BY CARL HIAASEN
An Eighth Grade Interdisciplinary Novel Unit
(Language Arts and Science)
Prepared By:
Julie Wood
Bryan Station High School
Earth/Space Science Teacher
julie.wood@fayette.kyschools.us
FLUSH
By Carl Hiaasen
Standards Based Unit of Study
Grade 8
Big Ideas:
Language Arts: Reflecting and Responding to Text, Writing Content, Critical Listening, Interpreting
Text, Demonstrating a Critical Stance
Science: Interdependence
Core Content:
Language Arts (Reading):
RD-O8-2.0.7
Students will make predictions, draw conclusions, make generalizations or make inferences based on
what is read. DOK 3
RD-O8-3.0.1
Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a
passage, as revealed by the dilemmas. DOK 3
RD-O8-3.0.9
Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ ethical appeal,
repetition, rhetorical question, allusion) or propaganda techniques (e.g., testimonial, bandwagon,
personal attack) or explain how each is used. DOK 2
RD-O8-4.0.1
Students will connect information from a passage to students’ lives (text-to-self), real world issues (textto-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
RD-O8-5.0.5
Students will evaluate the author’s word choice, style, content, or use of literary elements. DOK 3
Language Arts (Writing):
WR-08-1.1.3
In Transactive Writing,
 Students will communicate as an informed writer to clarify what the reader should know, do or
believe as a result of reading the piece.
 Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).
 Students will sustain a suitable tone.
 Students will allow voice to emerge when appropriate.
 Students will communicate a purpose through informing, persuading, or analyzing.
 Students will develop an effective angle to achieve purpose.
2
WR-08-1.2.3
In Transactive Writing,
 Students will communicate relevant information to clarify and justify a specific purpose.
 Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons,
diagrams, charts, other visuals).
 Students will develop explanations to support the writer’s purpose.
 Students will apply research to support ideas with facts and opinions.
 Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical
appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon,
personal attacks) when appropriate.
WR-08-2.3.3
In Transactive Writing,
 Students will establish a context for reading.
 Students will apply the accepted format of the genre.
 Students will develop an appropriate text structure (e.g., cause/effect, problem/solution,
question/answer, comparison/contrast, description, sequence) to achieve purpose.
 Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions
or transitional elements between ideas and details.
 Students will apply paragraphing effectively.
 Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts,
diagrams, labels, pictures, captions) when appropriate.
 Students will create conclusions effectively.
WR-08-4.11.41
Students will document use of sources.
Science:
SC-08-4.7.1
Students will describe the interrelationships and interdependencies within an ecosystem and predict the
effects of change on one or more components within an ecosystem. Organisms both cooperate and
compete in ecosystems. Often changes in one component of an ecosystem will have effects on the entire
system that are difficult to predict. The interrelationships and interdependencies of these organisms may
generate ecosystems that are stable for hundreds or thousands of years. DOK 3
SC-08-4.7.2
Students will explain the interactions of the components of the Earth system (e.g., solid Earth, oceans,
atmosphere, living organisms) and propose solutions to detrimental interactions. Interactions among the
solid Earth, the oceans, the atmosphere and living things have resulted in the ongoing development of a
changing Earth system. DOK 3
3
Major Focus: Harming the Environment to Save Money…..Is this acceptable?
Essential Questions:
Language Arts:
 Through reading and responding to a variety of reading materials, what conclusions can we make
about the impact of human decisions on the environment?
 By listening critically to persuasive materials, what conclusions can we make about the effect of
persuasion on our lives?
 From our inquiry into pollution and the environment, how can we use effective writing skills to
promote our understanding of the importance of protecting the environment and communicate
our ideas to others?
Science:
 From our inquiry into microbiology topics, what conclusions can we deduce about the negative
effects of toilet waste (fecal contamination) on various species?
 How can we promote and communicate the importance of protecting the natural environment of
manatees and loggerhead turtles in the Florida Keys?
Learning Events/Instructional Strategies:
Reading/Writing Workshop:
 Engagement and Pre-Reading Strategies
o Anticipation Guide
o Brainstorm and Sort

During-Reading Strategies
o Directed Reading Activity
o Character Report Card
o Literary and Transactive Reading (Independent and Collaborative)
 Reading Circles – Students will change roles with each chapter
o Reading Journal Responses – prompts directed toward core content and essential
questions (written and oral)
o Mini-Lessons for Reading and Writing (as needed)
 Vocabulary
 Predictions
 Persuasive Techniques
 Fact vs. Opinion
 Supporting Evidence and Details
 Citing Sources

After-Reading Strategies
o Inference Advertisements
o Critical Listening Activity
 Critical Listening Guide
o Science Inquiry Projects
o Transactive Writing (Persuasive Focus)
o Open Response and Multiple Choice Questions (Comprehension Focus)
o On Demand Writing (Persuasive Focus)
4
Assessment/Evaluation:
 Reading Journal Responses (Rubric)
 Reading Circles Responses (Use Rubric for Reading Journals)
 Self-Evaluation of Reading Circle (Rubric)
 Open Response Questions (Rubric)
 On Demand Writing (Score Four Rubric)
 Teacher Observation
 Classroom Discussions (Environmental Issues)
 Science Inquiry Project
Resources:
 Flush Book
 National Public Radio Segment – Oil Slick Threatens Lebanese Coast
 Inquiry Web Resources (Science) – Listed Below
 Persuasive Texts about the Environment
 Critical Listening Materials
 Photographs of Oil Spills and Surface Water Contamination (to use during Brainstorm and Sort)
 Building Reading Comprehension Habits in Grades 6-12 (Zwiers, 2005)
Inquiry Web Resources (Science):
http://www.sanctuaries.nos.noaa.gov/about/welcome.html
National Marine Sanctuary – Provides Information about the Florida Keys
http://www.nature.org/
The Nature Conservatory – Preserves natural communities by protecting the lands and waters
http://www.nmfs.noaa.gov/pr/species/turtles/loggerhead.htm
Loggerhead Sea Turtle Information
http://www.savethemanatee.org/
Save the Manatee Organization – Provides Information on Protecting Manatees
http://www.mbay.net/~mzelus/greenflash.html
Information about the so-called “Green Flash”
http://www.everglades.national-park.com/
Everglades National Park Information
http://www.ecn.purdue.edu/SafeWater/watershed/ecoli.html
Safe Water Website – Discusses Health Risks of Bacteria in Swimming Water
http://www.health.state.mn.us/divs/eh/beaches/howsafe.html
Minnesota Department of Health Website – Discusses Fecal Coliform Risk at Beaches
http://www.florida-keys.fl.us/geoandhis.htm
Maps, Geography, History, and Geology of the Florida Keys
5
PRE-READING STRATEGIES
Anticipation Guide:

Students should chose A, a, D, or d and state WHY they chose their agreement level.
Before Reading
A – Agree Strongly
a – Agree Somewhat
d – Disagree Somewhat
D – Disagree Strongly
After Reading
Flush
Anticipation
Guide
It’s okay to break the law if it is for a good
cause.
Loggerhead Turtles are endangered species.
The novel Flush has to do with toilets.
Money is more important than the
environment.
When an author takes a stance on an issue in a
novel, the reader can be influenced by the
author’s opinion.
Adults can be bullies.
If ocean water looks clean, it is safe to swim
in.
It’s okay for children to disobey and lie to
their parents if it is for a good cause.
Listening and hearing are the same skill.
Critical listening skills are very important in
analyzing TV commercials and radio
advertisements.
It is quite easy to be influenced by the
commercials we hear on the radio and T.V.
and see in magazines and newspapers.
6
A – Agree Strongly
a – Agree Somewhat
d – Disagree Somewhat
D – Disagree Strongly
Brainstorm and Sort (Zwiers, 2005):

Brainstorming exposes students to the wide range of collective background knowledge that tends to
connect to a text’s topic. This pre-reading strategy will be used to build interest for reading the book
Flush and build background knowledge that will aide in comprehension. During this activity, students
will observe photographs of oil spills and other types of surface water contamination. The photographs
will show the effects of the spill on the ecosystem.
Procedure:
o Prompt the students to brainstorm ideas. “What do we know about surface water
contamination?”
o Accept all ideas, but make sure students explain ideas that do not have a clear connection to the
topic. Write the ideas on the board.
o Show the students the photographs of surface water contamination to generate additional ideas.
o Ask students to group ideas into three to five clusters.
o Have the students create categories under which the ideas will fit logically. Create a graphic
organizer that shows the different categories and category names.
o Model the thinking process involved in classifying and categorizing ideas. Think aloud while
sorting the items, so students can observe your thought processes.
o As students read the novel, they can cross out items that do not fit and circle items that are
reinforced by the text.
7
DURING-READING STRATEGIES
Directed Reading Activity:
Flush
Directed Reading
MY THOUGHTS ABOUT….
Chapter 1
The deputy told me to empty my pockets: two quarters, a
penny, a stick of bubble gum, and a roll of grip tape for my
skateboard. It was pitiful. “Go on inside. He’s waiting for
you,” the deputy said.
Noah’s age and lifestyle…
My dad was sitting along at a bare metal table. He looked
pretty good, all things considered. He wasn’t even
handcuffed. “Happy Father’s Day,” I said. He stood up and
gave me a hug. “Thanks, Noah,” he said.
In the room there was another deputy – a broad, jowly bear
standing next to the door that led to the jail cells. I guess his
job was to make sure I wasn’t smuggling a hacksaw to my
father so he could break out. “It’s good they let you keep
your own clothes,” I said to Dad. “I figure they’d make you
put on one of those dorky uniforms.” “I’m sure they will,
sooner or later.” He shrugged. “You doing okay?”
What “jowly” means…
“How come you won’t let Mom bail you out?” I asked.
“Because it’s more important for me to be here right now.”
“Important how? She says you’ll lose your job if you stay
locked up.” “She’s probably right,” my dad admitted.
Why is it important that Noah’s
Dad is in jail....
He’d been driving a taxi for the past year and a half. Before
that he was a fishing guide – a good one, too, until the Coast
Guard took away his captain’s license. He said, “Noah, it’s
not liked I robbed a bank or something.” “I know, Dad.”
“Did you see what I did?”
“No yet,” I said.
He gave me a wink. “It’s impressive.”
“Yeah, I bet.”
He was in a surprisingly good mood. I’d never been a jail
before, though honestly it wasn’t much of a jail. Two
holding cells, my dad told me. The main county lockup was
miles away in Key West. “Mom wants to know if she should
call the lawyer,” I said.
“I suppose.”
8
What Noah’s Dad did to get put in
jail....
“The same one from last time? She wasn’t sure.”
“Yeah, he’s all right,” my father said.
His clothes were rumpled and he looked tired, but he said the
food was decent and the police were treating him fine.
How the author characterizes
Noah’s Dad….
“Dad, what if you just said your sorry and offered to pay for
what you did?” “But I’m not sorry for what I did, Noah. The
only thing I’m sorry about is that you’ve got to see me
locked up like an ax murderer.”
The other times my dad had gotten in trouble, they wouldn’t
let me come to the jail because I was too young. “I’m not a
common criminal.” Dad reached across and put a hand on
my arm. “I know right from wrong. Good from bad.
Sometimes I just get carried away.”
Is Noah’s Dad a criminal….
Source: Flush Pages 1-3
My mom and dad first met while they were standing in line
How are Noah’s mother and father
to pay speeding tickets at the Dade County Courthouse, and
characterized in this section of
they got married six weeks later. I know this for a fact
Chapter 1….
because Mom put the speeding tickets in a scrapbook, along
with their wedding pictures and stuff like that. The ticket my
mother got was for driving 44 miles an hour in a 35-mileper-hour zone. My father’s ticket was much worse – he was
doing 93 on the turnpike. In the album Dad’s ticket looks
sort of lumpy and wrinkled because he’d crumpled it into a
ball when the state trooper handed it to him. My mother said
she used a laundry room iron to flatten it out before pasting it
next to hers in the scrapbook.
About a year after they got married, my parents moved down
to the Keys. I’m sure this was Dad’s idea, because he’d been
coming here ever since he was a kid and he hated the big
city. I was actually born in a 1989 Chevrolet Caprice on
U.S. Highway One, my Dad racing up the eighteen-mile
stretch from Key Largo to the mainland. He was trying to
Why did the author choose to use
get my mother to the hospital in Homestead. She was lying
the phrase “understatement of the
in the backseat of the car, and that’s where I was born. Mom century”?
did it all by herself – she didn’t tell my Dad to pull over and
stop because she didn’t want him interfering. They still
argue about this. (She says he’s got a tendency to get overexcited, which is the understatement of the century). He
didn’t even realize I was born until they got to Florida City
and I started bawling.
Source: Flush Pages 4-5
9
The Coral Queen had gone down stern-first in twelve feet of What do you think “marly” means
water. Her hull had settled on the marly bottom at slight
in this paragraph?
angle with the bow aiming upward. She was a big one, too.
Even at high tide the top two decks were able the waterline.
It was like a big ugly apartment building had fallen out of the
sky and landed in the basin. Abbey hopped off my
handlebars and walked to the water’s edge. She planted her
hands on her hips and stared at the crime scene.
Why did the author choose to
“Whoa,” she said. “He really did it this time.”
personify the boat (“She was a big
“It’s bad,” I agreed.
one, too”)?
The Coral Queen was one of those gambling boats where
passengers line up to play blackjack and electronic poker,
and to stuff their faces at the all-you-can-eat buffet. It didn’t
sound like a ton of fun to me, but the Coral Queen was
packed to the rafters every night.
There was one major difference between Dusty Muleman’s
operation and the gambling cruises up in Miami: The Coral
Queen didn’t actually go anywhere. That’s one reason it was
so popular. By Florida law, gambling boats are supposed to
travel at least three miles offshore – beyond the state
boundaries- before anyone is allowed to start betting. Rough
weather is real bad for business because lots of customers get
seasick. As soon as they start throwing up, they quit
spending money. According to my father, Dusty Muleman’s
dream was to open a gambling boat that never left the calm
and safety of its harbor. That way the passengers would
never get too queasy to party.
What do you think “packed to the
rafters” means in this context….
Predict why Dusty Muleman was
able to allow gambling on his boat,
if the boat did not leave the
harbor…
Source: Flush Page 8
My dad had waited until three in the morning, when the last
of the crew was gone, to sneak aboard. He’d untied the
ropes and started one of the engines and idled out to the
mouth of the basin, where he’d opened the seacocks and cut
the hoses and disconnected the bilge pumps and then dived
overboard. The Coral Queen had gone down crosswise in
the channel, which meant that no other vessels could get in
or out of the basin.
“He’s lost his marbles,” Abbey muttered. “Who – Dad? No
way,” I said. “Then why did he do it?”
“Because Dusty Muleman has been dumping his holding
tank into the water,” I said.
According to my father, Dusty Muleman was such a pathetic
cheapskate that he wouldn’t pay to have the Coral Queen’s
10
What does the phrase “He’s lost his
marbles” mean?
What might be some consequences
of dumping sewage in the water
supply?
sewage hauled away. Instead his crew had standing orders to Was Noah’s dad right to take the
flush the waste into the basin, which was already murky.
matter into his own hands when
The tide later carried most of the filth out to open water.
more legal attempts (like contacting
the Coast Guard) did not work….
“But why didn’t Dad just call the Coast Guard?” my sister
asked. “Wouldn’t that have been the grown-up thing to do?”
“He told me he tried. He said he called everybody he could
think of, but they could never catch Dusty in the act,” I said.
“Dad’s thinks somebody’s tipping him off.”
Source: Flush Pages 9-10
Character Report Card (Zwiers, 2005):



In this activity, students are asked to grade the characters in the book on certain traits or qualities. The
students must use evaluation thinking skills and must find evidence for their choices.
Students grade each character by giving them an A, B, C, D, or F and then find evidence to support their
opinion from the text.
After the students have done this, the class can discuss the grades. Model for the students how to
respectfully disagree with another student’s opinion and how to quote evidence. Instruct them to give
more weight to evidence in the second half of the novel than in the beginning, given that people change
during stories
Character
Courage
Grade
Comments
(Evidence)
Secretive
Grade
Noah
Underwood
Jasper
Muleman
Dusty
Muleman
Paine
Underwood
Shelley
11
Comments
(Evidence)
Greedy
Grade
Comments
(Evidence)
Roles for Reading Circles:
Word Wiz:
 Be on the lookout for words you do not know as you read. Attempt to figure out what the word
means using context clues. Write down your guess in your reading circle journal. Look up the
word in the dictionary to determine how accurate your guess was. Look for words you know that
are used in a context you don’t normally see them in. Look for descriptive words and explain
why you think the author chose to use this word instead of another word.
Summarizer:
 Write a summary of today’s reading. Include the important points and main ideas in the reading.
Be sure to include the setting, main events, and main characters in the reading.
Interpreter:
 Think about what the author is trying to say to you. Discuss the theme or the message of the
reading. What is the author’s purpose in this chapter?
Connector:
 What did the chapter reading remind you of? Connect things in the chapter to your life, your
community, real world events, history, similar events or settings you have read in another book,
and other people, problems, or situations. Be sure to describe what you are reminded of and why
the chapter reminded you of it. When you meet with other members of your group, share your
connections and invite the group to piggyback on your connections by sharing their thoughts and
connections.
Literary Critic:
 Think about parts of the story that are really great and parts that you would do differently if you
were the author. Write about what the author did well and what he could have done differently.
Did you notice any examples of foreshadowing in the reading? Did the author’s use of similes or
word choice improve the passage? How?
Predictor:
 Predict what today’s chapter will be about based on what you read in the previous chapter.
Include reasons for your predictions. After reading the chapter, make note if your predictions
were confirmed or not confirmed. Give details to support your answers. Make predictions for
the next chapter based on your readings today.
Questioner:
 Write down questions as you read the chapter. Discussion questions often come from your
thoughts, feelings, and concerns as you read. Try to make your questions open-ended. Openended questions generate deep thought and discussion and do not have a quick answer that can
be found in the group.
Visualizer:
 Draw a picture of something that stands out in today’s reading (character, exciting part, a
surprise, a prediction as to what will happen next). Include as many sensory elements (what you
can see, hear, smell, taste) as you can in your drawing. Label your drawing with words to make
your visualization more complete. Under your drawing, write a paragraph about your
visualization and why you chose it.
12
Reading Circles Self-Evaluation Rubric:
Reading
Writing
Discussion
Listening
Preparation
LEVEL ONE
(I DID NOT
TRY)
LEVEL TWO
(I NEED TO
IMPROVE)
LEVEL THREE
(GOOD EFFORT)
I did not read the
book.
I did some of the
assigned reading.
I read all of the
assigned reading.
I did not do the
assigned journal
entries or reading
circle roles.
I did some of the
assigned journal
entries or reading
circle roles.
I did not
participate.
I participated in
the discussion
some of the time.
I sometimes
forgot to wait for
my turn to speak.
I sometimes
contributed
information that
was not on task.
I did not listen to
others.
I listened to
others some of
the time.
I was not
prepared. I did
not bring my
novel or my work
to the reading
circle.
I forgot either my
novel or my notes
when I came to
the reading circle.
13
LEVEL FOUR
(I’M AN EXPERT
AND A LEADER)
I read all of the
assigned reading. I reread parts of the
reading to gain a better
understanding.
I did all of the
I did all of the assigned
assigned writing
writing using lots of
with good detail
details and examples
and some examples
from the book.
from the book.
I participated in the
I was eager to share and
discussion and
I helped to keep the
remembered to wait
discussion going. I
for my turn. I tried
made sure that all
to encourage all
members of the group
members of the
had time to participate.
group to participate.
I often responded to
I tried to respond to
someone else’s
someone else’s
comment in a positive
comment in a
way. I remained on
positive way. I
task and asked
remained on task
questions to keep the
during the
discussion going.
discussion.
I listened to others at all
I listened to others.
times in an attentive
way.
I brought my novel and
I was prepared and
notes to the reading
remembered to
circle. I read over my
bring my novel and
notes before meeting
my notes to the
with my group. I
reading circle.
marked important parts
to share with my group.
Reading Response Journal Prompts:

How are Noah’s parents “polar opposites”? Abbey thinks her mom can’t figure out how to fix her dad.
What does Donna want to fix in Paine? Explain Noah’s statement, “I wanted things to be different at
home, for mom’s sake, but I sure didn’t want Dad to make himself into a whole different person.” (page
136) (source: http://www.randomhouse.com/teachers/)

Compare and contrast Noah and Abbey’s personalities. Discuss how their differences make them a good
team. (source: http://www.randomhouse.com/teachers/)

At the beginning of the novel, Donna expresses concern that Noah may turn out like his father. Cite
evidence that Noah and Paine share similar qualities. Describe their relationship. Why is Paine so certain
that he can count on Noah’s help? Compare Noah and Paine’s relationship to that of Jasper, Jr., and
Dusty Muleman. Discuss the greatest lesson that Noah learns from his father. What does Jasper, Jr.,
learn from Dusty? (source: http://www.randomhouse.com/teachers/)

Discuss the characteristics of a bully. How has Dusty Muleman managed to bully both the sheriff and
members of the Coast Guard? Name and describe other bullies in the novel.
(source: http://www.randomhouse.com/teachers/)

What is the best way to deal with a bully? Why does Noah keep his problems with Jasper, Jr., from his
parents? Noah’s father says “fighting is for people who can’t win with their brains.” (page 38) How does
Noah defeat Jasper, Jr., and Dusty by using his brain? (source: http://www.randomhouse.com/teachers/)

Paine Underwood takes on politicians, the police, and the Coast Guard to protect the environment. He is
so committed to his cause that he is willing to involve his family. Discuss how causes usually require
sacrifice. How does Paine almost sacrifice his family for his cause? What would the citizens of the Keys
sacrifice if Dusty Muleman hadn’t been stopped? What has Grandpa Bobby sacrificed for his cause?
(source: http://www.randomhouse.com/teachers/)

Noah and Abbey have learned courage from their father. What is courageous about Operation Royal
Flush? Donna Underwood isn’t thrilled with her husband’s actions. Does Donna Underwood lack
courage or is she just tired of bailing her husband out of jail. How does Shelly show courage when she
asks Dusty for her job back as a bartender on the Coral Queen?
(source: http://www.randomhouse.com/teachers/)

Paine says, “I’m not a common criminal. I know right from wrong.” (page 3) Do you think Paine is
right, and if so, why is he in jail? (source: http://www.randomhouse.com/teachers/)

Explain Shelly’s meaning when she tells Noah, “Please don’t grow up to be one of those men who lie
for the sport of it.” (page 31) (source: http://www.randomhouse.com/teachers/)

Grandpa Bobby describes Paine as a good man, “but sometimes his brain takes a nap and lets his heart
take the tiller.” (page 209) What does this statement mean? How do Noah and Abbey use their hearts
and their brains to expose Dusty? (source: http://www.randomhouse.com/teachers/)

How has reading Flush clarified, confused, or changed your thinking about water pollution or other
environmental issues?
14

With what character(s) in Flush do you feel the most similar? What it is about the character that makes
you feel this way?

What issues in Flush are similar to real-life issues that you’ve thought about or had some experience
with? Describe the situation you have had and how it compares to situations in Flush. How has this
story clarified, confused, or changed your viewpoint on the situation?

Evaluate the title Flush after you finish reading the book. What is your personal interpretation of the
title?

If you could interview the author of Flush, what questions would you ask?

Discuss how the author of Flush uses character names to evoke humor in the novel. Write brief character
sketches of Lice Peeking and Dusty Muleman. Discuss the symbolism of their names.
(source: http://www.randomhouse.com/teachers/)

Donna Underwood listens to vocalist Sheryl Crow sing a song called “My Favorite Mistake.” She jokes
that she could have written the song about Paine. Locate the lyrics to the song on the Internet. Identity
parts of the lyrics that describe Paine and describe why. Write additional lyrics that Donna Underwood
might have written about her husband. (source: http://www.randomhouse.com/teachers/)
Rubric for Reading Response Journals:
Beginner:
□ Response shows a minimal understanding of the response prompt
□ Response uses no information from the text as support
□ Errors in spelling, punctuation, and capitalization that interfere with communication
Learner:
□ Response shows a basic understanding of the response prompt
□ Response uses limited information from the text as support
□ Some errors in spelling, punctuation, and capitalization that do not interfere with communication
Skillful:
□ Response shows an understanding of the response prompt
□ Response uses information from the text as support
□ Few errors in spelling, punctuation, and capitalization
Expert:
□ Response shows an in-depth understanding of the response prompt
□ Response is insightful, well developed, and includes information from the text as support
□ Control of spelling, punctuation, and capitalization
15
AFTER-READING STRATEGIES
Inference Advertisements:

This activity uses magazine advertisements to show how the authors expect us to make inferences in
order to influence us to buy the products.
Procedure:
o Show the class an advertisement with a clever line or two of text. Show only the clever saying
on an overhead projector, without the picture. Ask the students what they think it means.
o Ask the students what the reader has to know to understand the advertisement or to think it is
clever.
o Ask the students why the advertisement’s writers thought they could sell the product in this way.
o Show the entire magazine ad to the students.
o Have the students complete the following chart.
Saying:
Inference that the ad
designer expects us to
make:
Background Knowledge:
Picture:
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Critical Listening Guide:

Oil Spill Threatens Lebanese Coast (August 3, 2006) from NPR Radio website. This radio clip talks
about the oil spill caused by war and how it is endangering the ecosystem and sea turtles that live in the
area.
NPR Radio
Critical Listening
Guide (Persuasion)
Oil Spill Threatens
Lebanese Coast (August
3, 2006)
Reasons: A statement of reasons and explanation of
why they should be accepted.
Facts, details, statistics: Relevant information that
supports the author’s opinion.
Quotes: An explanation of what others have said or
thought that supports the speaker’s opinion.
Examples: Important examples that help readers see
the speaker’s point of view.
Repetition: The name of a product is repeated many
times.
Testimonial: A well-known person supports a product
or service.
Emotional Appeal: A person is made to have strong
feelings about a situation or product.
Word Choice: Descriptive words to support the cause.
Expert Opinion: An expert in the field agrees with the
speaker’s viewpoint.
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TAKE NOTES OVER PERSUASION
METHODS AS YOU LISTEN TO THE
RADIO CLIP
Science Inquiry Projects:

The Florida Keys are a National Marine Sanctuary. Visit www.sanctuaries.nos.noaa.gov to find out
more information about National Marine Sanctuaries. Describe the purpose of a National Marine
Sanctuary. How are sanctuaries selected? What government agency oversees the sanctuaries? Write a
brief description about the Key West Sanctuary for a travel magazine. Include information about special
programs to protect it. (source: http://www.randomhouse.com/teachers/)

It is the job of the local health department to monitor shoreline pollution warnings. Discuss what
happens when the biologists find too much bacteria in the water. What are the health risks of swimming
and fishing in polluted water? Make a brochure that Noah might make to describe the health risks
caused by water pollution at Thunder Beach.

Research information about Loggerhead Sea Turtles or Manatees. Describe the habitat and
characteristics of these species. Write a persuasive letter to a Florida Government Official that describes
the importance of protecting these species.

Research the health risks of fecal contaminated waters on Loggerhead Sea Turtles or Manatees. Make a
poster that identifies specific aspects of the environment where these species live and the health risks
posed by fecal contamination. How might polluted waters interfere with the Loggerhead turtles laying
eggs? How might polluted waters interfere with manatees movement patterns?

Research Everglades National Park. Prepare a travel brochure that can be given to guests as they enter
the park.

Research the science behind the so-called “green flash” mentioned in Flush. Is this fact or fiction?
Support your reasoning with information from the web.

You are a project manager for an environmental firm. You have been hired to clean up the fecal
contamination in the waters at Thunder Beach and the surrounding areas. Prepare a report for your boss
that identifies several possible actions that could be taken to clean up the mess.
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Persuasive Writing Assignment:

Read the persuasive editorial written by Sharon Banta (First Place Winner in the Scholastic 6-8 Grade
Wild Animal Watch Dolphin Contest). After you have read the mentor text, write an editorial to the
Lexington Herald Leader that takes a persuasive stance on an environmental issue. Some ideas follow:
o Should hunting be banned?
o Should builders cut down existing trees to construct a new subdivision?
o Should the government control greenhouse gas emissions?
o Should citizens be legally required to take steps to decrease global warming?
o Is global warming caused mostly by humans or by natural processes?
o Discuss what can be done to decrease acid rain, air pollution, water pollution, habitat destruction,
or ozone depletion.
o Convince the public of the importance of recycling.
Should Marine Mammals Be in Captivity?
In my opinion there is no doubt that marine mammals should NOT be held in captivity. Marine
mammals are a part of nature and should not be bought, sold or thrown in an aquarium. I believe that
they have the right to be kept in their natural environment.
I have many convincing reasons to support my opinion. Captivity causes many health problems in
marine mammals. Many tanks have water full of chemicals and bacteria; this results in blindness and
many skin problems in dolphins and other marine mammals. Marine mammals in captivity die from
pneumonia, ulcers and other stress-related diseases. Most of these helpless creatures suffer from
boredom. Dolphins in the wild can swim up to 40–100 miles per day but in pools they go around
swimming in repetitive patterns. Due to boredom and limited space many dolphins abuse themselves;
they often bang their heads against tank and aquarium walls. Some of these poor innocent creatures face
abusive treatment by their caretakers, thus shortening their life span. In fact Keiko, the killer whale, the
star of Free Willy, was a victim of this type of abuse. It was known to be said that he was 1,000 pounds
underweight and developed a wartlike disease. His teeth were ground down from chewing the sides of
the pool due to boredom and he had a problem with his dorsal fin. Marine mammals breed very poorly
in captivity with very high infant death rates. For this reason, when a baby dolphin is born into captivity
its birth is usually kept a secret from its mother until it shows signs of survival. Marine mammals do
breed in captivity, but the birth rate in captivity is not as successful as in the wild.
Many people think that marine mammals should remain in captivity. I realize that some people may
believe that captivity increases the life span of certain animals, but the truth is if these creatures are so
happy in captivity, why do they die so fast? Captivity shortens animal life spans, not increases them.
Wild dolphins can live 40 years in the wild and orcas can live 90 years, but when held in captivity they
rarely survive their teens. Twenty-three out of 25 orcas have died in captivity. Some people think that
holding animals in captivity helps with study and research. But the truth is scientists prefer to learn
about animals in their natural environment so they get firsthand knowledge.
In conclusion, I think marine mammals should definitely not be held in captivity. I think Ghandi said it
best when he mentioned, "The greatness of a nation and its moral process can be measured by the way
its animals are treated." In a world where much of nature and the wild has already been lost to us, it is up
to us to let these beautiful marine mammals free.
Sharon Banta
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Open Response/Multiple Choice (#1):
Read the following passage from Flush (pages 167-169) and answer the questions that follow:
It was almost five-thirty when Mr. Shine dropped off my parents at the house. They’d spend the
afternoon at the courthouse, working out the final settlement of the Coral Queen case. Dusty Muleman
had agreed not to prosecute my father for scuttling the casino boat, and in exchange Dad had promised
to pay back Dusty’s insurance company for the cost of re-floating the thing, cleaning it up, and fixing
the diesels. The bill must have been super expensive because the judge gave my father five whole years
to pay it off. He also made Dad swear not to say anything bad about Dusty on TV, in the newspapers, or
anywhere in public.
“So much for the First Amendment,” my father griped as we sat down to dinner. “Might as well walk
around with a cork in my mouth.” “The important thing is, it’s over,” Mom said. “Now maybe our lives
can get back to normal.” I didn’t dare look at Abbey for fear of clueing my mother that we were up to
something. Dad was too bummed out to notice. “Everybody in the county things I’m crazy anyway,”
he said sourly. “Who cares what everybody thinks?” I said. “And who cares if you’re crazy,” Abbey
piped up, “as long as it’s a good crazy.”
She meant that as a compliment and my father seemed to take it that way. “It’s unholy what Dusty is
doing, a crime against nature,” Dad went on. “Know what he deserves? He deserves to be…” “Paine,
that’s enough,” my mother said sternly. “Someday he’ll get exactly what he deserves. What goes
around comes around.” Dad snorted. “If only.” “Mom’s right,” Abbey said. “Dusty can’t get away with
this stuff forever.” My sister played it perfectly straight. She’s a slick little actress. “Someday they’re
going to bust him cold. Don’t worry,” she said.
Dad looked at her fondly and said, “Let’s hope you’re right.” But we could tell he didn’t believe that
Dusty Muleman would ever be caught. My mother said, “Noah, we need you to stay home with Abbey
tomorrow night.” “What for?” I tried to sound annoyed but I was really excited. This was the golden
chance that my sister and I needed. “Your dad and I are going out for dinner and a movie,” Mom said.
“I want you both in bed by eleven. Not a minute later,” Mom told us. Neither of us could look Mom in
the eye. It felt lousy lying to her, but honestly we had no choice. Not if we hoped to catch Dusty
Muleman red-handed. Or fuchsia-handed, to be exact.
MULTIPLE CHOICE
1. When Noah states that the bill must have been super expensive because the judge gave my father five whole
years to pay it off he is making a (n)
A. prediction
B. inference
C. personification
D. entertaining statement
2. What does the author mean by the statement might as well walk around with a cork in my mouth?
A. Paine intends to walk around holding a cork in his mouth.
B. Paine needs to keep a cork in his mouth to stay afloat in the bay.
C. Paine needs to refrain from talking badly about Dusty Muleman.
D. The cork will stop the bleeding caused by Paine getting punched in the mouth by Dusty Muleman.
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3. Noah’s mother makes the following statement about Dusty Muleman: “Someday he’ll get exactly what he
deserves. What goes around comes around.” This is an example of
A. prediction
B. inference
C. personification
D. foreshadowing
4. What does Noah mean by the last phrase of the passage: Or fuchsia-handed, to be exact.
A. Noah and Abbey are going to turn Dusty Muleman’s hands fuchsia.
B. Fuchsia is the color of the dye the children intend to flush down the toilets.
C. The Coral Queen is being repainted fuchsia.
D. Shelley’s uniform for the Coral Queen is fuchsia colored.
OPEN RESPONSE
Using your knowledge of the events that occur in Flush, describe how this scene is used as a prelude for the
events that occur later in the book.


Dusty Muleman ended up getting what he deserved. His son, Jasper Jr., burned down the Coral Queen
by smoking Cuban cigars near a surplus fireworks storage area. The crime-scene technician found a
fireproof box of cash that Dusty had been skimming from the gambling boats profits. Dusty went to
jail and the casino scam was scuttled for good.
Since Noah’s parents decide to go out and leave him and his sister, Abbey, home alone, the kids are
able to sneak out of the house and onto the Coral Queen to carry out their plan to trap Dusty Muleman.
They kids intend to flush fuchsia food coloring down the toilets on the ship, so when Dusty Muleman
empties the holding tanks into the bay, there will be a fuchsia-colored trail back to the Coral Queen,
which will implicate him.
OPEN RESPONSE RUBRIC
Score 1:
□ Response fails to connect information in the text with events that occurred later in the novel
□ Response uses no information from the text as support
□ Errors in spelling, punctuation, and capitalization that interfere with communication
Score 2:
□ Response makes a basic connection between information in the text to events that occurred later in the
novel
□ Response uses limited information from the text as support
□ Some errors in spelling, punctuation, and capitalization that do not interfere with communication
Score 3:
□ Response make a connection between information in the text to events that occurred later in the novel
□ Response uses information from the text as support
□ Few errors in spelling, punctuation, and capitalization
Score 4:
□ Response shows an in-depth understanding of the novel Flush and makes clear connections between
information in the text to events that occurred later in the novel
□ Response is insightful, well developed, and includes information from the text as support
□ Control of spelling, punctuation, and capitalization
21
Open Response/Multiple Choice (#2):
Read the following article from the Defenders of Wildlife website, which describes the Florida Fish and
Wildlife’s position to change the status of manatees from endangered species to threatened species. Answer the
questions that follow.
FWCC Moves to Downlist the Manatee
Despite growing threats to the manatee’s long-term survival and overwhelming public opposition, the
Florida Fish and Wildlife Conservation Commission (FWCC) voted on June 7, 2006 to downlist
manatees on the state level from Endangered to Threatened status. Even though the state found that the
manatee population could be reduced by as much as 50% in the future and that manatees meet the
federal and World Conservation Union’s (IUCN) definition for Endangered, manatees no longer qualify
for state Endangered status because the FWCC changed its listing/classification rules by adopting the
IUCN criteria for Endangered and then calling it Threatened.
Defenders believes the listing criteria that were adopted by FWCC in April 2005 set extremely high
thresholds for species to meet to be classified as Endangered, Threatened and Species of Special
Concern. Our sign-on letter to the FWCC Commissioners outlined our concerns about this and
associated protections accorded to species. In May 2006, Defenders signed on to a petition for
rulemaking with other organizations to try to convince the FWCC to change the listing criteria to more
adequately reflect the conservation status of species. Read the press release.
The state claims the manatee population is growing. But a state report says only the two smallest
subpopulations, comprising just 16% of the population, show clear growth. The Atlantic subpopulation
has probably declined by about 3% per year over the last five years. The Southwest subpopulation is
already in decline. And manatees continue to die from boat strikes in near-record numbers.
The FWCC claims their Management Plan will protect manatees. However, Florida’s Legislature will be
pressured to reduce FWCC’s authority and funding to protect manatees. This will undermine the
implementation of the plan, and prevent real recovery.
In the meantime, manatees’ projected loss of winter habitat could cause catastrophic future losses.
Learn more about the Background on Downlisting the Manatee.
Some Facts About the Endangered Manatee
The manatee's habitat location is primarily marine habitats in Florida and
Georgia. Also known as "the sea cow," the manatee is one of the most
endangered marine mammals in coastal waters of the United States today. It is a
large marine mammal with dark gray, wrinkled skin, paddle-like forelimbs, no
hind limbs, and a large flat tail. This slow-moving mammal lives in both fresh
and brackish waters and feeds on floating sea grasses and other sub-aquatic
vegetation.
The manatee has been listed as endangered since 1967 and continues to face
serious threats from boat collisions and destruction or degradation of habitat caused by widespread
development throughout the species' range in Florida. Counts vary widely depending on the conditions
of the synoptic aerial surveys used to judge the size of the Florida manatee population. However, there
22
may be up to 3,000 individuals in the current population. In 2002, 95 manatees were killed by collisions
with boats.
http://donate.defenders.org/hmanateeA new study by the U.S. Geological Survey (USGS) paints a
bleaker picture for the manatee than the Fish and Wildlife Service acknowledged. It shows that unless
strong actions are taken to control watercraft-related mortality and injury in the Southeast and Atlantic
regions, where most manatees are found, the species will not recover within 100 years.
Despite these problems, federal and state agencies that are responsible for protection of the manatee and
its habitat allow the development of new boat ramps, docks and other watercraft access areas. No
government agency has analyzed the cumulative effects of recent developments, even though that is
required by several federal laws. It is imperative that these agencies use sound science to develop a
smart plan to protect the manatee. In addition, neither the state of Florida nor the U.S. Fish and Wildlife
Service adequately enforces speed limits for boats in manatee habitats.
Defenders and other manatee coalition members reached an agreement with the Fish and Wildlife
Service that will establish refuges and sanctuaries in three areas of Florida where manatees are killed
and injured in high numbers.
For more information on manatees in Florida, visit Save the Manatee Club, the premiere organization
for the protection and expert scientific information on manatees nationwide.
MULTIPLE CHOICE
1. The author’s purpose in this passage is to:
A. persuade and inform
B. to give some facts
C. to describe manatees
D. agree with the Florida Fish and Wildlife decision to downgrade manatee status
2. Why are manatees also known as “the sea cow”?
A. they make a mooing noise to communicate with each other.
B. they are large marine mammals that feed on floating sea grasses
C. their habitat location is primarily marine habitats in Florida and Georgia
D. they have wrinkled skin and paddle-like forelimbs
3. According to this article, what is the most serious human-posed threat to manatees?
A. boat collisions
B. lack of food
C. fish nets
D. larger predators
4. The manatee continues to face serious threats from boat collisions and degradation of habitat caused by
widespread development throughout the species range in Florida. A synonym for the word degradation is:
A. ruin
B. humiliation
C. improvement
D. improvise
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OPEN RESPONSE
Using information from the article, describe the following in your own words:
1) Why the manatee is a threatened species.
2) What can be done to improve the status of the manatee?





The manatee is a threatened species because the number of manatees is in decline. Manatees
continue to die from boat strikes and degradation of habitat caused by widespread development
in Florida and Georgia.
Establish laws regarding destruction of habitat in Florida and Georgia.
Stop allowing development of new boat ramps, docks, and other watercraft access areas.
Enforce speed limits for boats in manatee habitats.
Establish refugees and sanctuaries in the three areas of Florida where manatees are killed and
injured in high numbers (do not allow boats in these areas).
OPEN RESPONSE RUBRIC
Score 1:
□ Response addresses only one of the two questions with minimal understanding of the text
passage
□ Response uses no information from the text as support
□ Errors in spelling, punctuation, and capitalization that interfere with communication
Score 2:
□ Response addresses both questions at a basic level of understanding
□ Response uses limited information from the text as support
□ Some errors in spelling, punctuation, and capitalization that do not interfere with communication
Score 3:
□ Response addresses both questions in a method that shows clear understanding of the text
passage
□ Response uses information from the text as support
□ Few errors in spelling, punctuation, and capitalization
Score 4:
□ Response addresses both questions and shows an in-depth understanding of the text passage
□ Response is insightful, well developed, and includes information from the text as support
□ Control of spelling, punctuation, and capitalization
24
On Demand Writing Prompt (#1):
SITUATION: You have just been elected president of the environmental club at your school. Your
school has yet to start a school-wide recycling program. You are aware of the waste management
problems in the United States today and want to encourage your school to begin a program.
WRITING TASK: Write a persuasive article or editorial to the school newspaper that explains the
benefits of recycling and convince your classmates and the school administration to support a recycling
program. Use several of the persuasive techniques described below in your article.
Slogan:
Repetition:
Bandwagon:
Testimonial:
Emotional Appeal:
Reasons:
Facts, Details, Statistics:
Personal
Experience/Story:
Explanation of Benefits,
Advantages, and
Consequences:
Examples:
A catchy phrase or statement often used to sell a service
or product.
The name of a product is repeated many times.
A statement suggesting that everyone is using a specific
product.
A well-known person supports a product or service.
A person is made to have strong feelings about a
situation or product.
A statement of reasons and explanation of why they
should be accepted.
Relevant information that supports your point of view.
An explanation of a relevant personal experience that
helps support your opinion.
An explanation of what others stand to gain from
agreeing with you and the consequences if they don’t.
Important examples that help readers see your point of
view.
25
On Demand Writing Prompt (#2):
SITUATION: Lexington is a growing community. When people move, they take several things into
account when searching for a place to live. One factor in the real estate market is the school district in
which a house is located.
WRITING TASK: Write an article that will be displayed in a Lexington real estate brochure that
persuades future residents that your middle school is the best middle school in Lexington. Use several
of the persuasive techniques described below in your article.
Slogan:
Repetition:
Bandwagon:
Testimonial:
Emotional Appeal:
Reasons:
Facts, Details, Statistics:
Personal
Experience/Story:
Quotes:
Examples:
A catchy phrase or statement often used to sell a service
or product.
The name of a product is repeated many times.
A statement suggesting that everyone is using a specific
product.
A well-known person supports a product or service.
A person is made to have strong feelings about a
situation or product.
A statement of reasons and explanation of why they
should be accepted.
Relevant information that supports your point of view.
An explanation of a relevant personal experience that
helps support your opinion.
An explanation of what others have said or thought that
supports the speaker’s opinion.
Important examples that help readers see your point of
view.
26