TEACHER-LED DISCUSSION GUIDE & COMMON CORE LESSONS

Student discussion questions for Aftershock1. Key ideas and details: Ray, Liam, Sasha, and Harper each offer different qualities and character

traits to their friend group. What are the qualities of each character? How is each character unique?

2. Craft and structure: Even though all four characters went through the same natural disaster

and its aftereffects, they each had their own experiences. How and why are their experiences different? How might they be similar?

3. Integration of knowledge and ideas: Harper is upset that her friends left her behind at the park and accuses

them of not noticing her. What is her reasoning? Do you think she makes a good point, or is she misinterpreting what happened?

4. Range of reading and level of text complexity: Sasha gets frustrated when people doubt her because she uses a

wheelchair. Have you ever been in a situation where someone or a group of people doubted you could do something? How did you prove them wrong?

Writing prompt for Aftershock1. Write a news article about the earthquake in the story. What

information would you include? Which of the characters would you want to interview?

Student discussion questions for Backf i re1. Key ideas and details: Throughout the story, Brenna repeatedly thinks about how things

would be different if Elijah were on the camping trip with them. Even though he’s not with them, how does thinking of Elijah influence Brenna’s decisions?

2. Craft and structure: We get to see the points of view of both Brenna and Elijah. Though

they’re experiencing the same wildfire, what each character goes through seems totally different. How do their unique perspectives add detail to the story more than just one character’s would? What is the benefit of reading a story with multiple points of view?

3. Integration of knowledge and ideas: Elijah struggles to get his uncle Marco to leave their house due to the

mandatory evacuation. What are Marco’s arguments for staying? Do you think his reasons are valid? Discuss the pros and cons of staying at the house versus leaving.

4. Range of reading and level of text complexity: Brenna makes a very brave—and risky—choice when she decides to

hide in the trench and let her friends continue without her. Imagine you’re in her situation. Would you have done the same? What would you have done differently?

Writing prompt for Backf i re1. Write a journal entry from Brenna’s perspective while she’s at the

campsite at the end of the book. We got to see Elijah’s point of view at the campsite, but how do you think Brenna’s might be different? She mentions that she doesn’t think her mom has processed that they might lose everything—what might Brenna’s thoughts be about it?

Student discussion questions for B lack B l i zzard1. Key ideas and details: Tyler has different relationships and interactions with several members

on his team—specifically Ethan, L.J., and Julia. Compare and contrast his relationships with his teammates. How do those relationships change throughout the story?

2. Craft and structure: A significant point in the story is when Tyler realizes Ethan wasn’t

disappointed in him or choosing L.J. over him. How might this story have been different if readers were able to see Ethan’s point of view instead? How did Tyler’s point of view influence readers’ interpretation of what happened?

3. Integration of knowledge and ideas: Tyler misunderstands what Ethan is thinking after their speech

tournament, causing him to question their friendship. Think of another story where characters had to a misunderstanding which led to consequences. What could they have done differently to prevent the misunderstanding?

4. Range of reading and level of text complexity: Tyler is disappointed in himself—and thinks his team is also

disappointed in him—because he screwed up at the speech tournament. Think of a situation where you’ve disappointed yourself. What happened? Did you turn the situation around? What made you feel better?

Writing prompt for B lack B l i zzard1. Imagine you’re in Tyler’s situation and have to deliver a speech to cheer

up your teammates. What would you say? How would you turn around everyone’s attitudes? Write it out. Take it another step and practice delivering it.

Student discussion questions for Deep Freeze1. Key ideas and details: Zach is in a very bad situation when he gets stuck in the blizzard.

He needs to use some creative problem solving to stay alive. What equipment did he have and how did he use it? What do you think was the most important thing that he brought and why?

2. Craft and structure: For most of the book, Zach’s only companion is his dog, Skye. What

does Skye do for Zach? What do her reactions tell you about their situation? Think about a specific time where Skye behaved in a way that let Zach know something was happening.

3. Integration of knowledge and ideas: Deep Freeze is about how Zach, Skye, and Zach’s dad try to survive

the blizzard. Can you think of another story where the main characters are trying to survive a disaster? What is the same and what is different about that story and Deep Freeze? How did people in each story react to their circumstances? How do you think the way the main characters in both stories reacted affected the outcome of the story?

4. Range of reading and level of text complexity: Near the end of the story, Zach is running out of time. If he does

not find help, his dad might get worse, and perhaps they both would have died. Think of a time where you were running out of time to do something. What did you do? How did it make you feel to know the deadline was coming up? How did the situation turn out? Looking back, would you have done anything differently?

Writing prompt for Deep Freeze1. Zach’s dad likes to tell fish stories where he exaggerates about the

fish that he caught. Pretend that you are Zach and you are writing a fish story about what happened to you over spring break. What parts would you exaggerate and what parts would you keep factual?

Student discussion questions for Vortex1. Key ideas and details: Three students disappear at Lake Helen before Trey and his friends

go camping there. How are their disappearances similar to Willa and Domenic’s? How are they different? Why do you think Trey and his friends were able to escape while the other students couldn’t?

Student discussion questions for Day o f D i saster The Common Core State Standards for Reading divides student reading achievement goals into four areas as follows:

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and

media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts

independently and proficiently.

Common Core Connections: Key Ideas and Details• Determining themes or central ideas; summarizing

• Story elements

Craft and Structure• Meanings of words and phrases

All Anchor Standards: CCRA.R.2, CCRA.R.3, CCRA.R.4Correlations are estimated and not final until verified by 3rd party expert.

Writing about Day o f D i sasterThe Common Core State Standards for Writing focuses on three types of writing:1. Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

The following sets of discussion questions and prompts for each title in the Day of Disaster series are intended to support these key areas in small group discussions and in written responses.

In these fast–paced stories, teens face life-or-death situations in which they need luck and quick thinking to survive dramatic natural disasters.

ABOUT DARBY CREEKDarby Creek, a division of Lerner Publishing Group, creates series fiction titles for emerging, striving and reluctant readers ages 7 to 18 (Grades 2-12). Founded in 1959, Lerner Publishing Group is one of the nation’s largest independent children’s book publishers with thirteen imprints and divisions. For more information, visit www.lernerbooks.com or call 800-328-4929.

800-328-4929 www.lernerbooks.com

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Look for these titles in the Day of Disaster series: 2. Craft and structure: Near the end of the story, David tells Blair that “It was like, [the

tornado chasers] take risks for fun, when everyone else needs help just staying alive.” Do you think David judges Sam, J.J., and Ron fairly?

3. Integration of knowledge and ideas: After the first tornado hits, Blair has to take over driving and other

responsibilities that David usually handles. Can you think of another fictional or real-life example where someone had to take on big responsibilities suddenly? How did it turn out? What was similar about that instance with what happens to Blair? What was different?

4. Range of reading and level of text complexity: Throughout Vortex, Blair is very interested in tornadoes and how they

work. She is also very scared about what happens. Have you ever had an experience that was very interesting but also that scared you? What made it interesting and what made it scary? How do you feel about it now? What do you think you would do if you had to face the same experience in the future?

Writing prompt for Vortex1. Sam has a storm chasers web series. Imagine you are Sam and describe

what happens during your day of chasing tornadoes. What would you say about each member of the O’Neill family? What would you say about the tornadoes and the destruction to the house?

Student discussion questions for Wal l o f Water1. Key ideas and details: Alexandra faces two disasters in Wall of Water: an earthquake and a

tsunami. How are the aftereffects of these different types of disasters similar? How are they different?

2. Craft and structure: How do Alexandra’s feelings about moving to Hawaii change as she

navigates these disasters? Who or what events influence how she feels over the course of the book? Why is it significant when she starts to see the island as home and how is that different from what she’s thought in the past?

3. Integration of knowledge and ideas: Throughout the story, Alexandra fears that she caused the disasters

because she went against the native Hawaiian’s proverb by removing a pebble from the beach. What other stories show a main character blaming himself or herself for something he or she could never have caused? What happens to the character at the end of his or her story?

4. Range of reading and level of text complexity: Part of the reason why Alexandra starts to change her attitude about

Hawaii is because of the selflessness, bravery, and strength she sees in the Hawaiian people during the disaster. Have you been inspired to change your perspective because you were following the example of someone you admire? What happened?

Writing prompt for Wal l o f Water1. Alexandra is initially so frustrated about moving to Hawaii because she

misses her best friend, Simone, who seems to be moving on without Alexandra. Write a letter to Simone from Alexandra’s perspective explaining the events of the earthquake and tsunami and how Alexandra’s feelings toward living in Hawaii are changing.

Key Ideas and Details• Determining themes or central ideas; summarizing• Story elementsCraft and Structurev• Meanings of words and phrasesAll Anchor Standards: CCRA.R.2, CCRA.R.3, CCRA.R.4Correlations are estimated and not final until verfied by 3rd party expert.