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CONTENTS
Pg. 0 - Table of Contents
Pgs. 1-35 - Workbook (chapter questions, vocab, maps & more: details below
Pgs. 36-43 - Tests
Pgs. 44-47 - Dual Entry Journal
Pg. 1: Workbook cover page
Pgs. 2-22: Chapter questions and vocab activities
Pg. 23: Novel-based crossword puzzle
Pg. 30: Canada's Prime Minister statement of apology to Indigenous peoples
Pgs. 31-33: Additional resources and ideas for classroom activities and studies related to the novel
Pgs. 34-35: Book Review Form. This can be used for ANY book! A GREAT resource all year long! Asks student to: describe protagonist, summarize book, tell if they recommend it (or not) and why, and rate it.
>Questions for every chapter
>203 chapter questions total
>Book Review Form at end which can be used for ANY novel, a great resource
>About 10% of questions are open-ended thought questions to encourage independent thinking. The rest have right/wrong answers.
>A few questions ask students to sketch a scene
>Vocabulary activity for each chapter
*Short Response (complete sentences not required)
*Complete Response (complete sentences required)
*True/False
Example Chapter Questions
>On page 18, Frenchie makes an observation of Miigwans’ shoes. What does his observation tell the reader about Miigwans, or the world?
>Why does Frenchie touch the fence before Miig can?
>At first, Indigenous people were treated one way, then as time passed, they were treated differently. How did the way they were treated change?
>Why does Frenchie touch the fence before Miig can?
>Why does the family encourage independence? -Make a sketch of the trees described on page 91.
>Slopper was allowed to hear Story before he was seven.
>The new member of the family is a soft-spoken girl.
>Frenchie falls asleep because he is tired from the long hike.
>Covers pages 1-99
>Questions address basic events, characters, surrounding, & relationships
>Frenchie’s dad never returned from…
(A) looking for clean water
>What happens to non-Indigenous people in this changed world?
(B) they turn on one another and kill eachother
(C) they try to clean up the pollution
(D) they try to protect Indigenous people
>What are bells used for/as?
(A) to help the family keep dreaming
(D) positive energy for the family
>Maze at the end to keeps students busy and quiet while other finish, just for fun.
>Questions address basic events, characters, surrounding, & relationships
>What secret does Miig keep from the family, but shares with Frenchie?
(A) Miig can’t dream anymore
(B) the government is burning down the forests to scare out the Indigenous people
(C) a new school is being built in the north
(D) there is no one in the north, he was just trying to give the family hope
>What is Minerva’s miracle?
(A) She comes back to life after the Recruiters kill her
(B) she has the power to destroy the Recruiter's machines
(C) she can use song, Native language, and dreams to destroy the school
>Maze at the end to keeps students busy and quiet while other finish, just for fun.
Limitless journal for use throughout the novel. Teacher can dictate quantity and quality of entries. Includes cover page, and, an example entry.
"Your task in this journal, throughout this novel, is to collect quotes which
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<>All resources designed for struggling learners. Perfect accommodated resources for special education or below-level learners. Novel workbook comprehension questions are not all higher order thinking (a few are); they are roughly 8th grade level.
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