Baby Help - New Wind Publishing

Transcription

TEACHER’S GUIDE / ANSWER KEY Baby Help True-to-Life Series
from Hamilton High
by Marilyn Reynolds
Absorbing Novel for Young Adults
Expository and creative writing activities, discussion guides, group work,
art projects, readers theater scripts, vocabulary and comprehension checks,
complete with reproducible masters.
By Marilyn Reynolds and David Doty
Baby HelpTeachingGuide
Copyright © 1998 by Marilyn Reynolds and David Doty
All Rights Reserved
Materials in this guide may be reproduced as needed for student/classroom use.
Baby Help is the first person fictional story of seventeen-year-old Melissa Fisher. Melissa and her two-year-old
daughter, Cheyenne, live with Rudy Whitman, Cheyenne’s father. Rudy is sometimes loving and kind, but at other
times he flies into rages, beating Melissa and yelling at Cheyenne. Because Melissa is a girl who has grown up
with very little love or family support, Rudy is the first person ever to make her feel important. He calls her from
work, he checks on her at school, he wants her with him, or waiting for him, all of the time. She believes he cares,
and she keeps hoping that things will be different. Maybe Rudy will stop drinking, or maybe things will change
when they’re married, or when he’s making more money.
In Melissa’s peer counseling class, a guest speaker from the local rape hotline hands out a flier about a safe house
for battered women. This gets Melissa thinking, though she resists thinking of herself as abused, or of Rudy as an
abuser. But when Rudy yells at Cheyenne and handles her roughly, Melissa is horrified.
Melissa leaves Rudy, and she and Cheyenne go to a shelter for battered women. But as difficulties of living in a
group setting arise, as she misses the good times with Rudy, as Cheyenne points to grey Fords and calls “Daddy,”
the clarity of Melissa’s decision fades. Melissa returns to the place she still thinks of as home.
Irma, Rudy’s mother, is very angry at Melissa for “stealing” the baby away. Rudy welcomes them back warmly,
promising Melissa all happy days from then on. However, within a short time Rudy is again being angry and
abusive.
The day after Rudy has again been violent, Melissa is shocked to hear a TV report of the murder of her friend from
the shelter — a friend who had returned to her abusive husband. At this point Melissa stops denying her own abuse
and leaves with Cheyenne. They move in with Melissa’s mother, June, and Teresa, her mother’s friend. June has
never been much of a mother to Melissa, but a cancer diagnosis has caused her to reevaluate her life. Although
June and Melissa do not magically achieve a perfect mother-daughter relationship, June is more open to Melissa
and communication between them is easier.
Melissa struggles to be a good mother to Cheyenne, to finish high school, and to get started at a job that can offer
financial stability. Because Rudy was arrested for attacking her at school, Melissa will have to face him at a
hearing. She knows she still has some hard times ahead, but she is determined to make a good life for Cheyenne
and herself. The complete True-‐to-‐Life Series from Hamilton High Detour for Emmy
Too Soon for Jeff
Beyond Dreams
Telling
But What About Me?
Baby Help
If You Loved Me
Love Rules
No More Sad Goodbyes
Shut Up
New Wind Publishing info@NewWindPublishing.com http://NewWindPublishing.com 3
True-to-Life Series from Hamilton High
BABYHELP
Chapters 1-5, Pages 11-67
Summary
Before Reading
Seventeen-year-old. Melissa Fisher and her
daughter, Cheyenne, live with Rudy, Cheyenne’s
father, and with Irma, Rudy’s mother. Rudy is some
times loving and kind, but at other times he flies into
rages, beating Melissa and yelling at Cheyenne.
Because Melissa is a girl who has grown up with
very little love or family support, Rudy is the first
person ever to make her feel important. He calls her
from work, he checks on her at school, he wants her
with him, or waiting fo r him, all o f the time. She
believes he cares, and she keeps hoping that things
will be different. Maybe Rudy will stop drinking, or
maybe things will change when they’re married, or
when he’s making more money.
In Melissa’s Peer Counseling class at Hamilton
High School, a guest speaker from the local rape
hotline hands out a flier about a safe house fo r
battered women. This gets Melissa thinking, though
she resists thinking o f herself as abused, or o f Rudy
as an abuser. But when Rudy yells at Cheyenne and
handles her roughly, Melissa is horrified.
Suddenly the white hot anger I’ve not felt for
myself starts in my belly and moves through my
body, filling me from head to toe with a firey rage,
clearing my brain, showing me the way.
I’m getting out of here. I ’m getting Cheyenne
out of here. Maybe he could break my spirit. Maybe
I didn’t have much spirit to begin with. But he
won’t break Cheyenne.
Melissa leaves Rudy and she and Cheyenne go to
a shelter fo r battered women.
Vocabulary
rape
ridicule
toddler
harboring
strut
subside
entanglement
jeopardize
bettors
swelling
emancipation
quirky
• Getting Started
1. Have students spend a few minutes looking at the
cover of Baby Help, then brainstorm a list of ideas
regarding the possible meaning of the title. This
list should represent any ideas the students can
think of. In what situations might a baby be of
help? What kind of help can a baby offer? Does the
title refer to a real baby, or might the word baby be
used as an adjective, as in baby steps? Have
students save this list for future reference.
2. Discuss the literary term foreshadowing. Ask
students to listen for possible examples of fore
shadowing as you read aloud the first page of the
novel. In a brief group discussion, consider what
Melissa’s writing might predict. What about the
bruise on her arm? What might Melissa’s remark
that “Rudy has his faults” predict?
3. Tell students that this is a story of a girl who’s
being abused by her boyfriend. Explain that people
may be abused in many different ways: physically,
emotionally, verbally, through neglect, isolation,
intimidation, humiliation, etc. Have them do a
QUICKWRITE (Teacher Support Section, page
27) in which they tell of a time they were abused,
or a time they witnessed abuse. If this is too
personally revealing for some students, they can
write a fictional scene dealing with abuse.
4. Melissa vows, “I will never tell Cheyenne that
stupid rhyme (page 66, line 13), the one I used to
believe, ‘Sticks and stones will break my bones but
names will never hurt me.’” Have students work in
pairs to tell of a time they have been hurt by
words. At the end of this exercise, list hurtful
words on the board. Explain to students that Baby
Help is a realistic story, with realistic words.
Discuss with them the appropriateness of realistic
language in literature. Will anyone in the class be
offended by such language? Does anyone need to
be excused from reading Baby Help?
4
Baby Help Teaching Guide
During Reading
• Study Questions (For discussion or individual work)
1. Melissa daydreams while writing her name many different ways. What fantasies does she have in
connection with a name change?
2. At the beginning of Chapter 2, Melissa is glad Rudy is not home. What does this say about her relationship
with Rudy?
3. Why does the shelter require that residents be either of adult age or emancipated?
4. Why don’t Melissa and Cheyenne live with Melissa’s mother rather than with Rudy and his mother?
• Vocabulary Worksheet
Place the letter of the appropriate definition in the blank next to each word.
1.
quirky
a. released from control of the parent
2.
rape
b. young child learning to walk
3.
harboring
c. to sink or settle down; become less
4.
bettors
d. peculiar in behavior, unpredictable
5.
ridicule
e. one that bets or places a bet
6.
emancipation
f. walk in a swaggering manner
7.
strut
g. enlarged and abnormal in shape
8.
entanglement
h. forcing another person to submit to sex acts against his or her will
9.
toddler
i. to expose to injury, loss or danger
10.
jeopardize
j. to make fun of; to taunt or tease
11.
swelling
k. to provide shelter for, to aid
12.
subside
1. something twisted or twined together; confusion or complication
5
After Reading
• Comprehension Check
Write a short response to the following questions. Answer in complete sentences.
1. How long have Melissa and Rudy been together?
2. How does Melissa know she loves her baby more than she loves herself?
3. Why doesn’t Rudy want Melissa to have other friends, such as Sean?
4. What does Rudy give Melissa as a gift? What promise does he make along with the gift?
5. What does Melissa think Rudy should have bought for his car, instead of a stereo system?
6. Write one true statement about Vicki, the person who meets Melissa and Cheyenne at Maxwell’s Cafeteria.
7. What kind of feeling does Melissa get when she thinks about Rudy?
8. At the shelter, Carla tells Melissa they have a “zero tolerance” for some things. What are those things?
9. Why does Melissa give Cheyenne a “time out”?
10. Why does Kevin always insist on sharing his bananas with Daphne?
6
Extended Activities
1. Have students perform the READERS THEATER SCRIPT for this section.
2. Students can interview someone from a shelter for battered women to get first hand information regarding
issues and procedures for women who seek shelter. Students should prepare a list of questions ahead of
time and if possible, tape record the interview. The tape or notes can be used for a class presentation.
3. Have students discuss or write a personal response to Vicki’s statement, “We all have to leave a lot behind.
Some good. Some bad” (p. 44). What does this mean both literally and metaphorically? They can provide
personal or family experiences, situations from books (such as The Diary o f Anne Frank, The House on
Mango Street, etc.).
4. Have students write an opinion paper on one of the three questions Melissa chooses for her assignment on
page 14:
1. Is rape a sexual act, or an act of violence?
2. Is rape more likely to occur with a stranger or with someone the victim knows?
3. Is there such a thing as rape in marriage?
Encourage students to consult lawyers, police authorities, rape crisis personnel, other appropriate resources.
5. Students can form small panel discussion groups and discuss or debate the three questions from #4. They
may also invite a legal expert or someone from a Rape Crisis Center/Hotline as a guest speaker to present
information and discuss the issues with the class.
6. Either as a whole class or individually, brainstorm a list of positive and negative qualities for both Rudy
and Melissa. Students should be guided to understand that human beings are complex and not just ‘good’ or
‘bad.’ Discussion should follow.
7
BABY HELP
Chapter 5
Adapted by David Doty — Limited to classroom use
CAST:
Narrator 1
Narrator 1:
In this cutting from Chapter 5 of Baby Help, Melissa and Daphne are sitting outside the
shelter, while their two children are down for naps. During their conversation. Daphne
suddenly says,
Daphne:
I’ll be leaving here in two weeks.
Melissa:
To where?
Daphne:
Probably one of the halfway houses, but I’m scared I ’ll want to go home. I know that would
be stupid, but I miss my mom, and my dog. (Pause) Do you miss home?
Melissa:
I miss something, I’m not even sure what it is, though. It’s not like I really have a home.
Narrator 2:
Daphne gets up and goes into the house. She comes back with pictures.
Daphne:
Here’s all of us.
Narrator 1:
In the photo, Daphne’s mom is wearing a dress and smiling sweetly. Her dad’s in a suit and
tie and so is her husband, Dean. Daphne’s dressed up, too, holding a much younger Kevin,
who’s squinting his eyes against the sun.
Daphne:
This was just after church, the day Kevin was christened.
Melissa:
Everybody looks so nice.
Narrator 1:
Daphne nods. Fanning out the next three pictures, like a hand of cards, Daphne holds them in
front of Melissa. At first Melissa doesn’t even recognize her.
Melissa:
My God.
Narrator 2:
The pictures are in color, two front shots, one showing more of her left side and the other
showing more of her right. The third picture is taken from the back. She’s naked. The front
shots show her face, swollen and bruised, and an ugly grapefruit-sized bruise on her upper
arm. Her left breast has a purple bruise the size of a silver dollar, and her upper thighs arc
bruised and swollen looking. The back view shows both sides of her butt, bright red, bloody
in places, where her husband kicked her repeatedly with his work boots.
Daphne:
I keep these to remind me of what follows the family church day scene. They took these
pictures at the hospital.
Melissa:
Was that just before you came here?
Daphne:
No. These pictures were from about six months ago.
Melissa:
You went back to Dean after that?
Daphne:
(She nods her head yes and gives that funny little laugh o f hers.) My father thought I should.
He said if I would learn to submit to my husband, like the Bible says, everything would be
fine.
Narrator 2
Melissa
Daphne
8
Narrator 1:
Then Daphne shows Melissa the last picture. It is of a high school swim team, with her in the
middle, smiling broadly, wearing a first place medal around her neck.
Daphne:
Before and after. . . I was a high school champion swimmer, until I got pregnant. Dean was a
youth director at a church camp and I thought anything he wanted to do must be all right,
because he was almost like a minister. Stupid, stupid, stupid me.
Melissa:
Me, too.
Narrator 2:
Melissa and Daphne sit quietly for awhile, each with their own questions about their lives.
9
Summary
• Vocabulary
Melissa enrolls at Desert Dunes High School and gets
Cheyenne settled in the Infant Center. On Saturday Me
lissa and her new friend, Daphne, take their babies to
the park. Cheyenne runs toward a man who is wearing a
shirt like Rudy’s, thinking it is her daddy. Melissa is left
wondering how the separation is affecting Cheyenne as
she cries, “Daddy. Miss him.”
The women at the shelter surprise Melissa with a
birthday cake for her eighteenth birthday. This was the
day she and Rudy were to have been married. She
imagines they’d have been happy on this day, but then
remembers his abuse and knows that even if they were
happy for a day, he would abuse her again, on some
other day, if they’d stayed together. Melissa wants
desperately to belong somewhere, with someone, but
doesn’t know where, or who.
Melissa calls Rudy’s house, planning to hang up if
anyone answers. Instead, when Irma answers, Melissa
responds. Irma begs Melissa to come back, saying Rudy
is crazy without her. Then she turns angry, saying they
have a right to see Cheyenne. Melissa assures Irma that
she and Cheyenne are in a safe place, then hangs up.
Daphne and Melissa take the kids to the park and
take photos, so Daphne will have more than the ones she
brought with her to the shelter. By the time the photos
are developed, Daphne and Kevin’s time in the shelter is
up and they have moved into a halfway house.
Ay Melissa hears more and more o f the stories of
other abused women, she wonders if she really belongs
in the shelter. Rudy doesn’t seem as bad as the others.
But Trish, Carla, and Alice point out to her that Rudy hit
her, he called her names, and she should stop tnaking
excuses for him.
However, as the time approaches for Melissa and
Cheyenne to move on to a halfway house and to be
prepared for independent living, Melissa feels more and
more lonely. She calls Irma and asks to be picked up.
Although Irma is angry with Melissa for “kidnapping”
Cheyenne, the reunion with Rudy is a happy one and he
promises her “all happy days” ft'om then on. Soon, how
ever, Rudy is again expressing his anger in hurtful ways.
Melissa is happy to be back at Hamilton High, and
tries to arrange to get caught up in all her subjects, and
to figure out a way to graduate with her class. Her math
teacher refuses to let her make up the work she’s missed,
leaving Melissa one class short o f graduation. Ms.
Bergstrom sets Melissa up with a math class at the
continuation high school, which will enable Melissa to
graduate. When Rudy hears this plan, he angrily
accuses Melissa of being more interested in graduation
than in him, and storms out o f the house in a rage.
bland
degrading
endangerment
derision
sly
cynical
oozing
throwback
humiliated
betrayal
sarcasm
Before Reading
• Getting Started
1. Divide the class into groups of three or four. Have
group representatives draw the name of one
character from the previous chapters. Using any
combination of magazine/newspaper pictures,
original art, words and short phrases, have each
group put together a collage that represents each
of the following characters: Melissa, Cheyenne,
Rudy, Irma, Daphne, Bergie, Leticia, Alice, and
Trish. Display the collages in the room.
2. Brainstorm a list of possibilities regarding what
might happen in the next five chapters. For
example, Rudy might find out where Melissa and
Cheyenne are staying and try to get her to come
back; Melissa might decide that she can’t really
give Cheyenne a good home and place her for
adoption; Melissa’s mother might come get them
and take them to live with her; Melissa might miss
Rudy so much she goes back to him; Melissa’s
movie-star father, whom she has never known,
finds her and takes her and Cheyenne to live with
him in his mansion in Beverly Hills; etc. After
brainstorming, have each student do a
QUICKWRITE (Teacher Support Section,
page 27) prediction of the coming events in
chapters 6-10.
3. Melissa says (page 62), “Most of the time I ’m
fine. But sometimes, like now, things feel all
shaky inside me, like my whole insides are
shifting and maybe something’s going to break, or
get disconnected.” In a journal entry, have stu
dents write about a time in their lives when
they’ve had such a feeling. This might be a time
when they had a “close call,” or when they heard a
shocking piece of news, or when they got caught
in a very difficult situation, etc.
10
Baby Help Teach ing Gu i de
During Reading
• Study Questions (For discussion or individual work)
1. How does Cheyenne show in her behavior that she misses her father?
2. Why doesn’t Melissa feel she belongs in the shelter with the other women? What reasons does she give in
the group meeting?
3. What does Rudy do that embarrasses Melissa in the Social Services office? What does this show about his
attitude toward others?
4. What problems does Melissa have in returning to Hamilton High School?
11
• Vocabulary W orksheet
Write the letter of the best answer on the line provided. Please read the clues carefully before choosing.
1. Which word is a cutting remark made to hurt someone?
a. bland
b. sly
c. sarcasm
d. ominous
2. Which word means to lower pride, dignity or self-respect?
a. mocking
b. surge
c. bland
d. humiliate
3. Which word might be used to describe the taste of food?
a. bland
b. sly
c. blaze
d. dialect
4. Which word means “to subject to danger, loss or destruction?”
a. cynical
b. mocking
c. betrayal
d. endangerment
5. Which word suggests scorn and mockery toward others?
a. bland
b. cynical
c. oozing
d. betrayal
6. Which of the following describes a cunning or crafty person?
a. mocking
b. throwback
c. sly
d. certain
7. Which word refers to a former time or previous era?
a. throwback b. exception
c. degrading
d. dialogue
8. Which word means to be false or disloyal to a friend?
a. humiliate b. quirky
c. betrayal
d. endangerment
9. Which word describes pus coming out of a wound?
a. opaque
b. scald
c. oozing
d. totter
10. Which word means to tear apart or put down?
a. mocking
b. degrade
c. paradox
d. indulge
12
After Reading
Answer each question below by writing yes or no in the blank.
1. Melissa looks forward each day to her journal writing.
2. Melissa is able to enroll Cheyenne in an Infant Care Center.
3. Cheyenne gets lost in a parking lot.
4. Daphne and Kevin move away from the shelter.
5. Melissa learns that there are many forms of abuse.
6. Rudy drives to the desert to pick up Melissa and take her back.
7. Irma is happy to see Melissa return to her home.
8. Rudy lost his job during the time Melissa was gone.
9. Melissa is able to re-enroll in high school without any trouble.
10. Rudy is unhappy that Melissa has gone back to school.
Extended Activities
1. Have students create a television talk show format which interviews and questions the characters in the
novel. Students choose a host for the show, create an appropriate setting, including chairs and other equip
ment, and allow for audience comment. A list of interview questions can be brainstormed ahead of time and
written on 3x5 cards. Audience members may want to wait and listen to the comments made by the charac
ters before asking their question. Questions should be guided to gain information on character motivation
and background. Characters should include Melissa, Rudy, Irma, Daphne, Carla, Leticia and Alice.
2. On page 69, Vicki talks about the importance of journal writing. “Journals make you think, that’s the hard
part. It’s the important part, though.” Have students create a series of at least ten journal entries that Me
lissa would write about her experience in the shelter. The entries should begin with chapter six when she is
picked up by Vicki and continue to chapter ten when she is back in Rudy’s house.
3. Have students investigate resources for battered and abused women/children within the community. Do
safe houses exist, and if so, how do women and children get placement? Students can arrange for a
representative from the home to visit the school and speak to the class.
4. The dialogue scene on page 112-114 is an excellent one to use for students to write their own readers
theater script. (Guidelines for Adapting Material for Readers Theater, page 27) Students can work
together in small groups and present their scene to the class.
5. While Rudy appears to be a non-sympathetic character, he has some positive qualities. Have students create
a two-column chart, listing positive and negative qualities. Students may use information from chapters one
to ten to fill in the columns. Then, have students write a short essay discussing the character of Rudy.
13
Summary
After Melissa’s last class at Hamilton High,
Bergie takes her to Sojourner High School to help
her get started in a computer math class. Melissa
thinks the class will be difficult, but she is determined
to complete it fo r graduation.
When she returns to the Infant Center to get
Cheyenne, Rudy is waiting fo r her, angry. Back at
home, they fight about Melissa’s decision to take the
class at Sojourner. Rudy squeezes her arm so tightly
he hurts her.
Melissa realizes she’s been a fool to return to
Rudy. After Rudy gets a new job at a photo copying
place, things are easier fo r a while. He is working
most o f the time when Melissa is home, still sleeping
when she leaves fo r school.
Melissa’s mother calls, leaving a message on the
answering machine saying she’d like to see Melissa.
They make a plan fo r Melissa and Cheyenne to go to
her mother’s apartment and spend Saturday there.
Rudy again flies into a rage when he discovers
Melissa is taking the Sojourner High math class in
spite o f his orders to her not to do so. In his anger,
Rudy slams a magazine rack down at Melissa’s head.
She dodges just in time. When she sees the damage
the rack has done to the couch, she knows the force
would have been enough to kill her. Irma blames
Melissa fo r making things worse with her back talk
and warns her not to “do anything crazy,” referring
to the time Melissa left with Cheyenne.
Over lunch with Leticia, after gentle urging on
Leticia’s part, Melissa tells o f Rudy’s abuse. Leticia
offers to help if she can. When Melissa gets to
computer math, her teacher, Mr. Raley, tells her he’s
recommended her fo r a job where she could use her
newly learned computer skills, telling her she seems
to have a gift fo r working with computers.
When Melissa returns to the Infant Center, Bergie
tells her that Irma was there in the morning and
wanted to take Cheyenne fo r a doctor’s appointment.
Since Cheyenne’s records only have Melissa’s name
on them, Bergie did not release Cheyenne to Irma.
But Melissa is left wondering what Irma was
planning to do.
She confronts Irma with the lie, and Irma de
mands that she be allowed to get Cheyenne from the
center when she wants. Melissa refuses and a heated
argument ensues.
Later, when Irma is in her bedroom and Melissa is
finishing the dishes, she hears her friend’s name,
Daphne Coulter, from the TV. Daphne has been
brutally killed, apparently by her husband. Melissa is
shaken to the core with this news.
Realizing she, too, could someday be a name on
the news, Melissa packs as much as their backpacks
will hold and leaves with Cheyenne before Rudy
gets home from work. She goes to Leticia’s, who
welcomes her inside and figures out sleeping
arrangements.
The following day, Melissa and Cheyenne go to
Melissa’s mother’s apartment and ask to stay fo r a
while. Melissa’s mother reveals that she has breast
cancer, but agrees to let Cheyenne and Melissa stay.
• Vocabulary
chomping
array
shuffle
resume
precariously
wrought iron
jaunt
shin
chemotherapy
spread sheet
14
Before Reading
• Getting Started
1. Ask students, if they had to leave their homes in a hurry and could take only what their backpacks would
hold, what items they would put into their packs. Explain that they will not be going back to their homes —
what is left is left forever. Have students fold a piece of paper lengthwise in order to make two columns. On
the left side, have them list the items they would take. On the right side, have them list the things they
would most regret leaving behind. (This backpack should have a reasonable capacity.) Perhaps have
students share their lists in a brief class discussion.
2. To help students identify with and understand Rudy, have them remember and reflect on a time they felt
like being, or were, violent with someone they loved. Ask them to describe the details of the situation that
led to their potential violence. How did they feel after things had calmed down? This exercise may be done
either as an individual writing assignment or through class discussion. (Some students may feel this
assignment is too threatening, and they should not be required to participate.)
3. Either in small groups, or individually, complete a CHARACTER QUALITY CHART (Teacher Sup
port Section, page 28) for both Melissa and Rudy. How have students’ understandings of these characters
changed since the first section of the book?
During Reading
• Study Questions. Please answer in complete sentences.
1. When Melissa’s mother calls and leaves a message, what is her intention? What does she want to tell
Melissa?
2. What information does Melissa reveal to Leticia when she meets her? What does Leticia offer to do?
3. What event causes Melissa to hastily pack and leave Rudy’s house?
4. Why docs Melissa have to go to Sojourner High School to take her computer math class?
15
• Word List
chomping
array
shuffle
resume
jaunt
shin
precariously
wrought iron
chemotherapy
spread sheet
Fill in each blank with the correct word(s) from the word list.
1. In computer class, Melissa learned to create a
______
of information and data.
2. The cup of milk sa t__________________________ near the edge of the table, about to tip over.
3. Melissa and Cheyenne made a short______________to the shopping mall.
4. It is important to have a ___________________ made to take along on a job interview, showing your
experience and skills.
5. At the school cafeteria there is always an _ _ _________
6.
____________
of food.
is often a painful and long treatment for various forms of cancer.
__________
7. A Las Vegas card dealer has many ways to
a
deck of cards.
8. Melissa’s ________________got badly bruised and needed medical attention.
9. The fancy grill work around the edge of the patio is made o f _______________________________ .
10. Celery and carrots are two vegetables that create a ________________
soundwheneaten.
After Reading
Fill in the blanks below with the correct answer from the following list.
banana
triple-time
magazine rack
truth
Irma
talk
moody
give up
Sojourner High School
cancer
1. Bergie tells Melissa it’s possible for her to finish a semester’s math credit in Mr. Raley’s class, but her pace
will have to be
.
2. Rudy gets very angry when Melissa tells him she’s been to __________________________________ .
3. Melissa likes working with computers because they are n o t
.
4. Melissa jumps aside, just in time to avoid being hit by a ___________________ that Rudy swings down
over her head.
5. “You’re right,” Melissa tells Leticia. “It does help t o ___________ ..
6 . ____________ goes to the Infant Center and tries to get Cheyenne by lying that Cheyenne has a doctor’s
appointment.
7. If it weren’t for Cheyenne, Melissa would just
______ __.
8. When the police found Kevin next to his dead mother, he was trying to feed her a _____________ .
9. Melissa looks at a picture on her mother’s dresser and wonders what the
10. Melissa’s mother tells her she h a s _______________ .
______
about it is.
16
Extended Activities
1. If students did the journal writing from the previous section, have them add ten more entries using informa
tion from chapters ten to fifteen. Melissa has moved in and out of several situations and found herself in
several emotional states. These can be added to the journal.
2. Mr. Raley offers to help Melissa and provides her with the opportunity for a job interview. Bergie prevents
Irma from taking Cheyenne from the child care center. Have students write about a person who has
supported them in time of crisis or trouble. What did that person do to help?
3. Choose an event from this section, such as being back in Rudy’s house or leaving to go to Leticia’s house
or going to her mother’s house. Have students write down what happened in their own words. Mention all
the people and details involved. Then have students complete the following cause-effect statements.
a. What was the initiating event? What prompted this event?
b. What was the reaction of the character to the event? What did the character in this situation do?
c. To what course of action would this event lead?
d. What were the consequences or outcome of this course of action?
4. Divide the class into small groups and assign each group the task of illustrating one event from this section.
This should be done on large illustration paper so that all sections can be combined into one large
storyboard for display. Place the drawings in chronological order for display, beginning with chapter ten. A
caption may be included if necessary.
5. Have students interview a school administrator regarding school laws about parent visitation and pickup
rights. Can anyone come on a campus, pick up a child, and remove him/her from the school? What school
laws protect students, and what laws guarantee rights to parents? How are these laws enforced at the
students’ school?
6. Have students complete the Guided Response Chart (Teacher Support Section, page 29). Guide
students through the process of responding to these questions.
7. Have students assume the role of Melissa and write each character a letter. What thoughts would Melissa
share with each one?
17
Summary
Melissa wants the job at Graphic Design Services
and wants to get off welfare. She also wants to
complete all o f her credits fo r graduation. She knows
she must think things through carefully, not act on
impulse as she did when she left the shelter and went
back to Rudy.
It is difficult for Cheyenne to be in a small apart
ment with no yard, no real play space, and no toys,
but Melissa, her mom, and Teresa, do what they can
to make things work smoothly. Together they also
piece a businesslike outfit together fo r Melissa to
wear to her job interview.
When Melissa and Cheyenne arrive at Sojourner
High School to meet Mr. Raley and Jerry on the day
o f the interview, Rudy is parked across the street,
waiting. When he spots Melissa and Cheyenne, he
comes after them, grabbing Melissa and demanding
they get in the car. A fight ensues in which Rudy
attacks Jerry and the security guard, and is then
arrested.
It is after three in the morning when Melissa,
working in the bathroom, finishes her English
assignment and journal. Melissa thinks o f bad and
good times with Rudy, remembers that she could be
dead, like Daphne. She thinks o f Cheyenne and the
beautiful grounds at Graphic Design Services.
“Lean toward the good,” she tells herself.
A t the picnic, Melissa and her mother talk openly
and honestly in a way they’ve never done before.
Finally, tentatively, they begin to form a relationship.
Melissa completes her classes fo r graduation, but
chooses not to participate in the ceremony, knowing
that if Rudy were to come looking fo r her again, that
would be the time. She and Jerry both get jobs at
Graphic Design Services.
It is difficult fo r Melissa, working full time and
being a good mom, but she tries hard to keep every
thing in balance, and she loves the independence that
comes with having a real job. She still misses the nice
Rudy, but now knows she could never have a life with
him. She thinks she may join a support group to help
her stay strong.
She and her mother and Teresa are looking fo r a
three bedroom place, a possibility fo r them since
Melissa is now contributing money fo r rent. Melissa
knows her problems are not over— she will have to
testify at Rudy’s hearing, and there may be a custody
fight down the road. Her relationship with her
mother is much better, but it’s still not known w h eth er
her mother will overcome the cancer or not. But, with
Cheyenne’s help, they keep moving toward “where
the air is sweet.”
• Vocabulary
amber
petty
flattery
accessorize
rehab
poacher
racism
stereotype
trembly
whiff
predictability
crouch
Before Reading
• Getting Started
1. Ask students to bring in a magazine or news article that relates to domestic violence. Have students share,
in small groups, their information with one another. Post articles on a classroom bulletin board.
2. Brainstorm possible endings for this novel. Will Melissa complete her graduation requirements? If so,
how? If not, what will stand in her way? What will her living conditions be as far as where she’s living,
with whom she’s living, etc.? Who will be important in her day to day life, and in what way will they be
important? What difficulties will continue to be a part of her life? Where will she find emotional support?
3. Ask students what role Rudy might have in this last section of the novel. Record student responses on a
large piece of chart paper and post in the room. Students may want to modify their predictions as the novel
progresses.
18
During Reading
Study Questions (For discussion or individual work)
1. What kind of work does Melissa’s mother find and why is it important for her to have the flexible
schedule?
2. What does Melissa do to help her gain a sense of independence and confidence?
3. Why is I Know Why the Caged Bird Sings an important book to Melissa? What does she feel she gains
from reading it?
4. What significant changes has Melissa seen in her life during the past six months?
Place the letter of the appropriate definition in the blank next to each word.
1.
trembly
a. arising from differences in various races
2.
crouch
b. brownish-yellow fossil resin used for jewelry
3.
flattery
c. restore to good health or a useful life
4.
petty
d. shaking involuntarily, from fright or anxiety
5.
whiff
e. conforming to a certain standard or impression,
often through race or gender
6.
amber
f. a gentle gust of air or wind
7.
poacher
g. to add to or furnish with accessories
8.
stereotype
h. to stoop with bent knees
9.
racism
i. happening in a patterned, or known way
10.
predictability
j. excessive or insincere praise
11.
accessorize
k. small or unimportant, narrow-minded
12.
rehab
1. one who hunts or fishes illegally
After Reading
Write a short response to the following questions. Please answer in complete sentences.
1. Teresa tells Melissa, “I stay away from the other end [of the lake].” Why?
2. At night, when everyone else is asleep, why does Melissa go to the bathroom to read and write?
3. Why do the police arrest Rudy?
4. What’s the name of the company where Melissa and Jerry go to interview for a job?
5. What foods should Melissa’s mom eat? What should she avoid?
6. What kind of work does Sean do in the Conservation Corps?
7. Melissa and her mother have a long talk at the park and Melissa asks her mother, “Do you love me?”
What is her mother’s answer?
8. Why does Melissa decide not to go through the graduation ceremony at Hamilton High School?
9. How does Cheyenne react when she sees someone who reminds her of Rudy?
10. What keeps Melissa moving toward “where the air is sweet”?
20
Extended Activities
1. Have students perform the readers theater for this section.
2. In chapter 19, Melissa asks her mother, “Do you love me?” Her mother answers, “My problem, I think,
was that I loved you too much.” Write an essay discussing the possible meanings of that phrase. What
could it mean to love someone “too much”?
3. At the end of chapter 16 Melissa goes into the bathroom and begins to write in her journal. “I write three,
four, five pages — my troubles, my hopes, in an outpouring that somehow lightens the heaviness in my
heart.” (page 178) Have students write these entries in their own words, perhaps as both the character of
Melissa and also for their personal life. What troubles and hopes might they have for themselves?
4. Melissa has difficulty putting together a wardrobe appropriate for her job interview. Have students design
an ideal wardrobe for themselves, choosing clothes and accessories. What kinds of clothes make them feel
comfortable? What do they wear when they want to dress up? What might they wear to a job interview?
The design could be done in writing or in collage form.
5. At the beginning of chapter 16, Melissa makes a list of things to do. Have the students briefly discuss the
status of this list at the end of the novel. What things did she accomplish and what did not get done?
6. Ask students to brainstorm questions Melissa should be able to answer during her job interview. Choose
two students to stage a mock interview for the class. Afterward, encourage students to discuss the inter
view. Would they hire Melissa, based on this interview?
21
BABY HELP
Chapters 16-20
Adapted by David Doty — Limited to classroom use
CAST:
Narrator
Melissa
Teresa
Mom (June)
Narrator:
In chapter 16, Melissa returns to her mother’s home in Los Angeles, where her mom lives with
her friend and co-worker, Teresa. Both Teresa and Melissa’s mother are surprised to see her so
soon.
Teresa:
I thought you were coming on Saturday. We were going to fix a big picnic and take you and
the baby to the park.
Melissa:
W ell. . .
Mom:
We need to talk about that, Teresa.
Narrator:
It sounds like there’s bad news to be delivered. Teresa goes to the couch and sits down beside
Mom.
Teresa:
What is it we have to talk about?
Mom:
Melissa and the baby need a place to stayfor a few weeks. I said we’d work something out, but
that I’d have to talk it over with you . . .
Teresa:
June, you knew I’d be okay with that, didn’t you?
Narrator:
June bursts into tears, something Melissa has never seen her do before.
Teresa:
(Teresa puts her arms around Mom and comforts her, like you would a child.) Shhh. You’re
tired now. Everything will seem easier in the morning. Missy, go into the refrigerator and get the
plastic bottle that’s labeled “Wednesday, #2.” Shake it up real good and pour it into a glass, over
ice, and bring it to your mom. Okay?
Narrator:
From the kitchen, Melissa hears June and Teresa arguing.
Mom:
I’m not hungry, Teresa.
Teresa:
But you need to keep up your strength. You know what the doctor said.
Mom:
I don’t care. I don’t want it.
Narrator:
Melissa returns from the kitchen with the concoction and hands it to her mom.
Teresa:
Just little sips.
Narrator:
It takes Melissa’s mom about an hour to finish her glass of — whatever it is. Teresa helps her
into bed. After a few minutes, Teresa comes back out.
Teresa:
We’ve got more than an hour of daylight. Do you want to walk to the park and let Cheyenne run
around a bit?
22
Narrator:
Teresa and Melissa walk a couple of city blocks, filled mostly with apartment buildings, and
then they see this huge park. Melissa is expecting a little playground place, but this place has a
big lake, with people fishing all around the edges of it, and giant trees that must have been here
forever. They sit on the grass, under the tree, keeping watch over Cheyenne, who edges closer to
a boy who is fishing with a bamboo pole. They get caught up, about Sean, and why Melissa had
to get away from Hamilton Heights, and what it’s like to quit the track after all those years.
Finally, Melissa asks,
Melissa:
How bad is my mom’s cancer?
Teresa:
The doctor says she’s got about a seventy percent chance of beating it if she sticks with the
chemotherapy plus follows the nutritional program.
Melissa:
How long has she known?
Teresa:
The official diagnosis was only three weeks ago, when they did the surgery, but she noticed a
lump probably over a month ago. She had her first chemotherapy session four days ago. Accord
ing to the doctor, by Friday she should be feeling pretty good, and back to normal for the next
week. Then she’ll have another chemo treatment.
Melissa:
How long does she have to do that?
Teresa:
Depends. Maybe four months, maybe a year.
Melissa:
Will she lose her hair?
Teresa:
Probably.
Narrator:
Teresa and Melissa sit quietly for a while, watching Cheyenne, who is now busy gathering
leaves and trying to throw them back onto the trees.
Teresa:
I’m glad you’re here for a while. However this cancer business goes, your mother should get to
know you and Cheyenne.
Melissa:
I guess. I don’t think she’s glad we’re here.
Teresa:
Give her a chance. You may be surprised.
23
Whole Book Activities
Writing/Discussion Possibilities
1. Have the students brainstorm a list of major and minor characters from the novel. Then have them choose
three or four of them and create an ACROSTIC POEM (Teacher Support Section, page 30) using the
various character’s names in the poem. After sharing with the class, students can create a bulletin board in
the classroom featuring their poetry.
2. The same list of character names can be used for the students to write a character analysis. Character
motivation, as well as personality traits, should be considered in the essay.
3. Students who have read other titles in the Hamilton High School series can create a COMPARISON/
CONTRAST CHART (Teacher Support Section, page 31) listing the similar and different traits of the
two books. After completing the chart, students should use the information to complete a comparison/
contrast essay.
4. Have students rank in order the novel’s characters in terms of their support for Melissa. Which character
would be #1 in terms of how much s/he helped Melissa in her struggle? Who offered the least help?
5. Students can create a title for each individual chapter and a brief statement of explanation. How is the title
appropriate to the action and story contained within that chapter?
6. Create an exterior monologue to be given by Melissa, explaining her feelings and frustrations during this
senior year. Remind students that an exterior monologue has a focus audience and is delivered directly to
that audience. It is delivered in first person point of view, and is usually written in the colloquial style of the
speaker. Other characters in the novel can be used for the same assignment.
7. During the novel, Melissa finds herself living in four distinct “family” settings. She lives with Rudy and
his mother, Irma; her mother and friend Teresa; the shelter for battered women; and, for a brief time, with
her friend Leticia. Have students form a definition of “family” and what that means to them individually.
Share these definitions in a small group setting, comparing their ideas. Then, discuss and take notes on how
each of the four settings was a “family.” In that “family” setting, what was the role of each person? As a
final activity, have students discuss how the definition of family has changed in the past years. Students can
develop this discussion activity into an essay or create a mural representing these ideas.
8. Assume that you are a character from the novel other than Melissa. Write an inner monologue in which you
tell Melissa how you feel about her relationship with Rudy. Consider your role as Melissa’s friend or family
during this period of her life. Remember that an inner monologue usually does not have a particular audi
ence, but is more often the random thoughts of the character.
9. Melissa speaks of books as her friends. She uses I Know Why the Caged Bird Sings for her classwork and
also reads Go Ask Alice. Have students make a list of books that influenced them. What is there about the
book that helped them or provided guidance? Individual titles can be compiled into a class annotated
bibliography.
10. In your opinion, what does Baby Help say about life? What, if any, lessons have you learned from
Melissa’s experiences? Please explain fully.
24
Art Activities
1. Working in small groups, have students find a section in the novel they would stage in a tableau or “frozen
scene.” Have a leader place the “actors” in the scene, using as many class members as necessary. When the
scene is set, have the leader say “freeze,” after which the characters remain frozen. The leader will tap each
person in the tableau, and that character will tell what s/he, as the character, is thinking or feeling during
this scene. The character stops talking when tapped again by the leader. This strategy allows students to go
beyond the written text and interpret motivation and action.
2. Have students complete a large collage recreating Melissa’s life from the beginning of the novel to her
future plans. Students should spend time planning the collage, keeping Melissa’s life in sequence from left
to right on the paper. Use a variety of media on the collage, including magazine pictures, original drawings,
paint, tom paper, 3-dimensional items. This activity provides a check on understanding the novel and
sequence of action.
3. Students can create a bulletin board illustrating the various points of plot conflict, providing a quote for
each picture.
4. Have students improvise a telephone conversation between themselves and a story character. What might
they say to the character? Would they give any advice, if appropriate to the character? Improvisations
should be read to the whole class.
5. Students can create a soundtrack for the novel by choosing musical selections that illustrate character traits
for any of the following: Melissa, Cheyenne, Rudy, Irma, June, Daphne, Leticia, Teresa, Sean, Jerry, Mr.
Raley, Bergie and Woodsie. Music can be brought into the classroom and played for the whole class.
25
Answer Key -— Chapters 1-5
Study Questions, page 4.
Vocabulary W orksheet, page 4.
1. As she writes her name in a variety of ways,
Melissa fantasizes that if she changes her name
from Melissa Fisher, which has thirteen letters in
it, to Melissa Whitman, with fourteen letters, her
luck will change. She thinks thirteen is an unlucky
number. She thinks “things will be different when
my name changes.”
I-d; 2-h; 3-k; 4-e; 5-j; 6-a; 7-f; 8-1; 9-b; 10-i;
2. Melissa is glad Rudy is not home because she
thinks that means he has been given overtime at
work and they will then have more money. Her
being glad he is not home also foreshadows the
fact that their relationship is really rather unstable
and abusive.
3. It would be illegal to shelter an underage indi
vidual without her parent’s consent; therefore, the
shelter requires the women to be emancipated or of
legal age. Eighteen is considered the legal age for
emancipation, the age when young people are
responsible for their own actions and choices.
4. Melissa does not live at home because when
Cheyenne was bom, Rudy’s mother, Irma, asked
Melissa to move into their house. Melissa’s mother
also agreed to the plan. Also, Melissa’s mother
works for a racetrack circuit and is always on the
move, and Melissa has not had a “home” for many
years. Living with Rudy gives her a sense of
security.
II-g; 12-c
Com prehension C h eck, page 5.
1. Melissa and Rudy have been together for three
years.
2. Anytime her baby needs help she’ll be there, even
if it means risking her own life.
3. Rudy doesn’t want Melissa to have any friends
because he is jealous of them and also wants to
have complete control over Melissa.
4. Rudy gives Melissa a gold bracelet with a heart
charm attached. He promises that he will never
hit her again because he doesn’t want to hurt her.
5. She thinks he should have bought a muffler.
6. Answers will vary.
7. Melissa often has an empty, aching feeling.
(Answers may vary.)
8. The shelter has zero tolerance for drugs and
alcohol.
9. Melissa gives Cheyenne a time out because she
won’t take turns on the slide.
10. Kevin thinks bananas are good for his mother.
Answer Key — Chapters 6-10
1. Cheyenne sees a man she thinks is her dad and
goes running to meet him. When she discovers he
is not her daddy, she says, “Daddy, miss him.”
4. She is behind in her classes and is in danger of not
having enough credits to graduate.
2. Melissa doesn’t feel as abused or battered as the
other women. She feels their life has been more
complicated than hers.
3. Rudy becomes verbally abusive to the office staff
because he doesn’t feel he and Melissa are getting
enough attention. His attitude toward these people
is one of contempt.
Com prehension C heck, page 12.
l-c; 2-d; 3-a; 4-d; 5-b; 6-c; 7-a; 8-c; 9-c; 10-b
l-no; 2-yes; 3-no; 4-yes; 5-yes; 6-no; 7-no;
8-yes; 9-no; 10-yes
26
1. Melissa’s mother is going to be in Los Angeles and
wants to see Melissa and Cheyenne while she is
there.
1-spread sheet; 2-precariously; 3-jaunt; 4-resume;
2. She reveals the fact that Rudy has beaten her and
shows Leticia the bruise on her shin. Leticia offers
to help her if she can.
3. The news of Daphne’s death shocked Melissa and
is the key factor in Melissa seeking shelter at
Leticia’s.
4. Her math teacher at Hamilton High won’t let her
make up missed work in order to finish her math
credits. Mr. Raley at Sojourner High agrees to let
her take his computer math class.
5-array; 6-chemotherapy; 7-shuffle; 8- shin;
9-wrought iron; 10-chomping
Com prehension Check, page 15
1-triple-time; 2-Sojoumer High School; 3-moody;
4-magazine rack; 5-talk; 6-Irma; 7-give up;
8-banana; 9-truth; 10-cancer
1. Melissa’s mother gets a job at the convention
center with flexible hours so she can continue her
chemotherapy treatment for her cancer.
2. Melissa interviews for a job at Graphic Design
Services in the payroll department and gets the job.
The work and earning her own money help her
become independent and strong.
3. Melissa admires the personal strength of Maya
Angelou. Through reading the book, Melissa
understands that it is possible to have a good life
even though horrible things may happen to a
person in their early life.
4. Melissa gets a job, gains an understanding with her
mother, enjoys having friends she can talk with,
and is happy that her life is not filled with anger
and hurt or “hands full of meanness and trouble.”
I-d; 2-h; 3-j; 4-k; 5-f; 6-b; 7-1; 8-e; 9-a; 10-i;
II-g; 12-c
Com prehension C heck, page 19.
1. Teresa stays away from one end of the lake
because that’s where the druggies hang out. They
leave needles laying around.
2. Melissa studies in the bathroom because she
doesn’t want to disturb the others.
3. Rudy is arrested because of his attack on Melissa,
Jerry, and the school security guard.
4. They interview for a job with Graphic Design
Services.
5. Melissa’s mom should eat fruits, vegetables and
fish. She should avoid meat and fats.
6. Sean helps repair trails, clear fallen trees and
branches, and maintain campsites.
7. Melissa’s mom tells her, “My problem, I think,
was that I loved you too much.”
8. Melissa is afraid Rudy will come looking for her
during the graduation.
9. Cheyenne gets worried and says, “Daddy ’care
me.”
10. “Baby help,” then “Cheyenne help” keeps
Melissa moving in the right direction.
27
TEACHER SUPPORT SECTION
QuickWrite Instructions
QuickW rite is a technique that is best used to solidify an impression or thoughts about a subject
and can provide insight into one’s own thinking. It works only spontaneously and without looking
back.
Students write without planning or forethought for a given period o f tim e. Begin with 2-3 minute
QuickW rites and gradually increase the tim e as students get used to this method. A tim er helps.
Students write anything they can think o f concerning the topic— w hatever com es to mind. If they
reach a stopping point, repeat the last word written until something new com es to mind. Do not
worry about mechanics, punctuation, spelling, or grammar. Just write.
Guidelines for Adapting Material for Readers Theater
1. Keep it short! Each page o f double-spaced type takes approxim ately 2 minutes total to read. In
the early stages, plan on only 4-6 minutes o f script time. As students becom e m ore proficient they
can make the script longer.
2. Read the original text carefully and note all the characters that will be needed.
3. If there are long passages of narration between the original dialogue, decide if the narration can be
rewritten into dialogue. Sometimes, a character’s inner thoughts can be changed from third person
to first person dialogue. For exam ple, “He thought that he should be som ew here else, but w asn’t
quite certain just where. Still the thought bothered him .” Change this into the character saying, “I
thought I should be somewhere else, and that thought kept bothering m e.”
4. Edit the original text to get rid of redundancies, nam e tags (he said, she said), etc.
5. Prepare a semi-final script. Put the names o f the characters in the left hand margin. Use a code
letter to abbreviate longer names. Use the scripts in this packet as a guideline for correct format.
6. Print and proofread the first draft o f the script. H ave students read it aloud, noting any
discrepancies and adding or deleting as necessary.
7. Print enough copies for actors, director, and stage personnel.
8. Use a yellow highlighter or other device for identifying roles o f various characters. This helps the
actors keep their place while reading. Actors should not clutter their script with directions. It
makes the script look confusing.
9. Rehearse until the students feel they and their script are ready for presentation.
28
Date__________________
Name
Character Quality Chart
Use the Character Quality Chart to show changes in the character as the story develops.
Character/Story
Character Trait #1:
__________________________
Supporting Evidence from Story:
Character Trait #2:
Character Trait #3:
Character Trait #4:
29
30
Acrostic Poem
The acrostic poem is a form in which the first letters of the line read downward, forming a name, word, or
even a sentence. Beginning writers will find the single word acrostic easy and will be able to expand their
acrostics with practice.
• Example
Tired
Marvelous
Severely
Overworked
Able
Opinionated
Masculine
Young
Until
Love
Acrostics are easy to write. First, place the word or phrase vertically on the lines and then go back and fill
in the lines with as many words as desired. Start first with the student using his/her own name and then
expanding to a character’s name or concepts and themes. Variations on the basic acrostic include requiring
students to use the author’s original words in describing the character. This takes practice, but provides good
agility with vocabulary.
It is interesting to note that the acrostic form can be traced to the ancient Greeks, and is also found in
Hebrew and Latin literature. Some of the Biblical Psalms, written in Hebrew, formed acrostics.
Edgar Allan Poe used the acrostic form in “A Valentine,” using the first letter of his lover’s name as the
first letter of the first line, the second letter of her name as the second letter of the second line, etc., so that her
name formed a diagonal from the top left to the bottom right comer of the poem, on to the end of the poem.
This form is extremely difficult, but provides a good challenge for students.
C O M P A R E AND C O N T R A S T
Titles
Setting
Time
Period
Conflicts
Resolution
Development
o f Main
C haracter
Challenges:
31
32
Additional Activities
For additional activities to help you help your students read with more effectiveness, more understanding,
and more joy, see the Teacher Support Section of the True-to-Life Series from Hamilton High Teaching
Guide, also developed by Marilyn Reynolds and David Doty. This guide covers four of Marilyn Reynolds’
novels: Detour fo r Emmy, Too Soon fo r Jeff, Telling, and Beyond Dreams.
The Teacher Support Section of this Teaching Guide includes, in addition to the activities described here
on pages 27-31, the following:
Double-Entry Journal Instructions and Worksheet
• Rate of Rising Action Sheet
Hot Seat Directions
■Problem-Solving Chart
Compare and Contrast Chart — VENN DIAGRAM
■The Mandala
Storyboard
■Character Change Chart — From Beginning to End
Found Poetry Worksheet
■Character Quality Chart
12-Line Poem
■Story Events Chart
If your students enjoy Baby Help, they would probably like the other titles in the True-to-Life Series
from Hamilton High:
In Detour fo r Emmy, Emmy is fifteen and in love,
In But What About Me? Erica pours more and
happier than she’s ever been. She and Art have plans more of her heart and soul into helping boyfriend
for college and a future together. “I love you, Em. I ’d Danny get his life back on track. But the more she
never do anything to hurt you,” he said. Then Emmy
tries to help him, the more she loses sight of her own
finds herself alone, scared, and in pain in a hospital
dreams. It takes a tragic turn of events to show Erica
delivery room. “What happened to my life?” she
that she can’t “save” Danny, and that she is losing
wonders. “What next?” Selected by ALA for its 1994 herself in the process of trying.
list of Best Books for Young Adults. More important,
Telling is the story of 12-year-old Cassie. When
teachers tell us they can’t keep Detour fo r Emmy on
she
is accosted and fondled by the father of the
the shelf. “Wonderful book — engrossing, readable,
children for whom she babysits, she feels dirty and
believable. Message comes through loud and clear,
confused. Is what he’s doing wrong, and if so, why
but doesn’t get in the way of what is first and fore
does she have some pleasurable feelings? Dare she
most a whopping good story.” Patty Campbell,
tell her parents?
columnist, H orn Book.
Too Soon fo r Jeff is the story of Jeff Browning, a
senior at Hamilton High School, a nationally ranked
debater, and reluctant father of Christy Calderon’s
unborn baby. Unanimously selected by the American
Library Association for its Best Books for Young
Adults, and an ABC TV After School Special. “. . . a
thoughtful book for both young men and young
women.” Booklist.
Beyond Dreams contains six short stories dealing
with situations faced by teenagers — drinking and
driving, racism, school failure, abortion, partner
abuse. Realistic, gripping, thought-provoking stories
that keep teens reading and asking for more. “Young
adults will identify with the characters and their
problems . . . Once they get started, they probably
won’t stop at one.” Booklist.
Reading/Language Arts Special: 9 novels, 6 Teacher’s Guides, and
1 copy I W on’t R ead andY ou C an’t M ake M e. Paper, $133.00
For more information and a free catalog, contact Morning Glory Press,
6595 San Haroldo Way, Buena Park, CA 90620-3748 ’
714/828-1998 I FAX 714/828-2049 I TOLL FREE 888-612-8254

Baby Help - New Wind Publishing

Transcription

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