World's Apart

Worlds Apart

Lindsay Lee Johnson

About the book:

It’s 1959 and Winnie’s family is moving t rural Minnesota where because of her dad’s new job will require the family to live on the grounds of a mental institution. Winnie is forced to leave her special friends and her exciting life in Chicago for this small world where everything seems cruel and lonely. Forced to reevaluate the secrets she carries and her view of the world, Winnie learns to see everything, even her parents and old friends, in the light of truth.

About the guide:

This guide includes discussion questions and projects appropriate for book clubs, literature circles, and classroom discussions. It is intended to provoke thought and insight into the themes of this novel which include family expectations and relationships, self-identity, secrets, friendship, and isolation.

Author interview:

1.      How much research did you have to do to bring Winona’s story to life?

2.      Do you start with a character, setting or plot? How do you build your story?

3.      Who is your favorite character in the story? Why?

4.      How was writing your 2^nd book different from your first? What have you learned about your writing process?

5.      What can your fans look forward to next?

Pre-reading:

What does it mean to be a world apart? Have you ever felt separate from those around you?

Comprehension Check:

1.      Why do the Mays move to Minnesota? Describe The Bridgewater State Hospital.

2.      Why do people object to Winnie’s friendship with Justice?

3.      Compare Winnie’s life before moving to her life in Minnesota.

4.      Who are the Starlings? Why do they matter to Winnie?

5.      How does Winnie change by the end of the novel?

Discussion Guide:

1.      Winnie’s parents won’t tell her why they need to suddenly move to Minnesota. It has something to do with his hands. Her mom declares that their explanation is “true enough.” Would this explanation satisfy you? After learning the reason for his dismissal do you think they were right in keeping this secret?

2.      Describe what Winnie sees on her tour of the facility. What is wrong with most of the residents? Would people with these types of issues still be in institutions today? Why or why not? Why do you think they were placed there? Why are there so many rumors about the facility?

3.      How is Winnie treated at her new school? Do you think kids are crueler back in 1959? Why are they being so mean? Is Winnie doing anything to exacerbate it? How would you respond to their teasing?

4.      What was Winnie’s life like in Chicago? What is her plan to get back to it? Why doesn’t it work? To whom does she appeal? What did Pam mean in her letter, It’s interesting to see how people’s lives turn out just the way they’re supposed to, isn’t it?” Were the Starlings true friends? Why or why not? How does Winona’s view of friendship change?

5.      Winnie and Janet Tyler both have secrets. What are they? Why are they keeping them? In the end, what do both girls do about their secrets? Is there ever a good reason to keep a secret? Do you think Janet will ever be forthcoming at school about Timmy?

6.      At first, Winnie is understandably repulsed by what she sees in the institution. How does her opinion change over the course of the novel? Which residents does she learn from and what do they teach her?

7.      Why is there resistance to Winnie becoming friends with Justice Goodwater? What does Winnie mean by “For the first time I realize that our friendship probably costs Justice something, too.” (p.77) What does Justice teach Winnie about growing up?

8.      Why does Winnie’s mom leave? Where does she go? How would you feel if you were left in her situation? How does Winnie find out the truth?

9.      Where is Justice’s mother? How did she end up there? What does it show about the treatment of the Native Americans during that time?

10.  At first Winnie relies on her camera to frame her ideas. In the end she decides to abandon this practice. Why? How has she changed? What do you think changed her most by the end of the book? Use examples to support your ideas. In the end, is she a better person for having gone through this whole experience?

Projects:

Language Arts:

Write a letter and a response between Winona and Justice after the close of the novel. What do you think has happened to each of them? Will they remain friends?

-or-

Write a letter from Winona to Pam after the close of the novel. What would she tell her now?

Art:

Create an abstract painting through one of the character’s eyes from Worlds Apart. In a brief journal explain why you chose the colors and forms that you did to represent this character.

Health:

Research the history of mental illness and/or mental retardation. How have people with disabilities been treated over the ages? What is their care like now? How can we improve the lives of those who live with mental illness or disability?

Drama:

In pairs, act out a scene from the story. Or, create a new scene that was cut from the book but which makes sense within its timeline.

Soul Moon Soup

Soul Moon Soup

By Lindsay Lee Johnson

Prediction Guide:

Pre-reading:

What do you think it would be like to be homeless? What would be the hardest part?

After reading “Secrets of the Shelter”

1. Will Phoebe’s art become more or less important to her? What makes you think so?
2. Will she be able to keep their homelessness a secret?

After reading “The Last Burden Falls Away”

1. Will Phoebe’s mom come for her?
2. If she does, will Phoebe want to go?

After reading “Life at Ruby’s Place”

1. Will Phoebe run away to find her mom? Why or why not?
2. Will grandma’s house become her real home?

After reading “Fancy Little Something”

1. What happened to Gran? Will she live?
2. What will happen between Phoebe and her mom? Mom and Gran?

After the ending:

1. What will happen to Phoebe?
2. In five years what will her life be like?

 

Comprehension Guide for

Soul Moon Soup

By Lindsay Lee Johnson

Comprehension:

1. Why does Phoebe’s mom want her to keep their homelessness a secret?
2. Describe how Phoebe and her mom get by in the city.

Knowledge:

1. Why do you think Phoebe’s mom doesn’t dismisses her drawings as doodles?
2. How do secrets play a major part of the plot twists?

Application:

1. Write a poem about yourself and how you were named.
2. In a triple Venn diagram compare Phoebe, Mom, and Gran.

Synthesis:

1. Would you have reacted the same way as Phoebe to Gram’s secret about the past? Why or why not?
2. Do you think any of these things were symbols: suitcase, birthday cake, lock of hair? How?

Analysis:

1. What is your favorite poem in the book? Why?
2. Find at least three examples of simile. How do they help you understand the tone of the poem?

Evaluation:

1. Which poem is your favorite? Why?
2. Which character is your favorite? Why?

Discussion Guide for

Soul Moon Soup

By: Lindsay Lee Johnson

Use these questions to help guide literature circles or other group discussions:

1. What do you think is the meaning of the title? What makes you believe this?

2. How is hope an important element in the book? Give examples of when you think people lose hope (and its consequences) and the results when they gain it again.

3. Who shows hope in the story? Mama? Gram? Daddy?

4. Do you think hope is necessary for survival?

5. Though Phoebe’s father didn’t provide a home, did he give her anything else? What?

6. How does she feel about her father? How would you feel about him?

7. What do you think the author wanted you to take away from reading this novel?

8. Why do you think she chose to tell the story in free verse rather than a more traditional format?

9. How does the author show both good and bad qualities of all her characters? How does this make them more real to us?

10. In six months from now what scene will you remember from Soul Moon Soup?

 

Across the Curriculum with

Soul Moon Soup

By Lindsay Lee Johnson

Language Arts:

Write a feature article for a newspaper about the plight of homeless youth. Find at least three reliable sources for your article and include a bibliography.

Math:

Research the price of a typical two bedroom apartment in your area and how much it costs to move in (deposits, utilities turned on, etc.). Then, figure out how long it would take an average person making minimum wage (or even up to three dollars more) to save for these initial expenses. Make a monthly budget based on what you learn.

Art:

Keep a sketchbook journal for one week. Draw and write free verse poems about the topics you choose to sketch.

Drama:

Write and perform a monologue of one of the characters from the novel explaining her point of view on the past and what she dreams for her family in the future.

Music:

Find three songs you think would make good selections for the soundtrack of Soul Moon Soup- the movie. Explain why you picked these lyrics and selections in a short journal.

Science/Health:

Research the effects of homelessness on health. Some topics you might explore: dental care, vaccinations, exposure, low birth weight, premature infants, developmental delays, nutrition.

My Life as a Rhombus

My Life as a Rhombus

by Varian Johnson

About the book:

Boys + Love = Trouble

Right?

Staying on track at school means a boy-free equation for Rhonda Lee, who spends most evenings doing homework and eating Chinese takeout with her dad. While Rhonda needs a scholarship for college, some kids at her private high school, like beautiful Sarah Gamble, seem to coast along on popularity and their parents’ money.

When forced to tutor Sarah in trigonometry, Rhonda recognizes all too well the symptoms—queasiness, puking, exhaustion—that Sarah is trying to mask. On a sudden impulse, Rhonda shares her past with Sarah. Exchanging their secrets adds up to more truths than either girl would have dreamed.

About the author:

Growing up, Varian Johnson couldn’t decide whether he wanted to be an engineer or a writer, so he decided to do both. Born and raised in Florence, South Carolina, he now lives in Austin, Texas with his wife and two cocker spaniels. In preparation for this novel, Varian memorized Pi  to the tenth decimal place, relearned how to triple integrate a fifth-order polynomial, and bought his first home pregnancy kit. Check him out atwww.varianjohnson.com for more interesting, but totally useless information.

Author interview:

1. What was the most difficult part of writing in the first person female voice?

It actually wasn’t that difficult, although it took me a few drafts to find Rhonda’s voice—to find the balance between Rhonda the girl and Rhonda the tutor. My critique group was very helpful in pointing out little things that didn’t sound authentic.

2. What would you say to those who will read the summary of this book and shy away from its subject matter?

I would ask the potential reader to take a chance, to be brave, to try reading something that’s perhaps a little outside of his or her comfort zone. Rhonda’s story is much bigger than the topics of pregnancy and abortion.

3. What the best piece of writing advice you ever received?

The best advice that I was given was that the real work of being a writer takes place during revision. A first draft is just an outline that points you in the general direction that you want to travel as a writer. It isn’t until you start revising and editing that you really get down to the nuts and bolts of creating character and plot.

Pre-reading:

What’s the most difficult decision you’ve ever made? How did you come to the conclusion that you did? Have you ever had any regrets about something?

Read chapter one then make a list of five questions you think will be answered in the first ten chapters. How do authors reveal information about their characters?

Discussion guide:

1. Rhonda sees the world through a math looking glass. How does she describe events and people using formulas? What does this tell you about the way she thinks? What would be the angle at which you see the world?
2. What is Rhonda’s connection to Sarah and David Gamble? What does she recognize in Sarah that few would likely see? When does their arrangement move from paid service to actual friendship?
3. Describe Rhonda’s best friends- Gail and Xavier. How are they different than Sarah’s “friends?” What expectations does Gail have for her friends? Who would you rather have as a friend- Gail or Sarah? Why?
4. Why did Rhonda feel the need to create her own list of “elements.”  Why did she feel the need to develop them in the first place? Do you have a list of rules that you live by too?
5. Who is Helen Cassidy? What role does she play in Rhonda’s life? What types of things does Rhonda do while with Helen? Do you have a safe haven like Rhonda does?
6. How does Judge Gamble influence the actions of people around her?  Why does she feel more of a connection to Rhonda than her own daughter? If she were a man would she be considered ruthless too?
7. Do you think the loss of Rhonda’s mother contributed to her poor decisions in the past or not? How did her dad cope with the loss of his wife? Describe Rhonda’s relationship with her dad. How does it change over the course of the novel?
8. What is Sarah’s plan for her pregnancy? What decision does she finally make about it? Why do you think she puts off telling the most important people in her life for so long? What would you do?
9. When things get passionate between David and Rhonda she becomes angry. At whom? Why? Is passion inevitable between teens? What is the best course to prevent teen pregnancy? Like Sarah said, can anyone be in this situation?
10.  How does David react when he learns who is the father of Sarah’s baby? Do you think his anger is justified? Who deserves his wrath?
11.  Explain how Rhonda finally comes to terms with what happened between her and Christopher. How does he finally get what he deserves? By controlling her urge to act physically how is Rhonda able to make a more devastating blow?
12. What are the repercussions physically, socially and emotionally of Rhonda’s abortion. Does she use it as an excuse to push her father and David away? How does she heal herself? Did the novel make you think about the procedure in any new ways?

Projects:

Language arts:

Write five journal entries or letters through the eyes of five different characters from the story. Choose five different points in the story to write your piece from.

Math:

Like Rhonda, create at least two graphs to represent events or relationships in your own life in a mathematical formula or graphic organizer. On the back write an explanation of how you came to this formula.

Art:

Create a collage album like Rhonda made at Helen’s house. Create at least three pages to represent this school year.

a sweet smell of roses

a sweet smell of roses

By Angela Johnson

Illustrated by: Eric Velasquez

Prediction:

Study the cover of the book. What do you think the people are doing? Their faces look pretty serious. Why? Do you think they are marching for a reason? What could that reason be?

Comprehension Check:

1. Do you think the mother knew where the girls were going? Why or why not?
2. Is this set in the present day or the past? How do you know?
3. Who was the leader of the march? What do you know about him?
4. What were they marching for?

Discussion Guide:

1. What does it mean to be brave? Who is brave in this story? Do you think the young girls are braver than the adults? Why?
2. What movement do you think this march was a part of? Why was this an important time in American History?
3. Why do you think there are police lines and armed officers in some of the pictures? Do you think they expected some trouble to show its face? What do you think that could be?
4. The girls do not answer the people shouting nastily from some of the streets. Why do you think they chose not to? Could you be that strong?
5. Why do you think the girl’s mother didn’t go to the march? Why did the girls decide to go without her?
6. Study the faces of the people in the march. What adjectives would you use to describe them on each page?
7. Why do you think the illustrator decided to use just a bit of red on some pages?
8. What does Dr. King talk about in his speech? Why is this important?
9. What does the smell of roses remind you of? What do you think it reminds the girls of?
10. What are issues that you find particularly important? Are there any that you’d like to be even more involved in than your parents?  How can you still make a difference?

Projects across the Curriculum:

Language Arts:

Listen to some of the great speeches of the Civil Rights Movement. Then, write your own speech about a topic that is important to you. What would you like the world to hear?

Mathematics/Logical:

Create a timeline of the history of the Civil Rights Movement. List at least ten important events in this pivotal time period of America.

History:

Research other ordinary heroes from the Civil Rights Movement. If you know people who were involved, you might consider taking their Oral History by creating well constructed interview questions. Create pamphlets about these ordinary heroes and what made them get involved.

Art:

Study the sketches of Eric Velasquez in A Sweet Smell of Roses and also the works of Harvey Dinnerstein and Burton Silverman both artists who inspired this piece. Create several sketches of your own inspired by their work.

www.TracieVaughnZimmer.com

Mr. Rover Takes Over

Mr. Rover Takes Over

by Grace Maccarone

Illustrated by Meredith Johnson

About the Book:

 

This humorous Level 1 Hello Reader! is a funny story about an unlikely substitute teacher, Mr. Rover! When Mrs. Katz gets sick, the school principal announces that Mr. Rover is filling in for her. But Mr. Rover is no ordinary substitute teacher. He has four legs . . . and a tail! What’s the class to do when Mr. Rover takes over?

About the guide:

This guide will help teachers use Mr. Rover Takes Over in their classrooms- for small groups, whole class or individual students. Share the guide with parents and extend the learning to home!

Pre-reading:

Who do you think Mr. Rover is? Where do you think the story will take place? Why do you think this? What does it mean to “take over?”

Questions to consider:

1. Why did Mr. Rover come to their class?
2. What kind of animal is Mr. Rover?
3. How was Mr. Rover like a regular teacher? How was he different?
4. Who was missing after recess?
5. What did they do?
6. Were the kids happy when Mrs. Katz came back?
7. What do you think the kids told Mrs. Katz about their day with Mr. Rover?
8. Would you like to have Mr. Rover as your teacher? Why?
9. Which scene was your favorite? Why?
10. Which illustration is your favorite? Why?

Projects:

As a class write a new story about the next time Mrs. Katz is ill. Have your students decide what type of animal takes over this time and the adventures the class has together.

Create a class book to share and take home.

Language arts:

Play Mr. Rover Takes Over site word bingo! 

Art:

Draw a picture of an animal you would most like to substitute for your teacher!

Math:

Take a survey about which pets or animal would be their favorite substitute teacher, and then graph the results.

Music:

Sing this song to the tune of “London’s Bridge is Falling Down”

Mr. Rover takes over, takes over, takes over

Mr. Rover takes over for Mrs. Katz

It started like a normal day, normal day, normal day

It started like a normal day, but then it changed!

Mr. Rover was not a man, not a man, not a man

Mr. Rover was not a man, but a doggie!

Mr. Rover was a great teacher, great teacher, great teacher

Mr. Rover was a great teacher, even at recess!

More on next page!
MEREDITH: this will work better if you add pictures next to (or even instead of the words in the chart:

Developing Word Knowledge:

Phonemic Awareness Sound Board Game

Make a copy of the chart below for each student. Then, using the lists provided, have your students put a marker as they hear the sounds that match each word.

pet	ball	tag	class

Match rhyming sounds:

pet:  met, set, let, wet, bet, yet, vet, forget,

ball: call, small, tall, wall, haul, mall, stall, Paul

tag: bag, rag, sag, nag, flag, gag, lag, drag, brag

class: pass, glass, gas, bas, brass

Match beginning sounds:

pet: pig, pill, peanuts, people, poor, past, pen, pack

ball: beans, bored, brown, biscuit, baby, blue, bite

tag:  teacher, tell, tank, tiny, tidbit, towel, torn, time

class: clean, clear, click, clack, clip, cloud, clam, clip

Match ending sounds:

pet: bat, part, pat, cat, brought, flat, fright, let, sat

ball:  real, sell, bell, meal, shell, rule, bull, feel, smell

tag:  flag, rhyming, sing, king, ring, jumping, flying, digging

class: blues, mass, vines, was, walls, his, lips, less, fishes

www.TracieVaughnZimmer.com