Illustration of a woman hugging her child inside their home as a storm surges outside
Art by Randy Pollack

Wind

Annie’s dad is away from home and a hurricane is approaching. How will Annie and her mother survive on their own?

By Roland Smith
From the October/November 2021 Issue

Learning Objective: Students will infer the theme of a story in which a hurricane strikes soon after a girl and her mom move to a new town. They discover that they’re part of a strong and supportive community.

Lexile: 600L-700L
Guided Reading Level: T
DRA Level: 50
Other Key Skills: theme, vocabulary, compare and contrast, inference, author’s craft, building knowledge, character, predicting, narrative writing
UP CLOSE: Theme

As you read, look for the important lesson that Annie and her mother learn about being part of a community. 

This is the letter I write but can’t send.

Daddy,

When I was feeling sad, you taught me to reach down into that deep place inside, grab a fistful of sunshine, and throw the blazing rays at my blues. The blues can’t stand up to the light, you said.

But ever since you were deployed overseas, I haven’t been able to find a spark of that light. It’s getting darker every day—as if you took the sun with you when you and the other soldiers marched into the belly of that big green airplane and took off.

Last week, Momma sent me out to get the mail. It was raining hard, so I slipped your coat on. Halfway down the slippery driveway, I stopped with an ache in my chest so heavy it nearly drove me to my knees. I started sobbing and couldn’t seem to stop. I didn’t know what was the matter with me. Then I realized I was wearing your coat. Your smell was all over it. Your aftershave, your sweat—like you were standing right next to me.

Love,

Annie

I fold the letter up and stick it in my diary with all the other letters I can’t send and start one I can.

I tell him that things are fine in Florida, that I’m making a lot of friends at my new school. I say that Momma is enjoying her job, that our new house is looking good, and we are very happy here. I end by telling him that I miss him and that I’m proud of him.

Only the last sentence is true. I’ve made no friends at school. Momma is working double shifts and is exhausted most of the time. Our new house needs some repairs done that we don’t know how to do, and we can’t afford to hire someone. Daddy used to do all that. Momma says he has clever hands.

We moved to Stuart, Florida, at the end of the summer, when Daddy retired from the Army. Five days after we moved into our new house, the Army called Daddy back. He’s been gone for six weeks and four days. He won’t be back for a year. He didn’t even get a chance to meet the neighbors before he went away, which means Momma and I haven’t met the neighbors yet.

Momma and I are shy. We seem to just freeze up around new people. Lucky for us, Daddy’s just the opposite. He’ll ask complete strangers for the time, even though he knows exactly what time it is, just so he can strike up conversations with them. If he were here, we would know every neighbor for two blocks in both directions. Momma calls him her Captain Friendly. He calls us his Shy-Annes because Momma and I have the same first name.

I thought things couldn’t get much worse, but they did. A hurricane was swirling our way.

The phone rings. I think it’s Momma calling from work to check in on me.

“Annie?”

“Daddy!” He’s only been able to call once the whole time he’s been gone.

“Good to hear your voice,” he says.

“Where are you?” I ask.

“Can’t say. And I don’t have much time to talk. Is your momma there?”

“She’s at work.”

“Why’s she working so late?”

I guess she hadn’t told him she’s working extra shifts. “She’ll be home soon.”

He hesitates, then says, “The reason I called is because of Nate.”

“Nate?” That’s Daddy’s name.

“Hurricane Nate,” he says. “Don’t tell me you didn’t know about it.”

“I knew,” I say. “But I didn’t know they gave it your name.”

He laughs. “Yep, finally named a hurricane after me. They say it’s going to be a big one. That’s why I called. I’m worried.”

“We’re fine. It may not even hit here.”

“Maybe you and Momma should get out of Florida for a few days.”

“Maybe,” I say. Momma and I had already talked about it. We agreed it was best to ride out the storm. If we tried to leave, we might get stranded in traffic. Also, if a hurricane hits, sometimes they won’t let you back into your house for days or weeks.

“Look, honey, I have to get going. But in the garage is a stack of precut panels for the windows. Before you leave, you need to get someone to put them up . . .” I hear someone talking to him in the background. “I have to go. I was in a sandstorm a few days back. Maybe some of that wind coming your way has a little bit of me in it. I love you, Annie. I’ll be home before you know it.”

“I love you too,” I stammer. “I miss . . .” But Daddy’s gone.

I look out the front window with the phone still in my hand. The clouds are dark and dangerous looking. The palm trees begin to sway.

By the time Momma gets home, the wind is howling. She has a trunkful of groceries and supplies. Because of the wind, it takes us 10 minutes to get everything into the house. I tell her Daddy called and what he said.

“Too windy to get those panels up now,” she says.

I look out the window. A garbage can is rolling down the street.

“So, this is a hurricane,” I say.

“Not yet,” Momma says. “Stay away from the window.”

Momma starts making dinner. Before she’s finished, the power goes out. We stumble around and bump into each other twice before we find the flashlight. Momma tries the phone. It’s out too.

“I guess we’re on our own,” she says.

“I wish Daddy was here.”

“So do I, honey. So do I.”

Somehow, with the wind shaking the house, I fall asleep next to Momma on the sofa. A few hours later, I open my eyes—wide awake. The light from the candles dances on the wall. I wonder what woke me up, then I realize that it’s absolutely quiet. Momma is standing at the window looking outside.

“Is it over?”

“Looks like it,” she answers. “I see stars.” We step out of the house and find we’re not alone. Up and down the street people are out with their flashlights.

“Are you OK?” a man asks from the darkness. Momma and I jump.

“Who’s there?” I ask.

“Bob Jenson, your neighbor. I’ve been worried about you two.”

“We’re fine,” Momma says. “Now that it’s over.”

“Over? Not by a long shot. This is the eye of the hurricane. The winds will be back, but they’ll come from the opposite direction.” He turns his flashlight on. “Are you sure everything’s OK? You’re welcome to ride it out over at our house if you want.”

“No, we’re fine,” Momma says. “Thank you for your concern.”

Mr. Jenson was right. The back side of the storm is much worse than the front side. Momma and I huddle together on the sofa as the wind and rain batter the house. Something huge and terribly loud slams into the roof, but we are too afraid to go upstairs and look. A window shatters in the kitchen.

I’m afraid our house will be ripped from its foundation and go hurtling into the sky, but it holds. A few hours after sunrise, the winds die down.

Momma and I slip on coats and step out. Our street looks like a giant lawn mower has run it over. All the trees are broken off or tipped over. The flowers and bushes are all gone. Every window on the second floor of our house is broken. Half the roof is gone. An upside-down palm tree sticks out from Momma and Daddy’s bedroom.

Momma starts to cry.

I put my arms around her waist, and I start crying too.

We are so busy grieving for our house that we don’t notice the neighbors right away. I see them first. Six or seven standing behind us, allowing us our moment. I’ve seen a few of them working in their yards on my way to the school bus. I’ve never talked to any of them, although some have said hello as I passed.

Two of the men are carrying chain saws. Others have brooms and rakes and garbage cans.

One of the men, Mr. Jenson, takes a small camera from his pocket and starts taking pictures of our house.

Momma turns around, wiping the tears from her eyes. Like me, she doesn’t know what to say. I don’t think the neighbors know what to say either. We spend a few moments looking everywhere but at each other.

“I’m glad you’re both OK,” Mr. Jenson finally says.

Momma nods but still can’t seem to find her voice. It’s that Shy-Anne thing again. I’m afraid that if I don’t say something, the neighbors will go away. For some reason, I want them to stay.

This is when I smell Daddy. I’m wearing his coat. A breeze blows through my hair, and I remember what he said about the wind. I take a deep breath of his scent and smile.

“Why are you taking pictures of our house?” I ask.

Mr. Jenson smiles back at me. “I used to be an insurance man before I retired. We need to document what your house looks like before we clean it up. Eventually, your insurance will need to know the extent of the damage.”

“We?” I ask, looking at Momma. She’s as surprised as I am.

“That’s how we do it here,” Mr. Jenson says. “Your house has the worst damage, so that’s where we’ll start. When we finish your place, we’ll go down to the Rodriguez house . . . their place is pretty banged up too. We have to get these houses patched up to stop rain damage.”

“And we do it together?” Momma asks. A small smile flickers across her face.

“Easier that way,” Mr. Jenson says. “More fun too. Those not working cleanup are cooking food. Another group is out getting water for us to drink. Now, we won’t be able to do permanent repairs. But we’ll get a tarp over your roof. Clean up the mess inside. Get the palm tree out. Make it safe for you and your daughter to stay in your home.”

“Please come inside,” Momma says, then looks at everyone in turn. “And thank you.”

Daddy,

Hurricane Nate was bad, but we made it through without a scratch. There were clear skies on the other side of it, and I found more than a fistful of sunshine to chase those blues away.

We have a brand—new roof, and you and Momma have a new bedroom. Wait till you see it!

When you come home, we’re going to have a huge neighborhood party. A block party they call it. It will be at the Jensons’ house—we wouldn’t be able to fit everybody who’s coming into our little house. The neighbors are as proud of you as we are, and they’re looking forward to meeting you.

Love,

Annie

Write to Win

Imagine you are one of Annie’s neighbors. Write the next part of the story, telling what you do to make Annie feel welcome. Send it to “Wind Contest” by December 1, 2021. Five winners will each receive a $20 gift card for the online Scholastic Store. Visit the Storyworks Contests page for more information.

This story was originally published in the October/November 2021 issue.

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Step-by-Step Lesson Plan

Table of Contents

1. Preparing to Read

2. Reading and Discussing

 SEL Focus, Close Reading, Critical Thinking

3. Skill Building and Writing

4. Digital Spotlight

5. Differentiate and Customize

Struggling Readers, Advanced Readers, Multilingual Learners

6. Can’t-Miss Teaching Extras

1. Preparing to Read

Build Background Knowledge, Preview Vocabulary, Set a Purpose for Reading

  • Ask students to think of a time they were in or near a serious weather event, such as a heavy thunderstorm, a flood, a hurricane, etc. Have them turn and talk with a partner about how they felt. Did they feel scared? Alone? Who were they with? How did that person or the people they were with  react?

  • Show the video “What You Need to Know About Hurricanes” to build background knowledge about one of the main events in the story.

  • Distribute or assign our Vocabulary Skill Builder to preview five words. Students will also be able to add other unfamiliar words from the story. Vocabulary words include deployed, retired, hesitates, hurtling, and document.

  • Prompt students to read the Up Close box on page 11 to set a purpose for reading. (Make sure they know that the theme of a story is an important idea that you take away from it.)

  • Preview the questions in the margins of the story. Encourage students to think about the questions as they read.

2. Reading and Discussing

First Read: Get to Know the Text (20 minutes)

  • Have students read or listen to the audio of the story independently. 

Second Read: Unpack the Text (30 minutes)

  • Put students in small groups in your classroom. Ask them to discuss the close-reading questions in the margins. Circulate among the groups to listen to discussions. This can be a good way to informally assess whether students are comprehending the story. Answers follow. (In some cases, you’ll need to refer to the story to see the context of the question.)

  • Discuss the critical-thinking questions as a class.

  • Discuss the SEL focus either before or after the critical-thinking questions.

SEL Focus

Teamwork and Community

Have a discussion about what makes getting through the storm and its aftermath easier for Annie and her mom, as well as for all the neighbors. Ask students: Who benefits from teamwork? How do we work as a team, or a community, in our classroom? (The writing prompt at the end of the story and critical-thinking question No. 12 also give students opportunities to express ideas about community.)

Close-Reading Questions

 

  • How are Annie’s two letters different? Why can’t she send the first one? (compare and contrast, p. 11) Annie’s first letter is honest. It tells her dad about the difficulties she and her mom are facing in their new home in Florida, and it describes her aching sadness because he is away. The second letter says what Annie thinks her dad would like to hear: that she and her mom are doing fine. She can’t send the first letter because she doesn’t want her dad to know how unhappy she is.

  • How might Annie and her mom feel in their new house? (inference, p. 11) Annie and her mom probably feel lonely. They haven’t met any of their neighbors, and they’re too shy to start conversations with them.
  • Why doesn’t Annie tell her dad what she and her mom decided? (inference, p. 12) Annie probably doesn’t want her dad to worry or feel bad that he’s far away and can’t help them.

  • How does the weather match Annie’s feelings? (author’s craft, p. 12) The weather is becoming threatening; the clouds are “dark and dangerous looking.” Annie’s feelings are also dark. She misses her dad, she doesn’t have any friends nearby, and she’s concerned about the coming storm. Both the weather and Annie’s feelings are unsettled.

  • Do you think Annie’s mom is right about this? How might this line be a clue about what happens later in the story? (theme, p. 12) Based on what happens later in the story, Annie’s mom is not right that they’re on their own. Later in the story, Annie and her mom learn that their neighbors care about them and want to help them get through the storm. This line is a clue that later Annie’s mom will change.

  • What is Mr. Jenson like? (character, p. 13) Mr. Jenson is friendly and welcoming. He shows that he’s concerned about Annie and her mom, even though they hadn’t met before the storm. He also seems to be outgoing, making a point to come check on his new neighbors.

  • What can you tell about why the neighbors have gathered? (inference, p. 13) You can tell that they have gathered to help Annie and her mom clean up the mess caused by the hurricane. They are carrying chain saws, brooms, rakes, and garbage cans, which could all be used in getting rid of the debris left by a big storm.

  • How is Annie’s reaction different now from how she felt at the beginning of the story? (character, p. 14) At the beginning of the story, smelling her dad’s scent on his coat makes Annie sob because she misses him so much. By the end of the story, the smell reassures Annie. She knows that even though he is far away, his love is always present.

  • How has Annie’s mom changed? (character, p. 14) Annie’s mom is no longer too shy to talk to her neighbors. She now realizes that she and Annie aren’t alone; they have a community around them to help them through hard times. 

  • What big idea has Annie learned by the end of the story? (theme, p. 14) Annie has learned that being part of a community means that you are not alone. She sees that her neighbors are there to help, from cleaning up the yard to taking pictures to document the damage to their house. Everyone pitches in for one another. And without knowing her dad, the neighbors are already proud of him.

 

Critical-Thinking Question

  • Imagine another hurricane hit Annie’s neighborhood, and a neighbor’s house was damaged. What can you predict Annie and her mother would do? Why do you think they would do this? (predicting) Students will likely say that Annie and her mom would help the neighbor clean up and make the house livable. They might cook a meal for their neighbor or offer to let them stay at their house. They would probably do this because they’d remember how grateful they were for their neighbors’ help during the last hurricane, and they have seen how everyone benefits when neighbors help one another. 

  • We are all a part of different communities—at school, at home, in our activities, and so on. What communities are you a part of? Choose one and describe what makes this group a community. (theme) Answers will vary.

3. Skill Building and Writing

Featured Skill: Theme
  • Distribute or digitally assign the Theme Skill Builder to help students identify what Annie and her mom learn in the story—and what readers learn as well. Available on two levels!
  • Ask students to respond to the writing prompt at the end of the story. Encourage them to submit their responses to our writing contest!

4. Digital Spotlight

Science Connection

  • Connect this story to a science unit on natural disasters! Help students understand what Annie and her mom experience by digging into hurricane science and showing our video “What You Need to Know About Hurricanes.” Encourage them to find another hurricane fact, as prompted at the end of the video.

Differentiate and Customize
For Struggling Readers

This story includes a number of challenging vocabulary words, in addition to the five that are defined in our Vocabulary Skill Builder. As students read, have them write unfamiliar words in the blank spaces on the vocabulary activity. Then bring students together in a small group and ask them to share the words they wrote down. Together, find definitions of the words.

For Advanced Readers

Put students in pairs to brainstorm two more questions that could go into the margins of the story. Have pairs write their questions on sticky notes and place them at appropriate spots in the margin. Students should then exchange magazines with another pair to answer each other’s questions. If students are reading digitally, have them write their questions on a separate document.

For Multilingual Learners

Before reading, invite students to listen to the audio version of the story at Storyworks Digital. Then have them listen a second time, reading along with the story. Encourage them to reread or relisten to parts of the story as many times as they wish to feel comfortable with their understanding of what they’ve read and heard.

Can't-Miss Teaching Extras
Explore the Storyworks Archive

Pair this story with a nonfiction article about a real-life hurricane—and neighbors who came together to help each other. “America’s Deadliest Disaster,” from our September 2018 issue, describes the Great Galveston Hurricane of 1900 and the heroic actions of one 14-year-old boy. 

Stay Safe

In the story, Annie and her neighborhood prepare for a hurricane. Here’s a detailed guide for kids from Kids Discover on how to stay safe if a hurricane is expected in your area.

Learn About Military Life

You may have students in your class who connect with this story because they come from a military family. Share this site with them from the Defense Health Agency about the ups and downs of military life.

Text-to-Speech