elegant humiliation

deranged ravine

hermit pathetic

excerpted dread

eccentric disintegrates

viable GMO

abomination integrity

instinctively microbes

valor enthusiasm

• Look at the text at the top of the page. Have you seen this style of font before? Where? Does it give us any clues about the type of book this might be?

• Why has the author included the date and time at the top of the page?

• How do we know that Woodridge Academy was once a renowned school?

• Find and copy a word on page 2 that means the same as disturbed/crazy.

• How is Tamaya different to the other children at the school?

• What impression do you have of her?

• What might Tamaya be thinking and feeling when Hope makes fun of her?

• What role do you think the hermit might play in the story?

• Do you think the boys are telling the truth?

• Why do you think Marshall is sitting on his own?

• Tamaya wonders, “When did it become bad to be good?” (p. 5). Discuss

• What is odd about SunRay Farm?

• What is Biolene? How is it made? What is gasoline?

• Why do you think the author has included an extract from an inquiry?

• All farms create life to destroy it. Discuss.

• What impression do you get of Dr. Humbard?

• How might the experiments at the farm impact upon the children in the story?

• Have you ever tried to stand up for what you believe in and been made fun of, like Tamaya? How did it feel?

• What do the verbs ‘trudged’ and ‘snapped’ suggest about Marshall’s state of mind?

• Look at the description of the woods. How does the author create an atmosphere of foreboding and mystery?

• Why do you think Marshall insists on taking a short cut?

• What motivates Tamaya to follow Marshall?

• Why does Marshall no longer enjoy school?

• What is bullying? Have you ever been bullied? How did it make you feel? Why do people bully others?

• Use a bubble map to record everything you have learned so far about Marshall. Use the Bubble Map as a working document, adding new information as you read further.

• What might Tamaya be thinking and feeling as they walk further and further into the woods? Record your ideas on a post-it or notebook.

• Identify some words and phrases which describe the mud – what image do they create in your mind? Can you draw a picture of what you think the mud looks like? As appropriate talk about how Sachar builds description, for example through adjective choice.

• From where do you think the fuzzy mud has come?

• What do you think Chad is going to do next?

• What is ergie?

• How much did the first gallon of Biolene cost to produce?

• What impression do you get of Dr. Fitzman? Choose three words to describe him? Tell a partner. Make a list of the words. Are they all adjectives? If not, what other classes of words have you used? If appropriate, make the point that adjectives are used to describe nouns but other words such as nouns and adverbs also help to build images.

• Do you know any other scientists in other stories you’ve read? Share ideas.

• How do you think Biolene will be used?

• Describe what happened between Marshall, Chad and Tamaya.

• What do you think might happen to Chad now?

• Why do you think the author has included two mathematical calculations at the end of the chapter? What might they represent?

• How has Fitzman been able to create so many ergonyms?

• What might the Senators be thinking and feeling as they question Fitzman?

• Look back at the calculations on the previous page. Do they have a new relevance now, after reading this chapter?

• What impression do you get of Tamaya’s house? What do we learn in this chapter about her home life?

• Why might Tamaya’s hand be tingling?

• Do you think Tamaya’s mom is a good mother? Why? Why not?

• What do you notice about the calculations in this chapter?

• At the end of the chapter Tamaya prays for Chad. What does this tell you about Tamaya?

• Is Marshall wrong to hope that Chad is expelled?

• What advice would you give Marshall to help him deal with Chad?

• What are micro-organisms?

• How does air affect ergonyms?

• Why might the senate be looking for a non-polluting alternative to gasoline?

• Do you think Fitzman is taking the inquiry seriously? Why? Why not?

• What might Tamaya be thinking and feeling when she wakes up?

• Should Tamaya tell her mum that the rash has spread?

• How does Louis Sachar create a sense of dread and panic on pages 58-59? consider word choice and structure.

• What impression do you get of Monica?

• How is the seventh grade similar to a dungeon? What might Marshall be thinking and feeling as he walks into school?

• Governments should try and limit and control their country’s birth rate. Discuss.

• Why do you think Ms. Filbert has given them this writing task?

• What evidence is there in this chapter that Tamaya is struggling to concentrate on the task?

• Why are Tamaya’s hands bleeding?

• What might Tamaya be thinking and feeling when she discovers that her hands are bleeding?

How to blow up a balloon

In Chapter 14, the class are tasked by Ms. Filbert to write instructions about how to blow up a balloon. Can you write your own set of instructions and tell someone how to blow up a balloon? Remember to include an introduction, a list of equipment, imperative verbs, time connectives and diagrams.

• Why do you think Marshall kept quiet about having been in the woods with Chad? Do you think he should have said something? Do you think not saying something makes him a ‘bad person’? What would you have done if you were Marshall?

• Why do you think no one has stood up for Marshall? Why do you think they all seemed to turn against him?

• Should Marshall confess to having seen Chad? Write in your notebook why he should or shouldn't.

• Why do you think Mrs Latherly showed no interest in the fuzzy mud? How might the story have changed if she had listened to Tamaya?

• How do you think the author wants us to feel towards Mrs Latherly? Use evidence from the text to support your ideas.

• Why do you think Tamaya is keen to believe an allergic reaction has caused her rash?

• Is Hope a good friend? Why? Why not?

• Whatever has happened to Chad, it’s his own fault. Do you agree? Discuss your ideas with a partner.

• 'Now that Chad is gone, Marshall’s life will go back to normal.’ Do you agree or disagree?

• Read to the end of the chapter. What do you think Tamaya is going to do?

• Do you think Marshall really kept quiet for Tamaya’s sake?

• Look at the top of page 94. What might Marshall be thinking and feeling when he learns Tamaya is missing?

• Where do you think Marshall is going? What should he do next?

• How does Tamaya remember where she is going and in which direction she is travelling?

• Look at page 97. Why do you think Tamaya ‘slowly’ moves towards the mud?

• What are the ‘heebie-jeebies’?

• How do we know that Tamaya is becoming braver and more resilient at the end of the chapter?

• Look at page 105. How do you think Mrs Thaxton is feeling? identify specific words and phrases to support your opinions.

• What do we learn about Chad’s family life in this chapter? Why do you think this information is included?

• What device does the author use to signal to the reader that something might happen to Marshall?

• Explain one way in which the author has created tension in this chapter.

• Were you surprised when Chad appeared at the end of the chapter? Where do you think he has been? What has happened to him?

• Chad is weak and very ill. Do you agree? Can you find three examples that support this statement.

• What might Tamaya be thinking and feeling when she sees Chad?

• What do you notice about the illustration on page 112? What might it represent?

• Why do you think Fitzman had been instructed not to use the word ‘disaster’?

• Why do you think the lawyer keeps repeating, ‘There is no evidence of any connection…’?

• Do you believe Fitzman when he says he never wanted to hurt anyone? Do his intentions matter? Is he a bad person?

• How is Mr Walsh feeling in this chapter? What clues can you find to support your opinion? Does the author directly say he is feeling worried?

• What might Mrs. Thaxton be thinking and feeling when she realizes Marshall has disappeared?

• Why might Tamaya be shaking as she opens the juice box?

• Chad is described as a ‘wounded animal’. Do you think this is a good simile to describe his behavior? Why?/ why not? Can you think of another simile to describe Chad?

• What evidence is there that Chad is jealous of Tamaya’s home life?

• How do you feel towards Chad in this chapter?

• Why do you think Marshall has allowed the bullying to continue so far? Look at page 127. What do you notice about the length of sentences?

• Why do you think Louis Sachar might have chosen to use short sentences here?

• How do you think the discovery of the sock and shoe will change Marshall’s attitude? What will he do next?

• Why do you think Chad is so mean?

• ‘No one’s all bad’. Do you agree with this statement?

• How did you feel when Tamaya fell into the gully?

• Which part of this chapter was your favorite? Why?

• Why do you think Marshall calls Chad a ‘thumb-sucking coward’ on page 138?

• How can you use body language, gesture and facial expression to show the children’s feelings?

• Marshall is foolish to wade into the mud to save Tamaya. Do you agree or disagree?

• Why has Chad hated Marshall up until this point?

• Do you feel any sympathy for Chad?

• Do bullies ever deserve our sympathy?

• What do you think is happening to Tamaya’s eyesight?

• Use a double-bubble map to compare and contrast Chad and Marshall. How are they similar? How are they different?

• What do you think the climbing of trees represents for Chad?

• A little mud never hurt anyone’. What is ironic about this statement?

• What can you find out about the detectives (Miss Marple, Sherlock, Rockford) mentioned in this chapter? Perhaps you could read some of the books they appear in?

• Who do you think the man is who has rescued the children?

• How does Dr Lee think the mutated ergonym got into the woods?

• What role does Dr Crumbly play in this chapter?

• Read this chapter aloud in a small group. Can you use expression to highlight the senators’ frustration towards the doctor and their disbelief that a vet saved the day?

• How does the author use humor in this chapter? What point might he be trying to get across?

• Look at the title of the chapter. What do you notice?

• What do you think is the worst thing about the rash – the blisters and bumps or the fact that there is no pain?

• Which of the ten virtues do you think Tamaya possesses?

• List three ways the frankengerms have affected the town.

• How does the author elicit sympathy for Miss Marple in this chapter?

• What impression do you get of Dr Crumbly?

• What is an enzyme? How might the turtle enzymes help cure the infection?

• Why do you think Fitz wants to buy Tamaya something?

• Describe the relationship between Ronda and Tamaya. Why do you think they get on so well?

• What might Tamaya’s mum be thinking and feeling when the phone rings?

• What do you notice about the calculation at the end of the chapter? How is it different to the others? Did this surprise you? What might the calculation represent? What could the author be hinting at?

• Do you think the crisis is over?

• How would you feel if you had a disease named after you?

• What is an oxymoron? Can you think of any?

• Do you think Tamaya has ‘extraordinary virtue and valor’? Where in the story has she exhibited these qualities?

• What do you think Chad had learned from his near-death experience? How has he changed?

• “You’re next, Tamaya.” How many different ways can you say it? Compare how Chad might have said it at the beginning of the story to how he might say it now.

• Have you ever been faced with a ‘Hobson’s choice’? What decision did you make?

• Do you think Tamaya is brave?

• Who is to blame for the spread of the rash?