Truman Readers Award Nominees2011 – 2012

Invisible LinesBy: Mary Amato

DISCUSSION QUESTIONS:

1. What’s behind Trevor’s humor? Is he just naturally a funny guy all around, or is he using humor for other purposes, such as to mask insecurities, to get attention, to cope with the hardships of his life, or to show how smart he is? What other reasons could Trevor have for constantly needing to crack jokes?

2. Do you believe it is true that students who come from poorer families and have limited personal possessions can’t be as popular and well-liked as students who have more? Why or why not?

3. Think about your favorite teacher. Now compare and contrast that teacher to Mr. Ferguson? How were they the same? How were they different?

4. Have you ever known someone who behaves like Xander does in the story? Why do you think Xander bullies Trevor? Have you ever bullied someone or been a victim of a bully?

5. Innocent until proven guilty, or guilty until proven innocent? How do you react when you hear that someone has been accused of doing something wrong? Do you automatically believe they are guilty, or do you give the person the benefit of the doubt? Why?

6. Have you ever been in a situation where you had to decide to stand up and

defend someone or step back and stay out of it? What did you do, and why? If you could have a second chance to relive that moment, would you change anything?

7. What’s the most important or most interesting thing you learned from reading this book (either about life or about mushrooms)?

IDEAS & ACTIVITIES:

1. Have a graffiti art name drawing competition among students. Require all entries to be hand sketched/drawn, rather than computer created. OR have students design the school name or mascot in graffiti art and then frame and hang the winning drawing up at school OR if you have enough blank wall space, allow the winning student to paint their art onto a blank wall in large format.

2. Collaborate with science and art classes to do a study of different types of mushrooms. Go on a mushroom “foray” and create an end project that can be displayed or shown in the library or hallways leading up to the library, such as detailed posters.

3. If you have a FACS program, a health or nutrition class, a world’s cultures class, or any cooking related exploratory classes or specials, encourage a lesson on different types of mushrooms, their nutritional value, and how they are cooked or eaten around the world (or whatever other purposes they can be used for). Have students view and sample different types of mushrooms.

4. Have a modern art mushroom “sculpture” contest using only found objects.

5. Hide one tiny mushroom around the school each week to promote mushroom forays. The first student to notice the mushroom and return it to the library each week automatically wins a prize, get’s their name on a wall of mushroom hunting experts, has their picture taken and face added to a mushroom cut out on the wall, or receives some kind of special privilege.

RELATED WEBSITES:

1. Author’s Website: http://www.maryamato.com/tag/invisible-lines

2. Mushrooming in Missouri, courtesy of the Department of Conservation: http://mdc.mo.gov/discover-nature/outdoor-recreation/how/mushrooms

The Farwalker’s Quest by Joni Sensel

Author’s Website: http://www.jonisensel.com

GENERAL QUESTIONS FOR DISCUSSION:1. Over the past few years, we’ve witnessed multiple large-scale natural

disasters – Hurricane Katrina in 2005, the Haitian earthquake of 2010, and most recently, the earthquake/tsunami disaster in Japan. Pull up some Google images of these events’ aftermath, and study them for a moment. The new world created by these disasters bears some similarity to the post-apocalyptic world alluded to in Sensel’s book, as well as in other dytopian science-fiction reads. What are some of these parallels, in your opinion? An example might be the obliterating of most, if not all, forms of modern technology- cell phones, the Internet, etc.

2. If you had the opportunity to recreate an area of society for the better, what would you change, and why? How would you implement your changes? Can you see challenges or disadvantages to your plan, and how would you address them? Perhaps choose a specific area on which to focus, such as youth rights or disaster preparedness.

3. If you could belong to one of the thirteen trade guilds existing in Ariel and Zeke’s world- Farwalker, Tree-Singer, Windmaster, Flame-Mage, Healtouch, Allcraft, Finder, Judge, Fisher, Kincaller, Reaper, Storian, or Fool-, which guild do you think you would be chosen for at Namingfest? Why do you think this? Give specific examples. The trades in this list are arranged in order of importance, with the position with most prestige mentioned first. Why do you think some of the trades are more highly valued than others? How would you rank the trades?

4. Joni Sensel is quite a traveler and even documents her own “farwalking” adventure in England and France on her blog- http://www.jonisensel.com/Farwalking/. If you could travel to any modern-day country or area of the world, where would you go, and why? You can imagine your trip as though you are currently preparing to

depart, or you can invent a fabricated travelogue of your experiences. Consider such questions as the following: how would you travel to your destination- by private jet, commercial airliner, boat, train, or on foot in true Farwalker style? What items would you deem essential for your trip- non-perishable foods, cash or a debit card, a cell phone and/or GPS, a tent, sunscreen, chlorine water purification tablets, great hiking boots? What would be the estimated total cost of your expedition? What perils could you face, and how would you be prepared to overcome them?

5. Are there any other dystopian science fiction novels or movies that Sensel’s book reminds you of? The Giver is a common comparison. Why do these books remind you of The Farwalker’s Quest?

6. If you could create a playlist of songs which represented the plot complications occurring throughout the length of Sensel’s story, what songs would you choose, and for what reasons? What mood do you think that each song captures, and how does this relate to unique plot points in the story?

Ways to Promote:

Hold a Namingfest activity, in which students draw their trade guild assignment from a bag or box. Encourage students to talk about why they are pleased with their assignment, or not.

Have students interested in art reinvent each of the trade guild symbols. They may be as simple and easy to replicate as Sensel’s version, or they may be highly complex and detailed. If students are stumped, allow them to look through books of hieroglyphics or Japanese calligraphy (also called “shodo”) to jumpstart their creativity.

A possible cooking tie-in for FACS classes can be found at www.hollycupala.com/2009/10/book-cooks-farwalkers-flat-apple-pie.html, in which Sensel shares her recipe for flat apple pie, a portable food that Ariel, Zeke, and Scarl might have enjoyed had they known about it!

The Cupcake Queen by Heather Hepler

Heather Hepler’s website: www.heatherhepler.com

How to host a “Cupcake Day” with or without an author – projects for school or home:

http://www.heatherhepler.com/pdf/How%20to%20Host%20Cupcake%20Day.pdf

Create your own cupcake card and send it to a friend:

http://www.heatherhepler.com/ecard/valentine/cupcakegreetings.html

Heather’s COOKING blog – In the Crazy Kitchen: http://inthecrazykitchen.blogspot.com/

Biography from Heather’s website:

Heather Hepler grew up in North Texas. She has lived in Reno, on the coast of Maine, in interior of Alaska, and near Death Valley, but she currently lives in Tyler, Texas where she is still getting used to heat, the East Texas accent, and the astounding obsession that women in Tyler have with big hair. She works as a reviewer for various publications, including Kirkus Reviews. She is the co-author of Scrambled Eggs at Midnight (Dutton, 2006), Dream Factory (Dutton, 2007), and Jars of Glass (Dutton, 2008). Her first solo novel, The Cupcake Queen, was published in September 2009. Her writing has also appeared in the Southwest Review and the Cincinnati Review.

Interview with Heather Hepler on Cakespy.com/blog: http://www.cakespy.com/blog/2009/10/20/batter-chatter-interview-with-heather-hepler-author-of-the-c.html

Interview with Heather Hepler from The Penquin Group: http://us.penguingroup.com/nf/Author/AuthorPage/0,,1000068045,00.html?sym=QUE

WHERE DO YOU GET YOUR IDEAS, HEATHER?

The Cupcake Queen is very personal to me, both because it is my first solo novel, but also because it hits on a number of painful moments in my life. Penny loves art, like I did. She loves the beach and big yellow dogs and baking. Tally is the girl I always wanted to be, quirky, funny, and strong. Blake is the kind and smart boyfriend I always wanted in high school. Penny lives in a town very much like the one I lived in. The big difference is that her town is in Connecticut and mine is in Maine. Those planets that Marcus and his dad are building actually do exist in Northern Maine. I have made all of the cupcakes Penny makes, except the penny cupcakes. There are people who play Rock Paper Scissors seriously and they do have a championship every year. One of my friends used to have a “Sam” and he was just as wonderful and slobbery and sandy as the Sam in the novel. Marcus is based on a guy I know as an adult…. Sort of tortured and wicked smart. The guy I know used to play soccer and used to wear a braided bracelet. But, like all of my books, everything maybe started in real life, but quickly became fiction. The Penguin Group

QUOTES from The Cupcake Queen: “At some point you just have to let go of what you thought should happen and live in what is happening.”

“Sometimes life isn’t what you thought it would be it’s just what it is.”

TRIVIA QUESTIONS from www.goodreads.com:

When Tally begins to eat “Lard” exclusively, what is she really eating? (vanilla frosting)

What color are the cupcakes at the beginning of The Cupcake Queen? (pink)

What does “RPS” stand for? (rock, paper, scissors)

Penny and her mother move to Hog’s Hollow from where? (New York City)

What is the name of Marcus’ dog? (Sam)

AWARDS AND HONORS:

Scholastic Book Club and Fair Selection 2009 Fall 2009 Indie Pick MASL Trumans Readers Award Nominee 2011-2012

Other books written by Heather Hepler - Co-author Brad Barkley:

Scrambled Eggs at Midnight The Dream Factory Jars of Glass

The Last Thing I Remember

By: Andrew Klavan

DISCUSSION QUESTIONS: 1. What would you do, if you woke up to find you couldn’t remember a significant

time or event that occurred in your life? 2. Do you feel like people who cannot remember doing something are still

responsible for the act and for paying the consequences for those actions, or should they get a clean slate?

3. Do you feel torture is necessary and acceptable? If so, then when? If not, then why?

4. Who comes first? Do you take care of yourself first, or do you take care of others first, even if it puts your needs or well-being in jeopardy? Why?

5. What do you think happened to cause Charlie to lose his memory? 6. How did you feel about the ending? Were enough of your questions resolved?

Do you plan to read the next book, why or why not?

ACTIVITIES:1. Put together a scavenger hunt with clues that the students can read and try to

piece together to figure out a final mystery. 2. Have students act out and film an exciting scene from the book to help promote

it. 3. The book flashes between past and present. Have students create a timeline or

story board to sequence the correct order in which the all major events happened.

4. Host a creative writing competition, in which students must write a brief story about waking up under strange circumstances without a full memory of their past.

RELATED WEBSITES:

1. Author’s Website: http://www.andrewklavan.com/books/homelanders-series/the-last-thing-i-remember/

2. Interview with the Author: http://www.mhspantherprint.com/reviews/2010/11/16/the-last-thing-i-remember/

3. Interesting Book Trailer: http://www.youtube.com/watch?v=ptFbeRzxRvI

BULL RIDER by Suzanne Morgan Williams

Discussion Questions

At the beginning of Bull Rider, Cam wants to be a skateboarder.  His brother is a bull rider.  Why do you think Cam is not interested in bull riding?  What changes his mind?  Would you rather be a bull rider or a skate boarder if you were Cam?

Why doesn't Mom want Cam to bull ride?  How would you feel if you were in her position?  How does Ben's injury affect her decision? Should it?

Why do you think Grandpa Roy and Grandma Jean support Cam's decision to ride Ugly at the end of the book?  They know he is underage.  Is that ok?  Should they have stopped him?

How do you think Cam feels about war at the beginning of the book? At the end? How does Ben feel about it? Are their views different? Why or why not? Do you think Ben’s sacrifice was worth it? Why or why not?

What do you know about injured and disabled veterans? Do you hear about it on TV? On the radio? What do you think the United States does or does not owe to the families of men and women who were injured in war? Why would veterans not get the medical and community support that might help them?

Activities and Projects Bull Rider takes place on the O’Mara Ranch and they brand calves

with the circle M brand. In Nevada, all brands are registered with the state. Have each student create a brand that represents him or her and create a class registry.

Cam goes to the Grange to talk to the “old geezers” and hear their stories. Ask students to meet with a senior citizen to learn an interesting story. It may help to brainstorm with the students first

about what kinds of stories they may learn and what kinds of questions they could ask to elicit them. Students can write up the stories or record them for a class CD or podcast.

Veterans returning from Afghanistan and Iraq will have unique needs. Have students work in groups to research those needs and to discuss and present how they would advise meeting them. They can interview veterans' advocates, returned military, read articles etc. What are their recommendations for providing for, or not providing for, veterans.

Grandma Jean’s Quesadillas and Tomatillo SalsaEquipment: Large cast iron frying pan or electric skillet; knife, cutting board, grater, large spoon, spatula, blender.Ingredients:Quesadillas:two large corn or flour tortillas per quesadilla. Cheese. A little oil.Tomatillo Salsa (green salsa, salsa verde):  six to eight tomatillos, ½ medium onion, three to four garlic cloves, peeled1/3 cup chopped fresh cilantro, one or two fresh jalapeno peppers (seeded for a milder salsa)juice of ½ limeFor Quesadillas: Put a little oil in the bottom of the frying pan or electric skillet. Heat on medium high.When oil is hot, place two tortillas in the pan to warm. After about one minute, flip one tortilla and top its heated side with thinly sliced or grated cheese (about a ¼ to a 1/3 cup depending on size of tortillas).Place the second tortilla, warm side DOWN on top of the cheese. Wait about another minute and flip the quesadilla. Cook until cheese is melted.For Tomatillo Salsa: Remove the papery skins from the tomatillos and rinse well. Place tomatillos, garlic, and pepper in a HOT frying pan and stir until outsides are toasted. Remove from heat. Chop garlic, tomatillos and onions into medium small chunks. Open peppers and remove seeds and stem. Chop into chunks. Be sure to wash your hands thoroughly after handling peppers. Place tomatillos, garlic, peppers, cilantro, onions and lime juice in the

blender. Pulse until all ingredients are chopped. Do not blend into a liquid. Salsa should have a chunky texture – like pickle relish or a little smaller.Serve with quesadillas. Salsa should be stored in the refrigerator.

Short Bio on Suzanne Morgan Williams:Suzanne Morgan Williams is the author of the middle grade novel Bull Rider (Margaret K. McElderry, 2009) and the nonfiction book China’s Daughter’s (Pacific View Press 2010) as well as ten nonfiction books for children. These include the award winning Pinatas and Smiling Skeletons (Harris and Williams, Pacific View Press), The Inuit (Franklin Watts), and Made in China (Pacific View Press.) Her work regularly takes her into the classrooms, museums, and communities from her home in Nevada across the US and Canada, from Mexico to the Arctic. She is co-regional adviser for Nevada SCBWI .

Website Links: Disabled American Veterans: http://www.dav.org/ Fischer House Helping Military Families: http://www.fisherhouse.org/ Iraq and Afghanistan Veterans of America: http://www.optruth.org/ National High School Rodeo Association: http://www.nhsra.com/ Professional Bull Riders: http://www.pbrnow.com/ Professional Rodeo Cowboys Association: http://www.prorodeo.com/ State of Nevada Livestock Brand book (17.8 MG download!):

http://agri.nv.gov/OFFICIAL%20LIVESTOCK%20BRAND%20BOOK/COMBINED.pdf

Nevada tourism board: http://travelnevada.com/ Tony Hawk Foundation - builds skateboard parks across North

America: http://www.tonyhawkfoundation.org/ Kids for our Troops: http://www.kidsforourtroops.org/

Cross-Curricular Tie-Ins Art design cattle brands, (see below), try creating  skate board style

art that reflects Cam’s interest, create a mural of Salt Lick, sculpt bucking bulls from clay or paper mache.

Music – students create a play list of songs Grandma Jean, Lalli, Cam, and Ben would each like.

Science/ethics/economics – Amy Jones runs an AI – artificial insemination business for cattle. How does this help ranchers? How has technology allowed this to be a viable business? How does this differ from cloning and what research allowed that? How will genetic manipulation affect AI businesses? What ethical questions does this pose when the same technologies are used for humans?

History/Research – how were soldiers’ wounds treated in the Civil War? World War I? World War II? Vietnam War? What types of injuries and diseases killed the most soldiers in each of those wars? What medical advances came from each war? When were veterans' benefits started? What benefits were provided and when? What do we owe today’s veterans? What services do wounded veterans receive now? Is this enough? Who will pay for the benefits? What bills are before Congress about veterans' benefits and support?

Jane in BloomBy: Deborah LyttonDISCUSSION QUESTIONS:

1. Jane’s sister Lizzie is the most important person in the world to her. How does Lizzie make her feel?

2. Colors are really important in the book. What are some colors you remember from the book and what did they describe? What do you think those colors meant? For instance, why do you think Ethel wears purple?

3. Jane finds her own special talent as a photographer. What is one of the things you do that makes you special and unique? How does Jane use her photography to deal with her sister?

4. How do you think the family would have been different if Lizzie had survived and recovered? How would Jane be different?

5. Jane chooses to reach out to Kirsten Mueller, the girl who has been bullying her. Why does she do that? Why do you think Kirsten stops being mean to her after that? Is there someone you could reach out to? What do you think would happen if you did?

IDEAS & ACTIVITIES:

1. Memory Boxes – These do not have to be for someone who has passed away, they can be about a special person or event in the child’s life or even about themselves.

Each person should bring one shoe box and then cut out photos from magazines, bring photos from home and draw pictures to decorate the box. They can add rhinestones, sequins, paints and feathers to decorate. Then they can take them home and fill them with mementos that represent the person or event they made the box for.

2. Museumbox.com – Students can create a digital memory box.

3. Photography Project – Everyone should take a photo or draw a photo of something that represents a color that makes them feel a certain way. It can be a pet, or a flower or a toy. Then they can share them with one another. If there is additional time, they could write a description of the photo or a poem to go with it. Additionally, students could create a story around a photograph.

4. Color Project – Everyone should choose a color of crayon and then write a description of what the color reminds them of and how that color makes them feel. Write a poem or short story about that color. Or students could create a character based on the color and personify the color in their story.

RELATED WEBSITES: Author’s Website: http://www.deborahlytton.com/

The Maze RunnerBy: James DashnerDISCUSSION QUESTIONS:

1. The author created a new language with the use of different slang words. Did you find it

hard to understand some of the slang? Were you able to compare it to slang that you

use?

2. How does the Thomas change as a person throughout the book?

3. Why do you think only boys were used in the experiment until the end?

4. What character did you care about the most while you were reading this?

5. What job or role would you like if you were in the Glade?

6. What would be your greatest fear if you were trapped in the Glade?

7. How did you feel about the ending? Did they make the right choice to sacrifice so many

people to escape?

IDEAS & ACTIVITIES:

1. Students could imagine they are trapped in a similar situation to the Glade. The students could create their own society. This would tie in with social studies curriculum regarding governments and/or hierarchy.

2. Students could create a map of the Glade based on descriptions in the book.

3. There are so many strong characters in the book. Have the students choose one character and make a fake Facebook page (myfakewall.com) about that character.

RELATED WEBSITES:

1. Author’s Website: http://www.jamesdashner.com

2. Maze Runner website with games http://www.randomhouse.com/teens/mazerunner/

Pop by Gordon Korman http://www.gordonkorman.com

This story is about football, yes, but it is also about friendship, family, and compassion.

1. In what 3 terms can you think of how the word Pop could be used when referring to this book?

2. Have you shown or has someone you known shown compassion to you? How did you feel? How did the other person react/feel?

3. Alzheimer’s affects many older adults in each community. In what way could you or your school, reach out to those that suffer from this disease or reach out to the families of those who are dealing with a loved one with this disease?

4. There has been much debate on the safety of allowing football players to continue their careers after many concussions and head injuries. What are some reasons that you can give that would be for or against allowing these players to continue playing football?

5. The ending of the story is shocking and sad. If you were to rewrite this story, how would you change the ending?

Activity:

1. For a research idea, have students find information on the condition CTE (chronic traumatic encephalopathy) or search for the work of Alan Schwarz of the NY Times.

Adventurers Wanted Book 1

Slathbog's Gold

By M. L. Forman

General Questions for Discussion

1. What is courage?

Dictionary defines courage as “the quality of mind or spirit that enables a person to face difficulty, danger, pain, etc., without fear; bravery.” To have the courage of one's convictions, to act in accordance with one's beliefs, especially in spite of criticism. Ask students how the define “courage” or ask them to name a courageous person and explain why they think that person displays courage.

2. What is honor?

Dictionary - honesty, fairness, or integrity in one's beliefs and actions; a source of credit or distinction; high respect, as for worth, merit, or rank. One could use the same format as the above question.

3. What does it feel like to have friends you would give your life for?

While students today are not always in harms way such as Alex, there are ways they can address this question. Organ donations, kidney/liver transplants, etc.

4. What role do fear and apprehension play when a person is faced with life-changing choices?

5. Why do so many people doubt their abilities to do things?

Students could be ask if there are things they don’t do because they just don’t think they’re good enough. Ask them why they feel that way or what could be done to get them over that feeling. Encourage them to take a step outside their comfort zone, even if it is just a small step. "Remember-doubts may check pride, but too much doubt will keep you from doing what must be done." -- Slathbog’s Gold

6. Slathbog’s Gold has been compared to The Hobbit, Eragon, and even The Lord of the Rings. Some of the comparisons are positive and some are negative. What do you think and why?

Other ideas . . .

Despite the fact that this book is fantasy, it has several “character” lessons in it. I’ve told our guidance counselor about it and suggested that she might use it with some of our students.

Use an “Adventurers Wanted” sign to bring readers to the Truman Award Nominee section of your library. Maybe use a map of some type (The one of Vargland is good, don‘t you think?) as a background for students to place their Truman book stickers on.

Click on http://www.adventurerswanted.com to learn more about

M.L. Forman, play a game of darts, download a map of Vargland,

and even see what type of adventurer you are.

Double EagleBy: Sneed B. Collard IIIDISCUSSION QUESTIONS:

1. How does Mike’s personality and assertiveness change throughout the novel?

2. Mike’s relationship with his dad is very strained. What are some things that Mike could

have possibly done to build a better relationship with his dad? What are some things

that Mike’s Dad could have done?

3. Mike kept several things from his dad. He did not tell him about his search for gold

coins, or that he had found one. Why?

4. Would you be brave enough to sneak into an old fort at night? Would you enter a place

that is marked, “Closed, due to structural decay”? What about reentering the bastion

when a fierce storm is approaching?

5. Would you have sold the Double Eagle? What would you do with money? If Kyle and

Mike were the ones who sold the Double Eagle, how do you think the money may have

changed their lives?

IDEAS & ACTIVITIES:

4. Mike is a coin collector. He has done quite a bit of research on mints. Have students research the various mints and the process of coin making in the United States. Compare it with the process that other countries use.

5. Create a blueprint of a fort.

6. Hold a coin party. Invite students to display coins in their collections. Look up their values online.

7. The Double Eagle was sold for $18.9 million dollars. Have the students create a budget on a spreadsheet for how they would spend this money.

RELATED WEBSITES:

3. Author’s Website: http://www.sneedbcollardiii.com

The Shifter By: Janice Hardy

DISCUSSION QUESTIONS:

1. Why do the Baseeri occupy Geveg? What alternatives to occupation might the Baseeri have had to achieve their goals? Consider similar real-world occupations. Under what circumstances are such occupations justified, and when are they unjust?

2. When an Elder grabs Nya, she observes, “No one moved to help. . . . I’d bet a week’s lunches that if my hair was Baseeri black, someone would have stepped forward” (p. 23). Why might Nya’s opinion be right, and why might it be wrong?

3. Why does Nya initially choose to trust Danello? If you were in her situation, would you have made the same choice? Why or why not?

4. Why does Nya find the Sanctuary and its statues to be creepy? What does she feel about the saints represented there? How do you know?

5. What are the differences between Nya’s abilities and those of other Takers? Provide a similar real- life example of people with unusual abilities. Are the unusual abilities beneficial, harmful, or both? Explain.

6. After Nya shifts pain into a fisherman, she asks herself, “Is having no choice the same as choosing?” (p. 129). What does this question mean? How might it apply to your life? How would you answer this question?

7. Why does Nya think that shifting pain is wrong? Do you agree or disagree? If you had the authority to create new rules or laws for shifting, what would they be and why?

8. Which characters in the novel, if any, do you consider to be traitors and why? What is the difference between someone doing what she or he must do to survive and being a traitor? Explain.

9. Would you describe Nya as someone who formulates plans or as someone who behaves impulsively? Drawing from your own experience, discuss the advantages and disadvantages of formulating plans. Also discuss the advantages and disadvantages of impulsive decision making.

10. Why do characters riot at the end of The Shifter? Does rioting solve their problems? Why or why not? Under what circumstances do people tend to riot?

11. What do you think might happen next in the Healing Wars series? What hopes do you have

for Nya, and what worries do you have for her?

IDEAS & ACTIVITIES:

1. To Shift or Not to Shift. With your reading group, discuss the physical, psychological, and moral implications of Nya’s ability to shift pain from one person to another. Consider whether

shifting should or should not be allowed in Geveg. Divide into two groups—the pros and the cons—and debate the legitimacy of shifting and the rules that should govern it.

2. Healer Manual. Review the information on Healers and healing in The Shifter, including the specifics on taking and shifting. Using the information you’ve collected, craft a comprehensive, illustrated Healer manual—the sort that Nya or Tali might long for while training to become Healers.

3. Proverbs to Live By. Nya often thinks of her grandmother’s proverbs and sayings while trying to decide the best course of action. Taking inspiration from the power of these maxims, research the meaning and origin of several proverbs that you have heard your family members say. Create a proverb blog with other members of your reading group. Each week, add an entry to the blog that includes a proverb, any notable facts or trivia about it, and your reading group’s comments on its usefulness or importance.

4. Gone Graphic. Brainstorm with your reading group various techniques for adapting prose stories into graphic novels or comics stories. Then select your favorite series of scenes from The Shifter and create a comics adaptation of those scenes. Ask other members of your reading group to graphically illustrate their own favorite scenes, making sure that everyone chooses different parts of the novel to represent. Compile your own edition of Gone Graphic: The Shifter.

5. Predicting the Future. Thinking back to your answer to discussion question 11, imagine how the next book in The Healing Wars series might begin. Write your own first chapter for book two, and when Janice Hardy’s next book is published, compare and contrast its first chapter with your version of it.

RELATED WEBSITES:

Author’s Websites: http://www.janicehardy.com/ http://blog.janicehardy.com/

If The Witness Lied

by Caroline B. Cooney

Author's Website: http://www.carolinebcooneybooks.com/index.html

Book Trailer: http://youtu.be/P5emBl-EkBs

1. Why did Madison suspect that the witness to the accident had lied?

2. Why did Mrs. Fountain’s decision to have Tris upset many people?

3. How did Madison and Jack know they had evidence against Cheryl?

4. What did Diana’s father reveal when she called to ask him about Cheryl?

5. Why did Diana snoop on Cheryl’s computer?

6. Why did their father get out of the Jeep?

7. Why didn’t Cheryl call the police after catching Diana at her computer?

8. What made the children’s grandparents come and get them?