Teacher Resource Guide - Judith Silverthorne · many of which are children's novels, with one...

Teacher Resource Guide

2

Dinosaur Breakout TRG © Judith Silverthorne, 2016. Teachers have permission from the author to make copies of this guide for personal classroom use, personal reference, and student use.

Dinosaur Breakout

by Judith Silverthorne

© 2004

Teacher Resource Guide

for Grades 4 - 6

by Paula Jane Remlinger

© 2016

The creation of this teacher resource guide was made possible thanks to:

“Participation made possible through Creative Saskatchewan’s Market and Export Development

Grant Program”

3


TABLE OF CONTENTS

About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4

Why I Wrote the Dinosaur series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5

Introduction & Organization . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . ...6

Saskatchewan Curriculum Connections . . . . . . . . . . . . . . . . . . . . . . . . . . …. 7

Chapter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chapter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Chapter Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Chapter Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Chapter Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Chapter Nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Chapter Ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Chapter Eleven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Chapter Twelve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Epilogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Printable Activity Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

4


About the Author: Judith Silverthorne

Judith Silverthorne is a multiple-award winning Canadian author of more than a dozen books,

many of which are children's novels, with one translated into Japanese, plus two adult non-

fiction biographies. Her first picture book published in 2015 is an international award winner.

Convictions is her first Young Adult novel.

The love of nature, people and history inspire Judith Silverthorne’s writing and help shape many

of her books. Saskatchewan-based, she travels the world acquiring knowledge of cultures and

societies, exploring mysteries, experiencing significant events, and the everyday lives of people,

which she weaves into her numerous stories.

As a freelance writer and journalist, she has written several hundred articles and columns for

newspapers and magazines. Among other writing professions, she has also worked as an editor,

researcher, manuscript evaluator, scriptwriter, television documentary producer and arts

administrator. In addition Judith teaches writing classes, and has presented hundreds of readings

and writing workshops at libraries, schools and other educational institutions, and given

presentations at conferences. For more information about Judith, visit her website:

www.judithsilverthorne.ca.

Paula Jane Remlinger, writer of the Teacher Resource Guide, is a writer and educator. She

holds a B.A. Hons (English), B.Ed., M.A. (English), and M.F.A. (Creative Writing). She is

experienced in working with youth, adults, and ESL/EAL students.

http://www.judithsilverthorne.ca/

5


A Message from the Author: Why I wrote the Dinosaur series

I am fascinated by dinosaurs, the research, the discoveries, and imagining what the earth must

have been like 65 million years ago when these astonishing, huge creatures existed. But it was

my son’s love of them that first inspired me to write about them. When he was a youngster, the

books available about dinosaurs were all non-fiction, except for one or two. While they gave

plenty of amazing facts, the story element was missing.

In 1994, I had the privilege of being at the excavation site for Scotty, the T-Rex located along the

Frenchman River Valley near Eastend, Saskatchewan. Seeing the gargantuan bones of the most

complete fossil find in Canada electrified my imagination. Further research and visits also to

other dig sites helped inspire me to write fiction stories for children that would take them into an

extinct world and stimulate their imaginations. Not only was I telling a story about creatures that

were far larger than any today, but I felt great satisfaction in portraying these sometimes fierce

carnivores and at other times gentle giants in a way that made them more real and gave a more

complete picture of the Cretaceous period. I was also able to weave known facts about their

world to make my descriptions more realistic with the help of paleontologists, particularly the

folks from the Royal Saskatchewan Museum at the T. rex Discovery Centre location, Tim

Tokaryk and Wes Long.

After writing Dinosaur Hideout, I became so captivated about how I imagined life might have

been like so long ago that I wrote the series of four books, the last three of which have my hero,

Daniel, travelling back in time. I am still fascinated and have a keen interest in learning about

dinosaurs and other prehistoric creatures.

Judith Silverthorne

6


Introduction

In Dinosaur Hideout, book one of the series, Daniel Bringham is convinced there are valuable

fossils on his family's land. When it looks as though his parents might have to sell the farm,

Daniel is more determined than ever to make a dinosaur find that will bring prosperity to his

family and the community.

In Dinosaur Breakout, book two of the series, Daniel Bringham confronts local bullies as he gets

ready for his family's first summer of being involved in a dinosaur dig tour operation. A blow to

the head sends him back in time and he learns even more about the dinosaurs he loves and about

his own survival skills. Ultimately, he learns to trust the people who know him best and that even

bullies can change.

Organization

Within this guide you will find a variety of activities intended to help readers appreciate and

understand the novel, Dinosaur Breakout. We encourage teachers to choose those activities,

questions, and exercises that are best suited for his or her particular classroom and students.

Many activities can easily be adapted or modified, and teachers should feel free to adjust

material as necessary. All material is reproducible for personal classroom use, personal

reference, and student use. Please do not publish or post this material elsewhere without

permission from the author.

As pre-reading material, this guide contains a short biography of the author, Judith Silverthorne,

as well as a section on why she wrote the novel. This is followed by a brief summary of the

novel (Introduction) and some guidelines for finding information within the guide

(Organization).

Furthermore, expectations of the Saskatchewan Curriculum are reviewed so teachers can easily

incorporate the necessary outcomes and indicators required for their grade levels. As always, the

most up-to-date Saskatchewan Curriculum information is available at:

https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp

Each chapter is given its own section, complete with a short summary, pre-reading activities,

questions for discussion, and general activities. Where worksheets are suggested, you will find

the appropriate worksheet at the end of the guide.


7


Saskatchewan Curriculum Connections

Social Studies

Describe the origins of the cultural diversity in Saskatchewan communities

(Grade 4)

Analyze the evolution of Canada as a multicultural nation (Grade 5)

Evaluate and represent personal beliefs and values by determining how culture

and place influence them (Grade 6)

English Language Arts, Aims and Goals

The K-12 aim of the Saskatchewan English language arts curricula is to help students understand

and appreciate language, and to use it confidently and competently in a variety of situations for

learning, communication, work, life, and personal satisfaction.

The K-12 Goals are broad statements identifying what students are expected to know and be able

to do upon completion of study in a particular subject (e.g., English language arts). The K-12

goals of the Saskatchewan English language arts curricula are to:

Comprehend and Respond (CR). Students will develop their abilities to view, listen to, read,

comprehend, and respond to a variety of contemporary and traditional grade-level appropriate

texts in a variety of forms (oral, print, and other texts) from First Nations/Métis and other

cultures for a variety of purposes including for learning, interest, and enjoyment.

Compose and Create (CC). Students will develop their abilities to speak, and use other forms

of representation to explore and present thoughts, feelings, and experiences in a variety of forms

for a variety of purposes and audiences.

Assess and Reflect (AR). Students will develop their abilities to assess and reflect on their own

language skills, discuss the skills of effective viewers, listeners, readers, representers, speakers,

and writers, and set goals for future improvement.

- taken from the Saskatchewan Curriculum, English Language Arts, January 2016

The variety of options included in this guide is designed to help teachers meet the outcomes and

indicators. Detailed lists of Outcomes and Indicators for each grade level are available at the

online Saskatchewan Curriculum website: https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp



8


Chapter 1

Summary

Daniel Bringham is on the way to his secret hideout when he sees movement ahead of him in the

field and chooses to investigate. He calls for his dog Dactyl, but the dog is nowhere to be seen.

Daniel thinks someone is following him, so he hides behind a rocky outcropping until the person

comes into view. It's Craig Nelwin, a school bully. Daniel's relieved he didn't try confronting

him, but when he emerges from his hiding place, he runs into Todd, Craig's older brother. Daniel

gets shoved down on a rock pile and hits his head, losing consciousness.

When Daniel wakes up he's lying on a muddy beach with a head wound. There are giant

footprints there and strange plants. Daniel at first thinks he's dreaming, but then comes to accept

he seems to have travelled to a prehistoric time period, most likely the Cretaceous. He sees a nest

of dinosaurs hatching, an Edmontosaurus, and several other small mammals, insects, and

dinosaurs. A Tyrannosaurus rex walks through the area, terrifying Daniel. When the dinosaur is

gone, Daniel searches his backpack for what supplies he has, drinks and eats, and contemplates

his situation. He doesn't know how his family will find him, or even how he can get back to his

own time period.

Before Reading

Use the form "What Predictions Can You Make?" to make predictions about the content

of the book based on the title and cover.

Share the information from the About the Author section. If possible, make arrangements

to have the author visit your school.

Provide students with a New Vocabulary sheet to collect and define unfamiliar

vocabulary words.

Explain or review the parts of a novel including rising action, climax, and falling action.

If students have read the first book in the series, see what they remember about it. Based

on what happened in the first book, what do they predict will happen in this one?

Questions

Why hasn't Daniel been to his secret hideout recently?

What information is given to us about the last book and how it ended?

Why doesn't Daniel worry that Jed knows the location of his hideout?

9


What happens with Daniel and the Nelwin brothers?

What happens when Daniel hits his head on a rock?

How does Daniel identify what prehistoric time period he is most likely in?

What happens to Daniel in the past?

Why is Daniel so worried about his current situation?

Activities

Character Profiles – Create a page or poster for each character. As characteristics are

learned, have students add to each character profile.

Setting the Scene – The author spends a lot of time in Chapter 1 describing the setting.

Choose a setting and write a paragraph to describe it in as much detail as possible.

Vocabulary Review – In groups, ask students to create a game to help remember

vocabulary words for each chapter. Try out each game when reviewing chapter

vocabulary.

Time Travel – Do you think Daniel is dreaming or has he actually time travelled?

Present evidence from the chapter to support your theory.

10


Chapter 2

Summary

Daniel hears the T. rex and decides he needs to find better shelter. He heads towards the trees,

cataloguing the sights as he goes, and finally enters a forest of redwoods. He finds a hollow tree

with a hole in it, and decides to hide there for a while. He has something to eat and evaluates his

situation. He realizes there's a nest of some kind above him in the tree and goes to investigate.

Daniel realizes he'll be safer if he's higher up in the tree, so he climbs past the nest to where he

can scan the area for dangers. The mother Pteranodon returns to its nest and Daniel is forced to

move again within the tree. The animal catches sight of him, though, and after circling, comes in

to snap at him. Daniel tries to get away to safety, but as he leaps, he falls into the tree trunk and

everything goes black.

Before Reading

Review where chapter one ended. What do you think will happen next?

Know-Want-Learn – Find out how much students know about dinosaurs, what they want

to know, and at the end of the book, review what they have learned.

Have you ever thought about what it would be like to travel in time? Where would you

choose to go and why?

Questions

How does Daniel decide which direction to go next?

What is Daniel looking for?

Why does he wish he were at home?

What does Daniel discover in the hollow tree?

Why does he decide he needs to move from inside the tree?

What happens when Daniel is spotted by the Pteranodon?

Where do you think Daniel will wake up?

Activities

11


Draw a picture of the Cretaceous period as presented by the author. How many details of

plants and animals can you fit in?

Pretend you are an observer in this time period reporting what you see. How would you

describe the incident with Daniel and the Pteranodon from an outside point of view. (This

is a good time to review third person limited and omniscient narrators.)

Be Prepared – Make a list of everything Daniel has in his backpack. What else might he

need to take is he's going to travel in t ime?

12


Chapter 3

Summary

Daniel wakes up back in Saskatchewan on the prairie, aching and sore. He has blood dripping

from his forehead. In the distance he can see the Nelwin brothers leaving, and he wonders if

they're going to go for help or leave him there.

Daniel finds Dactyl and makes his way home. His mother fusses over his injuries, and he tells

her what happened with the Nelwins, but leaves out the part about time travelling. When Daniel's

dad discovers what happened, he's angry on Daniel's behalf. Daniel convinces his parents to let

him think of a way to handle the bullies instead of calling in the police.

Daniel returns to his hideout and decides he needs to camouflage it better, so he works at

covering the opening to make it look more natural. While he's resting in his hideout, he discovers

a piece of what looks like prehistoric bark. He's about to reach for it when a signal from

Pederson distracts him.

Mr. Pederson wants Daniel to go with him to the T. rex Discovery Centre the next day because

Pederson has some things to discuss with the people there. Daniel agrees to go. He considers

telling Pederson about his time travelling adventure, but decides against it for the time being.

Before Reading

Have you ever woken up disoriented and not been sure where you were? Describe that

sensation.

Have you ever been afraid to tell someone the truth because you thought they wouldn't

believe you?

Prepare to have a frank discussion about bullying using the book as a starting point.

Discuss the Nelwin brothers' behaviour in the first few chapters. Is it acceptable? What

should be done about it?

Questions

How does Daniel know that he's back in his own time period?

How much time seems to have passed?

What does Daniel tell his mother about what happened?

13


What does Daniel's father want to do about the situation?

Why does Daniel decide to return to his hideout?

What does he do when he gets there and why?

Where do you think the piece of bark came from? Why is it significant?

How does Daniel know that Mr. Pederson is approaching?

What does Mr. Pederson want from Daniel?

Why doesn't Daniel tell Mr. Pederson about his time travelling adventure?

Activities

Using a map of Saskatchewan, check out where the story takes place. Where is the T. rex

Discovery Centre in relation to where Daniel lives? What is the benefit of writing about

actual rather than fictional places?

Make anti-bullying posters to decorate the school and the classroom. Continue this

project throughout the book. Consider illustrating the posters with scenes from the book

with captions like "This is Bullying" or "Stop Bullying!"

14


Chapter 4

Summary

Daniel heads home without touching the piece of bark. He does his chores and considers if

hitting his head was the way he transported back and forth to the Cretaceous period.

Mr. Pederson picks Daniel up to drive to the T. rex Discovery Centre. On the highway they have

an encounter with the Nelwins in a speeding truck, and Mr. Pederson is unimpressed with the

boys' reckless behaviour. In Climax, they see the Nelwins almost knock down Jed's sister Lucy,

and Mr. Pederson has had enough. He gives the boys a stiff warning and makes them apologize.

While in Climax, Daniel and Mr. Pederson visit the museum and visit "Roxanne", the

reproduction of the Edmontosaurus they found the previous year. Then they continue on to the

Royal Saskatchewan Museum in Eastend. Daniel gets distracted by new dinosaur books, and Mr.

Pederson buys him the one showing theories about birds and dinosaurs being related.

Daniel has a chance to check out the size of a T. rex footprint and decides that was what he'd

been lying in back in the Cretaceous period.

Before Reading

Have you visited the Royal Saskatchewan Museum at Eastend? If so, what was the

experience like? If not, try to arrange a class trip there if possible.

Do you think it works to make someone apologize for something they've done? Why or

why not?

Daniel's interested in dinosaurs. What are your favourite type of non-fiction books to

read?

Questions

What happens on the road to Climax, SK?

What does Mr. Pederson do about the Nelwin brothers?

What happens at the museum in Climax?

What does Daniel discover in Eastend?

Activities

15


Research Report – Ask students to select a geological era (Cretaceous, Jurassic, etc.) or a

particular dinosaur, and present their research to the class. More advanced students could

perhaps look at theories of why the dinosaurs became extinct or the theory that dinosaurs

and birds are related.

Get students involved in anti-bullying by teaching them how to become peer mediators

for challenging situations. More information about provincial programs can be found

through your Department of Education.

T. Rex Discovery Centre, Eastend, SK

16


Chapter 5

Summary

Daniel spends time at the museum learning more about the Eastend discovery of "Scotty" and

about how they preserve the fossils. He points out some inaccuracies that he recognizes from his

time in the past, and Mr. Pederson becomes curious. Daniel asks about the possibility of time

travel and is given a serious answer. On the ride back home, Mr. Pederson suspects Daniel is

holding something back and pushes him for an answer.

Before Reading

Introduce students to the Edmontosaurus. The Royal Tyrrell Museum has numerous

resources available including a Virtual Tour Teacher Resource Guide:

http://www.tyrrellmuseum.com/media/RTMVirtual_Visit_Teacher_Guide.pdf

Check out what science has to say about time travel. Is it theoretically possible? Why or

why not? Do you agree?

Questions

Why do you think the author includes so much detail about the T. rex discovery?

What does Daniel say at the museum that makes Mr. Pederson sure Daniel's holding

something back?

How good is a T. rex's eyesight? Explain, referencing the novel.

What does Mr. Pederson mean when he says the T. rex is a bully?

What is Daniel holding back from Mr. Pederson? Why?

Activities

Google Tim Tokaryk and Marc Caswell in relation to the dinosaur finds. What do you

learn?

Research time travel. What do scientists now believe about the possibility?

Would you share your story if you thought you had actually time travelled? Why or why

not? Write a journal entry explaining your reasons.

http://www.tyrrellmuseum.com/media/RTMVirtual_Visit_Teacher_Guide.pdf

17


Chapter 6

Summary

Daniel reveals his secret to Mr. Pederson, who says nothing. Their conversation is interrupted by

Mildred Roost, a woman Mr. Pederson knows from his paleontology days. They have lunch and

then resume their conversation about time travel. Mr. Pederson explains that it would have to be

scientifically proven. He is skeptical, but he knows Daniel well enough to know he wouldn't

make up such a story.

They pass several oil pump-jacks and Mr. Pederson explains about mineral rights, and Daniel

recalls the decision that faced his family about whether to let the oil company drill on their land.

Luckily, they were saved from that by finding the dinosaur fossils.

They return to the farm and make plans to meet after dinner to discuss the project with Daniel

and Jed's families. Daniel invites Jed to come over, but decides he has to visit his hideout first.

When he touches the piece of bark, he is transported back in time again.

Before Reading

Are there any colourful characters in your city, town, or village? How would you

describe them?

Have you ever shared a secret with someone and then regretted it? What happened?

What do you think your reaction would be to finding that you had travelled in time?

Would you be calm or panicked? What would you try to do first?

Questions

What does Daniel reveal to Mr. Pederson?

What interrupts their conversation?

Why does Mr. Pederson say "Some things are just better to go along with than cause

trouble"?

What is the significance of the oil and mineral rights discussion?

What does Daniel realize about his parents' decision?

Why does Daniel go to the hideout before supper?

18


Activities

Do a podcast on the possibilities of time travel. Include as much scientific information

about current theories as possible.

Create a multi-media presentation on the Cretaceous period. Consider the kinds of things

that Daniel has encountered and see if you can include images of them.

Daniel realizes something about his parents' sacrifices in this chapter. Consider your own

situation. What sacrifices have your parents made to make your life better? Write a

journal entry on the topic.

19


Chapter 7

Summary

Daniel touches the redwood bark and is once again transported to the past. He observes the

animal life and vegetation around him. He finds the body of a Stegosaurus and determines that

the Edmontosaurus must have escaped from the T. rex. Daniel confirms that the piece of bark is

from the Cretaceous period.

Daniel sees the same T. rex he had before and is amazed about being transported to basically the

same time and place a second time. When the dinosaur is coming straight towards him, Daniel

drops the piece of bark into his backpack and returns to the present. He sets the bark aside so

nothing can touch it, but considers the possibility that he can return to the past when he wants,

and maybe take someone with him.

Daniel remembers Jed is coming over and so returns home from his hideout. Jed and Daniel go

riding to the campsite area where their fathers have been working. The boys stay and assist with

the preparations. On their way home, they spot someone in the distance. They think it's the

Nelwins, but lose track of them. Daniel considers how the bullies might fare in prehistoric times.

Before Reading

Usually in books or movies, there is something particular that allows people to travel

between the past and the present—a portal, an object, etc. Think of examples of this.

Discuss what types of objects might work best for sending people back and forth

Have you ever learned a skill or a piece of information, and then had to put it to use

immediately?

Questions

How does Daniel end up in the past again?

Where did the piece of bark come from?

Why is Daniel relieved to find the dead Stegosaurus?

Why is Daniel particularly afraid when the T. rex comes towards him?

What preparations are being made for the opening of the dinosaur dig tourist operation?

What are Daniel's thoughts about taking someone to the past with him?

20


Activities

Write a story that uses time travel as a plot device. Decide what object will transport the

characters backward and forward in time and what rules apply to the object.

Create an audio-version of your story using Audacity or some other program.

Write a review of someone else's story in your class. Focus on the time travel element

and how well it worked.

In groups, work on creating a rubric for grading/analysing an audio story. Consider things

such as tone of voice, speed of reading, background noise, presentation, etc. Share your

rubric with the class and together work to make one standard form using the best of what

has been suggested by each group.

21


Chapter 8

Summary

Mr. Pederson lends Daniel a book about travelling to the prehistoric past. The families and Mr.

Pederson discuss the tourist operation and the preparations that have been taking place, as well as

the possibility of being a research outpost. The boys and Lucy drift away when the conversation

turns to finances. They discuss the Nelwins and what bullies they are.

They see someone moving around the rest area, so the three of them go to check it out. They find

the Nelwins there, damaging the picnic tables by carving into them with a knife. Daniel is

outraged, but Jed points out they have a knife and they should go get their parents. The Nelwins

realize they're being watched and give chase. Daniel stumbles and is caught; Jed and Lucy run

home.

The Nelwins try to get Daniel to say where his secret hideout it. He won't tell. They stuff him

into a barrel and send it careening down the hill while the Nelwins make their escape.

Before Reading

If you saw someone sneaking around, would you investigate? What else could you do to

get help?

Have you ever been the victim of vandalism? How did it feel?

Why do you think the Nelwins want to know where Daniel's hideout is so badly? What

do you think they would do if they ever found out its location?

Ask students if they're familiar with the idea of going over Niagara Falls in a barrel? Do

they think that would be fun? Exciting? Dangerous?

Questions

Why is the book that Mr. Pederson gives Daniel to read significant?

What preparations have the men done to get ready for the tourist operation to begin? The

women? The kids?

What happens when Daniel thinks someone is at the rest area?

Why does Jed suggest they get help?

How does Daniel get caught?

What do the bullies do to Daniel?

22


Activities

Brainstorm with students tactics to deal with bullies.

Role-playing – Have students come up with scenarios where there are bullies. Role-play

what ways you can respond in each situation.

23


Chapter 9

Summary

Daniel's parents arrive to find Daniel battered and bruised from his roll down the hill in the

barrel. The take Daniel home and treat his injuries. His parents decide it's time to bring the police

into the matter. Daniel asks his dad if he'd put too much pressure on his parents to have the

dinosaur operation.

The next day they meet with Constable Fraser of the RCMP to tell him about all the incidents

with the Nelwin brothers and to take him to the campsite to show him the damage. The

Constable reviews all the possibilities of what could happen to the Nelwins. They decide that

restitution for the damages is a good place to start.

Before Reading

Introduce the concept of restitution for damages. How is it different from punishment?

Is there any reason to be sympathetic towards the Nelwins? Explain.

Questions

Who comes to Daniel's rescue?

What is Daniel's condition after the altercation with the Nelwins?

Why does Jed feel badly about what happened?

Does Daniel's dad resent being involved in the dinosaur tourist dig operation? Why or

why not?

What could happen to the Nelwins?

What do Daniel and his dad decide should be done?

Activities

Write the events with the Nelwins from a different point of view. How does the situation

differ if you're Jed? Lucy? Todd or Craig Nelwin? Daniel's dad? Dactyl?

Using skits developed through anti-bullying activities, have the students perform the skits

for other classes in the school.

24


Chapter 10

Summary

Mr. Pederson checks on Daniel and invites him to come over to the Edmontosaurus dig site.

Some new information has come to light about how the Edmontosaurus might have died.

Daniel and Mr. Pederson spend a lot of time at the dig site and uncover some new pieces of

fossil, including what might be part of a flying reptile. Jed joins them for a while, and manages

to work more diligently than he usually does. He doesn't feel as confident in his work as the

others, but has uncovered some fossilized bird-like tracks.

When they're done with the dig and heading back home, Daniel spots what looks like the

Nelwins heading in the direction of his hideout. He insists on checking it out.

Before Reading

Have you considered what type of career you might like to have?

Have you gone to science camp, or something like the tourist dig operation where you've

had a chance to try out a new skill?

What do you feel most confident about? How do people gain confidence?

Questions

Describe the dig site.

Why are they excited about finding what might be a flying reptile?

What do each of the diggers find?

Why is Jed's discovery significant?

Why does Jed lack confidence about his findings?

How does Mr. Pederson encourage him?

On their way home, what do Jed and Daniel discover?

Activities

Have students create a BINGO game using vocabulary from the story. Play as a class.

Write a poem or short paragraph about confidence.

Draw the scene at the dig site with the uncovered fossils.

25


Chapter 11

Summary

Daniel and Jed run towards Daniel's hideout to see if the Nelwins are there. They come upon the

boys just as they've uncovered the hideout. Daniel confronts them, but the Nelwins go inside the

hideout and throw things around. When they threaten to damage the fossils, Daniel goes into the

hideout and confronts them. Jed joins him, but the Nelwins continue to wreck things. When

Craig reaches for the pot lid that covers the piece of redwood bark, Daniel tries to stop him.

The three boys are transported back to prehistoric times and Daniel takes charge. The Nelwins at

first think it's some kind of joke or trick, but then they realize they've time travelled and are in

real danger. Daniel tries to get the piece of bark, but Todd grips it tighter.

They come across a wounded Edmontosaurus near her nest, and Daniel speculates that this could

be "Roxanne." They make their way to the redwood trees, and Daniel gets them to climb the

trees where predators can't reach them—except the ones that fly.

Before Reading

Have you ever been in an emergency situation where you had to take charge? Or where

you suddenly had to follow directions from someone? What was the experience like?

How do you feel about working in groups with people you aren't friends with? What

strategies do you have to use to make the situation work more effectively?

Questions

What is Daniel afraid of when he spots the Nelwins?

How does he confront them?

What do the Nelwins do when Daniel confronts them?

What happens when the Nelwins go inside the hideout?

What kind of damage do the Nelwins do?

What happens when the redwood bark is touched?

Why are all three boys transported?

Why don't the Nelwins believe they've time travelled?

Why do the Nelwins start listening to Daniel?

26


Activities

Ask each student to do a short presentation on something they know how to do well. Ask

them to teach that skill to the class.

Ask students to figure out how they could fake a time travel experience. What equipment

would they need? What would they need to account for?

27


Chapter 12

Summary

Daniel climbs up a tree, but realizes the Nelwins are having trouble. Daniel goes to help Todd

decide the danger, and forcibly pushes the boy up the tree to get them both out of range of a

Troodon. The Nelwins are finally convinced that they really have time travelled. A T. rex

appears and frightens the Nelwins, but once he's gone, the boys can descend from the trees.

Daniel asks Craig for the piece of bark back, hoping to return them to their proper time.

However, Craig fears he's lost the bark. A frantic search reveals the bark and they are transported

back just as they are about to be set upon by a herd of Dromaeosaurus.

The boys arrive back at the cave, screaming. Jed is still there and Mr. Pederson has joined them.

They share the story of what happened to them, and Jed wonders why Daniel didn't tell him the

truth. Mr. Pederson points out how unbelievable the story is, even with the proof they now have.

Mr. Pederson and Daniel explain to the boys what needs to be done to make reparations for the

damage they've caused. The boys agree to clean up the mess in the cave, but don't do a good job

of it. Daniel has to decide whether to stand his ground or let them get away with it. He asks the

boys to return the next day to continue the clean up and they agree. Daniel also asks them to help

with his chores until he's well enough to do them himself. Mr. Pederson invites the Nelwins to

help out with the Dinosaur digs.

Daniel considers the Edmontosaurus he saw and whether it could be Roxanne. He decides he

needs to see the photos being sent from the museum as soon as possible. A redwood pinecone is

tucked in a pocket on his backpack.

Before Reading

Have you ever had to ask someone to do something you knew they didn't want to do?

What was the result?

Did you ever tell a true story and have someone who didn't believe you? What

happened?

Questions

How does Daniel help the Nelwin brothers when danger appears?

28


Why does Daniel help them?

What dinosaurs do the boys encounter while in the past?

How do they return to the present?

Do the boys believe Daniel now? Why or why not?

What does Daniel ask the boys to do in terms of restitution?

What is the significance of the redwood pinecone?

Do you think the Edmontosaurus the boys saw is Roxanne? Explain your answer.

Activities

Draw a picture of one of the prehistoric scenes. Use a medium you've not used before –

paint, charcoal, digital imagery, etc.

Write the missing scene where the boys disappear and Jed is left alone.

How did Jed convince Mr. Pederson to come to the cave? Imagine the dialogue that took

place between the two characters and act it out in pairs.

Write what happens the first time Daniel touches the pinecone.

After Reading

Are there any parts of the story that the students are unclear on what happened?

Review the construction of a novel and have students identify what chapters are the rising

action, climax, and falling action.

Review vocabulary for usage.

Is there any additional information the students are still interested in learning about the

book's topic? Review and complete the Know-Want-Learn sheet handed out at the

beginning of the unit.

Do you think the writer intended to write another book when she finished this one?

Discuss what clues she gives that she might consider a sequel.

29


Picture Clues

What Predictions Do You Have?

Word Clues

Predictions

30


What I Know

Know – Want - Learn

What I Want to

Know

What I've Learned

31


The creation of this teacher resource guide was made possible thanks to:

“Participation made possible through Creative Saskatchewan’s Market and Export Development

Grant Program”

Date post:	28-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Teacher Resource Guide - Judith Silverthorne · many of which are children's novels, with one...

Documents