Suzanne LaFleur
Yearling
2009
Contemporary Realistic Fiction
Aubrey is an 11-year-old dealing with issues no one should ever have to face. Her father and sister were killed in a car accident. Her mother can’t deal with the grief and leaves.
Aubrey’s grandmother discovers her living on her own and takes her to Vermont to raise her.
Aubrey deals with the emotional scars left by the deaths and abandonment through the wonderful friendship she develops with the girl next door and her loving grandmother.
Aubrey lives with her mother, father and younger sister. Life is good, until she sadly loses her father and sister in a car crash. Her mother is so devastated with guilt and sadness that she just . . . leaves. Leaves Aubrey alone. How will she survive? Who will take care of her and help her deal with her own sadness? Find out in this touching story about finding love and happiness after a tragedy.
http://www.suzannelafleur.com/
Eight Keys
: p. 4 disguise p. 9 strewn, waltzes p. 12 temple p. 16 rummaged p. 17 pigsty, visor p. 18 hazy p. 20 numbified, zucchini p. 22 cicadas p. 23 banquet; sieges p. 24 cellophane p. 32 Montpelier, croissant p. 37 nauseous p. 38 wrench p. 40 hurtle p. 49 gnarled, hoisted p. 53 oppressive p. 54 slunk p. 55 scavenged
Revised 03/07/08

p. 59 Fluffernutter p. 61 magenta p. 65 gestured p. 66 neglected p. 78 mopey p. 94 splunk p. 103 opposing p. 108 consented p. 110 swimmy p. 116 manageable p. 124 ushered p. 126 utter p. 129 pronouncement p. 131 puncturing p. 136 timid p. 137 veer p. 143 lingering p. 150 bibliography p. 155 scowled p. 167 gnawing p. 172 partially p. 173 trudgy p. 182 solemn p. 183 vigil p. 189 afghan p. 190 staticky p. 191 radiators p. 194 livid p. 195 pried p. 196 numbly p. 210 gauzy p. 213 content p. 239 anthologies
1. Explain why Aubrey finds herself alone in the beginning of this book. Why didn’t Aubrey call someone in the family to let them know her mother was gone?
2. Explain who Jilly is. Why do think Aubrey writes to her? Why does she stop writing to her? Do you feel she is an important character?
3. Would you be (strong/brave/courageous) enough to take care of yourself? How would you survive alone?
4. Aubrey expressed her feelings and worked through grief by talking and writing. How do you deal with really tough situations?
Revised 03/07/08

5. How do you think Aubrey feels when she finds out she has to move to Vermont with Gram?
6. Why do you think Aubrey placed so much hope on her mother returning on Christmas?
7. How do you feel about Aubrey final decision at the end of the book (her decision about where to live and who to live with)? Do you think she made the right decision? What decision would you have made if you were Aubrey?
:
1. Activity: Aubrey’s mom and Gram are very different. They also share some similarities.
Use ReadWriteThink’s Compare and Contrast Map
( http://www.readwritethink.org/classroom-resources/student-interactives/comparecontrast-30066.html
) to organize your thoughts for a similarities-to-differences paper about Aubrey’s mom and Gram.
Core Standards:
4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
2. Activity: Pretend that you have to survive alone in your house for a weekend. Make a list of supplies you would need and explain why you would need each item.
Core Standards:
4.W.4, 5.W.4, 6.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.L.1, 5.L.1, 6.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
4.L.2, 5.L.2, 6.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
3. Activity: Love, Aubrey is packed with emotion and deals with some very serious issues.
What would you say is the theme of this book? Write a page explaining your opinion of the theme of the book.
Core Standards:
4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
4. Activity: Write a letter to Aubrey explaining what you admire most about her personality.
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Core Standards:
4.W.3, 5.W.3, 6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, (6.W.3 “relevant”) descriptive details, and clear (6.W.3 “well-structured”) event sequences.
4.L.1, 5.L.1, 6.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
4.L.2, 5.L.2, 6.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
5. Activity: This book includes a lot of descriptions of meals. Gram cooks wonderful meals to help Aubrey heal. Which meals make you feel better? Create a menu plan for one day of “perfect” meals: breakfast, lunch, and dinner. Include recipes, with ingredients and instructions, as well as a short explanation of why you chose that food. How does it make you feel? Does it remind you of something special?
Core Standards:
4.5.1 Write narratives that:
● include ideas, observations, or memories of an event or experience.
● provide a context to allow the reader to imagine the world of the event or experience.
● use concrete sensory details.
5.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate.
6.5.7 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as necessary.
6. Activity: Give a book talk to summarize the book
Core Standards:
5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
7. Activity: Compare and contrast characters within the book (Venn Diagram, reading response, letter to one character from another character, etc.)
Core Standards:
5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
8. Activity: Discussion on the theme of the book (book talk with small group or Guided
Reading group)
Core Standards
5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
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9. Activity: Take on the role of either Bridget, Gram or Aubrey’s Mom. Write a letter to
Aubrey giving your opinion with reasons and details about where Aubrey should live. Be sure to use details from the story.
Core Standards
5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
10. Activity: Discuss book within a small group or Guided Reading setting. Discuss characters, plot, summarize, connections
Core Standard:
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
:
1. Activitiy: Aubrey found comfort in working with tomato plants. Grow some of your own.
Research the best method to grow seeds. Experiment with a variety of soils, lighting, water, fertilizer, etc. Which grew the best? Why?
Indiana Academic Standards
Grade 4 - The Nature of Science
Recognize that the results of repeated experiments may be different and be able to identify possible reasons for the differences. Support findings and conclusions with data from investigations and print resources.
[Standard Indicators: 4.1.1, 4.1.2, 4.2.1, 4.2.4, 4.2.5, 4.2.6]
Grade 6 - The Nature of Science
Formulate a hypothesis that can lead to a fair investigation. Examine different ways in which scientists investigate their hypotheses and draw conclusions from their data.
[Standard Indicators: 6.1.2, 6.1.3, 6.2.1, 6.2.5, 6.2.6, 6.2.7, 6.2.8, 6.5.2, 6.5.4, 6.5.5]
:
1. Activity: Aubrey moves from Virginia to Vermont. Plot the distance, how long it takes to get there by different modes of transportation.
Indiana Academic Standard
4.3.2 Estimate distances between two places on a map, using a scale of miles, and use cardinal* and intermediate directions* when referring to relative location
2. Activity: Learn more info on each of these 2 states: capitals, abbreviations, regions etc.
Identify regions of the United States and explain the advantages and disadvantages of using maps, globes and photographs to locate and describe these regions.
Indiana Academic Standard
5.3.3 Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.
Revised 03/07/08

Courage
Friendship
Patience
Resourcefulness
Perseverance
Caring
Kids Health: When Somebody Dies http://kidshealth.org/kid/feeling/emotion/somedie.html
Kids Health: Depression http://kidshealth.org/kid/feeling/thought/sadness.html
Writing Tips from Suzanne LaFleur http://www.suzannelafleur.com/WritingTips.html
Death of a Parent http://www.livestrong.com/article/13851-death-of-a-parent/
Revised 03/07/08