The Fighting Ground - Amazon Web Services

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CONTENTSI. BEFORE READING

Description of the Story 2About the Author 2About the Illustrator 2-3The Setting: New Jersey 1778 Standards 1,2,7,8 3Tories Standard 7 3Hessians Standards 7 3Johnnycake Standard 7 3-4Anticipation Guide Standards 1,3,7,11 4Word Splash Standards 3,4, 5 5

II. DURING READING

CHAPTER BY CHAPTER 6-24Vocabulary/Context/Definition Standards 3,4Question/Predict/Evaluate Standards 3,6,9,11The Newspaper Connection Standards 1,2,4,5,6,7,11,12

III. AFTER READING

Extending the Story Standards 1-7,11,12 25-26Answers to Question/Predict/Evaluate 27-29National Standards 30

This guide has been prepared and noted according to the Standards for the English LanguageArts, sponsored by the National Council for the Teachers of English and the InternationalReading Association. A list of these standards can be found at the end of this guide.

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Description of the StoryThe Fighting Ground, which takes place during a gripping twenty-four hour period, is a uniquely

moving tale of a young boy's experience as a soldier during the American Revolution. The Horn Book had this to say of the story:“During the American Revolution young Jonathan runs off from his New Jersey farm when the alarm bell sounds. Impetuously joining a handful of patriots and almost staggering under the weight of his flintlock musket, he follows a domineering corporal who has come summoning help. At first he is full of heroic dreams, but these are quickly replaced by fear and panic when the hated Hessians appear and a man next to him is killed. Frightened and alone, Jonathan escapes into unfamiliar woods, where he is eventually captured by three Hessian soldiers. Unable to communicate with them in German, he is yet bound to them in terms of their mutual needs. That he is responsible for their deaths at the end of the book is a moving example of the brutality of war.Jonathan discovers that he is both hero and coward; he also finds that the bullying corporal is capable of sympathy and that the much-feared Hessians are but ordinary men. In an insignificant but violent moment of war, Avi skillfully captures Jonathan’s physical and emotional experiences and convincingly portrays his passage from naïve boy to young man.”

About the AuthorTwenty-five years ago, Avi wrote The Fighting Ground. The book was the recipient of the 1985

Scott O’Dell Award for Historical Fiction. Over the years, Avi has garnered other honors including the 2003 Newbery Medial, two Newbery Honors, the Horn Book Award, the Christopher Award andmany state awards. Avi—a name given to him by his twin sister—was born in New York City in 1937. Raised in a home

with a family history of authorship and books, newspapers were a major part of his early life, just as they are today. It was his childhood reading of serialized stories in New York newspapers that gave him the desire to revitalize the tradition. Though he struggled with writing in school, by the time he left high school, Avi had decided to become a writer. In 1970, his first book was published and since then he has published—in the United States and around the world—more than fifty-five books for young people. Avi is known for his wide stylistic range and prolific literary skills. Avi’s website canbe found at: http://avi-writer.com

About the Illustrator“During my senior year in high school, I applied to four art colleges in New York City. Only Pratt

Institute accepted me, so I left East Northport for Brooklyn. I've always loved New York City. Sometimes it exhilarates me; other times I find it fiercely depressing. But it always affects me. I expect the same from paintings, movies, and music. I don't have to like what I see or hear, but I want to be affected.”“I hope to do the same in the picture books I write and paint: to leave the reader with something to think about. When I illustrate another writer's text, I want to extend the words by adding new ideas into the art. My pictures stray from the words but not from the story. I enjoy illustrating stories that are ethereal, airy, and emotional, not locked into a specific time and place. I think an illustrator also needs to recognize what not to paint. Some lines of text are so poetic and perfectly descriptive that a picture would dilute their effect. Metaphors and similes are important things not to illustrate. I don't think we ever need to see someone's "heart beating like a hammer." “In several books, I placed the title and credits after the story began, a format I always find very

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http://avi-writer.com

appealing in movies. However, I only do it when it feels right for the story. an idea can become a gimmick if used at the wrong time. Most people I meet in schools, libraries and bookstores are excited to see a new format. A few people have told me that they find it confusing. I'm just glad I affected them.” Courtesy of Breakfast Serials, Inc.

The Setting: New Jersey, The Crossroads of the American Revolution

The Fighting Ground takes place over a 24 hourperiod in New Jersey on April 3 and 4, 1778 . New Jersey was in a key geographical position located between the Continental Congress in Philadelphia, Pennsylvania and the British command center located in New York City. New Jersey wasat the center of the new nation and was heavilyinvolved in the fighting from 1775 until 1783. Calledthe Crossroads of the American Revolution, NewJersey had more military engagements than any other state during the war as troops moved through-out the state. George Washington and his troops inthe Continental Army spent almost half of the Revolution in New Jersey.

Tories Chapter 1During the American Revolution, Tories, also called Loyalists, favored the British and remained loyal to King George. In Chapter 1, Jonathan calls them “spies and turncoats.” Historians estimate that about 40-50% of the colonists strongly supported the rebellion while 15-20% of the population in the 13 colonies remained loyal. The remaining 35-40% tried to remain neutral.

Hessian Soldiers Chapter 1Over the course of the war, Great Britain hired about 30,000 soldiers from German princes for the sum of $150,000. These professional soldiers were in general called Hessians because many came from theHesse-Kassel area of Germany. Of these 30,000 it is estimated thatapproximately 12,500 did not return with 7700 dead and 4800 who remained in America.

Johnnycake Chapter 15

Johnnycake is a cornbread usually cooked pancake-style on a griddle. It

was a popular American pioneer staple food also called journey cakes because they held up well when traveling. Here is a recipe to make and share.

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Anticipation GuideAn anticipation guide is a list of generalizations that connect to the theme of the selection. This guide activates priorknowledge. It encourages students to make personal connections to the text and to be active readers as they approachthe text for the first time. Students can revisit their opinions at any time throughout the story and these opinions provide good discussion material.

Directions: Read each statement and check Agree in the blank if you believe the statement and could support it or put Disagree in the blank if you do not believe the statement and could not support it. After you finish reading the selection, revisit the statements. Have you changed your thinking on any item? Now decide how a character in the story would react to each statement.

Agree Disagree1. I always listen to my parents. ____ ____2. Father knows best. ____ ____3. Youth is more important than experience. ____ ____4. The differences between right and wrong are very clear. ____ ____ 5. All is fair in war. ____ ____6. I don’t want to grow up too fast. ____ ____7. War accomplishes nothing. ____ ____8. I learn best from other’s advice. ____ ____9. Soldiers must do what they are told. ____ ____10. Children should do what they are told. ____ ____11. The innocent suffer more than the guilty. ____ ____12. I want to be treated as an adult. ____ ____13. I learn best from experience. ____ ____14. Wisdom only comes through experience. ____ ____15. War makes no sense. ____ ____16. Children can only learn by making mistakes. ____ ____17. War is a necessary evil. ____ ____18. Without war there is no peace. ____ ____

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RECIPE FOR OLD FASHIONED JOHNNY CAKES

1 egg2 c. white or yellow cornmeal1 tsp. salt1 1/4 to 1 1/2 c. milk

Beat 1 egg. Stir in 2 cups white or yellow corn meal, 1 teaspoon salt, 1 1/4 to 1 1/2 cups milk (to make batter thick). Drop spoonfuls of batter onto a well-greased hot griddle and fry to a golden brown on each side. Stir batter occasionally to keep well mixed. Serve hot with butter. Makes 12 Johnny cakes.

Word Splash for Chapter 1 Objectives: Assess prior knowledge Provide motivation for reading

Decipher vocabulary Set a clear purpose for reading Allow for a variety of modes of learning

Steps:1. Select 7-10 meaningful words or phrases from the reading selection. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.2. Give each student a sheet and ask him/her to spend a little time thinking about what kind of story or article couldinclude all of these words or phrases.3. Ask students to form small groups of 3-5 (or you can assign them to groups). In their groups, they should decide what the story will be about. They should also create a narrative/explanation that will include all the words or phrases.4. Ask each group to share their narrative or explanation. As they listen, students should look for common elements.5. Ask students to list the common elements they heard on the board (or you could list them if students have trouble doing this.)6. Individually, students now read the selection.7. In small groups or as a whole class, discuss the similarities and differences between the narratives they constructed prior to reading the story and the actual story. It is very important to discuss the reasons for the differences. This discussion can highlight the number of possible approaches authors have available to them when deciding to write about a particular subject. Students’ constructions may be perfectly logical without being exactly the same as the story or explanation the author constructed.An advanced step: Once students have done a few of these word splashes, they could independently prepare them for themselves or each other. They should skim an article or story, selecting seven to ten words and phrases. If working independently, they could write those down in a log and then construct a story using them. If working in groups, they could prepare a word splash sheet for someone else to use before reading a selection.

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WORD SPLASH

Jonathan ddaayyddrreeaammiinngg aabboouutt bbeeiinngg aa ssoollddiieerr

{{ttààxxww ggÉÉÜÜ||xxáá ccaallll mmeenn ttoo aarrmmss

HHeessssiiaannss DO IT! ffaatthheerr,, lliimmppeedd aass hhee wwoorrkkeedd

ttaakkiinngg uupp aa gguunn tthhee ssoouunndd ooff tthhee bbeellll

hhee wwaass tthhiirrtteeeenn GGoo aanndd ffiigghhtt!!

Question/Predict/Evaluate

1. Why do you think Jonathan’s father “put him off” when Jonathan wants to join a regiment?2. What are Jonathan’s father’s experiences of war? What are Jonathan’s dreams of war?3. What is the importance of the bell? 4. What did Jonathan’s father mean when he said, “We must all be soldiers now”?5. Do you think the picture of war that Jonathan has in his head is an accurate one? Why are his view and his father’s so different?

6. Is Jonathan going against his parents’ wishes if he heads to the tavern? What are his father’s exact words? His mother’s?

7. At 13, how could Jonathan be of use during a war?8. Pull out of this chapter, the one sentence or phrase that you think is the most important. Explain.

The Newspaper Connection

1. Determining what is important when you read is a critical reading skill. Question 8 aboveasks you to find the one phrase or sentence in this chapter that you think is most important.Now choose a news story and practice your skills. With a partner read the same news article. Then separately highlight the word, phrase, or sentence that captures the most important idea.

2. Compare/contrast with your partner your ideas. Discuss and come to a consensus on what isimportant. 6

Vocabulary/Definition/Content

tyrannicaladj. unjustly cruel, harsh, or severe; absolute rule mercenaryadj. a professional soldier hired to serve in a foreign army“He’d heard his father...talk about the tyrannical British; their cruel mercenary allies...the Hessians and the hated Tories.”

tavern n. a public house for travelers, inn“The bell, at the tavern a mile and a half away...”

flintlock musket n. a muzzle loader that had a flintlock type of gunlock; the flint makes a spark that ignites the charge “...his father’s flintlock musket leaned against a stump.”

cartridge n. a cylindrical case of pasteboard, metal, or the like, for holding a complete charge of powder.powder horn n. an animal's horn capped at the open end, used to carry gunpowderprimed adj. prepared for firing by inserting a charge of gunpowder “The cartridge box and powder horn were there, the gun primed, ready to be used.”

unveiled adj. revealed, open to being read“...his father’s eyes became unveiled.”

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1. What is the situation at the tavern? Why have the men been called?2. Describe the Corporal. How does he act? What does he see when he “appraises” the men?3. Is Jonathan lying when he tells the tavern keeper his father told him to come?4. Can Jonathan handle the gun? Find something in your home or classroom that weighs 12pounds. How long would you be able to carry this weight?

5. Why does the tavern keeper say “you don’t have to go?” What should Jonathan do?6. What kind of soldier will Jonathan make? What qualities make him a soldier?7. What questions would you like to ask Jonathan?


1. In this chapter the farm men in the area come together at the tolling of a bell to form a smalllocal army to confront a group of Hessians marching on a nearby village. This may be an extreme example of volunteering but it is the way many battles were waged during the Revolutionary War.

2. How does volunteering look in the 21st century? Find opportunities in the newspaper for students to volunteer and work for a cause that could use their assistance. Is there a need in your own school that students could fill?

3. Write up your experiences and send it to the newspaper as encouragement to others. What did you learn from this experience?

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militia n. an army composed of ordinary citizens rather than professional soldiers “The bell was racked to the side of the green where the militiapracticed...”

glowered v. to stare angrily“The Corporal glowered, then drifted toward the men.”

appraisedv. to estimate the value of, to judge worthiness“The Corporal appraised them...”

ramrodn. a rod used to ram the charge into a muzzle-loading firearm “Jonathan studied the gun, from its topmost ramrod to its shiny hammer lock...”

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stomachn. spirit, courage“We can stop them if we’ve stomach.”

furtiveadj. cautious, secretive “‘He saw downcast eyes, furtive and unsure.”

congressn. meeting“While you’re holding your congress, they’re coming closer.”

cowedadj. frightened with threats or a show of force“They seemed cowed.”

ambushv. to attack from a concealed place“We can ambush them from the trees if that’s your pleasure.”


1. What is the goal of the militia that Jonathan is now a part of?2. What is the problem with the numbers the Corporal uses? What are the men feeling?3. What would Jonathan’s father say about what he is doing?4. What does it mean that the Corporal had a reputation for “being over fond of killing?” 5. What has changed in this chapter than causes the men to show fear in their faces? What doesfear do to a person?

6. What questions would you like answered in the next chapter?


1. For readers with little knowledge about guns in history, a picture or diagram of a flintlock musket,a powder horn, or a cartridge would help in visualizing what it looks like.

2. Newspapers are aware of this and often supply diagrams and pictures to aid their readers inunderstanding a text. Find an example of this. How does the diagram or picture help you understand the article? What did you learn from this picture/diagram?

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agitatedadj. excited, disturbedscrutinyn. close and searching look“The woman grew agitated under the scrutiny of the men.”

absorbv. to learn or take in“It took a moment for the woman to absorb the news.”

flasksn. a flat metal or glass bottle for carrying in the pocket“Jonathan noticed a number had brought flasks and were drinking.”

palisadesn. a fence of pales or stakes set firmly in the ground, as for enclosure or defense“To either side trees rose up like palisades.”

monotonouslyadv. tediously repetitious “Steadily, monotonously, the tapping came.”


1. Why do the men laugh at the woman at the well? Why did the man fire his gun into the air? What does this tell you about the men and what they are feeling?

2. What is their plan of attack for the enemy? Do they all agree? Do they trust the Corporal?3. What is happening to Jonathan in this chapter?4. How has Avi used the sounds of war to increase the tension?5. How much time has passed since our story began?6. What do you expect to happen in the next chapter?


1. The Revolutionary War was based on many issues including taxation and representation.Use newspaper stories to identify the three most important issues of the 2008 elections.Rank the three issues from most important to least important. Explain how each issue willaffect the country, your state, and individuals in your community.

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CChhaapptteerr FFiivvee 22::3300 PP..MM.. Vocabulary/Definition/Content

grotesqueadj. distorted and unnatural in shape or size“One man pressed an open hand to his jaw, drawing his fingers across, pulling at his lips, making them grotesque.“

dressv. to make straight; bring (troops) into line “Dress them, you fools!”

daftadj. stupid, foolish, crazy“Are you daft?”

maneuverv. to manipulate into a desired position “...he tried to maneuver the gun upright while holding the torn cartridge so it wouldn’t spill.”

franticadj. desperate, frenzied“Frantic, he snatched it up, hoping no one had seen.”

spellboundadj. having your attention fixated as though by a spell “Jonathan watched, spellbound, as the troops marched into view.”


1. The Corporal shouts orders. How do the men react? What does this show about the men?What does it show about the Corporal?

2. Describe how Jonathan loads his weapon. Estimate how long it took him to do this.3. What exact words does Avi use to describe how Jonathan is feeling and acting?4. Describe the Hessian mercenaries. How do the Hessians affect Jonathan?5. Predict what will happen when these two groups meet.


1. After Chapter 4 articles were selected on the three most important issues of the 2008 election.Now choose one of these issues which interests you the most. Examine all the facts and take a stand on this issue. Explain why you do or do not support the issue.

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CChhaapptteerr SSiixx 22::4433 PP..MM..Vocabulary/Definition/Content

grenadiersn. a soldier who is a member of a special corps orregiment“Them’s grenadiers...See how big they are...Hessian Grenadiers.”

unisonn. a process in which all elements behave in the same way at the same time“The Hessians, red-and-white legs moving in high-stepping, winking unison, had begun to advance again..”

bayonetsn. a blade adapted to fit the muzzle end of a rifle and used as a weapon in close combat “Without missing a step they snapped their bayonetsonto their guns, presenting the glistening blades directly at the Americans.”

hysteria n. excessive or uncontrollable fear “Hysteria welled up inside Jonathan.”

percussionn. impact, blow “The percussion punched him like unseen fists.”


1. Where is Jonathan and what is he doing as the Hessian Grenadiers advance?2. Someone asks “Where’s your Snydertown Committee, Corporal? What does he mean by this?3. Why would the Hessians be so hated by the Americans?4. What is the Americans’ plan of attack?5. What are the thoughts running through Jonathan’s head?6. What happened when “hysteria welled up inside Jonathan”?7. How would you describe this skirmish? How does Avi make his readers feel they are there?


1. The Second Amendment to the Constitution states “A well regulated Militia, being necessary to

the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.”

2. What are the sides in this issue - the right to own and bear arms - over 200 years later? Write your opinion in an editorial.

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sprawlingv. to sit or lie with the body and limbs spread out awkwardly“As he ran from the road he tripped and went sprawling.”

plumen. anything that resembles a feather in shape or lightnessreport n. an explosive noise“Jonathan saw the plume of flame, heard the report.”

posturen. position“Jonathan pushed himself to a sitting posture and looked about wondering where he was.”

smearn. a smudge or a stain“There was a smear of blood on his shoe.”


1. What are the sights and sounds of war in this chapter?2. What is happening to the men in Jonathan’s group?3. Why does Jonathan have trouble with his gun?4. How would the Corporal judge Jonathan’s actions? How does Jonathan judge his actions?How would you judge them?

5. How does Jonathan react when the Hessian soldiers order him to halt?6. Why does he cry? Explain Jonathan’s thought, “Alive, he wished he was dead, but not being dead, he was scared that he might die.”

7. What should Jonathan do when he sees the Hessian soldier not far off?


1. A newspaper serves many roles: to inform, protect, influence, and entertain. What does each of these roles mean? Demonstrate your understanding of these roles by finding stories, photos, and information that would fall under each of these important categories.

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CChhaapptteerr EEiigghhtt 33::4477 PP..MM..Vocabulary/Definition/Content

rivetedv. to hold (the eye, attention, etc.) firmly“He wanted to run, but he remained where he was, his gaze riveted by the Hessian’s height...”

pivotingv. to rotate, revolve or turn“Pivoting on his heels, he looked behind, hoping to find a way to go.”

tentativeadv. uncertain, hesitant“...then (Jonathan) took a tentative step toward the onewho had been speaking to him.”

aloftn. high up“With a cry, he snatched it up, held it aloft.”

mockv. to make fun of“The smile seemed to mock him.”


1. Can you answer Jonathan’s questions: “Were all the others caught? Why did the rest run? Am I the only one alive?”

2. Why does Avi use the German words in his story? Take each line the German soldiers say and make a list of possible translations. Choose one that the majority of students think makes the most sense and is closest to the correct translation.

3. What does Jonathan think they are saying? What does he do in reaction?4. Do the Hessians treat him fairly?5. What are Jonathan’s feelings towards the Hessians? As soldiers, do they have anything in common with each other?

6. Is there any way for Jonathan to escape? Should he even try?


1. Good readers ask questions before, during, and after they read. What questions of your own do you have after reading Chapter 8?

2. With a classmate choose a short news story from today’s paper. See how many questions you can generate before you read the story, while you are reading, and again after you finished the story.

3. Were any of your questions answered as you read? 13

CChhaapptteerr NNiinnee 44::1100PP..MM..Vocabulary/Definition/Content

drenchedadj. soaked“They moved closer to the trees but couldn’t help getting drenched.”

torrentialadj. pouring in abundance“The torrential rains slacked off...”

menacingadj. threatening“The tall one looked menacing because of his giant size and his scar.”

waryadj. watchful, cautious“...it was clear to Jonathan from their cautious looks that they were wary.”


1. As the four of them return to the fighting ground, what remains as evidence of their battle? 2. How do you explain Jonathan’s desire to be cared for?3. How do you think the Hessians are feeling? Of the tall one, the older one, and the younger one,whom would you trust more?

4. If Jonathan and the Hessians could talk to each other, what do you think they would say?5. How do the Hessians treat Jonathan? Are they vicious? Do you think they will hurt him?6. Do you believe Jonathan is a failure?7. Why does Jonathan feel the Hessians may be his only friends?


1. Reporters convey the powerful emotions of a story to their readers through their writingand photo journalists do the same through their photographs. Find a story with anaccompanying photograph that displays strong emotion. Highlight the words that are importantand add to the power of the story. Share with the class.

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plaintiveadj. sorrowful“It was plaintive; a signal of distress.”

anxiousadj. nervous“The soldiers exchanged anxious glances.”

impassiveadj. without emotion“He looked at the young soldier, but he was impassive.”

camaraderien. comrade-ship“The wink made Jonathan grin, and filled him with a sense of camaraderie.”


1. How is it that Jonathan understands some of the things the Hessians say?2. What would it mean if the Corporal was nearby?3. Who/what is making that “plaintive” sound? Where is it coming from?4. Why would Jonathan be afraid of both the Hessians and the Americans? 5. Why would the Hessians make Jonathan walk up front and enter the house first?6. What do they find in the house? in the shed?7. What should Jonathan do now? How will this change things?


1. Choose a candidate in the upcoming elections to follow in the newspaper. Collect all the articles on this candidate for one week. List all the issues that are covered. Next to the issue, write downthe opinions expressed by the candidate on each issue.

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startledadj. frightened, surprised“Seeing Jonathan, he lifted startled eyes...”

sidled v. to move sideways“Jonathan sidled in, angling the door so that if one of the soldiers came out...he would not be able to see in...””

tremulousadj. trembling, fearful“The boy’s eyes were tired, his mouth a soft, tremulous frown.”

cautiouslyadv. guardedly, warily“Cautiously, the boy put out his hand.”


1. What is the condition of the boy? Why is he alone? Why doesn’t he answer Jonathan? 2. Do you think Jonathan should tell the Hessians about the boy? What might happen if he does? 3. What are the soldiers doing while Jonathan is milking the cow? Why don’t they notice the boy?4. What do you think the boy is pointing to?5. Do you think Jonathan expects the Hessians to act as friends or enemies to the boy?6. What questions would you like answered in the next chapter?


1. Jonathan has acted like a young child, like a 13 year old, and like an adult in The Fighting Ground.Give an example of each.

2. Look through any section of the paper including the comics section and find examples of children acting younger than they are, acting their age, and some acting adultlike.

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CChhaapptteerr TTwweellvvee 66::3355 PP..MM..Vocabulary/Definition/Content

immobileadj. unmoving, fixed in place“The boy remained immobile.”

seethingadj. boiling with anger“Seething, Jonathan turned abruptly and grabbed the shovel...”

indifferentadj. not caring“The old soldier’s eyes looked up, then became indifferent.”

muteadj. silent, incapable of speech“Mute, the little boy watched.”

furyn. intense anger“His fury growing, he headed for the house, shovel in hand.”


1. How do the soldiers react to seeing the little boy? What do you think “Mein Gott” means?2. What is the only word the boy seems to respond to?3. What do they find when they follow the boy? What does the boy do when he finds them?4. Do you think the Hessians are responsible? Is the boy able to tell Jonathan who did it? Do youthink the boy understands what has happened to him?

5. Where is Jonathan’s fury coming from? Is he strong enough to bury the bodies?6. What might Jonathan’s fury lead him to do in the next chapter?


1. Telling the difference between fact and opinion is an important reading strategy. Find an opinion piece in the editorial section of the paper. Underline the facts and circle the sentences that contain opinion. In this piece is there enough facts to support the opinions? Do you agreewith what the writer has to say? What questions would you like to ask?

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retchedv. to vomit“Then he swung around and retched.”

agapeadj. wide open“The old soldier’s head was bent against the wall, his chest moving with the rhythm of sleep, his mouth slightly agape.”

peepersn. a creature that makes short, high-pitched sounds, especially a frog. “Jonathan stood up, listening to the night sounds. Peepers.”


1. It is obvious that one of the Hessians is older and tired. Why would he come to America to fight a war that really doesn’t involve him?

2. How does Jonathan get help with the burial? How does the young one help?3. What effect does the burial have on Jonathan, the soldier, and the young boy? 4. How does Jonathan feel about the Hessians in this chapter?5. Do you believe Jonathan could kill the Hessian soldiers? What would you do finding yourselffree?


1. There are few females in this story. Jonathan’s mother is mentioned in Chapter 1, there isa woman at the well, and the boy’s mother is killed outside their log cabin. What were theroles that women played in1778? Did any take a leadership role outside of the home?

2. Use the newspaper to show how roles for women have changed in the last 200+ years. Findexamples of what girls/women can do in the 21st century.

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despair n. a feeling of hopelessness“Despair choked him.”

redeemv. to restore the honor or worth of something“He sought some way out, something to redeem himself.”

vagueadj. uncertain, unclear“He had only a vague sense that he was going in the right direction.”

silhouettesn. outlines“All he could see were the dark, slender silhouettes of trees.”

muffledadj. being or made softer or less loud or clear“Soon Jonathan saw a fire, and heard low, muffled voices.”

Question/Predict/Evaluate1. Is Jonathan a soldier or a boy? What is Jonathan’s duty as a soldier? 2. Just that morning, Jonathan “had been so eager to go to battle, to be a hero, to kill the enemy.”What has changed? Why is he unable to kill the old soldier? What could happen if he did kill the old soldier?

3. What is Jonathan’s plan and how does it involve the Corporal?4. Why did Jonathan take the boy with him? Why is this so hard to do? Would it have been better to take his gun and go for help?

5. Is Jonathan safe at the end of this chapter? What do you predict will happen next?


1. In Chapter 14 Avi uses italics in certain places of the text. What is the purpose of this different print?

2. The newspaper uses a variety of text features to help their readers comprehend better. Find as many of these examples and display on a classroom bulletin board. How does each one helpthe reader navigate the newspaper?

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CChhaapptteerr FFiifftteeeenn 1111::3355 PP..MM.. Vocabulary/Definition/Content

devouredv. to eat greedily“Jonathan took it gratefully, broke off a piece for the boy, then devoured his own portion.”

fatiguen. extreme tiredness“Thankful to be among friends, but not wanting to talk, Jonathan tried to push away his fatigue.”

gaugev. judging“He glanced around the circle to gauge the reaction.”

suspiciousadj. questionable“He studied the Corporal’s face. There was a suspicious look.”

confirmation. n. reassurance, strengthening of the facts“He looked to the Corporal for confirmation.”


1. How do the men and the Corporal react when Jonathan finds them? What do they think of his story?

2. Is Jonathan still ashamed of his actions?3. Jonathan thinks their group was defeated in the morning skirmish. What really happened?4. The Corporal only wants one thing from Jonathan. What does he want?5. Why do you think the boy is trembling when he looks at the Corporal?6. How does the Corporal know where the Hessians are? What is the monstrous idea forming in Jonathan’s mind?

7. Think back to Chapter 3. What was the Corporal’s reputation? What is he capable of doing?


1. Choose a news story and a feature story from the newspaper to compare and contrast. Readthe opening paragraph of the news story and label the who, what, where, why and how of thearticle. Now read the opening lines of the feature story. What information did you find here?How and why is it written differently?

2. What is the purpose of each kind of story? Should a newspaper be just news?3. What part of the newspaper do you enjoy the most? Is it the front page, sports, comics, etc.

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CChhaapptteerr SSiixxtteeeenn 1111::5500PP..MM..


civilianadj. non-military “An enemy in civilian dress is a spy.”

executedv. murdered“Spies, when found, are executed.”

oppositionn. a stand against someone or something“I don’t take an opposition to him.”


1. What has the Corporal done? What are his reasons? Was he justified in what he did?2. In Ch.1 Jonathan thought “Tories got what they deserved.” Would he say the same today?3. Were the Snydertown Committee supportive of the Corporal? Explain.4. What does the French soldier learn when he talks to the boy? 5. What did the French soldier mean when he said one wants the Corporal when there is fighting, but not when the fighting stops?

6. What happens to the boy? What will become of Jonathan? Can he go home?7. Who can Jonathan trust? Who can he believe? Whose side is he on?8. What does the Corporal need Jonathan for? What does the Corporal mean, “It’s time to finish?”


1. There are three different languages spoken in this story: English, French, and German. How does this affect Jonathan and the other characters in The Fighting Ground?

2. There are many languages spoken today in the United States. Find as many examples of languages in your newspaper as you can. Cut them out and display.

3. Do language differences divide a country or bring its people together? Find evidence in the newspaper for your ideas.

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CChhaapptteerr SSeevveenntteeeenn 55::0000 AA..MM..


hasten. swiftness, speed“The Corporal insisted that they move with haste lest the Hessians be gone.”

ransomn. a price paid or demanded“We going to hold them for ransom or exchange?”

numblyadv. incapable of action or of feeling emotion“Jonathan, realizing what he was being asked to do, nodded numbly.”

cockedv. to set the hammer of a firearm in a position to fire“The Corporal cocked the flintlock of his gun.”


1. Is Jonathan with the men of his own free will? What is their goal?2. Could any of the outcomes have been different if they all spoke the same language? Explain.3. What is Jonathan being asked to do? Is this fair? Is war fair?4. If their plan is too risky for the men, why isn’t it too risky for Jonathan?5. What is Jonathan feeling at this moment?6. What if Jonathan refused to cooperate with the Corporal? What could happen?7. The Corporal says “Do what I told you to do and you’ll be safe.” Do you believe him?8. What do you expect to happen next?


1. What does it mean to be an American? Think about how you feel to be a citizen of this country which owes its freedom to the efforts of those who came before us. Use the newspaper to help you define what America means to you. What does America mean to others who are outside of our country?

2. Create a collage or another piece of art that will help you put your ideas together.

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CChhaapptteerr EEiigghhtteeeenn 55::5500 AA..MM..Vocabulary/Definition/Content

volley n. a burst or outpouring of many things at once or in quick succession “A volley of shots smashed up against the wood house like beating hammers.”

stupefactionn. overwhelming amazement“They stood in the middle of the room, guns in their hands, looks of utter stupefaction on their faces.”

writhed v. to twist as in pain or struggle“Jonathan, gasping for breath, writhed and clawed at the Hessian’s arm...”

spasmodicallyadv. with spasms, with spurts and fits “Jonathan twitched spasmodically.”

exposedadj. left without shelter or protection“The Hessians, now unshielded and completely exposed, stood frozen, then seemed to tumble forward.”


1. What does Jonathan find when he enters the cabin?2. Explain Jonathan’s next moves. What is he trying to do? Do you think Jonathan made theright decision?

3. How do the Hessians respond to the volley of shots? Do they know they are offered surrender?4. Do you believe that if the Hessians gave up, the Corporal would spare their lives?5. Both sides used Jonathan. Explain.6. Describe how the battle played out. 7. How do you think it ended? What does the silence signify? How will Jonathan be judged?


1. A free and democratic press is the foundation of a free society. Choose one of the two battles in this story - the first skirmish on the road or the second at the cabin. Write it as a front page newsstory. Write the headline, the lead, and the body of the story. Use as many details as possible to give your readers a feel for what really happened.

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CChhaapptteerr NNiinneetteeeenn 66::1100 AA..MM..


ragen. fury, violent anger “...he swung it over his head and with the surging strength of his exploding rage, brought it down against the stone hearth.”

splinteredv. to break into sharp, slender pieces“The gun stock splintered.” ”

wordn. promise “You gave me your word, boy.”

miragen. an illusion, something unattainable“Briefly he stopped, feeling as though he was seeing a mirage...”


1. What has happened in the gun battle?2. Why do the Americans just leave? What is the mood of the men?3. What did the Corporal mean when he said to Jonathan, “You were lucky...”? Do you agree?4. Why does Jonathan smash his gun?5. Is this “a famous victory” as the tavern keeper says? What should a victory feel like?6. 24 hours ago, Jonathan thought of “glory” and prays, “Lord, make it something grand.” How has he changed?

7. What is your opinion of the Corporal? Where do you think he went after leaving Jonathan?8. What do you think Jonathan’s father and mother have experienced in the last 24 hours?9. Avi writes “Jonathan understood more.” What does he understand? Could he have reachedthis understanding any other way?


1. Invite a journalist into your class to share his ideas about questioning and interviewing. What makes a good question and a good interviewer?

2. What one character from this story would you like to interview? Explain why.3. Prepare a list of questions as if you were a reporter to ask this character.

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EEXXTTEENNDDIINNGG TTHHEE SSTTOORRYY

A. Compare and contrast the fantasy of war and the reality of war as seen through Jonathan’s eyes.

Fantasy of War Reality of War

B. Avi uses a unique form for his story where the action takes place over a 24 hour period. Keep an hour by hour account of one of your own days. It could be a particular school day that everyone agrees on, or a day remembered as a special occasion. After the writing is finished, go over your word choice and voice to do your best to recreate that special day. The goal is for a reader to feel as if he/she is experiencing your day.

C. Writing ideas can come from anywhere...

““OOnnee ddaayy,, wwhhiillee ddrriivviinngg ttoo mmyy hhoommee---- wwhhiicchh wwaass tthheenn iinn NNeeww JJeerrsseeyy----II nnoottiicceedd aa ssiiggnn bbyy tthhee ssiiddee ooff tthhee rrooaadd.. TThhee ssiiggnn ttoolldd aabboouutt aa ttiinnyy lliittttllee bbaattttllee----tthhee ssiiggnn ssaaiidd ""sskkiirrmmiisshh"" ----tthhaatt hhaadd ttaakkeenn ppllaaccee rriigghhtt aatt tthhaatt ssppoott dduurriinngg oouurr RReevvoolluuttiioonnaarryy WWaarr.. NNootthhiinngg iimmppoorrttaanntt hhaappppeenneedd,, jjuusstt aa lliittttllee bbiitt ooff wwaarr..BBuutt II ssttaarrtteedd ttoo tthhiinnkk aabboouutt tthhaatt lliittttllee bbaattttllee,, aanndd hhooww,, tthhoouugghh lliittttllee,, iitt mmuusstt hhaavvee mmaaddee aa mmaajjoorr iimmppaacctt oonn ssoommee ppeeooppllee.. AAfftteerr aallll,, tthhee ssiiggnn ssaaiidd aa ffeeww ppeeooppllee ddiieedd.. IItt wwaass tthhiinnkkiinngg aabboouutt tthhaatt eevveenntt tthhaatt hheellppeedd mmee ttoo ccrreeaattee tthhiiss bbooookk..”” --AAvvii

The next time you drive through your own town, pay attention to any little thing - a sign, a poster, an event, a building, a news article - that might be a springboard for a story. Now write that story.

25

102626

D. Create quotes for each of the these characters that would represent how they feel about war.

1. Jonathan before going to war.

_______________________________________________________________________

2. Jonathan’s father

_______________________________________________________________________

3. The Corporal

_______________________________________________________________________

4. A Tory

_______________________________________________________________________

5. The woman at the well

_______________________________________________________________________

6. The old Hessian soldier

_______________________________________________________________________

7. The American soldier who spoke French

_______________________________________________________________________

8. The boy

_______________________________________________________________________

9. Jonathan at the end of the story

______________________________________________________________________Now use the newspaper to find war reports/stories from around the world. Pull out quotes andadd them to this list. Compare/contrast.

10. _______________________________________________________________________

11. _______________________________________________________________________

12. _______________________________________________________________________

Answers to Question/Predict/Evaluate AWV=Answers will vary.Chapter 11. AWV. Jonathan’s father does not want him going to war. He already has one son at war, and has been wounded himself.2. The father had fought near Philadelphia and was wounded in the leg. Jonathan dreams of fighting, using a gun and seeing glory.3. The bell rings to call the men to arms. It signals the need for men to come together to fight the enemy.4. AWV. Father meant everyone must know hot to use a gun and to be prepared.5. AWV. One view is based on actual experiences, the other is based on dreams and imagination.6. Yes. “Don’t you go beyond.” “Just find out then come right back.”7. AWV. Drummer boy, flag bearer, etc.8. AWV.Chapter 21. Men were gathering, talking, joining arms. Enemy soldiers are coming.2. The Corporal is large, broad with a red pockmarked face, messy, unclean clothes, dirty boots, small hat. He acts as the boss, leader, the onein charge, the one who has the information. AWV.3. Yes he is lying. His father told him to go to his house to check for news, but not to go beyond.4. The gun is large for him and heavy but it makes him proud. AWV.5. He is trying to give Jonathan an excuse to return home. He knows he is too young to be doing this. He may even suspect that his father reallyhasn’t given him permission. AWV.6. AWV. 7. AWV.Chapter 31. The militia wants to stop the Hessians from advancing.2. The number of enemy soldiers keeps changing, growing larger. The men are angry, nervous, and they challenge his authority.3. AWV.4. It means the Corporal might be bloodthirsty, hot headed, and lead them into an ill-considered fight.5. The men have lost some of their excitement. The truth of what they are about to do has set in and they have lost trust in the Corporal.6. AWV.Chapter 41. AWV. Perhaps the men are laughing at her fear, the shot is fired out of nervousness and fear or the soldier is showing off. This shows theirinexperience, poor training, and general nervousness.2. They had planned to ambush the Hessians but now the Corporal wants them to fire from the middle of the road. When the Corporal asks “All agreed?” No one answers. The inference can be made that they don’t agree but aren’t brave enough to say it to the Corporal. AWV.3. Jonathan is shy, thirsty, he hangs back and observes the men, sometimes feeling scared, sometimes proud.4. The beating of the drums, then the fife, bring everyone into focus of what is coming up the road - Hessian soldiers.5. Time: 3 hours 7 minutes6. AWV.Chapter 51. The men spring to life in a frenzy of confusion. It shows they are inexperienced and untrained. The Corporal, too, seems panicked. He actshurriedly and shoves Jonathan in line and falls to the ground trying to mount his horse.2. Jonathan is panicked, puts his gun on the ground, breaks the catch on his cartridge pouch, had trouble opening the cartridges, had to stand on his toes because the barrel was too high, had trouble getting the rod to drop into the barrel, pulled out the rod and let it drop to the ground, the lead ball rolled out onto the ground. Time: AWV.3. panicky, trembling, clumsily, hands shaking, standing on his toes, frantic, pointing it waveringly, he snatched it up, he yanked...4. The Hessians are giants, 3 x 3, ten rows, glowing golden pointed caps, great mustaches, jackets blue with red cuffs, white buttons, yellow vests, red and white striped trousers, black boots, bayonets, white sashes around their chests, carrying flintlock guns. Jonathan is spellbound and fearsettles like a blanket over them all.5. AWV. Chapter 61. Jonathan is in a line of solders in the road. He can’t take his eyes off the troops. He has his gun aimed at the soldiers as they advance. 2. The Snydertown Committee was supposed to join them and fight according to the Corporal. The man suspects that they were all set up by the Corporal and help never was really coming.3. The Hessians were foreigners paid by the British to fight. They don’t belong in this fight. They have no interest or respect for what theAmericans believe in. They are paid soldiers and don’t even speak their language.4. The Americans are in the middle of the road blocking the advance of the Hessians. They hope to aim low at the coming troops.5. Jonathan is trying to hold his gun steady, his heart is beating in time to their drum beat, he is thirsty, dizzy, actually swaying . He thinks aboutthe advancing soldiers, he is amazed by them, he hears every sound around him.6. When hysteria hits Jonathan, he pulls the trigger on his own gun.7. The skirmish is mass chaos. Explosions are everywhere, guns shooting, it seems that the Americans can’t hold them because “the Hessians were closer, their lines are unbroken.’ Avi uses all of our senses to see, hear, and feel the tension. “The air was thick with smoke, and stank.” 27

Men are screaming, explosions are going off, the Corporal is raging “In line, in line.” The last line is powerful, “Their bayonets were thrust forward, their drum pounding, their fife screaming.”Chapter 71. The muskets roar, the wind is howling, the smoke is thick.2. The men are being shot at and some have been hit.3. Jonathan doesn’t know where to shoot in the haze, then a wounded soldier falls on his gun and he can’t get it out from under him.4. AWV. Jonathan is very hard on himself thinking he failed. AWV.5. Jonathan runs in terror, pumping legs and arms, and plunges through the trees. He gets tangled and crashes to the ground.6. AWV.7. AWV.Chapter 81. AWV. Jonathan is alone hiding from the Hessians under tree branches. He may feel as if they are all dead or ran away, and he probably feelsthey lost the battle.2. The German words make the language problem very real. It gives the reader the same confusion Jonathan feels, and the reader tries to figureout their meaning just as Jonathan does.3. Jonathan thinks the Hessians are going to kill him so he jumps up, shouts “Don’t shoot” and surrenders.4. AWV.5. Jonathan seems confused, he hates them, then feels relief, then he wonders about their home. AWV.6. AWV.Chapter 91. There are bits of cartridge paper and a dark stain in the middle of the road.2. AWV. Perhaps this shows how young Jonathan is and how much has has experienced in only a few hours. He may not want to have to make any more decisions.3. AWV. They may also be feeling lost in a strange country and that everyone in their group is gone.4. AWV.5. They have him tied with a rope and keep him close. They are not vicious towards him as some of the Hessian stories have claimed. AWV.6. AWV.7. AWV.Chapter 101. Jonathan is reading their body language and the questioning tone of their talk to piece together meaning.2. AWV, It would mean Jonathan is not alone, perhaps he will be rescued. Jonathan may wonder how to signal or warn him.3. A cow is making the sound. It is coming from across the road in a pasture near the house.4. AWV. He is a prisoner of the Hessians and he feels he has failed as a soldier to the Americans.5. AWV. The Hessians want him to face first anything that comes. It gives them a little protection.6. The house is empty. In the shed is a child.7. AWV. Jonathan has more to consider than himself.Chapter 111. The boy is alone, bare feet, filthy body and dirty clothes and very still. AWV. AWV.2. AWV.3. The soldiers are in the house, one on the porch watching Jonathan milk the cow outside the shed. The boy can’t be seen because he is inside the shed.4. AWV.5. AWV.6. AWV. Chapter 121. The soldiers are shocked. They say “Mein Gott!” - an exclamation. AWV.2. The boy responds to “mama”.3. When they follow the boy they find his murdered parents. The boy sits by the bodies and plays with braiding his mother’s hair.4. AWV. The soldiers show little reaction to the bodies so perhaps they did it. The boy doesn’t speak. AWV.5. AWV. A great deal of trauma has happened to him in a short amount of time. He has seen death and violence. He starts the digging but needs help. 6. AWV.Chapter 131. AWV. Perhaps being a professional soldier is all he knows how to do. A soldier does what he is ordered to do.2. Jonathan holds up the shovel to the soldiers indicating he needs help. The old soldier orders the young one to help. He continues the digging and helps put the bodies in the grave. He puts dirt on the bodies when Jonathan gets sick. He says a prayer over the dead.3. AWV. Jonathan retches at the sight of the bodies in the grave and is tearful. The boy is silent and won’t hold Jonathan’s hand; he cries when he goes to his bed in the house. The soldier stands tall and is respectful saying a prayer but is dead tired later.4. Jonathan is miserable and bitter, wondering what he would be capable of doing against them.5. AWV. AWV. 28

Chapter 141. AWV. As a soldier, Jonathan feels it is his duty to kill the Hessians.2. Jonathan’s experiences have changed him. He is unsure what to do - what is right and wrong. He is also a young boy not a real soldier.AWV. He can only get off one shot so at best he could kill one soldier and the others would kill him or perhaps the boy.3. Jonathan unties himself. He plans to find the road, turn north and look for the Corporal who he wants to act for him against the Hessians.4. AWV. He couldn’t leave the boy behind - he feels responsible for him and getting him to safety. The boy is heavy and must be carried. He issleeping so he is dead weight. AWV,5. AWV. The Americans have found him but he questions how they will treat him. AWV.Chapter 151. The Corporal is demanding and questioning. The men are encouraging and offer food. They are kind and concerned. The Corporal proves hard for Jonathan to read.2. AWV.3. The men say they held off the Hessians who retreated.4. The Corporal wants information about the Hessians in the house.5. AWV. 6. AWV. Jonathan is thinking the Corporal may know more about the death of the boy’s parents or even may be responsible.7. Chapter 3 said the Corporal is overly fond of killing. AWV.Chapter 161. The Corporal has killed the boy’s parents because he says they were Tories, French Papist, and spies for the Hessians. AWV.2. AWV. In Ch. 1 Tories were not real people to Jonathan. now he has seen real people killed and he knows they were the boy’s parents.3. It seems after the boy’s parents were killed, the Committee argued with the Corporal and would not finish the job. The other son of the Tories escaped and perhaps “informed the Hessian garrison”. So the Corporal got Jonathan’s group together to fight the Hessians.4. The boy speaks French. It is learned the Corporal and his committee did the killing.5. AWV. The Corporal is a good fighter in war, but a good fighter has no place during peace time.6. The Frenchman takes the boy to live with him and will look for his brother. Jonathan wants to go home; the Corporal won’t let him.7. AWV.8. The Corporal needs Jonathan to go back to the boy’s house with him and the soldiers to do what they have to do...to finish things. AWV. To finish things usually means to kill the Hessians.Chapter 171. No, the Corporal is forcing Jonathan to go and help the soldiers finish off the Hessians.2. AWV.3. Jonathan is supposed to go up to the door and just see what the Hessian soldiers are doing. AWV. AWV.4. AWV. It is too risky to send a boy back into a house used by Hessians.5. Jonathan is torn, not knowing what is right.6. AWV.7. AWV. It is hard to believe the Corporal because he is known to be violent.8. AWV.Chapter 181. The Hessians are still asleep.2. Jonathan wakes the Hessians and alerts them the American soldiers are just outside. He is trying to save the Hessians from being killed. AWV. 3. After shots are fired on the house, the Hessians believe they will be killed so they load their guns and try to shoot their way out. The Hessians do not know English so they do not know they have been offered surrender.4. AWV.5. Jonathan was used by the Americans to see what the Hessians were doing. The Hessians used Jonathan as a shield to get out of the house.6. Jonathan is in front of the old soldier who is holding him firmly. Jonathan twists, head butts the old soldier. The old soldier loses his grip and Jonathan dives back into the house leaving the Hessians exposed and frozen on the porch. They are all killed by the Americans. 7. AWV.Chapter 191. The Americans have killed the three Hessian soldiers.2. The Americans have finished; they have reached their goal. They are not real soldiers so their job is done and they go home. The men do not look back, no one spoke or paused.3. The Corporal says J was lucky to survive. AWV.4. Jonathan takes his anger and other emotions out on the gun. It is a symbol of his new feelings about war.5. AWV. AWV.6. Jonathan is not the same boy. He just wants to go home.7. AWV. The Corporal may be looking for his next battle.8. AWV.9. AWV. AWV.

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NATIONAL STANDARDS FOR ENGLISH LANGUAGE ARTSThis teacher’s guide has been prepared and noted according to the STANDARDS FOR THE ENGLISH

LANGUAGE ARTS, sponsored by National Council for the Teachers of English and the International Reading Association.1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions

(e.g., philosophical, ethical, aesthetic) of human experience.3. Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics.)4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Source: http://www.ncte.org

*******

The Fighting Ground by Avi is syndicated by Breakfast Serials, Inc. Founded by Avi, this company promotes literacy by providing quality literature to our nation’s newspapers. You may contact Breakfast Serials at:

Breakfast Serials, Inc.859 South York St.

Denver, Colorado 80209Telephone: (888) 827-9014

Email: [email protected] site: www.breakfastserials.com

Jan McDonald, author of this teacher’s guide, received her bachelor’s degree in English education from Michigan State University, and her master’s degree in reading from the University of Colorado. She has worked as a literacy specialist for over 20 years. She welcomes your feedback at:

Rocky Mountain Readers9716 Deerfield Rd.

Franktown, Colorado 80116720-253-7019

Email: [email protected] 30

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