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Why Use Study Guides With Literature?
Think for a moment about what your goals are for your students as you are teaching them to read. My desire is that my children will not only read well, but will share my love of reading good literature. The American educator, S.I. Hayakawa, made this statement, "In a very real sense, people who have read good literature have lived more than people who cannot or will not read . . . It is not true that we have only one life to live; if we can read, we can live as many more lives and as many kinds of lives as we wish."
When I started home schooling my oldest daughter in fourth grade, I looked for ways to use books for her reading instruction because that's what interested her. I have witnessed my reading goals for her to come true as I watch her choose reading as a leisure activity because she loves to read. My younger daughter, Rachel, is also enjoying reading her own books.
I discovered that one advantage to studying complete books instead of individual stories is that children are exposed to an in-depth view of characters and settings. As people set in a particular place and time change and develop through the chapters of a book, students grow and expand in their understanding too. I've watched struggling readers read words fluently because they see the whole picture with dynamic characters and detailed setting(s). The first time I witnessed how much students liked studying and doing activities around a book was when I was a student teacher. Since reading instruction is my main interest, I chose to develop a literature-based study for the book Sarah, Plain and Tall. As I was teaching the unit, the students thoroughly enjoyed it and at the end they asked which book we were going to study next. They were not excited when I responded that I was required to teach from their basal reader. Children love to read books!
In the book, Honey for a Child's Heart, Gladys Hunt wrote the following paragraph that I believe is applicable to Looking for Home and other books by Arleta Richardson:
"Any good book can be used by God in a child's development, for a good book has genuine spiritual substance, not just intellectual enjoyment. Books help children know what to look for in life. It is like developing the taste buds of his mind as a child learns to savor what he sees, hears, and experiences
and fits these into some kind of worthwhile framework."
The questions and activities in the study guide will help your student fit what he sees, hears, and experiences in Looking for Home into the foundation of his life. — Chris Roe
Suggestions for Using This Study Guide
This guide is designed to be used as reading instruction for third through sixth grade students. Looking for Home can also be read aloud to younger children. In addition to teaching reading, this book can be used when studying the early 1900s period of American history because the stories in historical fiction bring social studies to life.
The guide can be implemented in two basic ways: 1) Students can complete the vocabulary work and read a section one day, then do the discussion questions and the reading activity the next day. In this way, the book and guide can be completed in approximately 4 weeks. 2) The reading and all activities for one chapter can be done in one day. It will take about 2 weeks to finish the book and guide using this method. These time periods will vary depending on how much emphasis is put on the pre-reading, post reading, and extension activities. I would recommend using the first way with students reading at a 3rd or 4th grade level and the second method when students are reading at a 5th grade or higher reading level. When teaching several children of varying ages, the amount of work required from younger students can be adjusted so they progress at the same pace as older students.
To prepare for an oral discussion time: 1) students may just read the chapter, or 2) after reading the chapter, students can write the answers to the questions so that each student formulates personal answers to share during the discussion time. As an alternative, students can read the questions before reading the chapter. Students will find the answers to the discussion questions in the text; encourage your students to find the specific answers in the chapter, rather than just remember vague ideas. Please note that sometimes the answers found in the Answer Key are possible answers. Accept all answers that can be supported by evidence from the book. When a question begins with the word inference, the answer to that particular question must be deducted because the actual answer will not be found in the book. Throughout the study, students will be describing, making lists, predicting, and verifying predictions, so it is recommended that each student have a reading notebook.
In our family we enjoy having an extravaganza day when we complete a unit or a book. Sometimes we dress like people in the time period, prepare and eat foods from the past, play games, do art projects, and/or watch a movie related to the book or time period if one is available. This is also a good day to work on some extension activities.
Note: Frequently people ask me what I would do if students are so anxious to read the book that they don't want to stop after one chapter (or in this book, one section). When my daughters ask me if they may read further when we do a literature study, I usually give them permission but I make sure they do two things: 1) write predictions at the appropriate places, 2) understand that they may need to reread the chapter(s) on the days we study that section. They never mind predicting or rereading.
Pre-Reading Questions and Activities
1. Examine the front cover of the book and read the information on the back cover. Identify Ethan in the illustration on the front.
2. Read the information about Arleta Richardson on the back cover. What did you learn from the information in this paragraph?
3. Read the Introduction and answer the following questions: What was a problem faced by cities on the east coast in the mid 1800s? How did some people feel about this problem? How did others feel about it? Explain Charles Loring Brace's idea. Orphan Trains rain from _________ to _________. How many years is that?
4. Briarlane Christian Children's Home was located in Pennsylvania. Locate this state on a United States map.
5. Read about Charles Loring Brace in a reference book. Write a short report about this man.
6. This book begins in 1906. What was happening in the United States around this time?
During Reading Activities
1. Briarlane Christian Children's Home operated on Christian principles. As you are reading, write notes about reasons why it was run in this manner. You will find reasons in the reading and you may formulate some ideas of your own. At the end of this study, write a paragraph explaining what you learned.
2. a. Much of the food available at Briarlane Christian Children's Home was grown on the farm. As you are reading this book, plant several different types of seeds in an outdoor garden or in indoor pots. b. Talk to someone who grows much of their own food. What gardening tips can they give you?
3. Compile a list of foods the characters ate. Then cook these foods for a meal. How does the food compare to (how is it the same) and contrast with (how is it different) the foods you usually eat?
Chapters 1-2
Vocabulary:
The words trolley (page 14, 17, 20, 21, 22) and streetcar (pages 14, 16, 17) were both used in Chapters 1-2. What do you notice about the meanings of these two words?
The definitions for these two words are found below. Write the correct word in the blank. Then read the background information about the words:
a. A ___________________ is a car that carries passengers and runs on rails in the street.
b. A ___________________ is a type of streetcar that is propelled electrically.
Background Information:
A streetcar is a passenger vehicle that runs on rails laid in the streets of cities. Originally, streetcars were pulled by horses (then they were called horsecars -- see a picture at the right):
During the 1870s and 1880s, inventors tried to develop a suitable type of mechanical power for streetcars. An American inventor, Frank Sprague, introduced a streetcar which contained a motor powered by an electric current that came from an overhead power line. The term for the overhead mechanism is trolley. Later the word trolley was used to refer to the entire vehicle.
Most streetcar lines in the United States were abandoned in the mid 1900s because of competition with automobiles and high maintenance costs. Since the 1970s, however, there has been a renewed interest in streetcars because they create less pollution and use less energy (per person) than buses or cars.
Choose one of the following activities:
1) Look at pictures of streetcars and trolleys in dictionaries, encyclopedias, or on the Internet.
2) Ride on the trolley or a streetcar if there is one near your home. According to the World Book Encyclopedia, streetcars operate today in the following U.S. cities: Boston (MA), Cleveland (OH), Dallas (TX), New Orleans (LA), Newark (NJ), Philadelphia (PA), Pittsburgh (PA), Portland (OR), San Diego (CA), San Francisco (CA), and Seattle (WA). They also operate in the following Canadian cities: Calgary, Edmonton, and Toronto.
3) After you have taken a ride on a trolley, write a factual account or a fictional story about your experience(s).
Ideas for Discussion and Writing:
1. In some paragraphs on pages 10 and 11 Ethan reflected on the past days. What do you learn from these "reflection" paragraphs?
2. How long did it take for the children and Mrs. Kenny to walk to town? Inference : Approximately what was the distance from their home to town? It is interesting to note that Ethan's father made Ethan get beer for him from town.
3. How old was Ethan? How did he feel about the family situation?
4. Del wasn't pleased that the children were on the streetcar, but he did something that shows he was touched by the children's needs. What did he do?
5. What methods of transportation were used in these two chapters?
Reading Activity: Characterization and Drawing Conclusions
Reread all the information about Mr. and Mrs. Kenny in Chapters 1 and 2. Create a list of ways the Kennys helped Ethan's family. What conclusions can you formulate about this couple?
Chapters 3-4
Vocabulary:
Reread the sentence that contains the word furtively (page 26). What do you think this word means? Look up this word in a dictionary and compare and contrast the definition you formulated with the one found in the dictionary.
The word furtively contains a suffix (ly) that changes the meaning of the root word (furtive ). The suffix ly means: in a certain manner. Explain how the suffix changes the meaning of the root word.
Why did Alice look furtively around the table? In this sentence the word furtively is used as an adverb because it tells more about the verb look. Frequently adverbs end in ly. You will learn (or review) more about adverbs as you continue this study.
Locate another adverb that ends in ly on page 26. Identify the verb that the adverb tells more about. As you continue reading, watch for another time the author uses the word furtively.
Ideas for Discussion and Writing:
1. What was Ethan's opinion of Briarlane? How did most of the residents in the nearby town feel about the orphanage? Inference: Why were the opinions different?
2. How did Mr. and Mrs. Quincy's views of spiritual matters differ?
3. How did Mrs. Quincy fill her time?
4. Why did Mrs. Quincy want the boy?
5. What reasons did Mrs. Quincy give her husband (for wanting Will)? Inference: Why didn't she tell Mr. Quincy the real reasons?
Reading Activity: Draw Diagrams and Compare/Contrast
Use the description of the boys' room at the bottom of page 28 to draw a diagram of the room. Then sketch a diagram of your room. How are the rooms similar? How are they different?
Chapters 5-6
Vocabulary:
Match the following words with their definitions; write the correct letter in each blank:
Word Definition
1._____ haughtily (pg. 47) a. strong dislike
2._____ trudged (pg. 40) b. reflect
3._____ pondered (pp. 41, 44) c. in a proud way
4._____ aversion (pg. 44) d. considered carefully
5._____ speculate (pg. 44) e. courteous submission
6._____ deference (pg. 44) f. walk with effort
Ideas for Discussion and Writing:
1. Ethan wondered: Why did they thank God for food when they worked so hard to grow it? What was Bert's answer? Inference : Formulate your own answer to that question.
2. What was a rule on the farm?
3. How did Ethan's former life differ from the one he experienced at Briarlane?
4. Describe Matron Daly's spiritual philosophy.
5. List the problems Ethan faced at Briarlane. Inference: How could he have avoided each problem?
Reading Activity: Allusion
In literature, an allusion is a reference to something outside of that particular piece of writing. When an author uses an allusion, she or he assumes that the reader has knowledge about the quotation, person, thing, or event.
Reread the sentence with the word Furies (pg. 47). Do you know what the word Furies means? If you do not, read the following information:
Furies were goddesses in Roman mythology; they were terrible creatures of vengeance who punished people for committing crimes.
Now that you know more about the Furies, explain what Mr. Lehman meant.
Extension Bible:
1. On page 40 Matron told Ethan that "the Bible says we should do everything as unto the Lord." Two verses about doing everything as unto the Lord are Colossians 3:23-24. Read those verses, memorize them, and apply them to the work you have to do.
2. After Ethan's encounter with Riley, Ethan decided that life wasn't fair. Discuss: Is life fair? God promised many things for Christians. Does God promise that we will be treated fairly throughout our lives? Was life "fair" for Jesus? Explain your answers.
Chapters 7-8
Vocabulary:
1. Look up the following words in a dictionary. Use the pronunciation clues to pronounce each word correctly: cordial (page 67), trough (page 55), pneumonia (page 57), judicious (page 66). Also, read the definition for each word.
2. A synonym for each word/s in italics (below) is found on the page in parentheses. Write each synonym in the blank provided:
a. Ethan began to relax his ________________ (page 51).
watch
b. This is not a matter within my _______________ (page 61).
control
c. Mr. Quincy is in a position to ______________ (page 61) the adoption.
speed up
d. Mr. Lehman had to treat her with ______________ (page 62).
courtesy
Ideas for Discussion and Writing:
1. Relate the story of the pig from Chapter 7.
2. How did Matron comfort Ethan at the end of Chapter 7?
3. Mrs. Quincy said, "There are so many children running around in there that they'll never miss him." Inference: What does this statement reveal about this woman?
4. When Ethan saw the Quincy home he marveled at the size. He wondered how many kids lived there. Inference : What does this statement reveal about Ethan's thinking?
5. On page 54 Otis said, "I'm sure Matron will be glad to see you." Inference : Why did Bert have to "translate" the message?
Reading Activity: Adverbs
Adverbs tell more about verbs. They can also tell more about other adverbs and adjectives, but in this activity all the adverbs modify verbs.
Locate the following adverbs and write one in the appropriate blank. The first five are found on page 52 and the last one is printed on page 53:
1. enter ___________________ 4. watched __________________
2. ________________ sloshed 5. eyed (the hog) ______________
3. snoring _________________ 6. thought __________________
Note that each of the adverbs ends in ly. All adverbs do not end in these letters, but many do. Explain how the adverbs give readers a clear mental picture.
Extension Art:
Draw a picture of one scene from the pig incident.
Chapters 9-10
Vocabulary:
1. What is a theory (pg. 70)? Explain Bert's theory. Then develop a theory of your own.
2. At what time of year do you usually hear the term advent (pg. 82)? Look up this word in a dictionary and locate two definitions: a) the one used in the book, b) the one used at Christmastime.
3. What is a synonym for the word divulge (pg. 77)?
Ideas for Discussion and Writing:
1. Bert showed child-like faith in the Good Shepherd on the first page of Chapter 9. Describe the situation.
2. When Ethan visited the town, he decided living at the Home was better. Why?
3. Think of several words to describe Mrs. Quincy's behavior in Chapter 10.
4. Mrs. Quincy told her husband that Will was too young to know the difference between people he knew and strangers. What did Will do in Chapter 10 that shows Mrs. Quincy was wrong?
5. Dynamic characters change as they go through the events of the story, but static characters stay the same. Name two characters who have changed and explain the changes. Name at least one character who has not changed.
Reading Activity: Correct Grammar
A common grammatical error is the use of two negative words in a sentence. A list of negative words follows:
no not never none no one nobody nothing scarely hardly
An example of an incorrect sentence is: I won't never get it right. The word not (from the contraction) and the word never are both negative words. The sentence can be corrected in the following way: I won't ever get it right.
Locate the incorrect sentences on the pages indicated below. Then copy the sentences correctly in your notebook. Note: People are talking in each of these sentences, so you will need to copy the quotation marks.
1. On page 21 Del stated that he didn't need no lunch.
2. On page 28 Bert told Ethan that the Home was a pretty nice place when you ain't got no family. Which words replace the words ain't got?
3. On page 39 Riley told Ethan that he never found no watch in a field.
4. On page 75 Ethan stated that they never rode in no car before.
Extension Thinking:
Examine the conversation between Ethan and Bert at the top of page 75. When Ethan made his statement (with two negatives), he was correcting Bert. How could Ethan correct Bert by using incorrect grammar?
Chapters 11-12
Vocabulary:
Adjectives tell more about nouns (people, places, or things). Write the correct adjective in the blank:
1. Find an adjective on page 104 that means troublesome : Ethan wondered what to do about the __________ box.
2. Locate an adjective on page 90 that means to be silent because of anger or discontent : Hugh became more ____________.
3. Find an adjective on page 105 that means praiseworthy: The act was ___________________.
4. Locate an adjective on page 101 that mean beginner : Alice was put in the __________ class.
Identify the noun in each sentence that the adjective tells more about.
Ideas for Discussion and Writing:
1. Bert had been at the Home for a long time and he knew more about God than Ethan did. As the boys experienced daily life at the Home, Bert helped Ethan on his spiritual journey. What advice did Bert pass on to Ethan at the beginning of Chapter 11?
2. Inference: What did you learn about Shala in Chapter 11?
3. Reread Ethan's question at the beginning of Chapter 12. Why did he ask this question?
4. Predict: How did Alice get the box?
5. Predict: What will happen to the Coopers?
Reading Activity: Choice/Consequence Chart
Create two columns on a page in your notebook by drawing a vertical line in the center. Label one column Choice; write Consequence above the other column.
All people make choices every day. Some choices are positive while others are negative, but all choices result in consequences.
Characters in books make choices too; Ethan made two choices in Chapter 11. In the left column of your chart write a sentence that describes each choice. After each sentence, put a plus sign (+) to indicate that this was a positive choice, or a minus sign (-) to show that this was a negative choice. Then write a sentence to describe the consequences.
Continue to fill in this chart as you finish reading this book.
Extension Activity:
Make a choice/consequence chart for yourself. Remember to apply Biblical principles when you make choices in your life.
Extension Information and Game:
In Chapter 12 the game stickball is mentioned (page 101). This game is similar to baseball, but a stick from a mop or a broom is used instead of a bat. The game could be played with a pitcher or the batter could pitch to himself by throwing the ball up and hitting it.
Read the following background information about baseball: A New York City sportsman named Alexander Cartwright is called the father of organized baseball because he started a baseball club in 1845. Cartwright composed a set of rules in 1845; other rules were added in 1848 and 1854. These original rules created the foundation for baseball as it is played today.
According to the background information, the game of baseball was played in the early 1900s. Inference: Why, then, do you think the boys in Looking for Home played stickball instead of baseball?
Choose one of the following activities:
1) Throw a small ball in the air and try to hit it with the handle from a broom or a mop (ask your mother for permission to use the handle!).
2) Gather several friends or neighbors and play a game of stickball.
Today boys and girls play baseball, but in Looking for Home, only boys played stickball. What did the girls do as a leisure activity?
Chapters 13-14
Note: In Chapter 14 Bert uses two negatives in one sentence. Identify this sentence as you are reading.
Vocabulary:
1. Reread the sentence that contains the word conveyance (pg 108). Inference: What type of conveyance might have come along? Use context clues to determine the meaning of the word or look it up in a dictionary. Then use context clues to formulate a definition for the word immaculate (pg. 109).
2. Embroidery (pg. 113) is the art of making raised, ornamental designs in cloth (or other materials) with a needle and thread. Stitches can be combined to make many designs, such as flowers, people, animals, and abstract patterns. Throughout history most cultures have developed styles of embroidery.
Traditionally embroidery has been worked by hand (like Mrs. Quincy was doing), but designs are now embroidered by machines in factories and some home sewing machines are equipped with special embroidery attachments.
Try to find an embroidered object in your home. Optional: Try hand or machine embroidery.
Ideas for Discussion and Writing:
1. Examine what Mrs. Quincy said at the end of Chapter 13. Her words reveal changes in her attitudes. How has she changed?
2. Ethan was surprised that the children didn't rush home and tell Mr. Lehman about the box. When Ethan mentioned this to Bert, Bert explained the unwritten rule at the Home. What was it?
3. How long had Hugh been at the Home?
4. When did Hugh change?
5. Predict: Why did Hugh come back?
Reading Activity: Narration
Ethan related his story to Matron and then later to the two men. Tell Ethan's story in your own words.
Extension Activity:
Draw a large rectangle on a piece of paper in your notebook. Then draw three lines inside the rectangle so your shape is divided into three parts. On page 122 Mr. Quincy said that they didn't have all the pieces of the puzzle. Write a question in each of the parts of the puzzle. As you continue to read, mentally answer the puzzling questions. Note: One of the questions can be answered from information at the bottom of page 122.
Chapters 15-16
Vocabulary:
1. Sometimes readers need to know what a phrase means, rather than just individual words. What does the phrase impartially dispensed (page 125) mean? Define the phrase in one of two ways:
a. from the context (the meaning of the words that surround the phrase), or
b. by looking up the two words in a dictionary
2. Explain what it means to be an apprentice (page 137). Create an apprentice agreement with a parent or a friend. Each person should have responsibilities in the agreement. For example, you may ask a grandmother to teach you to knit. Her responsibilities may be to supply the materials and teach you for an hour each week. Your responsibility may be to practice knitting 15 minutes a day and to knit a washcloth by the end of one month.
Vocabulary Note: The word fate (page 138) means destiny.
Ideas for Discussion and Writing:
1. Before the day Hugh returned to the Home, what were Mr. Quincy's main interests at the Home?
2. How did Mr. Quincy's upbringing help him understand Hugh's needs?
3. Mr. Quincy presented his ideas to Mrs. Quincy. How does her response support the idea that she has changed?
4. Bert showed wisdom when he stated, "It's always best to tell the truth." What reason did he give for this advice? Inference: What is another reason?
5. In Chapter 16 you learned that Ethan enjoyed school. Complete the following sentence: Ethan told Bert that he might even become a teacher so he could___________________________________________________.
Do you feel the same way? Think: Is there something you enjoy doing enough to want to do it as a job?
Reading Activity: Map Work
Trace the trip mentioned in Chapter 16 on a U.S. map. In Chapter 2 Del commented that he picked up the children at Jefferson. At this time, Jefferson, Pennsylvania is a suburb of Pittsburgh. For this map activity, begin at Pittsburgh, Pennsylvania.
Mr. Lehman told the children that they would go to Chicago (IL). Then the Orphan Train would travel through the states of Missouri, Iowa, Nebraska, and Kansas.
When you read the Introduction, you learned that Mr. Brace's idea was to distribute children to rural families. Inference: Why would farm families be more interested in adopting children than families in cities?
Post Reading Activities
1. Read about Hull House in a reference book (this house is mentioned in Chapter 16).
2. Write one or two paragraphs about why Briarlane Christian Children's Home was run on Christian principles.
3. In Chapter 15 Hugh told Ethan that the only reason children left Briarlane was when they were adopted. Explain how Ethan's life at the Home would have been different if he had known that from the beginning.
4. Think about your gardening project: What are some advantages to growing your own food today? What were some benefits in the early 1900s?
5. The story related in Looking for Home begins in 1906. It is interesting to note that color crayons were first made in the United States around this time (1903) by Binney and Smith in Easton, Pennsylvania. Follow the directions to use color crayons to create paperweights:
Adult supervision is necessary for the following activity. Collect large rocks (at least 2" by 3") that have flat surfaces. Place a piece of foil in a pan and put the rocks on the foil. Heat the rocks in a 200 degree oven for two hours. Carefully removed the pan from the oven and "paint" the rocks with color crayons.
6. Read the TRAILBLAZER book about Charles Loring Brace. This title is: Roundup of the Street Rovers.
7. Prepare and play vocabulary stickball. Choose about twenty words that you've learned in this study. Cut twenty circles (with a diameter of about three inches) from white, unlined paper. Write a word on each circle. Decide if the word is easy, difficult, very difficult, or extremely difficult. If the word is easy, write the number 1 on the back of the circle. If the word is difficult, write the number 2 on the back of the circle. Very difficult words are assigned the number 3. Extremely difficult words earn a home run so write HR on the back of circles with this type of word.
Study the words and definitions. Then place the circles in a paper bag. Each player should take a turn to put his or her hand in the bag, pick a circle, and try to define the word. If your teacher decides the definition is correct, this player gets on base or gets a home run. After playing nine innings, the player with the most runs wins.
Note: When a player gets a run, he or she starts over. For example, a player could get a run by defining two #3 words. Even though this person has more "bases" than needed, he or she only gets one run and must then start counting over with the next word.
8. Read the other books in the Orphans' Journey Series: Whistle-Stop West, Prairie Homestead, and Across the Border. As you read these books, think about the following questions and complete the activity:
a. In the second book, Bert gives Ethan a key. What does the key represent? At times Ethan does not have the key. Identify these situations and explain why someone else has the key.
Trace around a key and cut it out. Cover it with clear contact paper and carry the key for the same reason Ethan carried his key. You may even want to give the key to someone else (like Bert gave his key to Ethan).
b. Mrs. Cooper read to her children from the Bible and probably prayed for them. It appears that Mrs. Kenny (mentioned in the first chapter) was a Christian. She probably prayed for Ethan and his family. Also, if the older Cooper children were Christians, they certainly would have prayed too. What were the fruits of all of these prayers? What daily reminder of the children did Mrs. Kenny have?
c. Although Ethan is a very ordinary individual, he tries to follow God and God uses him in many ways. Create a list of ways God uses Ethan.
9. Another excellent series about children who rode an Orphan Train is called The Orphan Train Adventures by Joan Lowery Nixon. Titles include: A Family Apart, Caught in the Act, In the Face of Danger, A Place to Belong, A Dangerous Promise, Keeping Secrets, A Circle of Love. The first book in this series begins in 1860; the other books are set during the Civil War.
It is interesting to note that in the book you just read the children had older siblings and a father, but the siblings couldn't take care of the younger children and the father didn't want them. In The Orphan Train Adventures, a mother wants to keep her children after their father dies, but she can't afford to keep them. This (and other circumstances) forces the children to ride an Orphan Train. So, some of the children who rode Orphan Trains were not orphans, they just didn't have anyone who could care for them.
10. Ethan and Bert have a special friendship. Discuss aspects of their friendship you read about in Looking for Home. What are qualities are found in a good friend? If you read more books in this series, watch the friendship between these two boys grow.
ANSWER KEY
Pre-Reading Questions and Activities:
1. Ethan is the large boy at the back.
2. Arleta Richardson also wrote the Grandma's Attic series. The Orphans' Journey books are based on a true story of a boy who rode on an Orphan Train.
3. A problem was that there was a great number of uncared for and abandoned children because orphanages, county poor farms, and foundling homes were filled. Some people were distressed while others were annoyed. Charles Loring Brace's idea was simple: Send the children from the big cities to the western states and distribute them to rural families who agreed to take them. Orphan trains ran from 1854 to 1929 (75 years).
6. Cars and electricity were becoming popular. Black people still faced many racial problems. Women were trying to obtain the right to vote. In 1912 the Titanic sunk.
Chapters 1-2:
Vocabulary: The words are synonyms because the meanings are similar. a. streetcar, b. trolley
Ideas for Discussion and Writing:
1. The Cooper family lived in a drafty, run-down house in the country. Their house had broken windows and cracks. The Kennys were kind to the Cooper family. Ethan's father was away from home more than he was there. Ethan's father never got around to fixing things up.
2. It took two hours to walk to town. The town was probably about four miles away.
3. Ethan was 8-years-old. He missed his mother. He wanted to stay with his older siblings even if he had to take care of his younger sister and brothers, but he resigned himself to leaving home. Ethan felt responsible for his younger siblings.
4. Del gave a nickel back to Ethan and he gave his lunch to the children.
5. In these chapters people walked, the young ones rode in a small wagon, they rode in a trolley, and they rode in a larger wagon.
Reading Activity:
The Kennys helped the Coopers move in, invited the children to Sunday School, helped with food and fuel, took Molly, and Mrs. Kenny took the children to the trolley.
Chapters 3-4:
Vocabulary:
Furtively means in a secret or stealthy manner. Furtive means stealthy or secret, so the suffix changes the meaning to a stealthy or secret manner. The word furtive is an adjective (The thief crept in a furtive manner.); the word furtively is an adverb (He glanced furtively.). Alice looked furtively because she was unsure of herself. Another adverb: gratefully. Furtively is also found on page 63 (Mrs. Quincy glanced furtively at her husband.).
Ideas for Discussion and Writing:
1. Ethan thought the Home looked like a palace. The residents referred to the Home as "that shabby old building at the edge of town." The residents probably lived in decent homes, but Ethan had lived in a run-down home.
2. Mr. Quincy felt that he should actively live his faith. His wife thought a little charitable work was fine, but she thought Mr. Quincy's work was too religious.
3. Mrs. Quincy filled her time with teas, literary club meetings, fund-raising activities, and parties.
4. Mrs. Quincy felt that he would enhance her social position.
5. Mrs. Quincy stated that they could give the child a better chance and advantages. The boy would provide company for the Quincys.
Reading Activity:
The shape of the room should be a rectangle. Six beds should be lined up on one of the long sides and five on the other side. Each bed should have small cupboard near it. The side with six beds should be labeled Junior boys, while the other side should be labeled Older boys.
Chapters 5-6:
Vocabulary: 1. c, 2. f, 3. d, 4. a, 5. b, 6. e
Ideas for Discussion and Writing:
1. God sends rain and sunshine.
2. A rule: Everyone must finish their jobs.
3. Ethan's father had hit him; no one was strapped at Briarlane. There was order, adult guidance, abundant food, and spiritual training at Briarlane. Ethan had not lived in that type of environment before.
4. Matron had faith in God and she applied Biblical wisdom to daily problems and circumstances.
5. Ethan wasn't used to discipline so he got into trouble when he didn't make his bed. This situation led to the problems with Riley and Hugh. All of these problems could have been avoided if Ethan had been obedient. The other problem was that he heard about Mrs. Quincy's demand for Will. He could not have avoided that, but he may have felt better about it if he had talked to Mr. Lehman or Matron.
Reading Activity:
Mr. Lehman felt that, after talking with Mrs. Quincy, he had just done battle with the three horrible goddesses.
Extension Bible:
2. God does not promise that life will always be fair. Life was not fair for Jesus: He died for our sins when he was sinless.
Chapters 7-8:
Vocabulary:
1. cordial (pronounced core-jell) means friendly, trough (rhymes with cough) is a long narrow container for holding water or food, pneumonia (new-moan-yah) is a disease in which lungs are inflamed, judicious (jew-dish-us) means sensible.
2. a. vigil, b. jurisdiction, c. expedite, d. deference
Ideas for Discussion and Writing:
1. Ethan learned that whitewashing was done to clean (kill bugs) and make things look better. Ethan presented the idea that the hog could use some cleaning up so he began at the hog's tail and moved up the enormous side with his paintbrush. When Ethan came to the hog's ears the boys heard a snuffle and a short, and the earth started trembling. The hog quickly turned over and flattened Ethan to the ground. Otis soon arrived and prodded the hog off Ethan. Otis was not pleased.
2. Matron told Ethan the story of the Good Shepherd (and the lost sheep). She related that to the lost Will situation.
3. Mrs. Quincy didn't think of the children as individuals; she didn't understand that each one was a person with unique needs and desires.
4. Ethan thought that the purpose of large homes was to house children.
5. Otis was being sarcastic.
Reading Activity:
1. wholeheartedly, 2. happily, 3. peacefully, 4. anxiously, 5. anxiously, 6. dismally
The adverbs enhance the verbs by giving a more specific picture. Readers get a different picture of some who is watching anxiously than someone who is watching eagerly.
Chapters 9-10:
Vocabulary:
1. A theory is an explanation based on reasoning and observation. Bert's theory was that Will might be in town; someone might have noticed a boy they hadn't seen before. We develop theories all the time: If I'm trying to get something done and the cat keeps brushing against me and meowing, I think: I might have forgotten to feed her.
2. We hear the word Advent at Christmastime. a. coming, b. season of devotion (the four Sundays before Christmas).
3. reveal
Ideas for Discussion and Writing:
1. Bert believed the Good Shepherd would bring Will back.
2. There was more stuff at the Home to keep the children busy.
3. Some possible words: selfish, demanding, babyish, nasty, crabby, humble (at the end).
4. Will wouldn't eat, he cried, and he called for his family.
5. Two characters who changed: Ethan (he's learning the rules, he's learning to trust); Mrs. Quincy (she is growing up: for the first time in Chapter 10 she admitted - to herself and to someone else - that she had been wrong). Static: It doesn't appear that Otis has changed.
Reading Activity:
Possible ways to correct:
1. "I don't need a lunch."
2. "This place is pretty nice when you don't have a family to stay with." don't have
3. "You never found a watch in a field."
4. "We never rode in a car before."
Extension Thinking:
Bert's statement could lead someone to believe that they rode in cars, but never in one so fine. Ethan corrected the concept in Bert's statement with a sentence that included incorrect grammar. Ethan's idea was to state that they had never rode in a car of any type before.
Chapters 11-12:
Vocabulary:
1. pesky (box), 2. sullen (Hugh), 3. commendable (act), 4. primer (class). Note that the word primer is pronounced with a short i (compared to paint primer, which is pronounced with a long i sound).
Ideas for Discussion and Writing:
1. The two most important things to say are "I'm sorry" and "Thank you".
2. Shala was obedient and observant.
3. Ethan hoped that Hugh would not return.
Reading Activity:
Choice Consequence
1. Ethan chose not to steal.+ 1. He didn't have a guilty conscience. Also, he
probably would have been caught and punished if
he had taken the box.
2. Ethan talked to Matron when 2. Matron commended him; also he wasn't under
he was confused about suspicion.
entering Mr. Lehman's office.+
3. Chapter 14: Ethan chose to 3. He couldn't eat and felt sick.
take the whole blame for the
for the problem with the box.-
4. Ethan told Matron and Mr. 4. Ethan's worries were finally over.
Lehman the whole story.+
Extension Game:
The boys played stickball instead of baseball because it was easier to get a mop or broom handle than a bat. The little girls played with dolls.
Chapters 13-14:
Note: Bert uses two negatives in the middle of page 118.
Vocabulary:
1. A wagon or another car could have come along. A conveyance is a vehicle. Immaculate means very clean.
Ideas for Discussion and Writing:
1. Mrs. Quincy admitted that her reasons were selfish and that it would have been a mistake to keep Will.
2. Nobody tells anything (nothing) to Mr. Lehman.
3. Hugh had been at the home since he was an infant.
4. Hugh changed when his special friend left.
Reading Activity:
Shortly after I came here I was alone in our room while I was making my bed (because I hadn't made it before breakfast); I saw a picture on the floor between the beds. I picked it up and sat on Riley's bed to look at it. Riley came in and accused me of taking it from his cupboard. I didn't though - really.
Then you told me to take clothes upstairs. When I approached the room I heard someone open and close a cupboard. Everyone was supposed to be outside so I peered into the room - I saw Hugh.
Right before Hugh left he asked me to take a box out of Mr. Lehman's desk. I didn't do it, but Alice had the missing box on her desk at school. I hid it but the kids found out about it. Alice said she found it by the barn.
Extension Activity:
Questions for the three parts: Who took the money? Why was the money found by the barn? What is the story behind Hugh's life (how long had he been at the Home?)? Answers: Hugh took the money. It was found by the barn because Hugh had second thoughts about taking it. Hugh had been at the Home since he was an infant. He changed when his good friend left.
Chapters 15-16:
Vocabulary:
1. fairly applied, 2. An apprentice learns an art or a trade. In return for instruction, the person agrees to work for a certain length of time with little or no pay.
Ideas for Discussion and Writing:
1. Mr. Quincy's main interests at the Home were to take care of the business affairs.
2. Mr. Quincy had been raised by a couple who had cared for his needs. They expected him to do some things, but did not support the idea of him "bettering" himself.
3. Mrs. Quincy's response (in the 2nd and 3rd complete paragraphs on page 127) reveal her concern for Hugh instead of selfish ideas.
4. Bert said that if you tell the truth you don't have to make up stuff to go with it. Another reason: God doesn't want us to lie.
5. . . . go to school for the rest of his life.
Post Reading Activities:
2. Sample paragraphs:
Briarlane Christian Children's Home appears to have been founded by Christians because the word Christian is in the title. Also, the people who organized this home hired true Christians - Mr. Lehman and the Matron - to work there.
Both Mr. Lehman and Matron lived by Biblical principles. They prayed, trusted the Lord, taught, and demonstrated compassion and understanding. Mr. Lehman didn't change his convictions when Mrs. Quincy threatened to remove the Quincy's financial support. Also, Mr. Lehman dealt with problems without whipping (a common and accepted disciplinary procedure at this time).
Following is one final piece of evidence that proves Briarlane Christian Children's Home operated on true Christian principles: Lives were changed because God's love was shown at the Home.
3. Ethan wouldn't have lived in the shadow that if he did something wrong he would be sent away.
4. Advantages today: No preservatives, not dependent on others, inexpensive. Early 1900s: Often growing one's own food was a method of survival, not a choice or a preference. It was inexpensive.
8. a. The key was given to Bert by his father. Bert's father wanted the key to remind Bert that praying is the key to success; the key would remind Bert of that when he needed help. Bert wanted Ethan to have this reminder.
Ethan doesn't have the key when Hector took the key (book 3); Hector later gave it back. Also, in book 4 Ethan gave the key to Pancho Villa to remind Pancho Villa that God loved him. Pancho Villa later gave the key to Chad Rush to give back to Ethan.
b. God continued to work in the lives of Ethan and his siblings. The baby the Kennys took (Molly) was a daily reminder for Mrs. Kenny.
c. Some of the ways God used Ethan: to change the Rush family (books 2-4), to influence Carlos (book 4), and to change Pancho Villa (book 4).
10. Bert taught Ethan about faith and God. Bert stood by Ethan when he went through difficult circumstances; he helped him as much as he could. Bert offered good advice to Ethan. Some qualities of a good friend: loyalty, understanding, likes to spend time with you, forgives.
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