Weeks 1 & 2
Read-Aloud Tips As you read, stop periodically to check for
After p. 113 : How have Hardette’s feelings about Americans changed, and why? (Cause and effect) Hardette thought all American children were spoiled, but meeting Alvin changed her mind. (Personal connection) Has traveling or meeting new people ever changed your ideas about the world? After p. 121 : Why does Hardette make an elaborate plan to get Alvin across the border into Canada, and how does it work out? (Problem and solution) Hardette hides Alvin under her seat and covers herself with a sleeping bag. The guard is suspicious of her heavy covering, but the plan seems to work. #6: Review the Book Instruct students to work independently or with a partner or group to write about this book in the back of their Student Handbooks. #7: Do a Book Project Students may choose to work independently or with a partner or group on a project, which they’ll complete in the back of their Student In This Book: Point out that the author uses dialogue to create a feeling of camaraderie between Alvin and Hardette. The sections in which they’re talking together feel very different from the sections in which Alvin is on his own in the station or hiding from the border patrol.
understanding and to encourage critical thinking and reflection. Also, reinforce the vocabulary words as you come across them.
#5: Read-Aloud Instruct students: As I read, take notes on how Hardette helps Alvin on their journey, and on what Hardette is getting from traveling with Alvin. Background: At this point in the novel, 12-year- old Alvin, who feels that his mother is too strict, has run away to follow in the footsteps of Arctic explorer Matthew Henson. Alvin has befriended a teenager, Hardette, who is helping him out. You may choose to use these prompts to guide discussion: After p. 105 : Why does Alvin say he thinks his journey has been fated, or meant to happen? (Main idea) He has admired the explorer Henson for a long time, and when his mother didn’t allow him to buy a bike, he could use that money for the trip. Saying the trip was fated may also ease his guilt about the worry he is causing his family. After p. 107 : What do Hardette’s instructions about mailing the postcard tell you about her? (Make inferences) Hardette is smart and well prepared. She thinks about the possible consequences of Alvin getting off the train and has a plan to deal with them. After p. 108 : Why does the man in the train station give Alvin a dollar, and what does Alvin’s reaction tell you? (Cause and effect) The man assumes Alvin is begging for money. Alvin is surprised and hurt to be mistaken for a beggar.
Handbooks. Projects: “Map Your Dream Journey” and “Explore the Explorers.”
#8: Don’t Miss Explain to students the idea of “armchair traveling”—traveling by reading about other places and other people’s journeys.
Grade 7 I Teacher’s Guide 9
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