COMMON CORE CLASSROOM READY GUIDE

The Dark Frigate by Charles Boardman Hawes

COMMON CORE CONNECTIONSSEVENTH-GRADE FOCUS

PB 978-0-316-35009-9

Every book can meet most, if not all, CC State Standards. However,
we have found that some books speak directly to a few standards with
strength. These applications seek to make the connections between a
particular text and the Common Core Standards as written for seventh
gradersleaning on this texts literary strengths.

Reading Literature
RL 7.3
The Dark Frigate is an historical fiction novel set in the 1600s. Both the time and place are
integral to the plot. The main character, Phillip Marsham, travels by foot from London to
Bideford, England and secures work on The Rose of Devon, a frigate that sets sail to pick up
cod in Newfoundland. Provide students with a blank world map and have them keep track of
the setting of the book. How does the setting (time and place) shape the events of the book?
Provide students with informational articles about the English Civil Wars and life in 1600s
England to provide background knowledge about major events from the time period
(www.britannica.com/EBchecked/topic/187936/English-Civil-Wars).
RL 7.4
Charles Boardman Hawes uses complex vocabulary and traditional language in The Dark
Frigate. Before reading, give students a list of sailing terms and definitions before reading the
book. Examples of sailing terms include boatswain, ketch, frigate, gunwale, and mizzenmast.
It would be helpful to hand out diagrams with the parts of the ship labeled (www.britannica.
com/EBchecked/topic/386555/mizzenmast).
Have students to keep track of new vocabulary words and page numbers in reading log. Ask
students to determine what the words mean based on context clues in the book and from their
knowledge of Greek and Latin affixes and roots. Students should check the definitions of new
words in print or digital dictionaries.
Examples of vocabulary words: rookery (p.11), impudent (p.26), ingratiating (p.69),
knave (p.89), astute (p.141), arrant (p.189), ponderous (p.203), emissary (p.208).
RL 7.1
Have students analyze the story in writing or orally. Students should support their answers
with evidence from the text whenever possible.

COMMON CORE CLASSROOM READY GUIDE

Possible discussion questions include

H
 ow do the weather and sea conditions relate to the events and mood of the story?

Why was Phillip Marsham built for the sea?

The Rose of Devon is described in detail (p.68). How does this serve as foreshadowing
for future events?

T
 he storm that the crew endures in Chapter 8 causes Phillip to evaluate his relationship
with Martin (p.89). Why does Phillip have mixed feelings about Martin? What does this
reveal about Phillips character?

H
 ow does Phillip earn the respect of The Old One? How do you think this will impact
Phillips life on The Rose of Devon?

T
 he story ends with Captain Marsham travelling from England to Barbados on The
Rose of Devon. Why is this significant? Why do you think the author chose to end
the story this way?

RL 7.2
Phillips character and will are tested in many events in the book. What is the central theme or
message of the book? What can readers learn from Phillip and how he overcomes adversity?
RL 7.9
Provide students with informational articles or nonfiction texts about piracy in the 1600s and
life in 17th century England. Compare and contrast the articles with the characters and events in
The Dark Frigate. How accurate is Hawes depiction of historical events? How does Hawes use
historical people and events to create an interesting historical fiction story?
Speaking and Listening (Comprehension and Collaboration)
SL 7.1
Students could use reading logs to keep track of their questions, predictions, and passages that
need clarification as they read independently. Arrange students in small groups and provide
time for the groups to discuss the questions students generated from the reading. Provide
opportunities for students to ask each other clarifying questions about the text. Students
should respond to their classmates questions using evidence to support their answers.
At the end of small group discussions, allow time for students to report back to the whole class
about topics they discussed, vocabulary words, predictions and passages that were clarified.
Writing (Research to Build and Present Knowledge)
W 7.7
Have students choose a topic related to The Dark Frigate and conduct a short research project.
Possible topics include: the English Civil Wars, piracy from the 17th century, Oliver Cromwell,
Blackbeard (Edward Teach), cod fishing, and ships from the 1600s. Students should start by
generating a list of research questions and possible sources of information (print and digital).
Allow students to decide how they will share what they learn about the topics. Students should
cite sources in a bibliography.
This guide prepared by Cathy Potter, M.Ed, MLS,
Falmouth School Department, Falmouth, ME.