A TEACHER’S GUIDE TO - HarperCollins

1 A teacher S GUIDE TOALIGNED TO THE COMMON A teacher S GUIDE TO CHRISTINA BAKER KLINE S ORPHAN TRAIN 2 Table of ContentsNote to Teachers 3 About This GUIDE 3 Before You Read 3 Guided Reading Questions 4 Prologue 4 Spruce Harbor, Maine, 2011 4 New York City, 1929; New York Central Train, 1929 5 Union Station, Chicago, 1929 5 Spruce Harbor, Maine, 2011 5 The Milwaukee Train, 1929; Milwaukee Road Depot, 1929 6 Albans, Minnesota, 1929 6 Spruce Harbor, Maine, 2011 7 Albans, Minnesota, 1929; Albans, Minnesota, 1929 1930 7 Hemingford County, Minnesota, 1930 7 Spruce Harbor, Maine, 2011 8 Hemingford County, Minnesota, 1930 8 Spruce Harbor, Maine, 2011 8 Hemingford, Minnesota, 1930; Hemingford, Minnesota, 1930-1931 9 Hemingford, Minnesota, 1935-1939 9 Spruce Harbor, Maine, 2011 9 Minneapolis, Minnesota, 1939 9 Hemingford, Minnesota, 1940-1943 10 Spruce Harbor, Maine, 2011 10 Writing and Research Prompts 11 Explanatory/Informational Prompts 11 Argumentation Prompts 12 Narrative Prompts 13 About the Author 14 Links of Interest 14 Other Titles of Interest 14 About This GUIDE s Author 15 A teacher S GUIDE TO CHRISTINA BAKER KLINE S ORPHAN TRAIN 3If you have been looking for a contemporary novel to engage students and build multidisciplinary connections between American Literature and History courses, Christina Baker Kline s novel Orphan Train is the perfect addition to your curriculum.

2 With two strong female protagonists and a framing narrative that links the present day with the past, Kline s novel will capture student interest and promote cross-curricular learning. The questions and activities in this teaching GUIDE are written to support standards-based instruction. Orphan Train meets the standard for Range of Reading and Level of Text Complexity for grades 9-12. Since American Literature and History courses are most commonly taught at the 11th grade level, the CCSS for 11-12 grade level students are used in this GUIDE . However, the text and GUIDE can easily be adapted for 9-10 grade CCSS. A complete list of the Common Core State Standards can be found here. This teacher s GUIDE is divided into two sections.

3 The first, Guided Reading Questions, will help students with reading com-prehension and appreciation. These questions can be used as a GUIDE for annotating the text, journal responses, or discussion. Chapter-specific vocabulary lists are included as a reference. The second section, Writing and Research Prompts, consists of analytical writing and research prompts and is subdivided into genres based on the Common Core writing standards. Teachers will be able to incorporate the argumentation prompts into Socratic seminars or class debates if they wish to focus on Speaking and Listening an activating strategy, show students the book trailer for the novel. Discuss the social problems that led to the creation of the Orphan Train program.

4 The Institute for Children, Poverty, and Homelessness has excellent resources to GUIDE your to TeachersAbout This GuideBefore You Read A teacher S GUIDE TO CHRISTINA BAKER KLINE S ORPHAN TRAIN Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and Page 2 Vocabulary: console, incarnation, solace, lamenting, tedium, The author includes a prologue: a vehicle for an author to establish tone and provide background and/or foreshadow the rest of the novel. Using specific textual evidence, explain how the prologue establishes mood, gives background, and foreshadows future events in the novel. Consider the names and descriptive details that are introduced in the prologue.

5 What do these details reveal about the narra-tor s ethnicity? HARBOR, MAINE, 2011 Pages 3 - 17 Vocabulary: affronted, prowess, conventionality, angst, wariness, loath, wayward, musty, monolith, curlicues, meticulous, dowa-ger, Using evidence from the text, contrast Molly s relationship with her foster father and her foster mother. What object does Molly have from her past? What do you think this object symbolizes? On page 8, the author uses figurative language to describe the way that Molly controls her emotions. How does this descrip-tion help develop Molly s character? What do the details of Molly s crime reveal about her personality? If you are unfamiliar with the plot of Jane Eyre, look up a summary of the novel online.

6 Why do you think this book appeals to Molly? What details suggest that Molly is making an effort to stay in her current foster home? At this point in the novel, what do you think is motivating her to stay? Use specific textual evidence in your response. When Terry asks Molly if she is an orphan she replies, My mother is alive, but yes, I consider myself an orphan (16). How can a person be an orphan if they have a living parent? What does Molly s comment reveal about her past? Find specific textual evidence that suggests that Vivian has an immediate connection with Molly. Reading Questions A teacher S GUIDE TO CHRISTINA BAKER KLINE S ORPHAN TRAIN 5 NEW YORK CITY, 1929; NEW YORK CENTRAL TRAIN, 1929 Pages 19 - 38 Vocabulary: constitution, braying, loathing, seedy, tenement, superlatives, matron, peat, milquetoast, adhere, litany, entreaties, lulled, destitution, retort, depravity, impudently, This section begins with the comment, Maisie sensed it first (20).

7 Based on details in the rest of the chapter, what was it that Maisie sensed? Find specific textual evidence to support your answer. Why did Vivian s family leave Kinvara? Using specific textual evidence, contrast the expectations that Vivian had about her new life in America with the reality she encountered. Find evidence in the text that reveals the extent of the bond between Vivian and her sister Maisie. How would you describe their relationship? How does the author reveal the fact that, in this time period, immigrants of Irish descent were victims of discrimination and prejudice? What object from her family does Niamh/Vivian have? Why is it significant? In this section, the reader realizes that Vivian was originally named Niamh Pronounced Neev (28).

8 Make a prediction about why her name will eventually be changed to Vivian. Explain what Niamh s interactions with Carmine reveal about the relationship she had with Maisie. According to the sponsors, what is the goal of the Orphan Train? STATION, CHICAGO, 1929 Pages 39 - 45 Vocabulary: abode, translucent, muss, appellation, ruffians, impeccable, comport, complacent, cavernous, flouted, meager, What do you the reality of being adopted will be for Carmine, Niamh, and Dutchy? Explain your answer. Why does Dutchy get in trouble with the police? What do his actions reveal about his personality? HARBOR, MAINE, 2011 Pages 47 - 55 Vocabulary: trivet, affront, infraction, irk, unwavering, quash, cryptic, maudlin, Examine the way the author uses dialogue and other details to develop Dina s character.

9 What details do you find the most revealing? After observing the interactions of her foster parents, Molly can t quite figure out how Ralph fits into all of this (49). What is your opinion of Ralph and Dina s relationship? A teacher S GUIDE TO CHRISTINA BAKER KLINE S ORPHAN TRAIN 63. What new details about Molly s past are revealed in this section? What is the first artifact that Molly helps Vivian unpack? What details about it seem significant? Why do you think Vivian kept a coat she says she did not like? MILWAUKEE TRAIN, 1929; MILWAUKEE ROAD DEPOT, 1929 Pages 57 - 68 Vocabulary: furrowed, titter, slovenly, earnest, gaping, benevolent, pious, skittish, quaking, destitution, What promise does Dutchy ask Niamh to make with him?

10 Do you think they will be able to keep this promise? Explain your answer. Cite specific descriptive details suggesting that the orphans are being dehumanized and treated like animals at an auction. At the first train stop, Niamh notes that, The older boys no longer seem so rough. Their masks have slipped; I see fear on their faces (63). What is the reason for this fear? What terms do adults have to agree to in order to be given an orphan from the orphan train? Are there any safeguards in place to protect the children from potentially abusive homes? Based on the descriptions of the families that take Carmine and Dutchy, what sort of homes do you think each of the boys will be given? Use specific details from the text to support your answer.