Together—Book Talk for Kids and Parents
Sample Book-based Discussion Questions and Activities
Theme: Courage
The Story of Ruby Bridges by Robert Coles
 What word do you think best describes Ruby Bridges? [adjectives like brave, alone, etc.]
 If we think of Ruby's last name as a verb, what does Ruby “bridge” (or bring together) in this
story? How does she do it?
 This book is classified as a biography—a true story about someone's life experience. What
details about Ruby's life does Robert Coles include? What would you like to know more about?
 An epigraph is the part of a book that establishes a theme for the story that follows. Often,
epigraphs are quotations. In Robert Coles' story, Ruby's mother is quoted. She suggests that we
can “become” someone who changes history—we aren't born leaders. Why do you think the
author chose this quotation to begin this story?
 In the epigraph, Ruby's mother says that Ruby led everyone away from hate, and towards
knowing each other. Do respect and understanding come from knowledge? How else can we
be 'led away from hate'?
 Ruby Bridges becomes “part of history.” How much choice do you think she had?
 Which characters in this story are courageous “leaders”? (the judge, the federal government,
Ruby, Mrs. Henry?) What are the qualities of courageous leaders?
 Is Ruby Bridges a hero? Is a hero the same as a leader? What are the similarities and
differences?
 Think about the relationship between Ruby and Mrs. Henry. What role is Mrs. Henry given in
the story? Is she a hero?
 What are the conflicts that Ruby faces? [racism, economics, isolation, protesters] How does she
overcome adversity? [her family, her teacher, religion]
 The theme this week and next is courage. Ruby finds courage through religious beliefs and
through prayer. Where do you draw your strength from?
 Many of the illustrations in “The Story of Ruby Bridges” depict crowds – Ruby shares a bed with
her younger siblings, the church is full, the protesters gather outside of her school, and there are
a number of people in the courtroom. Why do you think “crowds” are important in this story?
[e.g., contrasts with Ruby being alone]
 Do you think Ruby's experience would have been easier if she was assigned to attend
McDonogh 19 with the other three black girls?
 The author pays a lot of attention to the protesters who picket outside of the school. Have you
ever seen a protest? What for? Is Ruby's decision to go to William Frantz also a form of protest?
Against what?
 During her first year at school, Ruby is alone in the class with her teacher. How do you think she
felt being separated from other children? How do you think she felt being the only black
student at her school?
 Ruby faces the challenge of being “a credit to her own people and a credit to all the American
people.” Is this an appropriate responsibility for a child to take on? Have you ever been asked
to represent a particular group? How did you feel?
 Ruby hardly speaks in the book. Why?
 How do you think the author defines courage?
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Shiloh by Phyllis Reynolds Naylor
 What can we learn about a character by the way they speak? [the narrative voice, geography,
class, age, education, culture, etc.]
 Is Marty courageous on page 15, when his father takes him to Judd's house to return the dog?
(Look at passage.) How would you describe Marty's character here?
 Is it ever courageous to tell a lie? [Marty and the chocolate rabbit, Marty and Shiloh; pp. 46-47]
What is the difference between a secret and a lie?
 Is it courageous of Marty to break the household rule of “no pets allowed?” Under what
circumstances is it courageous to break rules? Is it courageous of Marty to break the law?
 One of the tensions in this book is the difference between the rights of the community and the
rights of the individual. “Wonder if Dad wouldn't never tell on Judd no matter what he done. Bet
he would. There's got to be times that what one person does is everybody's business” (pg. 126).
What sort of things should be everyone's business? What sort of things should be kept private?
 "A lie don't seem a lie anymore when it's meant to save a dog," Marty says in Shiloh, “and right
and wrong's all mixed up in my head” (pg. 61). Does what is right and what is wrong ever get
mixed up in your head? Why do good people sometimes disagree about what’s right and what’s
wrong?
 Have you ever been in a situation like the one Marty finds himself in? What was it and what did
you do?
 What role does David Howard play in the story? [his size, his pet crab, Marty’s lies]
 How would you have liked the story to end?
 Questions on additional themes:
o Justice. One of the distinctions the book makes is between rules and laws. What is a
rule? What is a law? What are some examples of each that come up in the book? Is it
better to break a rule than a law? What are the consequences?
 Examples of Rules: don't talk back to adults (pg. 115); help others when they are
in need (food in the mailboxes); no pets; no wet clothes because of Grandma's
death; eat all of your food; don't keep secrets.
 Examples of Laws: Ownership (of dogs); hunting; stealing (Judd at the cash
register); "What kind of law is it... that lets a man mistreat his dog?" (pg. 74)
o Ownership. When Marty first sees Shiloh, he says, “He's got an old, worn-out collar on,
probably older than he is. Bet it belonged to another dog before him” (pg. 4). What
does this passage tell us about ownership? [e.g., foreshadowing “second-hand”
ownership of Shiloh)
o Choice. Last time we talked about whether or not Ruby Bridges had any choice other
than to be courageous. In “Shiloh,” Marty discusses his choice to hide the dog. He
thinks his only options are to keep Shiloh a secret or return him to Judd. Does Marty
have any other choices? [changing the law?]
o Property. One of the questions that this book raises is whether domestic animals should
be treated strictly as property, or if pets have rights. How do we determine what rights
animals should have? Who determines this?
o Secrecy. Marty says “a secret's just too big for a little kid” in relation to his sister Becky
(pg. 94). Is anyone big enough for a secret? What kind of personality or characteristics
do you need to have to keep a secret?
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Martin’s Big Words by Doreen Rappaport
 The author begins Martin’s Big Words with the phrase “You are as good as anyone.” Why do
you think she begins that way? What message is she trying to send out to the readers of her
book?
 Look at the illustrations. How does the illustrator uses symbolism?
o Why is the collage of the flag multicolored?
o Why are only men marching with Dr. King in the picture? Why does the button say
“Men...”? What is the baby blue flag?
o What does the writing on the bus panels say? What does it mean?
o Why does the illustrator include gavels in the stained glass?
 When does a word become an idea?
 What are your “big words”?
 We often think of courage as one act that takes place in a short time, like facing an enemy on a
battlefield. Do you think it’s easier to be courageous through one sudden act, or over a long
period of time?
 What is the difference between Martin's mom saying, “You are as good as everyone,” and
Martin saying, “Everyone can be great”?
 Are there acts of courage like Dr. King’s going on today? Do you know of any groups, like the
people of Montgomery, who are showing courage against something?
 Do you think words are enough to fight injustice?
 Do you agree with Dr. King that it is better and more courageous to fight with love and
nonviolence than with “fists”?
 Is it ever all right to break the law?
 Can you think of any of the characters in the books we’ve read who broke a law?
 The words Dr. King heard as a boy helped him be courageous. Have words ever given you
courage?
 Unlike other books you might have read, in this book we see an overview of Dr. King's whole life.
Why does the author do this?
 Does this book show freedom? Does this book show courage? Which is more important in this
story, courage or freedom?
Skellig by David Almond
 What genre or type of story do you think this book is? Were you surprised when you began it?
 Why do you think Skellig is living in Michael’s garage? How did he come to be there? What
does the story not tell us about him?
 What is Skellig? Why do you think that the author chose to make him in this image?
 Why is Skellig so important to Michael?
 How does Michael feel about Mina? How is she different from his other friends at school
(Leakey and Coot)?
 Why doesn’t Michael go to school? What happens when he goes back (chap. 33, pg. 126)?
 Much of this story is about death (dead bluebottles in the garage, Dr. Death, Ernie Myers’s
death in the first chapter). Why do you think that is and what part does it play in the story?
 Skellig goes to see Joy in the hospital before her surgery. What part does he play in her
recovery?
 What are some of the conflicts that Michael experiences as the book progresses?
 Skellig shows some of the negative aspects of school. Why? What kind of role does school play
in this story?
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There are a lot of different kinds of courage in this book. Who is courageous and in what ways?
What other themes does this story deal with? [freedom]
Is Skellig free?
Michael and Martin Luther King are courageous is different ways and in very different situations.
What kind of courage does each of them have?
Many thanks to Pilot facilitators from Queens, Oneida, Schenectady, and Kinderhook for sharing their
insightful and thought-provoking questions and activities with us.
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