Teaching The Book - Scholastic
BOOK STATSGrade Level Equivalent: 5–8Ages: 11 Genre: Historical Fiction, Free VersePages: 227Subject/Theme: Forgiveness, Survival, CourageGuided Reading Level: XCommon CoreState StandardsReadingWritingListening &SpeakingLanguageGrade 5RL.5.1, RL.5.2,RL.5.4, RL.5.6W.5.3SL.5.1, SL.5.4L.5.4Grade 6RL.6.1, RL.6.2,RL.6.4, RL.6.6W.6.3SL.6.1, SL.6.4L.6.4Grade 7RL.7.1, RL.7.2,RL.7.4, RL.7.5W.7.3SL.7.1, SL.7.4L.7.4Grade 8RL.8.1, RL.8.2,RL.8.3, RL.8.4,W.8.SL.8.1, SL.8.4L.8.4Teaching the BookIn the midst of the Dust Bowl, with dust piling uplike snow across the prairie, 14-year-old Billie Jo’slife is transformed by a terrible accident. It leavesher scarred—inside and out. Karen Hesse’s awardwinning novel provides an unforgettable readingexperience told in free verse against the backdrop ofa desperate time in American history. Students willengage in activities including researching the history,geography, and art of the Dust Bowl.Theme Focus: Historical FictionComprehension Focus: Analyze ThemeLanguage Focus: Dust Bowl VocabularyABOUT THE AUTHORKaren Hesse was born in Baltimore, Maryland, in 1952.From an early age, she aspired to become an author,partly because of the encouragement of her fifth gradeteacher. “Mrs. Datnoff believed I could be a professionalwriter some day and because she believed, I believed too.I love writing. I can’t wait to get to my keyboard everymorning. Adults often ask why I write for the youngerset. My reply: I can’t think of anyone I’d rather write for.Young readers are the most challenging, demanding, andrewarding of audiences.”In 1998, Hesse’s novel Out of the Dust won the NewberyMedal. It is based on extensive research into the historyof the Dust Bowl and the people who survived it. Hessehas authored several other award-winning works ofhistorical fiction on topics that range from World War IIto the Holocaust. Karen Hesse currently lives in Vermontwith her husband and has two grown daughters.Visit the Scholastic website for more information aboutKaren Hesse at: http://bit.ly/VUf9gq.OVERVIEWBook SummaryIn powerful and lyrical free verse, Billie Jo Kelby tellsthe story of her life on the Oklahoma prairie fromthe winter of 1934 through the autumn of 1935—during the hard times of the Dust Bowl. Despite theconstant dust storms and the struggle to make endsmeet, Billie Jo is happy with her life. She loves toplay the piano, her mother is pregnant with a muchwanted child, and her father is determined to keeptheir farm and home.Then a terrible accident brings tragedy into BillieJo’s life. Her mother mistakes a pail of kerosene forwater and pours it onto the stove. Trying to save hermother from the fire, Billie Jo accidentally makesthings worse. After her mother and the baby die,Pa falls into a deep depression and Billie Jo can nolonger play the piano because of the burns on herhands. Nor can she forgive her father or herself. Billie Jo’s life is so painful, with her wound, her guilt,and the dust, that she tries to escape on a freighttrain. The journey results in Billie Jo’s own personaljourney toward forgiveness and healing.Set against the backdrop of the Dust Bowl and thehardships faced by prairie families, the novel is atestament to the power of hope and the triumph ofthe human spirit. 2012 SI ALL RIGHTS RESERVEDTEACHER GUIDE1
Get Ready to ReadPre-Reading ActivitiesDust Bowl Provide students with a visual contextfor the dust storms to go with the dramatic andunreal descriptions in Out of the Dust. Fortunately,because the US government hired remarkable photographers such as Walker Evans to document thestorms and the people who suffered through them,there is a rich visual history available. Share thesephotographs, from the Kansas State University website, to show how humans and the landscape wereravaged by dust storms during the 1930s by visiting:http://bit.ly/WgzXPW.Before showing the photographs, share basic information about the Dust Bowl. Consider discussing how, by the 1930s, the soil in Oklahoma andneighboring states had become loose and dry partlyas the result of converting too much wild grasslandto farmland. Also consider sharing that wheat cropsfailed, and nearly 50 million acres were severelydamaged before conservation measures helped putan end to the storms that threatened the lives ofpeople and animals, as well as, the crops.Preview and Predict Discuss with students the titleand cover of the book. Explain that the image on thecover is a picture of a real girl from the 1930s. In thenovel, the girl is named Billie Jo, and she narratesher own story of survival during the Dust Bowl. Askstudents what sort of challenges they think Billie Jomight face in the story.VocabularyWords from the Dust Bowl Explain to studentsthat the author uses some unfamiliar words thatwere part of people’s vocabulary during the DustBowl. She also uses words that describe the land-STORIA ENRICHMENTSThis Storia e-book has the following enrichmentsto enhance students’ comprehension of the book.2 Word Twister Who Said It? Word Scramble (4) Do You Know?TEACHER GUIDEscape of the times. The list below contains wordsfrom the world of the Dust Bowl. Ask students tolook for clues in the text to figure out the words’meanings or to check dictionary definitions.Use Resource #1: Vocabulary Cards on page 7and distribute copies to students. Ask them to writedown the definitions of the words as they read themin the book.drought (p. 31)withered (p. 39)scorch (p. 81)sod (p. 107)duster (p. 109)parched (p. 128)migrants (p. 199)gaunt (p. 200)BIG QUESTIONCritical Thinking Ask students tothink about this question as theyread and be ready to answer itwhen they have finished the book.Write the question on chart paperor have students write it in theirreading journals.How will Billie Jo come “out ofthe dust”?As You ReadReading the BookModeled Reading First, ask students to read theseason and date on page 1: Winter 1934. Note thatthe book is divided into seasons from winter, 1934to autumn, 1935. Then read aloud the first poem inthe book. Explain that it is titled “Beginning, August1920” because that is the date of Billie Jo’s birth,which she describes in the first poem. Model a fluentreading of the poem, being conscious of both the linebreaks and the punctuation. Clarify any questionsstudents have before they begin reading the book.
Independent Reading Assign students to read Outof the Dust independently. Remind them to keep thebig question in mind as they read.healed from the bitterness of losing his wife and iscourting another woman. The land has healed from thedust storm and there is a rebirth of growing things.)Comprehension Focus3. Words from the Dust Bowl Use the wordsdrought, parched, and gaunt to describe both thelandscape of the Dust Bowl, Billie Jo, and her father.(Answers will vary, but should be supported by wordmeanings and text evidence.)Analyze Theme Out of the Dust delivers a powerful message about forgiveness, hope, and healingthrough its sparse, poetic text. Guide students todo a deep reading of the text, making inferencesand analyzing the theme. Remind students that thetheme is a message about life or human nature thatthe author expresses through the character’s actionsand ideas.Ask students to think deeply about the themes ofthe book for themselves and to decide what messagethe book gives them. Emphasize the importance ofsupporting their interpretation of the theme withspecific evidence from the text.Use Resource #2: Analyze Theme on page 9 to support students in examining the themes in Out of theDust. Ask them to answer the questions on the resourceas they read and discuss their responses with a partner.When they have finished the book, ask them to statethe theme of the book in one or two sentences. Guidea discussion about theme with the group, encouragingstudents to offer their answers and to supply evidencefrom the book to support their ideas.Questions to ShareEncourage students to share their responses with apartner or small group.1. Text-to-Self If you were Billie Jo, would you getoff the train to return home or would you stay on tofind a new life?2. Text-to-World The Dust Bowl was a natural disaster. What natural disasters have occurred recently?How did they affect people’s lives?3. Text-to-Text What other young characters haveyou read about who have faced desperate conditions forsurvival? Compare one of the characters to Billie Jo.WORDS TO KNOWWords from the Dust BowlQuestions to DiscussAsk students to write sentences using the vocabulary word bolded in each question. Havevolunteers share their sentences aloud.Lead students in a discussion of these focus storyelements.1. How did drought affect people during theDust Bowl?1. Historical Fiction 14-year-old Billie Jo tells thisstory. How does her point of view affect what youlearn about life in the Dust Bowl? How would thestory be different if an adult told it? (Sample answers:Billie Jo tells about how she dreams of playing thepiano, tests she has in school, and her friends. An adultmight talk more about money and farming.)2. What made the wheat look withered?After You Read2. Analyze Theme How have Billie Jo and herfather healed by the end of the book? How has theland begun to heal as well? (Sample answer: BillyJo has finally forgiven herself and her father; she hashealed inside, as well as, outside. Her father has also3. How was Billie Jo’s father like the sod?4. What did a duster look like as it cameacross the prairie?5. What does Billie Jo mean when she says shesaw the “gaunt of hunger in his cheeks”?Ask students to ask and answer more questions about the vocabulary words, applyingthem to the novel or to their own lives.TEACHER GUIDE3
Extension ActivitiesReading/Writing ConnectionPoetry to Prose Out of the Dust provides an opportunity to teach students about the differences inwriting genres. Ask students to choose one of theirfavorite poems in the book. Then challenge themto rewrite it in the form of a expository text like anewspaper article or a narrative text like a diary entry. Help students to see the economy of poetry (thepower of using few words) as they translate the genreinto a prose form.Don’t forget theBIG QUESTIONCritical Thinking Give each studentan opportunity to answer the bigquestion. Encourage students tosupport their answers with detailsand evidence from the text. Tellstudents there is more than oneright answer.How will Billie Jo come “outof the dust”?Content Area ConnectionsHistory Letters to the White House Ask studentsto read letters that young people wrote to President Franklin D. Roosevelt and First Lady Eleanor Roosevelt duringthe Great Depression. They can find the letters by visiting:http://bit.ly/TtcRZi. Ask students to report back to theclass by choosing a letter and reading it to the class. Thenask them to explain what it reveals about the times of theGreat Depression.Geography Dust Bowl States Ask students toresearch the geographic area of the US that was affected bythe Dust Bowl. Guide them to do an image search on “DustBowl maps,” to find several good maps of the affected areasand those hardest hit. Project a map of the United States onthe whiteboard and have students draw in the states thatwere hit by the dust storms.Science Causes of the Dust Bowl Have studentsresearch the causes of the Dust Bowl, which are attributed todetrimental farming practices and climatic shifts. Ask themto report on their findings, citing the sources they read andexplaining the theories behind the natural disaster.Art Photographs from the Dust Bowl Photographers working for the US government captured historicimages of the Dust Bowl and the people it affected. Encourage students to examine these photographs on sites suchas Wessel’s Living History Farm, which includes interview4TEACHER GUIDEtranscripts with people who lived through the Dust Bowl, aswell as, photographs: http://bit.ly/UzKGHQ. Ask studentsto choose one photograph that they are especially drawn toand describe it to the class while projecting it on the whiteboard or a screen.B I G AC T I V I T YFree Verse Poem After students have read Out of theDust, discuss things they notice and things they like aboutfree verse. The book provides a wonderful example of thepower of poetry to express deep feelings and meanings. Askstudents to experiment with the form of free verse poetryto express something important in their lives by using theBig Activity: Free Verse Poem. Guide them through thefollowing steps to create their poem:1. Choose an experience from your life that has a specialmeaning to you.2. Brainstorm words and phrases that capture the feeling ofthe experience.3. Create a rhythm and shape for the poem that grows out ofyour feelings.4. Use punctuation to guide the reader to stop and start atimportant places.5. Write an ending line that emphasizes the theme ofyour poem.
Name: Date:BIG ACTIVITY: Free Verse PoemChoose an experience from your life that has special meaning to you. Write a free verse poemabout it, using words and phrases that capture the importance of the experience and yourfeelings. Give the poem a shape that expresses its meaning and write an ending line thatemphasizes the theme.Title:Poem: 2012 SI ALL RIGHTS RESERVEDTEACHER GUIDE5
READ MORE AND LEARN MOREUse these books and other resources to expand your students’ study of the book or theme.Author ConnectionsDear America: A Light in the StormKaren HesseAges: 9–13Grades: 4–7Lexile Measure: 850LPages: 208Guided Reading Level: TIt’s 1861, the first year of the Civil War, and Amelia helpsher family run a lighthouse off the coast of Delaware, astate wedged between the warring North and South. Hermother and father argue constantly about President Lincolnand much more. Meanwhile, inspired by the lighthouse sheloves, Amelia comes to feel that she is the light of her family.Can she keep burning bright so that Father and Mothercome back together? Available as a Storia e-bookTheme ConnectionsAntarcticaWalter Dean MyersAges: 11–14Grades: 6–8Lexile Measure: 1100LPages: 144Guided Reading Level: YExploring the treacherous South Pole was never easy, buta few brave men, such as James Cook, Richard Byrd, andErnest Shackleton, were determined to do it. The authordescribes their journeys in riveting detail while portrayingthe strength and courage it took to face such unforgivingconditions. Available as a Storia e-bookThe Healing SpellKimberly Griffiths LittleAges: 10–14Grades: 5–8Lexile Measure: 800LPages: 368Twelve-year-old Livie is living with a terriblesecret: she caused the accident that left her Mamma in acoma. When Mamma comes home from the hospital, stillin a coma, Livie is wracked by guilt. Can a mysterious faithhealer with a magical box of spells help Livie make Mammawake up again? Is a healing string Livie’s last chance forforgiveness? Available as a Storia e-bookTo find PDF versions of the Storia teacher guidesand links to purchase the related books, rces/.6TEACHER GUIDEMorbito 2: Guardian of the DarknessNahoko UehashiAges: 11–13Grades: 6–8Lexile Measure: 830LPages: 272Now an adult, Balsa must return to the capitalshe fled as a child to clear the name of her mentor, Jiguro,and unravel the mystery of her past. One secret from thepast puts Balsa in mortal peril. She discovers that Jigurowas once a member of the king’s royal guard, and when heescaped with Balsa, the king sent his guards out one by oneto bring them back. Are the Guardians of the Dark still afterher? By returning to the capital, is she walking right intotheir hands? Available as a Storia e-bookWar HorseMichael MorpurgoAges: 10–14Grades: 5–8Lexile Measure: 1090LPages: 192Guided Reading Level: ZJoey is a handsome red bay horse, loved by Albert, his13-year-old master. When Albert’s father sells Joey to theBritish Army, the horse is carried away by strangers, trainedto serve in combat, and shipped to the battlefields of WorldWar I. Hunger, cold, and the sound of great guns are nomatch for Joey’s bravery and sense of compassion. He iscertain that someday he will return home, even though heis captured by the enemy. Will Joey ever make it back to thefarm and Albert? Available as a Storia e-bookCircle of SecretsKimberley Griffiths LittleAges: 10–14Grades: 5–8Lexile Measure: 800LPages: 336Shelby has a pain in her heart that’s been thereever since her mama, Mirage, left a year ago. When herdaddy takes a job overseas, Shelby has to go live with Miragetill after Christmas. There’s a blue-bottle tree in the Mirage’syard, which is supposed to trap spirits and keep things safe.Shelby thinks that a ghost may be leaving messages in thebottles. Now, Shelby needs Mirage more than ever, and itseems like forgiveness is the real key to putting everyone’sghosts to rest. Available as a Storia e-book
Resource #1: Vocabulary Cardsdrought (p. 31)withered (p. 39)scorch (p. 81)sod (p. 107)duster (p. 109)parched (p. 128)migrants (p. 199)gaunt (p. 200) 2012 SI ALL RIGHTS RESERVEDTEACHER GUIDE7
Name: Date:RESOURCE #2: Analyze ThemeAnswer these questions as you read to analyze the theme of the book. Provide evidence fromthe text to support each of your answers.“Beginning: August 1920” (pp. 3–5)1. How does Billie Jo think her father feels about her being born a girl?“Blame” (pp. 70–72)2. What does Billie Jo think about the accident? How does she feel about herself? How doesshe feel about her father right after the accident?“Outlined by Dust” (pp. 111–114)3. What mixed feelings does Billie Joe have for her father? How does he treat her?“Midnight Truth” (pp. 195–196)4. What are Billie Jo’s feelings about her father now? What does she plan to do about it?“Cut it Deep” (pp. 209–211)5. How have Billie Jo’s feelings toward her father changed? How have her feelings aboutherself changed?What do you think is the theme or message about life in Out of the Dust?8TEACHER GUIDE 2012 SI ALL RIGHTS RESERVED
3. How was Billie Jo’s father like the sod? 4. What did a duster look like as it came across the prairie? 5. What does Billie Jo mean when she says she saw the “gaunt of hunger in his cheeks”? Ask students to ask and answer more
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
