In Spite of Killer Bees Julie Johnston

A Teacher’s Guide by

Ann da Mota and Sage Day Gordon A. Brown Middle School

Toronto, Ontario April 2003

A Teacher’s Guide for In Spite of Killer Bees © 2003 by Ann da Mota and Sage Day, Gordon A. Brown Middle School, Toronto, Ontario. All rights reserved.

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Pre-reading Activities

Discuss the following questions as a class:

1) How would life change if you had to move from a fairly large urban area to a rural area? (social, economic, etc)

2) Have you ever had to move? What feelings and apprehensions did you experience? Why?

3) Did you ever anticipate receiving something valuable or that something in your life was going to turn out a certain way and it didn’t happen? Explain what happened.

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The questions in this novel study guide are based on Bloom’s Taxonomy which consists of six levels of questioning: 1) Knowledge (lowest level) 2) Comprehension 3) Application 4) Analysis 5) Synthesis 6) Evaluation(highest level) The teacher is encouraged to choose the activities which best suit the interests and needs of his/her students. A list of extensions, ministry expectations, and an appendix with support materials has been included for your reference and use.

Ministry Expectations Addressed Grade 8

* (refer to The Ontario Curriculum for Grade 8 Geography and Grade 8 Language)

Economic systems(Geography) - demonstrate an awareness of the fundamental elements of an economic system: what goods are produced; how they are produced; for whom they are produced; and how they are distributed - describe the impact of a new industry on the economy of a region Migration (Geography) - identify factors that influence people to move to another place (e.g., plenty of employment opportunities, security) - identify barriers to migration (e.g., physical, financial, legal, emotional) Patterns in Human Geography - demonstrate an understanding of employment patterns and trends

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Writing - communicate ideas and information for a variety of purposes and to specific audiences, using forms appropriate for their purpose and features appropriate to the form - produce pieces of writing using a variety of specific forms, techniques and resources appropriate to the form and purpose, and materials from other media - produce media texts using writing and materials from other media Reading - explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience - understand the vocabulary and language structures appropriate for this grade level - make judgments and draw conclusions about ideas in written materials on the basis of evidence - clarify and broaden their own points of view by examining the ideas of others - plan a research project and carry out the research - identify some stylistic devices used in literary works (e.g., metaphor, simile) and explain their use Oral and Visual Communication - use tone of voice and body language to clarify meaning during conversations and presentations - identify and analyse the formulas used in different categories of media works - create media works of some technical complexity

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In Spite of Killer Bees Julie Johnston

Chapter 1

Vocabulary: panorama (pg. 1) flecked with diamonds (pg. 1) glancing sun (pg. 1) nestles (pg. 1) spire (pg. 1) ogling (pg. 2) homicide (pg. 2) chassis (pg. 4) beneficiaries (pg. 6) lolled (pg. 8) retching (pg. 12) Activities: 1. Identify the characteristics of an effective exposition of a novel. (analyze re:

elements of a novel and author’s style) Identify the characteristics of an effective “hook” (introductory sentence or paragraph).

Evaluate the effectiveness of chapter 1 as an exposition. Evaluate the effectiveness of the first sentence (or paragraph) as a hook. 2. Illustrate the village of Port Desire as seen by the girls for the first time. 3. Explain the purpose of the blank lines in this chapter (and others to come).

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Chapter 2 Vocabulary: tarpaulin (pg. 13) coherent (pg. 15) doleful (pg. 15) gangly (pg. 16) dregs (pg. 16) disgorged (pg. 17) resemblance (pg. 22) imposter (pg. 22) drone (pg. 22) artifact (pg. 23) amass (pg. 23) disjointed (pg. 30) Activities: 1. Write a response to Chapter 2 using the format introduction, summary, reflection. 2. Conduct a character analysis on each of the three sisters. Consider what is

said about each, their appearance, and what they do, say, feel and think. 3. Prepare a family tree for the Quades.

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Chapter 3

Vocabulary: bloat (pg. 33) cringed (pg. 33) flustered (pg. 35) entreaties (pg. 37) forfeit (pg. 37) depleted (pg. 37) bequeathed (pg. 38) scrupulous (pg. 42) minuscule (pg. 45) sabbatical (pg. 47) stipulations (pg. 48) gander (pg. 48) aghast (pg. 49) Activities: 1. Take turns to read aloud ensuring that you change voice for each character. 2. What new information is there to help you better understand each sister? 3. Imagine you are the editor of an advice column in the local newspaper or

host an advice show on television or radio. Prepare a letter (or a script) from Aggie seeking advice and your response to her.

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Chapter 4

Vocabulary: trespassers (pg. 52) lacquered (pg. 58) sweltering (pg. 53) construed (pg. 59) stricken (pg. 54) crestfallen (pg. 61) fetish (pg. 55) mausoleum (pg. 62) underevolved mutant (pg. 56) salting (pg. 69) shorn (pg. 56) hobnob (pg. 70) lopsided (pg. 58) preoccupation (pg. 70) Activities: 1. Answer the following: a) How much time elapses in this chapter? b) Describe Aggie’s dilemmas in this chapter. c) Compare and contrast Aggie and Aunt Lily using the following headings: appearance, actions, speech, thoughts. d) Explain: (i) the use of italics in “We don’t have it. The estate has it.” (ii) the meaning of and significance of ergo and ergomaniac. (iii) the meaning of dappled shade. 2. Use the decision-making model of your choice to select an ideal job for any

one of the three sisters. (See chart provided in appendix) As this chosen sister, produce a curriculum vitae (resume) and cover letter applying for this ideal job.

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Chapter 5

Vocabulary: comtemplates (pg. 73) snatches of tunes (pg. 73) writhing in agony (pg. 77) breadwinner (pg. 77) resigned (pg. 78) inevitable (pg. 80) Activities: 1. List at least 5 examples of metaphors and similes and explain their meaning. 2. Identify some of the barriers to migration (urban to rural) faced by the

Quade sisters. 3. Create a short mystery story about the little door in the wall behind the sink in the bathroom.

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Chapter 6

Vocabulary: ambles (pg. 83) rally (pg. 89) camouflage (pg. 83) assailed (pg. 89) dicey (pg. 83) demolished (pg. 89) idiosyncrasies (pg. 85) serrated (pg. 90) splicing (pg. 86) felony (pg. 90) paltry (pg. 87) divvy (pg. 91) quizzically (pg. 89) profound (pg. 89) Activities: 1. “I have this irrational fear of you, and so naturally I will hate you until I find a

substantial reason for doing so.” How well does this quote sum up the relationships in the novel. Justify your opinion.

2. Compose a diary entry about Aggie’s first day at school, writing in role from one of the following perspectives: - Aggie - teacher or principal - fellow student e.g. Cameron, Rachel 3. Examine how the appearance of bread affects the household. Predict what this holds for their future.

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Chapter 7

Vocabulary: official (pg. 92) intuition (pg. 100) straddling (pg. 93) apiary (pg. 105) stationary (pg.93) anencephalic (pg. 108) sullenly (pg. 93) loiters (pg.108) downcast (pg. 93) surly (pg. 108) wary (pg.93) perseverance (pg. 111) typecasting (pg. 94) lament (pg. 112) hackles (pg. 96) subterfuge (pg. 96) primping (pg. 98) Activities: 1. The Quades are “a family of risk-takers”. Evaluate this statement. 2. Analyze Aunt Lily’s character so far. Predict what decision she’ll make in the

end and justify your opinion. 3. List all the references to and different meanings of bread and explain the symbolism. You may wish to refer to previous chapters as well. 4. Aggie believes the endpoint to the story is “so obvious”. Create Aggie’s

conclusion to the film script taking into account her intention to “put bees into her movie”.

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Chapter 8

Vocabulary: deciphering (pg. 113) accusingly (pg. 114) no dice (pg. 114) carnivore (pg. 115) notation (pg. 115) evenhanded (pg. 118) perplexed (pg. 117) lethal (pg. 119) garish (pg. 120) mark time (pg. 120) dignitary (pg. 120) wangle (pg. 122) hurdy gurdy (pg. 123) diplomacy (pg. 123) abreast (pg. 123) lavish (pg. 125) Activities: 1. Compose a newspaper article about Aggie’s bee experience. 2. Explain the significance of “When you look too closely at things, they

become blurred”. (pg. 113) 3. Predict how Aggie’s and her sisters’ lives might change in the absence of the “killer” bees and in light of her newly gained “confidence”. 4. Find the references to and explain the symbolism of: - bread - water/lake - bees - movies in this chapter and previous chapters.

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Chapter 9

Vocabulary: episode(pg. 128) windfall (pg. 128) potential (pg. 130) shuddery (pg. 131) eviscerated (pg. 132) giblets (pg. 132) skeptically (pg. 133) inspire (pg. 135) plaintive (pg. 135) unwholesome (pg. 136) indefinitely (pg. 136) meander (pg. 137) scholarship (pg. 138) squander (pg. 139) chronically (pg. 140) dollops (pg. 141) burrow (pg. 141)

Activities: 1. Read the introduction to Aggie’s letter on page 137.

Compose the rest of Aggie’s letter to Aunt Lily trying to persuade her to move into the old Quade home. Consider the details outlined in the will and Aggie’s great need to keep the family together.

2. Jeannie and Helen have received a number of rejections to their requests for

work. With a partner, create a script for a job interview. Take turns role playing both the employer and the applicant. Describe how your conversation, attitude and behaviour changes in each role.

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Chapter 10

Vocabulary: sluggish (pg. 142) scurry (pg. 143) grating (pg. 144) irrational (pg. 145) reluctantly (pg. 145) varnished (pg. 145) precariously (pg. 145) contemplating (pg. 147) blitzed (pg. 149) splicing (pg. 155) bewilderment (pg. 155) unadulterated (pg. 157) dejectedly (pg. 157) benevolently (pg. 157)

Activities: 1. State your hypothesis regarding the disappearance and reappearance of various items in the Quade household. Find evidence in the story to support your hypothesis. 2 Use a dictionary to find the meaning of “entrepreneur”. Write the definition

in your own words. Aggie, Jeannie and Helen have become entrepreneurs. List the sequence of events that needed to occur before this could happen. (Begin with the events in Chapter 9)

3. Compare the development of the girls’ new company with what happens in the ‘real world’ when someone wants to start a business. You will need to do some research on how to start a business.

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Chapter 11

Vocabulary: temporary (pg. 160) fragile (pg. 160) politically incorrect (pg. 162) clientele (pg. 162) raft (pg. 162) venture (pg. 165) jostle (pg. 167)

Activities: 1. The role of director seems to become Aggie very well. Do you agree or

disagree? Justify your answer. 2. Predict why Aggie’s mother has come and what you think will happen now that she is here. 3. Illustrate Aggie’s and Cameron’s semi-formal costumes based on the

descriptions provided in this chapter.

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Chapter 12

Vocabulary: defensively (pg. 172) lap of luxury (pg. 172) skeptically (pg. 174) cast-off (pg. 178) adjustment (pg. 180) splicing(pg.182) confront (pg. 186) psychiatric ward (pg. 188)

Activities: 1. Compose a monologue (conversation between an actor and the audience)

from the perspective of Aggie, Jeannie, OR Helen regarding the arrival of their mother. Present it to the class.

2. Discuss the significance to the story of the following excerpt on page 137: There isn’t a sound, yet it feels like war. Three people have icy looks on their faces, and Aggie’s heart is flopping

around like a scared bird. 3. Use the graphic organizer provided to do a character analysis of Candy. 4. How would you rate Candy as a parent and as a fellow human being? Justify

your answer.

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Chapter 13

Vocabulary: premiere (pg. 190) radiate glory (pg. 190) technician (pg. 191) ionic (pg. 192) flick (pg. 197) exasperated (pg. 199) Spanish Inquisition (pg. 200) prompted (pg. 201) mourning (pg. 203) tousled (pg. 203) sanctuary (pg. 203)

Activities: 1. Use the information provided in this chapter to draw your own conclusion

about what happened to the money. 2. After Aggie is interrogated about the missing money, she says: “Do you

know what this is like? This is actually like killer bees!” (page 203) Infer what Aggie means by this statement.

3. Identify Aggie’s main allies. Support your choices with evidence from the

story.

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Chapter 14

Vocabulary: unleashed (pg. 206) futile (pg. 207) cynical (pg. 208) embedded (pg. 210) depraved (pg. 217) froths (pg. 217)

Activities: 1. Why do you think people would automatically assume Aggie stole the

money? Explain your thinking. 2. Duncan says that “More people confess their crimes before Christmas than

any other time during the year.” Why do you think that is the case? Discuss your response with the class.

3. Identify the possible suspects for stealing the money from Aggie’s school

play. Create an argument to support either the guilt or innocence of ONE of the suspects.

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Chapter 15

Vocabulary: pool all their earnings (pg. 221) kleptomaniac pg. 222) paralyzed (pg. 223) abandoned (pg. 224) resuscitation (pg. 225) consumed with guilt (pg. 227) decipher (pg. 228) disconsolate (pg. 229) obscure (pg. 232) akimbo (pg. 233)

Activities: 1. In this chapter, no one is sure whether or not Jeannie will survive her

experience falling through the ice into the lake. Have you ever had an experience where you had no control over the outcome? Write a brief summary of your experience and how you dealt with it. What advice would you give to Aggie, Helen, and the others?

2. Explain the significance of Aggie’s tears after she reads her mother’s letter. 3. In what ways are Aggie and her mother very much alike? 4. What did Aunt Lily learn from her brother’s mistakes?

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Chapter 16

Vocabulary: diminished (pg. 236) affirmative (pg. 237) multitudes (pg. 240) psychotic (pg. 242) short-circuit (pg. 244) paraphernalia (pg. 249 regaling (pg. 250) enigmatically (pg. 251) wistfully (pg. 252)

Activities: 1. How has the reuniting of the family affected Aggie? 2. Using a T-table for each character, compare and contrast the changes that

occured in Aggie, Helen, Jeannie and Aunt Lily from the beginning of the book to this point.

3. Aggie puts a great deal of thought into each gift she buys for her family.

Discuss the meaning behind each one.

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Extensions

1. For each chapter, list 3 - 5 new words and add to a class list. 2. Analyze the author’s use of the present tense throughout the novel. 3. Prepare a W5H (who, what, when, where, why, how) for any chapter. 4. Find and explain the meaning of at least 10 different proverbs/sayings in the novel. Compile a class book of proverbs based on the novel. 5. Dramatize any scene of choice e.g. ch. 7 - the dispute between Aggie and Cameron ch. 5 - the fight between the sisters any of Aunt Lily’s visits - the conversation between Aggie and her teacher 6. Discuss all the references to fantasy/fairy tales in the novel and explain the

significance. 7. Research and present a cottage industry of choice e.g., pickling, knitting or any other examples at the fair in chapter 8. 8. Compile a fashion portfolio showing at least 10 different outfits from the novel. Present your portfolio in an interesting manner e.g., catwalk of paper dolls. 9. Identify some employment and workplace issues in Port Desire and describe

their impact on the local workforce. Discuss. 10. Write either a prologue (e.g., the girls’ lives as young children) or an epilogue

to the novel. 11. Create a short film or radio version of any of the “mysteries” in the novel.

Present it to your class. List the elements that make this aspect of the story a mystery.

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12. Create a storyboard of key events in the story with captions under each event.

13. Read Little Women by Louisa May Alcott. Compare and contrast the girls in

the story to Helen, Jeannie, and Aggie.