plane did not see him. Think about aproblem you have encountered. Show the steps you took to solve it.




29


Group Discussion

30

Name ______________________________________ Date _______________________

The Cay Chapter 17–19


A Discuss Phillip’s rescue. What were yourreactions to it?

A Reread the end of the story. Why do youthink Theodore Taylor ends the book thisway? Is the ending effective? Tell why or why not.

A Phillip refers to the island as “our own cay.” He imagines returning to the island andsaying the following words by Timothy’s grave: “Dis b’dat outrageous cay, eh,Timothy?” Why does Phillip use these words?

A Why is the story titled The Cay? Explain whether you think that this is a good title forthe book. What other suggestions do you have for a title?

A Some critics of The Cay think the book promotes racism because of the way TheodoreTaylor portrays Timothy. Others believe the novel attacks racism because Phillip’sracist attitudes change dramatically. Which view do you support, and why?

Writer’s Craft: Character Development

When an author creates a character, he or she uses direct and indirect methods to showthe reader what kind of person the character is. When describing a character directly, theauthor states what the character is like as Theodore Taylor does in the following quote:

[Timothy] was extremely old yet he seemed powerful.

When describing a character indirectly, the author wants the reader to observe the character’s appearance, actions, speech, and interactions with other characters. Then thereader must use these observations to draw conclusions about the character. Characterdevelopment occurs as the story progresses, and the author shows how the charactergrows and changes. What conclusions can you draw about Phillip’s character?


Name ______________________________________ Date _______________________

The Cay After Reading

In The Cay, Theodore Taylor creates a dynamic adventure story that captivates hisaudience. Although part of Taylor’s purpose is to entertain the reader, his intent is also toteach valuable lessons, particularly regarding the issues of prejudice and racism. He usesthe idea of blindness to convey his message to the reader. To discover the messageTaylor delivers through Phillip’s blindness, discuss the following questions in your group:

Although Phillip can see when the story begins, in what sense is he blind?How does Phillip’s blindness eventually enable him to “see”?After his sight is restored, how does Phillip view black people? Why does Phillip need glasses? What do they represent?

A Divide the chapters of the book among the members of your group, and have eachperson scan the text for references to blindness and prejudice.

A Read aloud the references you find. What do blindness and sight represent in thenovel? What is Taylor saying about racism and prejudice through these images?

A Create a poster, collage, or another type of visual project that shows what TheodoreTaylor wants us to learn about racism and prejudice. Use images related to sight andblindness to convey the message in the story. Think creatively. Consider using colors,symbols, images, shadows, and patterns. You may also use photographs or picturesfrom magazines or newspapers. Collect words, phrases, and quotes from the book toenhance and explain your images.

A Share your project with your group.

31


Name ______________________________________ Date _______________________

Individual Projects1. Design a tourist guide for the coral reef. Include descriptions and illustrations of

plants and animals found in the ecosystem. A good Internet site to explore forresearch is www.seasky.org.

2. Create a map that shows the route of the S.S. Hatto, the route that Timothy andPhillip took to the cay, and finally the route that Phillip and his rescuers took from thecay. Use Phillip’s descriptions and Timothy’s references to latitude and longitude tohelp you make your map.

3. Construct a series of real-life math problems that relate to Phillip and Timothy’ssurvival situation. For example, the hut is 8 feet wide, 6 feet long, and 6 feet high.How many cubic feet are inside the hut? (Hint: length x width x height = volume)Share your problems with your classmates. Provide an answer key.

Name ______________________________________ Date _______________________

Group Projects1. Use the Internet and library resources to conduct research on how to prepare for a

hurricane. Have each group member review a different source. Search for lists ofitems to pack in a hurricane survival kit. Share your information with the class. Take turns explaining how to use each item in the kit. Investigate the Web sitehttp://www.gopbi.com/weather/special/storm/ to help you begin your research.

2. Create a survival obstacle course. Design physical challenges similar to the onesTimothy and Phillip encounter. Use simple materials easily found at home or in theclassroom to build the course. Divide the labor equally. After your group completes arun on the course, invite other groups to participate.

3. Research what everyday life during WWII was like for families and children. Choose acountry, and find out how war changed people’s lives. For instance, in Curaçao, theEnrights hung blackout curtains over their windows and worried about supplies offood and water. They also worried about being attacked by the Germans. Use yourresearch to create a mini-documentary about a day in the life of a family duringWWII. Try to include first-person accounts and photos with your text.

✃

32



Documents

Literature Circle Guide - Weebly