Educator’s Guide

Egghead
Caroline Pignat

Educator’s Guide

Red Deer Press

Copyright ©2008 Red Deer Press

Educators have permission from the author and publisher to make copies of this
guide for personal classroom use, personal reference, and student use.

This educator's guide is downloadable free of charge for classroom use at

www. reddeerpress.com

Red Deer Press

Red Deer Press

A Fitzhenry & Whiteside Company
195 Allstate Parkway
Markham, ON L3R 4T8
www.reddeerpress.com

The publisher gratefully acknowledges the financial support of its publishing

program by the Canada Council for the Arts, the Government of Canada thor-
ough the Book Publishing Industry Development Program (BPIDP).
About the Book & Educator’s Guide 1

Pre-reading Activities & Bullying Awareness 2

Thematic Connections 3
Character Connections 4
Story Elements 5
Poetry 6
Extra Writing Activities & Extension Activities 7

WORKSHEETS 8-10
Bullies, targets and bystanders
Reading Response Journal
Crack Open a Character

Character Trait Sheet 11

WORKSHEETS 12-14
New Character Trait Sheet
Compare and Contrast
Character Interactions 15
WORKSHEETS 16-18
Point and Counterpoint
Conflict
What’s Your Problem?

The Bullying Circle 19

Bullying Awareness Circle 20
Quotes 21
A Deleted Scene 22-23
Multiple Choice Quiz 24-28
Comprehension Questions 29-38
Related titles, About the Author & Internet Resources 39
 Place your message here. For maximum
impact, use two or three sentences.

This study includes:

• Bullying awareness information
• statistics and resources
• discussion starters
Why do they keep bullying Will Reid— • bullying awareness survey
and who’s going to make them stop?

Will Reid is an odd kid. He is obsessed with • Pre-reading activities

bugs and lousy at gym. In other words, he’s the
perfect target for Shane, the Grade 9 bully.
• Resources for exploring
Katie has been Will’s friend since elementary • Character
school, but defending him in the high school
environment comes at an unforeseen cost. She • Themes
dreads the rumors that link them in a boyfriend- • Plot
girlfriend way she’d never considered before.
Devan has been part of Shane’s bullyboy team • Conflict
until now, when he has come to realize that it’s • Reflection
not so funny anymore.
• Poetry
Together, the teens struggle to find their way • Creative writing
through a classic dilemma of life: where is the
line and what happens when it is crossed? • Visual arts
• Media literacy
Each character takes a turn at telling the
story: Will’s voice through spare, blank verse;
Katie’s through clear-eyed prose as she wres- • Comprehension questions
tles with her own private demons; and Devan’s
through the narrative of his slowly awakening
compassion for Will and his growing attraction • Journal prompts
to Katie.
Young readers will find much food for thought • Worksheets used by the author
in this compelling, crisply told story of
compassion confronting intimidation.
• A deleted scene
RED DEER PRESS

1
In groups, complete Bully, Targets, and Bystanders.
As a class, share the results on a flipchart sheet.
• Imbalance of power
Journal on the following questions: • Goal is:
How does bullying effect you? to intimidate
How do you effect bullying? to dominate
(At the end of the novel, journal on the same question
to hurt
again and compare answers)
• Goes beyond teasing to:
Write the following words on the board: bullied, bully, create terror
bystander, ants, egghead, joke, protect, bruise, power, contempt
crowd, same, different. As a class, predict what the • Ongoing threat of more
story may explore. This may also be done with five
items – ant, toque, dickie, science fair ribbon, skis, ant
farm, as in the Paper Bag Presentation (found in the
Character Connections section), but done by the • Physical
educator as an introductory activity.
• hit
Review and discuss the roles and dynamics found in • kick
The Bullying Circle. • fight
• Verbal
Give the Bully Survey to the class or several classes • taunt
and discuss the overall results. Integrate it with Math. • slander
• gossip
Discuss a bullying case study or related current event.
(Barbara Coloroso provides case studies and statistics • Relational
in her introduction to The Bully, The Bullied and The • manipulate
Bystander ) • shun
• cyber bully
Discuss the definitions and statistics on this page.

• Bullying most frequently occurs in the school environment

• Bullying happens once every 7 minutes
• Bullying often goes unreported
• A bullying incident typically lasts 37 seconds but emotional scars can last a lifetime
• By the age of 24, 60% of identified bullies have a criminal record
• Kids repeatedly victimized sometimes see suicide as their only escape
• All kids are negatively affected when bullying occurs.
From the Ottawa Community Resource Centre Bully Prevention Program
THEME THREADS
This passage was a good example of [selected theme]
because…

TEXT CONNECTIONS
Text-to-text. How does Egghead relate to another
story you read?

Text-to-world. How does Egghead relate to bigger

issues and events in the world?

Text-to-self. Relate your own experiences to what

happens in Egghead. (Explain the connection
made and how it helps your understanding.)

MAKING CONNECTIONS
I really admire…
I would like to be friends with…
I would like to know more about…
I really related to….
This reminds me of the time I…

POINT & COUNTERPOINT

See Point & Counterpoint worksheet.
Choose a character and describe their thoughts
and actions in a certain scene. Write out their
point of view on one side and your counterpoint on
the other. Describe how you would have reacted
differently. How would that change the story?
Discuss your answers with the group and explain
your reasons for your choices.

TAKE N
O
Encour TE
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CHARACTER MAP
Use the Crack Open a Character worksheet to map character
traits. Why do you think the author
chose to present the story
COMPARE AND CONTRAST from Devan and Katie’s
Choose two characters. How are they the same? How are they points of view?
different? Complete the Compare and Contrast Venn diagram.
How would the story be
CHANGE different if it were told by
Pick one character and discuss how he/she changed during the Shane, Brad, Jenna or by
novel. What experiences made him/her change? What lesson did
he/she learn? What did you learn from watching them change? some other character?

ROLES AND RELATING Describe Shane from two

Discuss the characters in relation to The Bullying Circle. different characters’
Use the Character Interactions to discuss how they relate to points of view.
each other and how that changes during the story.
Describe Will from two
TRICK of TRAIT different characters’
Check out the Egghead Characters Trait Sheet the author
created during the brainstorming of her characters. Discuss what points of view.
traits made it into the novel and which ones are critical to the plot.
Why are numerous, specific and detailed traits important to With a partner, brainstorm
knowing and creating fictional characters (even if the trait never about a conflict that involves
gets shown in the story)? two people. Write the scene
in first person as one of
THE NEW KID those characters. (Be sure
Use the Character Trait Sheet and create a new character for
the novel.
your partner is writing as the
other character.)
GET IN CHARACTER Share and compare.
Write a letter to/from a character.
Write a diary entry for one of the characters. These work best as
though they were written after a tense/emotional scene.

PAPER BAG PRESENTATION

Choose 5-7 items that represent significant events or characters
from the novel. Place them in a paper bag. Be prepared to
explain the significance of each to the class.

2 SIDES 2 EVERY STORY

Choose a conflict and write a scene in first person point of view.
Rewrite it in the other character’s point of view.
 to
st ions
e
sio n Qu cter
n ra e
m prehe and cha e Choic of
Co t ip l n
se the lore plo se Mult ehensio
U ex p t. U mp r
lo pmen view co ers.
t
deve es to re ly chap
zz a r
Qui e
PLOT
Use the sidebar activity to help your students
come up with various questions based on what
they’ve read. When finished, write the questions
on flipchart paper (one per heading). Students
will select and answer some from each section.

In groups, students will create Literal, Another option is to write them on colour-coded
Inferential, Interpretive and Response recipe cards and draw from the piles periodically
Questions based on the assigned for discussion or written responses. Once this
reading. has been done as a group, use it as an individual
assignment for later chapters.
Literal Questions
The answer is found right there in the
story. Example: What does Shane do CONFLICT
to the ant in the gym on the first day
Some conflicts happen throughout the whole story
of school?
(major conflicts) and other ones (minor conflicts)
Write three literal questions.
happen now and then. Identify the conflicts shown
in the passage you just read. Use the Conflict
Inferential Questions
sheet.
Some information is found in the
story but requires some thinking to
Using the What’s Your Problem? sheet explore
come up with (or “infer”) the answer.
the cause and effect relationship between desire,
Example: How do Katie and Devan
choice, and consequence. How does the result
respond differently to Shane teasing
drive the plot forward?
Martin?
Write three inferential questions.
Discuss the tense points of the story. What makes
them tense? Where do they occur in the chapters
Interpretive Questions
The answer comes from how you
interpret what is read. Example:
Predict what would happen if Will Question teasers...
wasn’t afraid of Shane. • What is the difference between…
Write three interpretive questions. • Why do you think the author…
Response Questions • What will happen when…
There is no wrong answer. These are • What are some similarities…
your thoughts and feelings about • What are some differences…
what you’ve read. Example: How • How would you feel if…
would you have responded to • How would you react if…
Shane’s taunting if you were Will? • What would you do if…
Write three response questions.

5
FROM CAROLINE’S POETRY WORKSHOP
Make a box of nouns. Pick two nouns.
What analogies can we draw between
those two things? WHY POETRY?
Why is Will’s voice an important part of the novel?
Pick one and write an acrostic poem.
The author says,
Choose four and write any form of poem First person is like being inside the character’s head.
using those four words. Free verse is like being inside their heart.

Choose one and write rhyming words Why did the author have Will speak in free verse poems
for it. (Extra points for extra syllables.) rather than prose like Katie and Devan?

Smell, See, Hear, Touch, Taste, Feel. SYMBOLISM

Make a word bank of descriptive words. What is the main symbol used throughout this novel?
Brainstorm a list of problems or conflicts. Discuss what
Scars – tell a story in free verse about symbols might work in a story or poem about them.
how you got that scar (fact or fiction). (Paper Bag Presentation variation: Students bring in
symbols they chose and explain why they work.)
Mine your memories: In free verse,
describe your first pet, your neighbour- Reflect on an emotionally charged event (happy, sad,
hood park, your kindergarten class, your scared, etc.), what symbol best captures that emotion or
bedroom, your favourite memory, your event? Expand on the symbol to other include analogies
scariest moment. that fit. Use those analogies to write a free verse poem
about that event.
Look through your photo albums, pick a
picture and write a poem about it. See the Quotes sheet for examples of metaphors and
similes used in the novel. Use them to brainstorm other
IF Poem– start with what IF scenario – metaphors that might work as well.
IF dogs could fly, IF everything was
chocolate, IF I could read your POETRY COLLECTION
mind ...and see where it goes. Create a poetry collection based on one or more of the
novel’s themes such as belonging, friendship, power,
Create your own anthology – a collec- courage, peer pressure, bullying, etc. Each group will
tion of your favourite poems. choose a different theme for its members. Poems may
be a variety of rhyming, acrostic, free verse, cinquian,
Describe your life 10 or 15 years from concrete, haiku, etc. or strictly one form depending on
now. what has been covered in class.
The world is never the same
once a good poem has been added to it.
Dylan Thomas
Metaphorical Poem
[Emotion] feels like…
It smells like…
It tastes like…
It sounds like…
It looks like…
[Emotion] is…
6
PLEDGE
Share the pledge written by other VISUAL ARTS & MEDIA LITERACY
students . Write a class or a
personal pledge for anti-bullying.
• Make anti-bullying posters. Come up
with some great slogans and designs
SUPER SEQUEL
that promote your message. Post them
Plan Egghead’s sequel.
in your school or your local community
What is the title?
centre.
Who are the characters?
What is the problem?
• Write and perform an anti-bullying rap.
Where is the setting?
Be sure to have a catchy beat and a
Who’s POV would you choose?
great hook that fans will remember! You
What’s the same as the first book?
might even make a dance up to go with
What’s different?
it. Sometimes it’s easier to change the
Write a scene from your sequel.
words to a tune you know and love.
Write the sequel’s jacket blurb.
• Create a mural that conveys your anti-
bullying message. Get permission first…
YOUNGER READERS
otherwise it’s just graffiti!
Bullying affects kids of all ages.
Write a story about bullying for
• Design a new cover for the novel.
kids in Grade 1. Present it in pic-
ture book format (a few lines of
• Design a poster for the blockbuster hit
text on each page); don’t forget
“Egghead”… if there ever was one.
the illustrations! For a real chal-
lenge, try writing a rhyming picture
• Film a trailer for the movie Egghead.
book.
• Re-enact a scene from the novel. Act it
out or do a radio version.
ALTERNATE ENDING
Do you think the story should
• Create a novel collage that represents
have ended differently? Write an
one of the characters or themes in the
alternate ending for Egghead.
novel.
DELETED SCENE
Not everything makes it to the ideas to share?
Got any great t at
Caroline Pigna
final novel. Read the DELETED Send them to ignat.com
SCENE and then write a “lost www.carolinep
7
In the columns below, list what you know about bullies, targets, and bystanders and what you’d like to
learn more about.
I know that… I wonder about…

8
9
character trait evidence

10
Name Shane Duran Will (William James Reid) Devan Mitchell Katie McGillvary
Age 15 – he failed Grade 8 the 14 14 14
first time
Physical appearance Same size and build as Will, Same size and build as Shane Tall, muscular, athletic Small, petite, almost pixie-
more wiry like. Unaware she is cute.
Facial features Blushes easily Glasses and freckles

Hair colour Dirty blonde hair with Blonde hair, short, parted over Short dark hair, parted in Shoulder length curly auburn
bleached tips - mom is a left ear middle, hair, usually in ponytail
hairdresser
Eye colour Intense dark eyes, very Light blue eyes Light blue eyes Green
intimidating
Clothes Looks like he pulled them Turtleneck, v-neck sweater, and Jeans, rugby shirt Jeans and t-shirt. She
from the dirty laundry pile, cords. He dresses like his dad. untucked dresses for comfort not style.
jeans, t-shirt, running shoes
with holes
Posture Walks around like he owns Posture changes when he is Strong and confident (but not Confident, wiry
Proud, tall, slumped, slouched, the place, thinks he is a big being bullied, he slouches as cocky)
shy, fearful, confident, etc shot though he was trying to disap-
pear
Scars Scar on his lip from where Scars on his knee from where Scar on his chin from falling She has a scar on her arm
What does it look like? How did Riley hit him he fell the day his mom pushed off his bike when he was a kid from where she cut it on the
it get there? him out of the way and got hit by dock at Granny’s
a car
In his/her bag A shard of a bottle, a book A half eaten lunch (he is too A ball of plastic wrap, saved Sketch book, school supplies,
If you looked in their bag, what of matches, homework that nervous to eat at school), a book from the lunches his mom photos from the farm that she
interesting things would you was never done, a letter about ants, an old note his mom made. Hockey cards, doodles wants to study and draw. A
find? from the teacher that never stuck in his lunch a long time of cartoons. parking pass for the hospital.
got delivered to his mother ago
Habit Flicking his hair back He blushes bright red when he
is nervous. He fidgets when he
is anxious.
Basic attitude Sarcastic, intimidating He’d rather spend his time with Out for fun. A good guy. Serious, sensible,
bugs than people responsible.
Self-image Thinks he is a fun guy, a He knows he is different than Begins to develop a con- Thinks she is different from
What does this person think of joker most kids. But it doesn’t really science about the jokes that other girls, but doesn’t want to
himself or herself? bother him. he and Shane do – feels guilty be like them either. Not sure
where she fits in.
Dreams of … To meet his dad one day To make his dad proud For dad to get better

Greatest fear is… To be alone Failing—letting his dad down Change

Worst quality Temper He is socially awkward Inaction, being apathetic Fearing the future

Best quality Quick wit Highly intelligent Integrity Compassion

Talented at … Leading his group Anything to do with bugs Sports, school Drawing

Really bad at … Empathy Phys ed Expressing himself Girly things—make up, etc

Gives first impression of... Intimidation and authority Being odd, a bit geeky A jock Being too serious

Friends say that he/she is… Hilarious Very smart and a loyal friend A great guy A wise person

Favourite hobbies Hanging out Ant farming Woodworking Anything at Granny’s farm

Favourite sports Hockey Watching cricket with father Hockey Skiing

Favourite clothing and why His hockey jersey The hat his mom knit for him Championship game shirt Her mom’s scarf

Favourite hang out Empty schoolyard At home in his room Wherever Shane is Granny’s farm

A secret no one knows His stepfather hits him He writes poetry in a diary He likes to do woodworking She wishes she was pretty

Favourite saying Wicked! Whatever

 Character’s Name Age

Physical appearance — Describe how they look.

Facial features—freckles, moles, dimples, glasses, etc

Hair colour Eye colour

Clothes — How do they dress? Is it important to them?

Posture — Proud, tall, slumped, slouched, shy, fearful, confident, etc

Scars — What does it look like? How did it get there?

If you looked in their bag, what interesting things would you find?

What is their most noticeable gesture? Biting nails, twirling hair, fidgeting, looking away, etc

Basic attitude — Relaxed, irritated, uncomfortable, confident, cocky, shy, etc

Self-image — What does this person think of themselves?

What is their greatest wish?

What are they most afraid of?

Worst quality

Best quality

Talented at …

Really bad at …

Gives the first impression of….

Friends say that he/she is…

Favourite hobbies

Favourite books

Favourite sports

Favourite piece of clothing and why

Favourite hang out

Favourite saying

12
 List some facts from your new character trait sheet in this biography.

Name:

Describe how this new character might change the story.

List some facts from your new character trait sheet in this biography.

Name:

Describe how this new character might change the story.

14
At different stages in the novel, use the following chart to explore the characters
relationships and how they are changing. The first chart is for early on in the novel.
Choose one relationship and write a paragraph describing the dynamic between the Word Wall
two individuals. Defend
Attack
Shane Will Peer pressure
Empower
Admire
Intimidate
Avoid
Dislike
Brad Devan Katie Jenna Misunderstand
Pity
Betrayed by
Befriend
Betray

Brad Shane Will

Devan Katie
Jenna
Example: Note: words chosen may be different
depending on the point of the story
attacks and the reader’s perception.
Brad admires
empowers
Shane afraid
Will
betratyed by
es

ds
avoids

rien
pre

r
dis

f
ssu

e
ids

/b
ssu

s
like

pitie
pre
avo
r es
s

admires
Devan misunderstands
Katie pres
su
avoi res
ds
Jenna
15
Describe something a character did, think or felt
that you disagreed with. Describe their motivation
and their actions.

Explain why you think this

was the wrong thing to think,
do or... feel.

Think about it… and finish the thought bubbles below.

If I had been the main character in that scene, I would have...

This would have changed the story because...

Some conflicts happen throughout the whole story (major conflicts) and other ones (minor conflicts)
happen now and then. Identify the conflicts shown in the passage you just read.

Conflict Is the conflict Resolution

Describe the conflict and which major or minor? How was it solved
characters are affected by it. or how do you predict it will be solved?

17
The plot is driven by the characters’ desires. The story is kept interesting and suspenseful when the
author gives the characters obstacles, forcing them to try new ways to achieve their goals.

Somebody Wants But So

character character’s desire obstacle preventing character from choice or action made by character
getting desire fulfilled in response to obstacle

Adapted from Think Literacy

18
 Adapted from The Bully, The Bullied and the Bystander p.64

Bully
Start it. Do it.
Henchmen
Follow and do it.

Passive Bullies
Support it,
but don’t do it. Target
Defenders
Dislike it.
Disengaged Onlookers Try to help the Target.
Watch.
“None of my business.”

Possible Defenders
Dislike it. Think they should
do something, but don’t..

19
Please check one:
I am: Female _____ Male _____
In grade 7_____ 8_____ 9_____ 10_____ 11_____ 12_____

1. I have been bullied at this school. Y_____ N_____

2. I have been hurt by others because of comments made about my clothes. Y_____ N_____
3. I have been called names in a non-joking way by peers of the opposite sex. Y_____ N_____
4. I have been called names in a non-joking way by peers of the same sex. Y_____ N_____
5. I did something with a group of peers that I wish I didn’t. Y_____ N_____
6. I’ve teased another student and knew they felt uncomfortable. Y_____ N_____
7. I feel safe and comfortable at this school. Y_____ N_____
If the response is YES, check all that apply below:
I feel safe in: the classroom _____ the washroom _____ the halls _____ outside _____
8. I have been hurt by comments made about my physical appearance. Y_____ N_____
9. I have received threats from other students. Y_____ N_____
If the response is YES, check one:
verbally _____ via computer _____ physically _____
10. I feel like I belong in this school. Y_____ N_____
11. I feel that I am well liked at this school. Y_____ N_____
12. I would feel comfortable telling an adult if I felt that I was being bullied. Y_____ N_____
If the response is YES, check all that apply:
I would report it to a: teacher _____ vice-principal _____ guidance counselor _____ parent _____
13. I have seen other students being bullied at school. Y_____ N_____
14. I have witnessed someone being bullied and reported the incident. Y_____ N_____
15. I think the staff at my school is proactive to help prevent bullying. Y_____ N_____
Comments:
Bullying is a learned behaviour. Barbara Coloroso

Bullies learn to be bullies in large part by the way they were treated by bigger or more powerful people in
their lives. Barbara Coloroso

Peace is active, not passive. Peace is doing, not waiting. Peace like war, must be waged. Jimmy Carter

Cowardice asks the question: is it safe? Expediency asks the question: is it politic?
Vanity asks the question: is it popular? But conscience asks the question: is it right?
And there comes a time when one must take a position that is neither safe, nor politic, nor popular –
but one must take it because it’s right. Martin Luther King Jr.

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the
only that ever has. Margaret Mead

How long would you stand by? Caroline Pignat

Courage is fire, and bullying is smoke. Benjamin Disraeli

There are no innocent bystanders. William Burroughs

Hatred deforms the hater more than the hated. St. Augustine

Four most powerful antidotes to bullying.

1. Strong sense of self
2. Being a friend
3. Having at least one good friend who is there for you through thick and thin
being able to get into a group – and get out of one when it does not serve you well. Barbara Coloroso

A Pledge
Days after the shooting at Columbine High School in Littleton, Colorado, a group of Nashville, Tennes-
see, students invited students throughout the world to sign the following pledge:

As a part of my community and my school, I WILL:

Pledge to be a part of the solution
Eliminate taunting from my own behaviour
Encourage others to do the same
Do my part to make my community a safe place by being more sensitive to others
Set the example of a caring individual
Eliminate profanity towards others from my language
Not let my words or actions hurt others
…and if others won’t become a part of the solution, I WILL.
The Bully, The Bullied and The Bystander, p.174
The following is a scene that got cut from the final novel. Read it and discuss what we
learn in this scene. Is it shown in other scenes? Do you agree that it was a redundant
scene? Would you have cut it? Write your own deleted scene.

As usual, Will stood hunched over his sketch pad covering it with a crooked arm as if
to ward off copiers. Though I doubt anyone could copy Will even if they wanted to. They’d
have to draw standing up, tongue out, and humming. They’d have to fidget and manage to
cover their face in black smudges every time Mr. Cameron gave us a charcoal project.
They’d have to cry out “YES!” when they got the shadow just right, or “AHA!” when they’d
blended the right skin tone. How Will drew was as entertaining as what he drew. And Will
could draw.
Will lost himself in his work. He didn’t care what others thought. And in that place, if
you’re lucky enough to find it, your heart spills onto the page.
“I will be evaluating your self-portrait roughs today,” Mr. Cameron said as I took my
seat. Will groaned and slumped on his stool. He hated having his work critiqued. I remem-
ber he had this huge debate with Mr. Donlan one time over his Stained Glass Window.
“You were supposed to do it like this,” Mr. Donlan said showing Will a perfectly
trimmed sample with twelve even windows. Each one framed one colour. And the colours
even followed a pattern. I’d thought that part up myself.
“I like mine better.” Will said. Mr. Donlan looked at the tattered piece like it reeked.
The construction paper had two huge holes for windows, like someone (Will) had punched
their fist through. Jagged strips of tissue overlapped from one frame to the next. Colours
spilled together. The glue showed. What a mess.
“But it should look like this one,” Mr. Donlan said, growing impatient. I guess the
church had called looking for our decorations for our Confirmation that weekend.
“Isn’t art an expression of my creativity?” Will asked.
Mr. Donlan heaved a sigh. He was not in the mood for Will today, any idiot could see
that. Will, however, could not. “Well you can stay after school and express your creativity all
you want Mr. Reid,” Mr. Donlan said crumpling Will’s window in a ball. “But I need a window
like this from you today.”
Will stared in horror at the scrunched art. He could not have looked more freaked out
had Mr. Donlan ripped out his heart and left it crushed on the desk. I guess in a way that
was exactly what Mr. Donlan had done. Will slammed his head on the desk and let out a
wail. No one moved. Not even Mr. Donlan.

“That’s enough Will. Now, please,” he said. But Will was gone. I don’t think he could stop him-
self even if he’d wanted. He howled for a solid minute, paused for a breath, and started all
over again. Mr.Donlan tried everything to get him to stop. He ordered him. He scolded him.
Threatened him with more detentions. He even tried dragging him out of the room. But Will
was like a 60lb bean bag, floppy and droopy, and too big to scoop and toss.
By the time the bell rang for us to go home, Will was still bawling in a heap at Mr. Donlan’s
feet. Even Mr. Donlan looked like he was going to cry.

That weekend at church, I saw Will’s Stained Glass Window. It was flattened and torn
in places where someone had tried to smooth the wrinkles. Crease marks spread from one
tissue to the next like roads on a map. It didn’t look anything like the other cookie-cutter
crafts we’d made.
Will’s was art. And he was right, it did look better.

22
 Mr. Cameron has a studio at home. He does pottery. He wears strange things with
beads and fringe and what little hair he has is in a ponytail. I could tell just by looking at
him that Mr. Cameron knows a thing or two about art. But Mr. Cameron, like all of our new
educators, knew nothing about Will.
Will approach Mr. Cameron’s desk with his portrait roughs clutched to his chest, I
knew just how he felt.
Mr. Cameron examined Will’s sketch then slammed the desk. “Brilliant!” he said
holding up Will’s drawing. “Everyone, look here. Notice how he uses spheres and blocks,
roughing in the basic shapes?” Mr. Cameron carved the air in front of the picture with his
free hand. He seemed quite pleased that a student of his could draw like that. As if he was
responsible.
“You see, he didn’t waste time with the finicky bits… like buttons, or hair… he got the
basic shapes first. If the foundation is wrong, the whole picture will be off no matter how
nicely you can draw your hockey shirt logo.” He emphasized the last bit and eyeballed the
rowdy boys at Shane’s back table.
“Yes… yes...” he said proudly, “Mr. uh- Reid has got it.” Implying quite clearly that
others had not.
Will’s face, red as his turtleneck, glowed through the part in his blonde hair like the
mercury rising in a thermometer. He fidgeted around as Mr. Cameron spoke, desperately
trying to avoid eye contact with anyone. The only thing worse than being reprimanded in
Grade 8 was being praised in Grade 9. Didn’t Mr. Cameron know anything?
“How come it looks like an egg?” Shane’s voice called out from the back. “His head, I
mean.”
Mr. Cameron looked at the sketch. He didn’t seem to notice that Shane was just
stringing him along. All the guys at his table sniggered. Mr. Cameron looked thoughtfully at
the oblong sphere on the page and then at Will.
“Well,” he said holding the page next to Will’s red face, “If you compare it to the sub-
ject you can see how the artist has captured the flow of the line.” He took his pencil and
drew in three horizontal curves. “See, here would be the eyes...nose… mouth.” He squinted
at Will and the page.
“So you’re saying he has an egg head,” Shane said. If I didn’t know him, I might’ve
thought he really was actually interested in what the teacher was saying. He sounded so
sincere. Someone in the corner snorted.
Mr. Cameron pinned the paper to the easel. With his fingertips on Will’s chin and
crown he gently tilted Will’s head to help the class see the shape. By now the very tips of
Will’s ears were pink. Chuckles rustled round the room.
“Notice how the full crown comes to a pointed chin. Definitely egg-shaped,” Mr.
Cameron declared. The class laughed. Will looked like he was about to explode when finally
Mr. Cameron let him go and handed him his portrait. “Good work, Will.” He smiled as if he
had given Will a great compliment.
I have to admit, Will’s head did look like an egg. But as I looked around the art room
from group to group, I saw that everyone’s did. Some were rounder, fatter, longer, but not
all that different from Will’s. But I knew, every one of those egg-shaped heads was thinking
the same thing. Am I ever glad I’m not Will.
Maybe he didn’t know, maybe he didn’t care, but Mr. Cameron had done more than
highlight Will’s artistic skills that day. He’d singled him out. Helped name him forever.

Egghead.
23
 pages 9-18

1. On the first day of school Will watches 6. Shane teases Martin about his
a. an ant. a. bad haircut.
b. Katie. b. big ears.
c. Shane. c. stinky breath.
d. the Sens play. d. school bag.

2. Katie explains the weird things Will has done. 7. Martin’s sandwich is
Which one is not mentioned? a. peanut butter.
a. shoves raisins up his nose. b. egg salad.
b. catches lice on purpose. c. tuna.
c. drinks coke and eats Pop Rocks. d. ham.
d. licks a metal fence in winter.

3. Katie thinks Will is 8. Shane upsets Will by

a. crazy. a. taking his lunch.
b. psychotic. b. pushing him over.
c. fantastic. c. pinching his cheeks.
d. odd but interesting. d. squashing a bug.

4. Katie’s friend’s name is 9. When Shane taunts Will, suddenly

a. Jenna. a. Jenna faints.
b. Jenny. b. Katie steps in.
c. Jemma. c. a teacher intervenes.
d. Joanna. d. Devan takes over.

5. Katie’s father has 10. Shane’s friends are

a. cancer. a. Devan and Chad.
b. arachnophobia. b. Deb and Brad.
c. cholera. c. Devan and Brad.
d. allergies. d. Darwin and Bud.

Answer Key: 1a, 2c, 3d, 4a, 5a, 6d, 7c, 8d, 9b, 10c
24
 pages 19-27

1. The kids call Will names in gym because he 6. Katie usually handles Will’s “tantrums” by
a. can’t dribble a ball. a. ignoring him for a while.
b. has a hole in his shorts. b. giving him a time out.
c. can’t climb the rope. c. telling the teacher.
d. trips and falls. d. slapping him.

2. The gym uniform is 7. Katie thinks the door is locked but

a. red. a. Will is pushing on a pull door.
b. blue. b. the guys are holding it shut inside.
c. purple. c. Will is too weak to open it.
d. tartan. d. she’s right. It’s locked.

3. On Shane’s back Devan notices a 8. Will ends up wearing Katie’s

a. spider. a. shoes.
b. a tattoo. b. shirt.
c. few large bruises. c. shorts.
d. wicked huge pimple. d. sweater.

4. The boys shove Will out wearing his 9. Just they go to Mr. Spence’s office, Will
a. underwear, hat, and socks. a. gives a Tarzan yell.
b. socks, underwear, and a turtleneck dickie b. hides in a locker.
c. underwear, shirt, and one sock. c. wets himself.
d. underwear, socks and a smile. d. sobs uncontrollably.

5. Devan’s sister has a bunny called 10. Will’s underwear was

a. Louie. a. washed with one red sock.
b. Lulu. b. washed by the Red Sox.
c. Luanne. c. pink when he bought them.
d. Bugs. d. really a Pull up.

Answer Key: 1c, 2c, 3c, 4b, 5b, 6a, 7b, 8c, 9c, 10a
25
 pages 29-38

1. In the stairwell, Paulo tells the guys 6. Will’s Grade 8 teacher was
a. Will’s mother died. a. Mr. Spence.
b. to leave Will alone. b. Mr. Dalton.
c. today’s special is meatballs. c. Mr. Donlan.
d. he has pink underwear on, too. d. Mr. Doolan.

2. Devan thinks that Katie is 7. Shane starts the tradition of

a. crazy as a loon. a. wearing shirts backwards.
b. cute as a kitten. b. skipping math class.
c. wily as a fox. c. hanging underwear on Will’s locker.
d. grumpy as a bear. d. writing graffiti on lockers.

3. Will doesn’t tell Mr. Spence names because 8. What is in Mr. Spence’s pocket?
a. it’s none of his business. a. lint.
b. Will doesn’t know their names. b. underwear.
c. it will end here if he doesn’t say anything. c. socks.
d. it’s classified information. d. hankie.

4. Will’s father is a 9. Katie is very talented at

a. Banker. a. Origami.
b. Lawyer. b. drawing.
c. Professor. c. flower arranging.
d. Pro Football player. d. breakdancing.

5. By the end of the day the rumour is that Will 10. Katie’s grandmother’s farm is called
a. wears a pink thong. a. Eastside.
b. can read minds. b. Bayside.
c. beat the snot out of Shane. c. Seaside.
d. chugged a cup of gravy. d. Brayside.

Answer Key: 1a, 2b, 3c, 4c, 5a, 6c, 7c, 8b, 9b 10d
26
 pages 39-49

1. In her self portrait, Katie is sitting 6. During science class, Devan asks Katie to
a. on a fence. a. pass the salt.
b. on a horse. b. stop staring at him.
c. on the dock. c. take it easy.
d. on Santa’s knee. d. be his partner.

2. Devan tells her that things look 7. To intimidate Katie, Shane

a. fat. a. growls.
b. flat. b. writes a threatening letter.
c. blurry. c. locks her in a locker.
d. furry. d. follows her down the hall.

3. Katie is hurt by his comment and 8. Which one is not a strategy suggested by Mr.
a. pummels him. Spence?
b. calls him a goof before running away. a. report all incidents.
c. asks if he can do any better. b. avoid the antagonist.
d. pokes him in the eye. c. retaliate.
d. use humour.
4. Devan was really critiquing her
a. hairstyle. 9. Will and Katie’s Science Fair Project is on
b. fence’s perspective. a. aunts.
c. use of a #2 pencil. b. worms.
d. complete lack of talent. c. lice.
d. ants.
5. Inside the worm, Katie finds
a. aortic arches. 10. They are giving judges a front row seat to
b. ants. a. animorphosis
c. alien life forms. b. metamorphosis.
d. an appendix. c. Mephistopheles.
d. Metallica.

Answer Key: 1a, 2b, 3c, 4b, 5a, 6d, 7d, 8c, 9d 10b
27
 pages 50-60

1. Shane’s and Devan’s Science Project is on 6. Will tells Katie he found

a. animation. a. Professor Plum in the library.
b. animaniacs. b. Colonel Mustard in the lavatory.
c. amoebas. c. Scarlett in the dining room.
d. anthropology. d. Mrs. White in the attic.

2. Shane decides to 7. Devan comes to accept that Egghead is

a. make a title page. weird, but
b. build a model. a. he has great fashion sense.
c. watch cartoons. b. he does his fair share of group work.
d. let Dev do the work. c. at least he isn’t violent.
d. at least he isn’t trying to hang out with Dev.
3. Jenna does not accuse Katie of
a. seeing Will in his underwear. 8. Riley is
b. going on a date with Will. a. Devan’s father.
c. standing up for Will. b. Mr. Spence’s first name.
d. crushing on Will. c. Shane’s mom’s boyfriend.
d. Shane’s dog.
4. Jenna is most worried about
a. how her hair looks. 9. Devan thinks Shane is smart because
b. studying for the test. a. Brad is dumb.
c. what others think. b. Shane survives his everyday life.
d. global warming. c. Shane can find the square root of pi.
d. Shane has a high I.Q.
5. Jenna will not be friends with Katie if Katie
a. is targeted by Shane. 10. “Good for nothing little...” Shane sounds like
b. wont’ be her Science Fair partner. a. Egghead.
c. doesn’t invite her to her party. b. Devan.
d. is friends with Will. c. Riley.
d. Spence.

Answer Key: 1a, 2d, 3d, 4c, 5d, 6b, 7b, 8c, 9b 10c
28
The First Day 9-10
What is Will literally writing about? What else could it represent?

Journal reflection - How did you feel on your first day at a new school?

Katie 11-13
What weird things has Will done in the past?
What does Katie think of Will?
What do we learn about Katie’s family?

We get to know characters by their words and actions and by how others react to
them. What do we know about Shane and Martin when we first meet them in chapter
one? How do we know that?

Devan 14-16
Compare Devan’s perception of Shane with Katie’s perception of Shane.
How does Devan see Shane’s interaction with Martin?
What does Shane do that upsets Will?

Katie 17-18
I took a step back. Just a little one. Hardly noticeable to anyone else. But
somehow that couple of inches told Shane all he needed to know. His mouth
slithered into a cold smile.

What does Katie’s little step back tell Shane?

Where is Katie in the circle of bullying at the start of the scene?
Where is she near the end?

The Rope 19-20

What does this poem tell us about Will? What has rope climbing taught Will?

Journal reflection - Using prose or poetry describe a time when you felt frustrated by
an activity you couldn’t master.

Devan 21-23
What does Devan notice about Shane?

He’s shaking, all twitchy and terrified like my sister’s bunny, Lulu…. I don’t
know what Egghead’s problem is. We aren’t even touching him.
What does this statement tell us about Egghead? What does it tell us about Devan?
What is Egghead wearing when he gets thrown out of the change room?

Where is Devan in the circle of bullying? Where is Shane? Where is Will?

29
Katie 24-26
Based on what Katie tells us, this isn’t Will’s first time freaking out. How did Katie
usually handle his “tantrums” and why is this time different?

Katie thinks he’s locked himself out. Why is the door stuck?

What happens at the lockers?

One Red Sock 27-28

What does one red sock have to do with Will’s experience that day?

Devan 29-30
What information does Paulo share? How does Devan react to this?

Devan talks about Katie at the end of this section. What does he think about her?

Katie 31-34
Why doesn’t Will tell Mr. Spence what happened?

Describe Professor Reid. Include both a physical description as well as a description

of his attitude and how he relates with Will.

At the end of the section, what is the rumour around St. Pat’s High?
Why is Katie famous, too?

Journal reflection—Rumours and gossip often start with a tiny spark of truth but
soon get blown out of proportion as they spread like wildfire. Describe a time you’ve
seen that happen.

Educator’s Manual 35
And there is
no educator’s manual
on me.
An educator’s manual has all the answers and how-to’s. If you were to write a manual
on you what information would you include? What are the best ways to keep you in-
spired and interested? How do you best learn by seeing, hearing, talking, reading, do-
ing, or exploring on your own? What are your interests?

Devan 36-38
What “new tradition” did Shane start?

What is in Spence’s pocket?

What is Katie’s talent?

What are her illustrations of?

30
Katie 39-41
Why is Katie embarrassed to have Devan staring at her drawing?
What critique does Devan give her?
How does she react?

Devan 42-46
Katie thought Devan meant she was flat chested, what was he actually talking about?
Describe the dynamic of how Devan’s group works during the worm dissection.
Why does Devan ask her to be his partner?
What does she say and why?

Katie 47-49
Why does Katie believe Devan asked her to be his partner for the Science Fair?
What does Shane do to intimidate Katie and how does she react?
List the strategies Mr. Spence tells Will to use and explain why they weren’t working
for Will.
Why does Katie feel like she’s just a name and number on a list?
Why does Will think they will win the Science Fair?

Devan 50-51
How does Shane react when Devan says that Katie was incubating larvae and ex-
tending on that project with the colony? What does this tell us about Shane?
What does Shane call their animation project?
How did they divide the work for the project?

Katie 52-55
Jenna accuses Katie of acting like Will’s girlfriend. List the evidence she gives.
If Jenna doesn’t believe Katie is Will’s girlfriend, why is she so concerned?

Journal reflection—Once everyone believes it – well, it might as well be true.

Do you agree with this statement? Why or why not?

Journal reflection—Maybe it is better not to know what you are missing.

Katie and Will have both lost their mothers, but Will knew his mother. Is it better to
have loved and lost than to never have loved at all?

Katie starts to worry Jenna is right about spending too much time with Will. What hap-
pens to change her mind?

Ant Farm 56-57

Who does Will think might be watching and smiling?
Who do the ants trying to connect with each other represent?

31
Devan 58-60
Why does Devan sarcastically refer to it as “our” project?
What new appreciation does he realize about Egghead?
What do we learn about Shane’s home life in this section?

He might have failed Grade 8 once, but Shane is the smartest guy I know.
Why does Devan think Shane is smart? In what way?

What upset Riley?

List the possible victims Devan thinks could have ratted on Shane.
How does Devan justify tossing the kid in the dumpster and starting the food fight?
Who does Shane think ratted him out?
Who does Shane sound like at the end of the scene on p. 60?

Katie 61-63
Why does Katie think Jenna is Science Fair partners with Isabella Montana?
Although they still are working on the project together Katie decides to avoid Will at
school, just so no one would take it the wrong way. What does this tell us about Ka-
tie?

Katie tries to leave as Shane chokes Will. She tries to believe it has nothing to do with
her. Why does she end up going back? How does she act?

The Samurai Ant 64-65

What are the Samurai Ant’s abilities?
What is it incapable of doing?
Why is it too bad that the other ants don’t know?

In the bullying circle, who is the Samurai Ant? Who are “the other ants”?

Devan 66-68
Why does Devan grab Katie?
How does Katie react?
What diffuses the tense situation?

Egghead has no idea how much pain that little dickie prevented.
And I don’t just mean for him.

What other pain is Devan talking about?

Katie 69-70
How has Katie’s opinion of Devan changed?
What vandalism has been happening in the science lab?

32
Devan 71-75
Who is singing Oh Canada?
How is the singing interrupted?
Why does Brad smile when he taps the ant farm?
For the first time, Will fights back. What inspires him to act and what does he do?
What does Shane do to Will?

“Geez, do I sound that lame?” What does this thought tell us about Devan?

After looking for Shane all morning, why does Devan not want to be seen now?
What do Shane and Brad do to the ant farm?
When was this foreshadowed?

Why didn’t you do something? Both Brad and Will ask Devan this with their eyes.
What were each of them asking him to do?
Why doesn’t Devan have an answer for either of them?

Where is Devan in the circle of bullying?

No Difference 76
What is the message of this poem?

Katie 77-80
After finding Will among the debris Katie asks who was responsible. What reasons
does she think other kids had for targeting Will?
Katie starts to lay some blame on Will. Why?
What is the difference between ratting and reporting?
Why does Katie go against her better judgment and not tell?

Devan 81-84
Why does Devan compare himself to a kaleidoscope?
What is Devan’s nickname for his sister, Emily?
What does Devan tell us about his sister?
Why does Devan feel guilty?

Funny how something little can make such a big difference.

What makes a big difference? For whom?

Journal reflection: Describe a time when you saw a small act make a big difference.

Salty Peas 85-86

I eat my cold salty peas in silence,
just the way he likes it.
What is the significance of the salty peas?

33
Katie 87-90
What makes Katie think her father is in worse shape than before?
Katie is wise for her age, but still overwhelmed by her thoughts. She is afraid of
change. What possible changes upset her most?

Journal reflection: Wanting something doesn’t make it true.

Katie feels powerless against all the obstacles in her life. To make her father proud of
her. To protect Will. To save the ants. To wish her father well again.

Discuss what is in our circle of concern and what is in our circle of influence. (Covey)

Devan 91-93
“Yeah, I get it. But it’s not funny anymore.”
What does this simple statement tell us about Devan?

Devan calls Egghead by his real name for the first time. Why is that important?

We all have our problems, right?

What comes to mind for Devan? What comes to mind for Katie?

Katie 94-97
How does Isabella taunt Katie?
Who cuts Katie’s hair?
What does she tell Katie about Shane?
How does Granny help Katie feel better about herself?

Devan 98-100
Why does he have to wear a shirt with rolled up sleeves?

Katie 101-103
What does Isabella tell Jenna?
Who does Mike actually ask to dance?
How does Katie react?
How does Katie feel when she first sees Devan and thinks he’s going to ask her to
dance?
When she sees him walk past to the washroom, how does she feel?

Devan 104-105
What was Devan’s real reason for heading over?
Why is he sort of relieved he didn’t ask her to dance?
What does Devan assume as he watches Katie dance with Will?

34
Katie 106-107
Journal reflection: Is being pretty the same as being beautiful?

Katie 108-109
Why is Katie embarrassed to dance with Will?
How does Will react to the chanting crowd?
How does Katie react?
What does Katie blurt into the microphone?
What three reactions does she see in Will’s eyes?
What does Katie realize as she pushes through the crowd?

Katie Part II—110-111

Compare this poem with the first Katie poem. How is the tone different?
Who does the queen ant represent?
Who does the smallest egg represent?
What is Will’s distressing realization?

Devan 112-114
What caused Devan to have sympathy for Egghead?

She seems more hurt by Shane’s words than Riley’s fist.

What has Devan learned from observing Shane and his mother?
Devan knows Shane loves his mother. Why does he think Shane talks to her that
way?

Katie 115-116
What did the Christmas tree look like?
Katie broke something more valuable than Will’s ant farm. What was it?
How is this Christmas different for Katie compared to last Christmas?

Devan 117-118
Why are Devan, Shane and Brad at the end of the line?
Shane gives Devan a snowball and a challenge. How does Devan react?
Why is Shane glad to see Devan give Brad a snow job?
It is a two-man lift. Why doesn’t Devan mind being the odd man out?

Katie 119-120
How did Katie’s father meet her mother?
Why is Devan relieved to find out that Katie didn’t know what happened to the ant
farm?

Devan 121-122
Devan mentions the tape burn on Will’s face. What does that reveal to Katie?
What happens at the top of the chairlift?

35
Katie 123-125
What item does Shane use to taunt Egghead?
Why is it so important to Will?
Why does Shane stare at Devan in total shock?
When Devan tells Will Devil’s Hill is not for beginners he is telling him out of concern
for Will’s safety. How does Will hear it?
Shane dares Will to get the hat. What two additional offers does he add?
What does Katie want to tell everyone?
Why doesn’t Katie say something when everyone looks at her?
Where is Katie in the circle of bullying?

The Peak 126-127

What is “fight or flight”?
Will talks of his fears. He is afraid of doing something, but more afraid of doing noth-
ing. What does that mean?

Devan 128-130
What happens to Egghead when he skis down Devil’s Hill?
Describe what he looks like when Katie reaches him.
What does Katie do when she arrives on the scene of the accident?
What does Devan do when he arrives on the scene of the accident?

Katie 131
In her anger, Katie tells Shane, Brad and Devan that they owe Will ten dollars. What
does she really think they owe him?

Devan 132-133
Initially, Devan wants to deny Katie’s accusations. He knows he didn’t do anything. It
was all Shane. Why does Devan agree with Katie in the end and admit he owes Will?
How does Devan’s feeling about ambulances change?
As the ambulance leaves, a strange look flickers across Shane’s face. What do you
think it was?
How does Shane deal with that emotion?
How does Devan react?

Katie 134-136
What happened to Will as a result of the skiing accident?
Even though Katie doesn’t speak to Will while she visits, what do her visits tell us
about he concern for her friend?
What do we learn about Professor Reid in this scene?
What is the one thing Katie thinks Will has to come back for?
When she finally does speak to him, what does she tell him?

36
Mom 137-138
What does this poem tell us about Will’s experience while in the coma?

Journal reflection: The last line his mother says is the same as what Katie is telling
him. Do you think he is dreaming or has he seen his mother?

Devan 139-140
Devan knows things are different, he’s different. In what ways?

Katie 141-143
Why is Jenna’s attention a surprise to Katie?
Is Jenna asking about Will out of concern or from some other motivation?
What does Jenna tell us about the accident that killed Will’s mother?
What line has Katie crossed with Jenna?
Why hasn’t Katie been to see Will since he woke up?

Devan 144-146
Why isn’t Mme. Latour on duty in the hall?
Why does Shane’s premeditated actions concern Devan?
How does Shane test Devan’s loyalty?
Why does Devan think he passed the test?

Katie 147-148
Why is Shane so angry at Katie?

Devan 149-152
Who got caught for the worm jar incident?
When Devan walks away, what does that action tell Shane?
What does Aunt Maureen ask Devan to do?
Who is in room 242?
Of all the things he sees, why do Will’s eyes hit Devan the hardest?
What does Will imply to Devan while they are talking about butterflies?

Trophallaxis 153
What is the definition of trophallaxis?
How is this relevant to Will?
What nourishment does Devan provide?

Katie 154-156
Why is Katie cleaning the aquarium?
How is she sounding like Will?
When Shane backs Katie up against the tank what does she suddenly realize?

37
Devan 157-159
When the crowd gathers around Devan and Shane, what is different about how they
react to Shane’s actions?
Only trash would hurt a girl? Why do Riley’s words affect Shane so strongly?

Katie 160-161
What gets smashed during the fight?
Devan tries to squeeze an apology out of Shane not just for Katie, but for Shane, too.
Why is it so important?
What does Brad do at the end of the fight?

Devan 162-164
What punishment does Brad get?
What is different about Shane when he leaves Spence’s office?
Why does Devan get a two-day suspension?

Katie 165-166
Why isn’t Katie too worried about seeing Shane again?
Why does Katie go to see Will now?
What happened to Will?
What is the difference between guilt and regret?

Journal reflection—Describe a time when you felt guilt or regret.

Katie 169-171
What does Devan apologize for to Katie?
When he sees her crying what does he assume?
What news shocks Katie?
What does Devan give Katie from Will?

Metamorphosis 171-172
What is Will’s message to Katie and to all of us in this poem?

Journal reflection: How is each end really a new beginning? Describe something
that was both an ending and a new beginning for you? What feelings did you have at
the time?

Devan 173
As well as the dinner gift certificate, what gift has Will given Devan?

38
The Bully, the Bullied and the Bystander
Barbara Coloroso—parents and teacher resource

Blubber—Judy Blume
Hoot—Carl Hiaasen

Crash—Jerry Spinelli [mc is bully]

Stitches—Glen Huser
Governor General’s Literary Award Winner
Catalyst—Laurie Halse Anderson
Twisted—Laurie Halse Anderson
Tangerine—Edward Bloor was born in Dublin, Ireland
The Girls—Amy Goldman Koss [emotional] and raised in Ottawa, Canada. After
graduating from Ottawa University with a
Bachelor of Arts in English and a Bachelor
of Education, she taught elementary
school for a few years.

Her articles, poetry, and fiction appear in

The View from Saturday—E.L. Konigsberg
numerous magazines and websites and
Flipped—Wendelin Van Draanen
she is a regular contributor to Living Faith
What’s in a Name?—Ellen Wittlinger for Kids. Egghead is her first novel.

The Pigman—Paul Zindel Caroline received consecutive Canada

Sisterhood of the Travelling Pants—Ann Brashares Council for the Arts writing grants these
past two years to write her upcoming
I am the Cheese—Robert Cormier
young adult novels: Greener Grass and
Governor General’s Literary Award Winner
Wild Geese which are historical fiction set
in Ireland and Canada in 1847.

For more info or to contact Caroline visit

www.carolinepignat.com

Love that Dog—Sharon Creech [young readers]

The Crazy Man—Pamela Porter

Governor General’s Literary Award Winner
Loose Threads—Lorie Ann Grover www.kidshelpphone.ca
www.bullying.org
Out of the Dust—Karen Hesse www.prevnet.ca
What my Mother Doesn’t Know—Sonya Sones www.cyberbullying.org
Stop Pretending—Sonya Sones www.antibullying.net
Walking on Glass—Alma Fullerton www.bullyingawarenessnetwork.ca
www.voicesforchildren.ca

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