Multi-Text Study Grade 5

Out of the Dustby Karen Hesse

“Some day I’ll leave behind the wind, and the dustand walk my way West

and make myself to home in that distant placeof green vines and promise.”

Page 59

Dust to Eat: Drought and Depression in the 1930s by Michael L. Cooper

Jamie Plummer

Why did I choose these books?Out of the Dust by Karen Hesse; pub. 1999 by Scholastic, Inc.Reading Level: 5

Out of the Dust is about a young girl, Billie Jo, who struggles to follow her dreams in a time of desperation, namely the Dust Bowl. She has a passion for playing the piano, but when she and her mother are severely burned, Billie Jo can no longer play. Her father refuses to leave his barren farm, but Billie Jo wishes to head West to flee from the dust. The dates and seasons are documented throughout the book to help readers paint mental images. The entire novel is written from Billie Jo’s point of view.

I chose to use this book because of the life lessons and historical information it entails. As fifth grade students read Out of the Dust, they’re taken on a journey with Billie Jo in and out of hopefulness. Even though the book is fictional, the events are realistic and students can relate to Billie Jo and her struggles. The book is written in free verse which exposes students to a different style of writing. Because it’s written in a child’s point of view, students are engaged in the book from page one. I think many Americans disregard the Dust Bowl and the tragedy that people living in the Panhandle endured during the 1930s. As a teacher, I think it’s important to educate students of the historical events that are often overlooked.

Dust to Eat: Drought and Depression in the 1930s by Michael L. Cooper; pub. 2004 by Clarion BooksReading Level: 4-5

I chose this informational text because of the content it holds. The book includes information about the Great Depression and President FDR’s response to the Depression and the Dust Bowl. Students can read letters and interviews with people who survived the disastrous period in United States history. The book also includes stories of children and broken families which students will find devastating (reality isn’t always great).

I also chose the book because of what fifth grade students can learn from it. Students can feel sympathy and pain for the people struggling to survive the Dust Bowl. Cooper talks of children dying from disease and malnutrition. I don’t believe the book is scary or daunting for children, but it’s real. While the book is graphic, it tells the story of the Dust Bowl exactly how it happened. Cooper included poems and songs from the Dust Bowl era which students will find intriguing and relatable. He also included wonderful, vivid photographs of the Dust Bowl. Students can get a very clear picture of how life during the Dust Bowl was anything but easy.

After reading these two books, I hope students will have learned the causes and effects of the Dust Bowl. I want them to understand the hardships people experienced and the unity that people found despite the horrifying times. Ultimately, I hope that students will have sympathy and compassion for people who have experienced or will experience tragedy.

North Carolina Standard Course of Study Alignment: Grade 5

 Unit Activities Language Arts Goals and ObjectivesThe Vocabulary Activities help students find meanings of words. Students examine the author’s craft through two Author’s Craft activities. Students are encouraged to look up unknown words on the Internet and in dictionaries. A list of books is included in the unit so students can choose books on their independent reading level. 

Competency Goal 1: The learner will apply enabling strategies and skills to read and write.1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.1.03 Increase reading and writing vocabulary through:

wide reading. word study. word reference materials. content area study. writing process elements. writing as a tool. debate. discussions. seminars. examining the author's craft.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words.1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

increase fluency. build background knowledge. expand and refine vocabulary.

The Discussion Director and Predicting Story Elements activities help students formulate questions and make predictions. A variety of texts are available to the students throughout the unit. The Author’s Craft activities encourage students to determine Hesse’s choice of words and the effectiveness of figurative language.

Competency Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from textual information, previous experience, and/or other sources. drawing on personal, literary, and cultural understandings. seeking additional information. making connections with previous experiences, information, and ideas.

2.03 Read a variety of texts, such as: fiction (tall tales, myths). nonfiction (books of true experience, newspaper and magazine articles, schedules). poetry (narrative, lyric, and cinquains). drama (plays and skits).

2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the: plot development. author's choice of words. effectiveness of figurative language (e.g., personification, flashback). tone.

Students complete a Double-Entry Diary to make connections between the two main texts in the unit. The Internet Workshop allows students to conduct research on the Dust Bowl.

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

 When Performing like Billie Jo, students read aloud in front of a small group. They

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style

must be expressive, imitating Billie Jo.

demonstrating an awareness of volume, pace, audience, and purpose.

Unit Activities Social Studies Goals and ObjectivesThroughout the unit, students explore how Americans

Competency Goal 1: The learner will apply key geographic concepts to the United States and other countries of North America.

adapted to the environment during the Dust Bowl.

1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment.

 

Multi-Text OutlineBefore Reading: Day 1; Section 1

What I Noticed About These Areas (individually)o Students will view books, pictures, and articles related to the Dust

Bowl. The three areas are the Dust Bowl, vocabulary, and photographs.

K-W-L chart about the Dust Bowl (individually) Predicting Story Elements (individually) Read pages 1-22 (whole group)

Day 2; Section 2 Read pages 23-47 (individually) Character Sketcher 1 (pairs) Character Log (pairs) Data Retrieval Chart (individually) Introduce ABC Book (whole group)

Day 3; Section 3 Read pages 48-72 (small group) Character Sketcher 2 (individually) Acrostic Poem (individually) Vocabulary Activities (1) (pairs)

Day 4 Character Map (small group) Synonyms/Antonyms (pairs) Internet Workshop (small group)

Day 5; Section 4 Read pages 73-95 (whole group) Discussion Director (half of class; small group) Author’s Craft: Simile (pairs)

Day 6; Section 5 Read pages 96-124 (individually) Discussion Director continued (small group)

Character Sketcher 3 (pairs) Vocabulary Table (individually)

Day 7; Section 6 Read pages 125-149 (individually) Vocabulary Activities (2) (pairs) Read Dust to Eat: Drought and Depression in the 1930s (pages 1-22; whole

group) Double Entry Diary (individually)

Day 8; Section 7 Read pages 150-179 (pairs) Vocabulary Activities (3) (individually) Continue DED (individually) Read Dust to Eat: Drought and Depression in the 1930s (pages 23-46; pairs)

Day 9; Section 8 Read pages 180-203 (individually) Discussion Director (other half of class; small group) Author’s Craft: Imagery (pairs) Continue DED (individually) Read Dust to Eat: Drought and Depression in the 1930s (pages 46-70; small

group)

Day 10; Section 9 Read pages 204-227 (pairs) Discussion Director continued (small group) Revisit Predicting Story Elements (whole group) Finish DED (individually) Discuss DED (small group)

After Reading: Day 11 After Reading: Subjects (individually and small group) Complete “L” on K-W-L chart (individually) Sketch to Stretch (individually and small group)

After Reading: Day 12 “I Poem”: Child in the Dust (individually) Performing like Billie Jo (individually and small group)

After Reading: Day 13 ABC Book due After Reading: Subjects (individually and small group) Edit “I Poems” (pairs)

After Reading: Day 14 Final Vocabulary Assessment (individually)

Out of the Dust

by Karen Hesse

“…and I stretch my fingers over the keys, and I play.”-Billie Jo

Dust to Eat: Drought and Depression in the 1930s by Michael L. Cooper

Student Packet

Name: __________________________________________________

Name ______________________________

What I Noticed About These Areas

AREA 1

AREA 2

AREA 3

Name ________________________________________________

K-W-LYou will be completing a K-W-L chart about the Dust Bowl. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you come up with questions you would like answered for the “W” column.

WHO, WHAT, WHERE, WHEN, WHY, & HOW

KWhat I Think I

KNOW

WWhat I WANT To

Know

LWhat I LEARNED

After reading Out of the Dust and Dust to Eat: Drought and Depression in the 1930s , go back to the “K” column and see if any of the ideas you wrote were inaccurate. Put a check beside any of them that are inaccurate, according to the text.

Name _________________________________________

Predicting Story ElementsAfter reading the title of the book, the front and back covers, and skimming through the book, make predictions about the following story elements:

Characters Setting

Problem Solution

Questions Predictions

Name __________________________________

Character Sketcher 1You are invited to learn more about Billie Jo. Please take notes on how Billie Jo acts and looks.

To begin, reread the following passages, determine “descriptive words” that capture Billie Jo’s personality and explain why the words describe her.

Reread page 28 and the last paragraph on page 29. Which words describe Billie Jo? ______________________________________________

She acts _____________________because______________________________________________________________________________.Focus on page 29, last paragraph.

Reread page 39 paragraph three. Which words describe Billie Jo? _____________________________________

She acts _____________________because______________________________________________________________________________.

Reread page 42 last paragraph. Which words describe Billie Jo? _____________________________________

She acts _____________________because______________________________________________________________________________.

Then, use the passages that describe Billie Jo’s actions and appearance to help you complete an artistic impression of Peter. Use the back of this paper.

Page 3 paragraph 3; page 37 paragraph one Other passages you noticed.

Name __________________________

Character LogAt the beginning of a novel, authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. As you read pages 1-47, describe what you found out about each character below. Note something that the character said, did, how the character acts, and looks.

Billie Jo Daddy (Bayard)

Ma (Polly) Miss Freeland

Mad Dog Mr. Hardly Arley Wanderdale

Name ___________________________________________

Data Retrieval Chart (DRC)As you read Out of the Dust, fill in your Data Retrieval Chart. Find fascinating

facts to write under each column. You will continue to work on your DRC until the end of the unit.

Resources When did the Dust

Bowl begin?

What caused the Dust Bowl?

How did people react to the Dust

Bowl?

What was life like during the Dust

Bowl?

Out of the Dust

Dust to Eat: Drought

and Depression

in the 1930s

Internet Site:

http://www.english.illinois.ed

u/MAPS/depression/dustbowl.ht

m

ABC Book

Choose 1 or 2 items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic

impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following are examples you may use but are not limited to:

A

antisepticastounded

aghastArley Wanderdale

Bbetrothal

bidingbrewingBillie Jo

Cchaoschafed

conjurorcircuit

Ddiviningdazzleddroughtduster

diversificationDust Bowl

Daddy

Eexcavating

enticed

Ffesteredfidgetyfixings

Ggrimegaunt

grizzledGreat Depression

Hhoarding

Iignite

infantile

J

Kknoll

kerosene

LloiteringlopinglurkingLouise

Mmaggotymottledmusky

MaMiss Freeland

Mad Dog

N Ooctaves

overpaymentobliged

Pprime

Panhandle

Qquaking

Rriled

resplendentrogue

rapscallionsrestless

Sspindledsorghumstupor

sodscowl

squirreledsucculent

scoundrels

Ttesty

U Vvicarage

Wwagering

wincewrithed

X Y

Z

Name ________________________________

Character Sketcher 2You are invited to learn more about Ma. Please take notes on how Ma acts and looks.

To begin, think about “descriptive words” that capture Ma’s personality and try to find passages on pages 23-69 that show how Ma is acting. Think about why or how those words describe Ma in the passages. Remember these will be implied traits. Use the traits below to help you.

Choose 3 of the following traits and find passages on pages 23-69 that demonstrate Ma acting:

worried generous parched realisticbitter musical hopeful livid

On page _______paragraph_______ Ma acts __________________________because/when _____________________________________________________________________________________________________________________.

On page _______paragraph_______ Ma acts __________________________ because/when _____________________________________________________________________________________________________________________.

On page _______paragraph_______ Ma acts __________________________ because/when _____________________________________________________________________________________________________________________.

Then, use the passages that describe Ma’s actions and appearance to help you complete an artistic impression of Ma. Page 24, first paragraph, and page 55, third paragraph, give you some information about Ma’s appearance. Are there any other passages you noticed?

Name ____________________________

Billie Jo

Write an acrostic poem about Billie Jo.Begin each line with a letter of Billie Jo’s name.

B ________________________________________

I ________________________________________

L ________________________________________

L ________________________________________

I ________________________________________

E ________________________________________

J ________________________________________

O ________________________________________

Name ______________________________

Vocabulary Activities (1)Pages 1-72

Sentence Stems/Idea Completions:

I know that Ma was testy because ____________________________________________________________.

I know that Billie Jo was dazzled by Ma because

_____________________________________________________.

Making Choices: Which of the following best describes the word “obliged”? Circle your answers:

1. Thankful

2. Grateful

3. Beneficial

4. Beautiful

Examples and Non-examples: Which would best describe the word chafed?

~ An irritated section of skin

~ A pair of loose jeans

Definitions:

Word Definition

restless p. 4

helpless p. 31

breathless p. 32

What does the suffix “-less” mean? ________________________________________________________________

Can you think of other words that have –less as a suffix?________________________________________________________________

Name ___________________________________________

Character MapPlease use the following pattern to create a character map for Daddy. Find six character traits that describe Daddy and write

them in the bubbles. Include the page number and paragraph of the passage that proves Daddy having each trait.

Once you have all of the bubbles filled, artistically represent Daddy.

You may need to use another sheet of paper.Name _____________________________

Synonyms/AntonymsPages 1-72

You have encountered the following words while you’ve been reading Out of the Dust. For each word, write one synonym and

Daddy

one antonym under the correct column. You may use a dictionary to help you define the words before thinking of synonyms and

antonyms.

Synonym Word Antonymbawling

gleamingfeuding

stumblingdazed

simmeringtricklingmendedscorchedwrithed

Choose one word and its synonym to artistically represent in the space below.

Internet Workshop: The Dust Bowl

With your group, you will complete an Internet Workshop on the Dust Bowl using the following sites . Be sure to thoroughly read all required sections on the website and fully answer each question. You are

expected to be an active participant within your group during this assignment.

This Internet workshop will help you to better understand the Dust Bowl. You are invited to explore information on the Internet. Answer all of the following questions on notebook paper. Please answer the following questions:

1. Go to the bookmarks set for the following Web sites:http://www.english.illinois.edu/MAPS/depression/dustbowl.htmhttp://library.thinkquest.org/26026/History/the_dust_bowl.html

Explore the information on the Dust Bowl. In your own words, what was the Dust Bowl? Where did the Dust Bowl occur? Name at least three states or geographical areas.

2. Go to the bookmark set for the following Web site: http://www.livinghistoryfarm.org/farminginthe30s/water_02.html

What were some of the characteristics of the Dust Bowl? Name at least six characteristics. Be sure to click the tabs, like “No Water, No Crops,” on the left of the website to find as much information as you can. How did schools react to dust storms? Were the schools cautious?   

3. Go to the bookmark set for the following Web site:http://www.pbs.org/wgbh/americanexperience/dustbowl/introductionhttp://www.english.illinois.edu/MAPS/depression/dustbowl.htm

Create a timeline of events that led up to the Dust Bowl. Don’t forget to include dates!

Name ____________________________

Discussion Director:

Out of the Dust

Sections 3 - 4 (pages 48-95) ·        Your job is to involve the students in your group by thinking and talking

about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

·        Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions. Use a sheet of notebook paper.

         When developing your questions, think about the following main events:

Billie Jo’s piano playing The quarter inch of rain The wild boy

The fire accident Billie Jo’s nightmare Ma’s death

Billie Jo getting blamed The cereus plant blooming Billie Jo’s hands

 ·        You are not limited to these events.

·        Remember to ask good thinking questions to really get the discussion going.

Name ____________________________

Author’s Craft: SimileKaren Hesse chose her words very carefully, making use of one primary literary device. It appeals to the reader’s sense of humor by using figurative language. With your partner, find at least four examples of a simile from your reading on pages 73 - 95. Then explain how each passage adds meaning to the story.

Example from the book Example from the bookSimile: a comparison that includes the words like or as

Example from page 32“It wasn’t until the dust turned toward the house, like a fire locomotive, and I fled...”

Page number:Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Name ___________________________________

Character Sketcher 3You will learn more about Miss Freeland in this section of your reading. Think about the following implied character traits as you read pages 96-124:

considerate motherly friendlythoughtful hospitable helpful

implied character traits- traits that the author doesn’t directly mention

Choose four of the traits and complete the following:

1. (Trait) _____________ p.____ par.____

(Explanation or proof of trait)____________________________________________________________________________________________________________

2. (Trait) _____________ p.____ par.____

(Explanation or proof of trait)____________________________________________________________________________________________________________

3. (Trait) _____________ p.____ par.____

(Explanation or proof of trait)____________________________________________________________________________________________________________

4. (Trait) _____________ p.____ par.____

(Explanation or proof of trait)____________________________________________________________________________________________________________

Now, using the four traits you’ve chosen, artistically represent Miss Freeland on the back of this paper.

Name _______________________________

Vocabulary TableConsult the online dictionaries http://www.onelook.com/

Find the following words in Out of the Dust to see how they are used.

Then, write your own student-friendly definitions for each word.

Tier 2 Words

Page #

Student-Friendly Definition

octaves 73 Distance between middle C key and the next C key on a piano

grizzled 81 Having a gray color

revue 91

forsaken 104

festered 111

bleary 113

infantile 115

fixings 121

FIND TWO MORE EXAMPLES FROM THE READING

Choose one vocabulary word and create an artistic representation of your word on a sheet of notebook paper. Your representation

should fit the definition you gave the word.

Name ____________________________

Vocabulary Activities (2)Pages 125-149

Sentence Stems/Idea Completions: I know that Billie Jo’s hands were parched because

____________________________________________________________.

I know there was chaos backstage because

_____________________________________________________.

Making Choices: Which of the following best describes the word “wheezy”? Circle your

answers:

1.    Breathless

2.    Thirsty

3.    Gasping

4.    Dingy

Examples and Non-examples: Which would best describe the word desperate?

~ A boy riding his bike down the road~ A woman looking for her lost child

Definitions:Word Definition

smothered p. 145

reassuring p. 148

 Word NetworksWhat people, things, situations, or words come to mind when you think about the

word curdling?

curdling

Name ____________________________

Vocabulary Activities (3)Pages 150-179

Sentence Stems/Idea Completions: (page 153) I know that Billie Jo was restless because

____________________________________________________________.

(page 163) I know the birds were moving frantically because

_____________________________________________________.

Making Choices: Which of the following best describes the word “warped”? Circle your

answers:

1.    Twisted

2.    Misshapen

3.    Straight

4.    In perfect form

Examples and Non-examples: Which would best describe the word rickety?

~ A chair with all four of its legs~ A chair with only three legs

Definitions:Word Definition

divining p. 165

glazing p. 176

 Word NetworksWhat people, things, situations, or words come to mind when you think about the

word stagger?

Name ________________________

Discussion Director:

stagger

Out of the DustSections 7-8 (pages 150-203) 

·        Your job is to involve the students in your group by thinking and talking about the selection of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

·        Your job as the Discussion Director is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to write down the questions, your answers, and the page numbers where the students can reference the text to justify their responses to your questions. Use a sheet of notebook paper.

         When developing your questions, think about the following main events:

Fire affecting the land Migrants moving away Dust storm during the funeral

Billie Jo’s feelings for Mad Dog

Money from the government Snow/rain shower

The homeless baby Billie Joe’s irritation with her father

The beginning of Billie Jo’s journey West

 ·        You are not limited to these events.

·        Remember to ask good thinking questions to really get the discussion going.

Name _________________________________

Author’s Craft: ImageryKaren Hesse chose her words very carefully, making use of another primary literary device. It appeals to the reader’s sense of humor by using figurative language. With your partner, find at least four examples of imagery from your reading on pages 180-203. Then explain how each passage adds meaning to the story.

Example from the book Example from the bookImagery: using descriptive words to create mental images

Example from page 166“Dust lay two feet deep in ripply waves across the parlor floor…”

Page number:Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Page number: Example:

What this passage adds to the story:

Now choose one example of imagery to artistically represent on a sheet of notebook paper.

Double Entry DiaryOut of the Dust and Dust to Eat: Drought and Depression in the

1930s

For the remainder of Out of the Dust, you will be completing a Double Entry Diary, otherwise known as a DED. In addition, you will be reading sections of

the nonfiction book Dust to Eat: Drought and Depression in the 1930s and completing a DED for the book. You will be reading, writing in your diary, rereading, and discussing throughout these books of historical fiction and

nonfiction.

As you are assigned reading, you will write a total of at least six entries in your DED – one from each remaining section of Out of the Dust and one from each assigned section of Dust to Eat: Drought and Depression in the 1930s. You will find important words, quotations, or passages from the book. Then you will explain why those words, quotations, and passages are important –

in other words, when you read them, what do those words mean to you?

All entries should be written on a separate sheet of paper.

You will write each entry so that it looks something like this table:From the book (words, quotes,

passages).Please include the page and paragraph.

What it means to me

Here are options that you may choose to write about and how you might organize your thoughts:

Significant passage copied from the text; include page and paragraph #. Quote

Connections or reactions to recorded statement

Reaction (How you feel about the quote)

Quote Connection (Self, Text, World)

Quote/Picture Inference (What you think it means)

Quote Question

Prediction What Really Happened (You will complete this after you know)

Question you have or something you don’t understand

Answer or possible answer

Fact Your Opinion

Effect (What happened?) Cause (Why did it happen?)

Author’s Craft (Simile, metaphor, personification)

Explanation of what it means and how it adds importance to the passage

Name __________________________________

SKETCH TO STRETCHSelect a scene or section from Out of the Dust. In the space below, create an artistic impression that presents your interpretation of it. Do not compose an illustration, or a picture of what is described in the text; rather, compose something that symbolizes or represents the feeling, emotion, or meaning related to the scene. You may compose graphs, symbols, etc. Be ready to share your artistic impression and explain it to your group. Don’t forget to include the page number and paragraph of your selection!

Invite the students in your group to interpret your sketch. You may wish to ask, “What is this a picture of?” and “What do you think I found important or interesting in the story?”

“I POEM”: CHILD IN THE DUSTYou will be writing an I Poem from the point of view of a child living through the Dust Bowl. Since you’ve read much about these children, try to get inside your I Poem’s character and make your reader feel their emotions, thoughts, actions, and personality. Use figurative language and some of the vocabulary you learned while reading Out of the Dust. You may use the following format to construction your poem. Create your I Poem on a sheet of notebook paper.

FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)

I hope (something you actually hope for)I am (the first line of the poem repeated)

Name ______________________________________

Performing like Billie Jo

Now that you’ve finished reading Out of the Dust, choose your favorite passage from the book. Neatly write the passage in the box below. We will

read our passages, with emotion and feeling, in small groups.

Name ________________________________________

After Reading: Subjects

Throughout Out of the Dust, Billie Jo speaks about many topics like the ones below. Find passages in the book in which Billie Jo addresses each subject.

Write down the page numbers and the passages for every subject.

Subject Page number(s) Passage

Farming

Family

Community

School

Help

Once you’ve completed each subject, meet with your group and discuss the passages you found.

Did you all find the same passages?

Name ______________________________________

Final Vocabulary AssessmentOut of the Dust

Matching Definitions

Match the following words on the left with their correct definitions on the right. Write the letter of the definition on the line beside each word.___ 1. frantically A. breathless___ 2. chafed B. a state of confusion___ 3. wheezy C. irritated or sore___ 4. chaos D. in the process of spoiling___ 5. smothered E. a state of uneasiness___ 6. curdling F. in a nervous or rapid manner___ 7. restless G. covered

Synonyms and AntonymsWrite your answers to the following questions on the lines provided for you.

8. What is a synonym for parched?__________________________________________________________

9. What is a synonym for desperate?__________________________________________________________

10. What is an antonym for rickety?__________________________________________________________

11. What is an antonym for bawling?__________________________________________________________

DefinitionsWrite your own definition of the following words. Think about how they were used in the book.

12. testy –

___________________________________________________________________

13. grizzled –

________________________________________________________________

14. reassuring –

______________________________________________________________

Multiple ChoiceCircle the best answer for each of the following questions.

15. Which of the following is an example of being dazzled?a. Seeing a person eat twenty hotdogs in five minutesb. Watching someone read a bookc. Shopping at the grocery store

16. Which of the following shows someone being obliged?a. A boy pouting because he didn’t get a toyb. A girl hugging her friend for getting her a birthday presentc. A man pushing people out of his way to get to the cookies

Additional BooksFiction

Angels in the Dust by Margot Theis Raven and illustrated by Roger Essley; pub. 1999 by Troll Communications

Reading Level: 1-2 Annie, an elderly woman, recounts her life growing up in Oklahoma during the 1930s. She had to take over the housekeeping after her mother died from dust pneumonia.

Hoping for Rain (I Am American): The Dust Bowl Adventures of Patty and Earl Buckler by Kate Connell; pub. 2004 by National Geographic Children's BooksReading Level: 3

The Buckler children tell their family’s story of living in Oklahoma during the 1930s and

having to move west to find food and work. The oldest child must provide money for the

family.

Lizzie's Storm by Sally Fitz-Gibbon and illustrated by Muriel Wood; pub. 2004 by Fitzhenry & WhitesideReading Level: 3-4

Lizzie, an orphan from England, moves to an American farm where she has to deal with a new life and horrific dust storms. She doesn’t fit in with her aunt, uncle, and cousins, and she’s expected to do chores on the farm. One day she overcomes her fear and sets out to find her aunt in a dust storm.

Red-Dirt Jessie by Anna Myers; pub.1992 by Walker Publishing Company, Inc.Reading Level: 4

Jessie, a young girl whose family is struggling to survive after the Dust Bowl in Oklahoma, tries to tame a wild dog while dealing with dust storms and a depressed father. Jessie is a very strong girl and must take care of her family in a time of need.

Survival in the Storm: The Dust Bowl Diary of Grace Edwards (Dear America Series) by Katelan Janke; pub. 2002 by Scholastic Inc.Reading Level: 6

Grace, a twelve-year-old girl, describes her life during the Dust Bowl. She speaks about

children dying, families starving, and farms failing. The Green Coat: A Tale from the Dust Bowl Years by Rosemary Mcdunn; pub. 2007 by Bezalel BooksReading Level: 5

Tressa and her brother, Will, try to find themselves, as adults around them rely on perseverance and loyalty.

Treasures in the Dust by Tracey Porter; pub. 1997 by HarperCollins PublishersReading Level: 5

Two young girls, Annie and Violet, tell about the hardships their families endured in Oklahoma through dust storms, drought, and the Great Depression. Annie’s family manages to keep their farm, but Violet’s family is forced to head West.

Non-FictionChildren of the Dust Bowl: The True Story of the School at Weedpatch Camp by Jerry Stanley; pub. 1993 by Random House Children's BooksReading Level: 7

Stanley follows the “Okies” on their journey West. Then he focuses on the residents of Weedpatch Camp, a federal farm-labor camp. Most of the book is centered around an educator who promised an education to the children living through the Dust Bowl.

Dust Bowl!: The 1930s Black Blizzard by Richard H. Levey; pub. 2005 by Bearport PublishersReading Level: 3

The author tells of the science behind the black blizzards and the psychological effect on

people living in the 1930s. Levey uses simple sentences that are easy to understand.

Letters from the Dust Bowl by Caroline Henderson and edited by Alvin O. Turner; pub. 2003 by Red River BooksReading Level: 7

Caroline Henderson’s letters vividly recount the tragedy of dust storms and famine. Henderson lived in the Panhandle so she knew first-hand what life was like during the Dust Bowl.

The Way People Live: Life During the Dust Bowl by Diane Yancey; pub. 2004 by Lucent BooksReading Level: 6

The day-to-day experiences of farming families living in the Great Plains during the Dust Bowl can be found in this book. President Roosevelt’s reaction and policies are detailed in the book.

Years of Dust: The Story of the Dust Bowl by Albert Marrin; pub. 2009 by Penguin GroupReading Level: 4-5

A historian explains the causes and impact of the Dust Bowl and how the Plains found hope. The book contains historical information about how dust storms started and how

they caused human catastrophe. Allowing students to self-select from these books promotes growth and historical awareness. The list of books includes texts from different levels, so students have the opportunity to read books on their reading level. The variety of books offers students a chance to learn new words and be exposed to unknown words. Students can choose from an assortment of books, non-fiction and fiction, in order to get different perspectives on the Dust Bowl. Each book on the

list offers great pictures and heart-wrenching stories that engage students.

Other Resourceswww.scholastic.com

www.lesn.appstate.edu/fryeem/RE4030/Pirates/piratehomepage.htm

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Rubric

Out of the Dust

Activity/CriteriaYour points/Total possible points

KWL All components are complete. Questions for the W column are thoughtful. /5Predicting Story Elements All components are complete. Thought is apparent in predictions made about the book. /10Character Log At least one characteristic is given for each character. /5Character Sketchers 1-3 Traits are included and thorough. Page numbers and paragraphs are included. Artistic representation is complete and thoughtful.

/15(5 pts. each)

Vocabulary Activities 1,2,3 Definitions are “child-friendly.” Activities are correct and complete.

/15(5pts. each)

DRC All 4 questions are complete for each book and website. Each question is answered thoroughly. /10

Character Map All bubbles are complete and accurate. Page numbers and paragraphs are present. Artistic representation is thoughtful.

/5

Synonyms/Antonyms All synonyms and antonyms are complete and accurate. /5

Vocabulary Table Definitions are child-friendly. Additional examples are given. /5

Author’s Craft (1 and 2) Charts include 4 examples of simile or imagery with page numbers. Explanations are included about how the examples add to the text. Artistic representation of author’s craft is thoughtful and creative. /5Discussion Director Five questions are thought-provoking. /5

Acrostic Poem Each letter is used at the beginning of every line. Lines are thoughtful and accurate. /5

Internet Workshop Responses to questions are complete and accurate. /10

DED At least 6 entries with page numbers are present. Thoughtful responses are present for each passage listed. /12

(2 pts. per

entry)

Sketch to Stretch Artistic representation reflects the passage. Page number and paragraph are present. /5

I Poem Written from a child living in the Dust Bowl’s point of view. Follows the given format of an I Poem. /5

Performing like Billie Jo Passage is written neatly. Passage is read loudly and with expression. /5

After Reading: Subjects All passages are included. Pages numbers are present. /5

Vocabulary Assessment All answers are complete and correct. Each answer correct is equal to one point. /16

Total /148