Tucson Region

Teacher's Guide: Bentley and the Great Fire

A story serialized in 15 chapters in the Arizona Daily Star, Oct. 10-24, 2004 Teacher's Guide created by Nick Pintozzi, the story's author Provided by Janet Wood, NIE manager (520) 573-4495 jwood@tucson.com Chapter 1 — Sensing Trouble Chapter Synopsis: Bentley discovers that a teenager has set a fire at the Indigo Bush Assisted Living and Residential Care Home. The youth flees, and Bentley races to alert the residents in his home away from home. Watchwords: (some words that may warrant a more definitive look) vantage, Chihuahua, centenarian, puzzled, accompanying, Tohono O'odham, cleric, relatively, burly, adjacent, bearings Class Discussion: (suggestions to promote student participation; teachers should feel free to reword, depending on the students' grade levels) 1) Why is it bad for anyone to start a fire that could damage property or injure people, especially people living in a care home? 2) What abilities do dogs have regarding hearing, vision, and sense of smell? 3) Why do you think Bentley took it upon himself to "sound the alarm" in the care home? Ideas for Student Exercises: 1) Write a brief description about an elderly person you know – this person could be a care-home resident or someone else, including a relative – and vocally share it with the class. 2) Go to a care home and talk to at least one resident, then write a one-page note about your visit and later vocally share your experience with the class. 3) Tell the class what makes your dog (or other family pet) special. Newspaper Connection: Read the most recent Sunday comics section. How many of the comic strips have references to pets? How many have references to elderly people? How many have references to both? Online Resource: (Web link to a community organization that is mentioned in this chapter) Humane Society of Southern Arizona www.humane-so-arizona.org Chapter 2 — Into the Flames Synopsis: Bentley confronts the arsonist again. After igniting the entryway of the care home, the arsonist flees. Bentley arrives back at the birthday party and gets the care home's head chef Bryan to follow him and rescue retired photographer Helen. Bentley then runs down the hallway again, braving the flames as he heads for care-home resident Juanita's room. Watchwords: arsonist, rectangular, petite, abruptly, awestruck, similarly Class Discussion: 1) What would you do if you discovered a fire somewhere? 2) In what ways does Bentley show his dedication to the safety of the care home’s residents? 3) How does Bentley display his courage? Ideas for Student Exercises: Have a couple of minutes of brainstorming in the classroom for students to draw up a blackboard list of hazardous conditions that could cause a fire (for example, a burning candle left unattended). 2) Think of an incident in which your dog — or another animal you have heard or read about – sounded the alarm during a fire or other emergency, and vocally share it with the class. 3) Have a representative of the local Fire Department come to the classroom to speak on fire safety. Newspaper Connection: Look in today's paper and/or a few recent papers for stories about fires. Share with the class what you found most interesting. Online Resource: Tucson Fire Department www.cityoftucson.org./fire Up Close and Personal: Visit a fire station and/or attend a Fire Department demonstration to learn firsthand about firefighters and their equipment. Chapter 3 — Trapped Synopsis: Bentley runs to Juanita's room and finds the care-home resident unconscious in her doorway. Bryan reaches Juanita's side. Bryan carries Juanita to the activity room, where firefighters meet him and Helen. They all begin to be escorted out of the burning building. Meanwhile, Bentley's canine friend Daisy, who had been evacuated earlier, is unintentionally released from her pet carrier by Bryan's 9-year-old nephew Tyler – much to the disappointment of Julieta's 8-year-old niece Gabriella – and Daisy runs back into the building. Daisy and Bentley become trapped in the flames. Watchwords: disoriented, advocates, impulsive, unintentionally, frenzied Class Discussion: 1) Why did Bentley feel an attachment to Juanita? 2) How does Tyler demonstrate his "impulsiveness"? 3) What reasons could Daisy have had for leaving the safety of the pet carrier to enter the burning building? Ideas for Student Exercises: 1) In as much as Bentley is described as being "a good listener," write a list of 10 words you remember hearing over the course of the previous 24 hours, and vocally share your list with the class. 2) For the first time in the story, Spanish-language phrases appear. Have each member of the class vocally contribute a Spanish word or phrase that then would be written on the blackboard as the class's list. 3) Based on the chapter's descriptions of Tyler and Gabriella, try your hand at drawing sketches of each of them. Tyler is a third-grader; Gabriella, a second-grader. Newspaper Connection: See if you can find Spanish words in the day's paper. Also, look for any news stories about Arizona’s neighbor to the south, the Mexican state of Sonora. Tasteful Assignment: Eat at least one tortilla, preferably from a tortilleria. Plant Plan: Visit a garden nursery, and pay particular attention to the cactus plants. Chapter 4 — Spirit of Service Synopsis: Sasha the spirit dog arrives and presses her nose against Bentley's. Bentley is revived. He drags Daisy from the burning hallway to safety. Bentley has not been injured. Daisy has superficial burns on her front legs. Helen has been taken by ambulance for treatment for her ankle injury. Juanita has been hospitalized for smoke inhalation. Bentley remains the only one to have seen the arsonist. Watchwords: confronted, significant, extinguished, superficial, paramedic Class Discussion: 1) Why do some people say they feel like they have a "guardian angel" looking out for them? 2) Why was the fire at the care home not a "great" fire? 3) What was Bentley's problem? Ideas for Student Exercises: 1) Write a sentence or two on why you think Sasha came to Bentley's rescue, and vocally share your writing with the class. 2) Do likewise on why Tyler and Gabriella were relieved to see Daisy in Pastor Connie's arms. 3) Have a minute or two of brainstorming about ways in which Bentley could identify the arsonist for his companions. Newspaper Connection: Look in today's paper and/or recent papers for stories about rescues. Share with the class what you found most inspiring. Online Resources: Tucson Chinese Association www.tucsonchinese.org / Pan Asian Community Alliance www.azstarnet.com/~vna/organizations/panasian.htm Classroom Visit: Arrange for a representative of the Tucson Chinese Association or the Pan Asian Community Alliance — or a representative from each of the organizations — to speak to the class as a personal supplement to the information available online. Chapter 5 — The Day of the Dead Synopsis: Bentley's home is with Bryan and Julieta, who is the head administrator of the Indigo Bush care home. Julieta observes El Día de los Muertos by topping a table with photographs and mementos of the deceased. One of the framed photos is that of Bentley's beloved Miss Lucy, who was a retired schoolteacher. Meanwhile, Helen's ankle injury is found not to be serious. Daisy receives treatment for her leg burns. Juanita remains hospitalized, and Julieta decides to seek spiritual assistance for Juanita. Watchwords: barrio, acquaintances, ensued, predominantly, remembrance, appropriately, inducement, sizable, unconditional, prohibiting, octogenarian, unconventional Class Discussion: 1) How does The Day of the Dead differ from Halloween? 2) Why is it important to honor those who have passed away? 3) How did Bentley treat the care-home residents? Ideas for Student Exercises: 1) The teacher can bring to the classroom for the students to see firsthand marigolds, sugar-cane candies and other symbols of The Day of the Dead. 2) Have a few minutes of brainstorming in the classroom for students to draw up a blackboard list of some of the foods, mementos, and other items that they identify with themselves (for example, their favorite candy, fruit, toy). 3) Students can write a sentence or two on why Bentley felt that the fire was an attack on his home, and they can share their writing with the class. Newspaper Connection: Look in today's paper and/or recent papers for the obituaries – another way in which departed loved ones are remembered and honored. Online Resource: Tucson Children's Museum www.tucsonchildrensmuseum.org Field Trip: Students can visit the Tucson Children's Museum's El Día de los Muertos exhibit, on display Oct. 10-Nov. 21, 2004. A grand-opening event featuring workshops and activities is scheduled to be held at the museum on Nov. 6 (this will be a free event). Chapter 6 — "The White Dove of the Desert" Synopsis: Julieta goes to Mission San Xavier del Bac to pray for Juanita. Inside the historic structure, Julieta recalls all the work she has had to do since the fire. Later, while Julieta has gone to the hospital to visit Juanita, Bryan takes Bentley to her brother's home, where Bentley gets to play with Julieta's niece Gabriella and Bryan's nephew Tyler. Watchwords: pilgrimage, preservation, frescoes, Latin cross, boggling Class Discussion: 1) Why is Mission San Xavier del Bac a treasure? 2) How did Julieta deal with the challenges she faced as the care home's head administrator after the fire? 3) Why does Bentley love to play with kids? Ideas for Student Exercises: 1) Write a sentence or two about why you think it is important to preserve historic buildings or other historic structures, and share your writing with the class. 2) Have a few minutes of brainstorming in the classroom for students to draw up a blackboard list of some local structures that have Spanish/Mexican architectural influences (these could range from the Old Pima County Courthouse — with its Moorish dome — to even features in the students' own homes — such as archways). 3) Write down a few ways to enjoy a break from dealing with a problem (these could range from taking a moment of silence to reading an entertaining story), and share your writing with the class. Newspaper Connection: Look in today's paper and/or recent papers for any stories and/or photographs about historic structures, local or elsewhere. Online Resources: Patronato San Xavier www.patronatosanxavier.org / Tucson Police Department www.ci.tucson.az.us/police / Pima Council on Aging www.pcoa.org / Pima County Juvenile Court www.pcjcc.co.pima.az.us Field Trip: Students can visit Mission San Xavier del Bac, which includes a museum with historical information in the form of exhibits. Chapter 7 — The Moonwalker Synopsis: Bryan takes Bentley to the Pima Air & Space Museum for a visit with Clyde and Callie, the 12-year-old twins whose family had adopted Bentley after Miss Lucy had passed away. The twins' family had to give up Bentley because Clyde and his sister had been abusing Bentley. While at the museum, the two sixth-graders and Bryan get a tour of the Challenger Learning Center from Mr. Fix-it, a museum volunteer who is also the volunteer handyman at the Indigo Bush care home. During the museum visit, Bryan learns by cell phone that Juanita has started to recover from smoke inhalation. Leaving the museum with Bentley, Bryan drives past a teenager in the parking lot. Bentley starts barking because he recognizes the youth as the arsonist. Bryan doesn't see the teenager and tells Bentley to calm down. Watchwords: rendezvous, unison, airlock, mock-up, insignias, panoramic Class Discussion: 1) Why did Bryan suggest that Bentley have a reunion visit with Clyde and Callie? 2) Why is the Challenger Learning Center educational and fun for schoolchildren? 3) Do you think Clyde and Callie are showing signs that they can treat animals properly? Ideas for Student Exercises: 1) Write a brief description of how you might feel if you were blasted off on a shuttle mission, and share your writing with the class. 2) Have a few minutes of brainstorming in the classroom for students to draw up a blackboard list of brief descriptions of scenes, characters' names, etc., from their favorite science-fiction books, movies, or television shows. 3) If you had to live someplace other than Earth, which planet — or other celestial body — would you pick? Write down the place's name, then vocally share it with the class — and your reason for choosing it. Newspaper Connection: Look in today’s paper and/or recent papers for any stories and/or photographs about the United States’ space program. Share with the class what you found most amazing. Online Resource: Pima Air & Space Museum www.pimaair.org Field Trip: Tour the Pima Air & Space Museum. (See the insignias at the Challenger Learning Center and inquire about going on a shuttle mission.) Chapter 8 — The Cabin in the Woods Synopsis: Bryan and Julieta visit the White Mountains cabin owned by Bryan's grandparents. They are accompanied by Bentley, as well as Gabriella and Tyler. While on the weekend getaway, Julieta goes to the Mogollon Rim Overlook and envisions the possible future of the Indigo Bush care home. Meanwhile, Bentley wonders what more he could do to single out the person who started the fire at the care home. Watchwords: juniper, ponderosa, financial, plateau, figuratively Class Discussion: 1) What is the Mogollon Rim’s significance in Arizona? 2) Why are Bentley and Bryan heroes? 3) What is the meaning of the phrase "can’t see the forest for the trees"? Ideas for Student Exercises: 1) Write a sentence or two about what activities you might pursue during a weekend at a cabin in the woods, and vocally share your writing with the class. 2) On a somewhat detailed map of Arizona, locate the Mogollon Rim and follow its course as a dividing line, while noting the names of several towns and cities — and mountains, waterways and other features — to the north and to the south. 3) Take a few minutes for students to vocally share their experiences regarding snow — firsthand and/or through media images. Newspaper Connection: Look in today's paper and/or recent papers for any stories and/or photographs related to Arizona's forest lands, especially the White Mountains area. Online Resource: American Red Cross Southern Arizona Chapter www.tucson-redcross.org Field Trip: Visit any park and let Nature help recharge your mind's batteries. Chapter 9 — "The Gentleman Caller" Synopsis: Three weeks have gone by since the fire at the care home, and some of the residents believe the investigators are not making progress. Meanwhile, Julieta prepares to present her plan for the home's future to the board of directors. Also on that day, Mr. Fix-it arrives at the care home to see Helen. He invites her to dinner and a movie, but she points out that she is still recovering from heart surgery and will need more time before she can take him up on his invitation. Mr. Fix-it says they will go to the Fox Theatre when the former movie palace is reopened to the public after its restoration. Watchwords: instinct, genetic, theories, ancestral, platinum, breakthrough, alibi, priority, revelation, "gentleman caller," Art Deco, re-created Class Discussion: 1) What purpose does the "88-CRIME hotline" serve? 2) What are some animal behaviors that are often attributed to "instinct"? 3) What is the significance of the Fox Theatre for the Tucson community? Ideas for Student Exercises: 1) Have a few minutes of brainstorming in the classroom for students to draw up a blackboard list of some of the tips that the 88-CRIME hotline might get from the public after a masked robber has held up a bank and fled in a car. 2) Write a few sentences on what you like about going to a movie theater – the huge screen, the big seats, the popcorn, etc., and vocally share your writing with the class. 3) Take a minute or two to have students vocally share the titles of their favorite movies. Newspaper Connection: Look in today's paper and/or recent papers for stories and/or photographs regarding movies, and also locate "Movie Times" – the showtime listings that are published during the latter part of each week. Online Resources: Fox Tucson Theatre Foundation www.foxtucsontheatre.org Field Trip: Arrange for a tour of the Fox Theatre, in Tucson's Downtown. Chapter 10 — Giving Thanks Synopsis: It's Thanksgiving Day, and, during the holiday dinner at the care home, Julieta tells Pastor Connie her vision for the future of the home. Julieta is planning to propose to the board of directors of the foundation that oversees the home that the old, fire-damaged building be torn down and replaced with a new, expanded home. The only problem: a large amount of money would have to be raised soon to get the project started. Watchwords: tuberculosis sanitarium, mind's eye, Catch-22, Craisins Class Discussion: 1) What benefits could there be for the care home's residents if Julieta's plan for the home’s future were to become reality? 2) What is it about Thanksgiving Day that makes it different from other holidays? 3) What did Bentley have to be thankful for on that particular Thanksgiving Day, in addition to his turkey treat from Bryan? Ideas for Student Exercises: 1) Write a sentence or two about what you are thankful for, and vocally share your writing with the class. 2) Have a minute of brainstorming in the classroom for students to draw up a blackboard list of some of their favorite Thanksgiving dinner fixings, such as cranberry sauce, candied yams, and pumpkin pie. 3) Take a few minutes to have students vocally share some of their fond Thanksgiving Day memories. Newspaper Connection: Look in today's paper and/or recent papers for stories in which you think the people in the stories should be thankful. Online Resources: Community Food Bank www.communityfoodbank.com / Southern Arizona Chapter of the Arthritis Foundation www.arthritis.org Living and Learning: Over the next day or two, say "thank you" to family members, friends, and other people every time they help you or give you some other reason to feel grateful toward them — and then think about how those two little words can make a big difference in their lives and your life. Chapter 11 — Playtime Synopsis: Six weeks have gone by since the fire. The proposal for replacing the old building with a new care home has been well received, but its approval has been made conditional on identifying a funding source. The arson investigation, meanwhile, has not been progressing. The arsonist's identity still remains known only to Bentley. Taking a break, Bentley visits Tyler's home and plays a game of fetch with Tyler and Gabriella. Watchwords: therapeutic, arthritis, coaxed, motivated, segregated school, encounter, periodic memory lapses Class Discussion: 1) Why would you like to play fetch with Bentley? 2) What do you think could be some of the educational benefits of attending a school whose student body is at least somewhat reflective of America's cultural diversity? 3) What was Bentley's mission at the care home? Ideas for Student Exercises: 1) Help identify all the animals that are shown on the wall behind Bentley in this chapter's illustration. 2) Write a sentence or two on why you think that taking time for playtime could be beneficial for both your body and your mind, and vocally share your writing with the class. 3) Take a few minutes to have students vocally share what are some of the games or other fun activities they most enjoy during their own playtimes. Newspaper Connection: Check out the comic strips in today's paper for an example of how reading for fun or general entertainment can be playtime. Online Resources: Desert Southwest Chapter of the Alzheimer’s Association www.alzdsw.org / Dunbar Coalition www.thedunbarproject.com / Tucson Arizona Boys Chorus www.boyschorus.org / Ballet Folklórico San Juan www.users.qwest.net/~juliegallego/sanjuan.html Playfully Surprise Yourself: In the next week, try at least one new activity. Chapter 12 — A Small Patch of Red Sky Synopsis: While walking with Bentley, care-home volunteer Abigail is abducted by her ex-boyfriend Zack, who takes her and Bentley for a ride in his pickup truck. Zack explains he does not intend to hurt them. He tells Abigail that he was the one who started the fire at the care home. He says he will be surrendering to the police because his father has discovered that his alibi is false. While parked in the truck, Zack and Abigail see flames in the sky, and Zack realizes that his carelessly discarded cigarette is to blame for the fire at houses under construction. The three houses were being built by his father, a wealthy developer. Zack returns Abigail and Bentley to the street corner near the care home unharmed. Watchwords: offensive lineman, column of black smoke, unknowingly Class Discussion: 1) Why did Zack start the fire at the care home? 2) Why wasn’t the blaze at the three houses considered to be a "great" fire? 3) What "challenge" was Bentley worried about? Ideas for Student Exercises: 1) Write a sentence or two on why you think Bentley didn't feel threatened that Zack would hurt him or Abigail, and vocally share your writing with the class. 2) Have a couple of minutes of brainstorming in the classroom for students to draw up a blackboard list of places that serve as their refuges, like "the old park" for Zack. 3) In a show of hands, have the class decide whether Zack should get another probation for the fire or get jail time, and urge the students to share their reasoning. Newspaper Connection: Look in today's paper and/or recent papers for stories and photographs about young people around Zack's age — teenage boys and girls — who have done good things to benefit themselves and/or others, including their families and their communities. Class Project: Students can volunteer to help in some way in the community, such as offering assistance to residents of a care home, or donating cans of soup and/or other foods to the Community Food Bank. Chapter 13 — The Fire Within Synopsis: During his sleepover at the care home, Bentley wanders into three rooms – those of an African-American who experienced segregation while a schoolgirl, a Holocaust survivor, and the centenarian. Each of the three women tells Bentley how her inner drive helped her meet challenges. The centenarian — a Chinese-American woman — tells Bentley about the Green Dragon. In the Eastern world, says Mei-Li, dragons were mist-breathing beings so good that all humans were beholden to them for bestowing rainfall and other beneficial gifts. She says the Green Dragon drew his strength from the great fire within him. She goes on to explain that each of us has a great fire that can be used for good or bad. She says the arsonist was consumed by revenge. Bentley realizes his goal is to be reunited with Miss Lucy someday. He understands that in order for that to happen, he will have to use the great fire within him to keep helping the care-home residents. Watchwords: door ajar, renowned, Hitler's Nazis, ghetto, Auschwitz, Holocaust, prosperous, longevity, drug-addled mind, consequences, torching Class Discussion: 1) Why is it sometimes easier for some people to voice their problems to pets? 2) Why is persevering amid adversity so inspiring? 2) How did Mei-Li's story about the Green Dragon affect Bentley? Ideas for Student Exercises: Write a sentence or two on why you think it is important to be a good listener, like Bentley is, and vocally share your writing with the class. 2) Take a couple of minutes to have students vocally share some of the things they do to help themselves fall asleep. 3) Have a couple of minutes of brainstorming in the classroom for students to draw up a blackboard list of their favorite creatures, such as Shrek, Godzilla, etc. Newspaper Connection: Look in today's paper and/or recent papers for stories and photographs about people who have succeeded by persevering. Online Resource: Jewish Family & Children's Service of Southern Arizona's Holocaust Survivor Group www.jfcstucson.org/holocaust_services.htm Share the Warmth: Let the great fire within you spread warmth in your world by doing a good deed for a family member or a friend. Chapter 14 — A Blue Christmas Synopsis: It was the day before Bentley's first Christmas without Miss Lucy. The care home needed a lottery-jackpot-sized financial contribution for the proposed new home. Juanita went to Mission San Xavier del Bac to pray for a miracle. Other people made similar spiritual requests at different locations. The chapter goes on to describe the Christmas Eve gatherings at the care home and elsewhere in Tucson, including the arguing between the father and son in the undecorated mansion (Zack’s home). Watchwords: anxiety, acknowledged, prayer of intercession, diversions Class Discussion: 1) Why was the holiday "blue" at the care home? 2) What is your reaction upon reading that the 12-year-old twins Clyde and Callie — who are on probation for abusing Bentley — were given a boxer puppy as a holiday gift from their parents? 3) Why was Bentley wondering how he could use the "great fire" within him? Ideas for Student Exercises: 1) Write a sentence or two about your opinion of the saying, "It is better to give than receive," and vocally share your writing with the class. 2) Have a couple of minutes of brainstorming in the classroom for students to draw up a blackboard list of gifts that they think Bentley might like to get. 3) Take a few minutes to have students vocally share some of the things they do to feel better when they get the "blues." Newspaper Connection: Look in today's paper and/or recent papers for stories and photographs about people who have given gifts to other people or organizations. These gifts could range from monetary donations to voluntary contributions of their time and energy. Be a Giver: You don't have to wait for a holiday to give someone a gift. Give a gift to a family member or friend as soon as you can. The gift doesn't have to cost anything. It could be something you've written, or something you've drawn, or even something funny you will say — the gift of laughter. Video Assignment: You don't have to wait for a holiday to see "It's a Wonderful Life" (or to see it again). It's an old movie, but its many lessons are still relevant. Basically, its message is: Everyone can make a difference. Chapter 15 — "A New Beginning" Synopsis: No big financial benefactor has come forward for the care home, and the year is only a few hours from ending. During the New Year's Eve gathering in the home's activity room, Zack and his father arrive. Zack apologizes for setting the fire at the home and acknowledges he will face time behind bars. His father also apologizes. The home's residents and staffers are speechless. The tension is broken when Bentley walks forward and warms up to Zack and his father. Zack's father then reveals that he has a check to give to the home. It is the lottery-jackpot-sized contribution that has been sought. Bentley has used the fire within him to break the ice. At the story's end, Bentley and Daisy are walked outdoors on leashes by Helen and Mr. Fix-it for an unofficial groundbreaking ceremony for the new home. Watchwords: groundbreaking ceremony, deficiency, flabbergasted, impromptu, Chinese Lunar New Year Class Discussion: 1) Why is the New Year's Eve party not all that cheerful at first? 2) How did Bentley' s behavior make such a difference for Zack and his father? 3) Why was Bentley wondering about Miss Lucy and Sasha at the groundbreaking ceremony? Idea for Student Exercise: Take some time to have students vocally share their favorite part(s) about this story and their reasoning for their choice(s). Newspaper Connection: Look in today's paper for stories and photographs that put a smile on your face. Remember, reading is fun, too. Online Resources: Volunteer Center of Southern Arizona www.volunteersoaz.org / Arizona Yoga Association www.azyoga.com One More Reminder: Brighten your life — as well as the lives of your family, your friends, and your community — by using the great fire within you for good, like Bentley does. Remember to do the bright thing.