Danny, King of the Basement Study Guide · Danny, King of the Basement . Study Guide . Developed By: Laura Charko . Ashley Jones . Robert Levesque . Jessica Newton . Christine Scott

Danny, King of the Basement Study Guide

Developed By: Laura Charko Ashley Jones

Robert Levesque Jessica Newton Christine Scott Dayna Moro

Heather Stewart Bethany Tiegs

Danny, King of the Basement

Study Guide and Activity Handbook

2

Table of Contents

Plot Summary (page 3)

Theatre Etiquette (page 3) Background Material (page 4)

• Play/Story • Playwright • Settings

Activities for Before the Show (page 6) • Grade 2 • Grade 3 • Grade 4 • Grade 5 • Grade 6

Activities for After the Show (page 10) • Grade 2 • Grade 3 • Grade 4 • Grade 5 • Grade 6

Study Aids (page 14) • Puzzles and Colouring Pages

Answers and Evaluation Forms (page 22) Bibliography (Related Resources) (page 26)



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Plot Summary Danny is the “King of Moving”! He’s lived in eight different places in the last three years. Every time his mother says the move will be their last. Danny doesn’t mind moving though; actually he finds it rather enjoyable. He can make a friend in a

morning and a best friend in a day. Now Danny finds himself living in a basement apartment, sharing a house with Penelope and the street with her neighbour Angelo. Danny shares with them that he hopes to one day make the final move to the west coast where his father lives. The play follows Danny and his huge imagination as he makes the move into the basement. The play is a touching exploration of friendship, homelessness, socio‐economic issues, family structure, and unemployment.

Theatre Etiquette These rules are in place so that there is respect for the theatre and for the performers. Close attention should be considered of the following:

♣ No outside food or drink is allowed in the lobby or theatre. ♣ It is important to turn off cellular phones, pagers, and wristwatch alarms for the duration of the show. ♣ The use of cameras, camera phones, or any type of recording device is strictly prohibited. ♣ Please do not use cell phones for any purpose in the theatre including text messaging. The display lights are bright and can distract the actors on stage. ♣ Seating is unassigned but designated by section for each school so please follow the direction of the ushers. ♣ Please place chaperones evenly among the group to ensure appropriate supervision. ♣ Please do not open or eat candy or other noisy objects as these items may disrupt the show. ♣ Please respect your fellow audience members and the actors by refraining from talking during the performance. The acoustics of the theatre make even whispers audible. ♣ If you must leave the theatre during the performance, you will not be re‐seated until the intermission or another appropriate interval so for your own benefit, we ask you to avoid this if possible. ♣ Students should not be afraid to laugh and are encouraged to do so. ♣ The most important rule in our theatre especially for students is to HAVE FUN!!! Upon Arrival at Theatre: Please arrive at the theatre 30 minutes before curtain to collect and distribute tickets. Please ensure chaperones arrive before or with the students. Busses will be met by our house manager at a designated drop off point and they will escort teachers, students and chaperones into the theatre.



4

. It

y,

ns

through Roseneath Theatre.

Background Material

On the play...

Danny, King of the Basement was written by award-winning Canadian playwright

David S. Craig and is produced by Roseneath Theatre. The play was commissioned with support from the

Laidlaw Foundation and developed with a grant from the Canada Council of the Arts Creation Program

premiered at the Lorraine Kimsa Theatre for Young People (formerly Young Peoples Theatre) in

November 2001, playing to sold-out houses of both school and family audiences. In June of 2002, Dann

King of the Basement was awarded the Dora Mavor Moore Award for ‘Outstanding Production -Theatre

For Young Audiences’, the Dora for Best Actor (TYA - Gil Garratt) and the Canada Council of the Arts

Prize for TYA. In June of 2004, the German translation of Danny, King of the Basement (Agent im Spiel,

translated by Anke Ehlers) was nominated for the Deutscher Kindertheaterpreis Award in Frankfurt,

Germany. The published version of the performance text is the seventy-minute play script that was

performed at the premiere and is available through Playwrights Canada Press. Subsequent productio

have used a fifty-two-minute version of the play which can be purchased

The Setting: This play is set in present day Windsor. This was

purposely done to show the audience that Danny's

story was real and therefore they can relate to him.

Danny has moved many times so many times that in

fact he could pack his bags faster than he could tie

his shoelaces. In this play Danny and his mother

moved to a basement apartment on Clinton Street where he carried on as Danny, King of

the Basement.



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Meet the Author:

David S. Craig is currently the Artistic Director at Roseneath

Theatre. Throughout his career, Mr. Craig has been a prolific

playwright with twenty‐seven professional credits. He is the

author of Booster McCrane, P.M., All For Beaver Hats!, The

Railroad Story, Cue for Treason, Fires in the Night: The Story of

the School on Wheels, and most recently Having Hope at Home.

During the 2001/2002 season, NOW Magazine named Mr. Craig

"one of Canada's top 20 playwrights." Many of Craig’s plays have

been written after experiencing or learning about the topic at hand. His work in Theatre for Young

Audiences as a playwright, director and producer has put Canada on the map internationally as one of

the foremost producers of quality theatre for children and youth.



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Activities for Before the Show Please note: The grade levels accompanying each activity are only suggestions and many of the activities can be used with a wide range of ages and grade levels. Each activity provides the opportunity to deal with multiple curriculums

Grade 2 Discussion on Friendship:

• Discuss: What is a friend? • In groups decide on some of the most important characteristics of a friend (See Graffiti

Wall) • Rank the importance of the characteristics. Compare to other groups and create a

general census and agreement. • Working individually ‐ what characteristics describe you as a friend and which

characteristics do you think you may need to work on Graffiti Wall

• Characteristics of what a friend is: Provide each group with a large piece of butcher or chart paper and various markers. Use the paper to track brainstorming words and/or drawings relating to the topic provided

Collage

• Have students create a collage that represents friends, emotions they feel when they are with their friends, and activities they participate in when together.

Problem Solving Skills

• List possible ways on how to say goodbye to friends • What does saying goodbye to someone mean? • How could you stay in touch and remain friends? • Have you ever had a friend leave, or you leave a friend? How might you change that

experience. Writing Skills

• Write a goodbye letter to a close friend.



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• Reassure them with possibilities on how you can remain friends and how you may see each other in the future.

• In pairs trace your partner on large brown paper. Write all the characteristics you like about your partner inside the body, and all the things you enjoy doing with them on the outside. Give this to your partner and compare the lists.

Grade 3 House Tracking

Students are asked to individually draw a picture of their dream house. Think about the size of your dream house. What types of things would you include in/on your house? Do other people live with you? Draw the people who also live with you.

Next students openly discuss what type of house they would like to live in. What things do they ‘want’? Tell students the difference between a want‐something you would like; and a need‐something you cannot physically live without. Ask students what type of things their houses will need. Create a list of their responses. Then ask what type of things students want for their houses and create a separate list.

Have an open discussion about what is more important: needs or wants; why?

Creative Writing

Pretend in front of you there is a chair, a marker, and a hula hoop. Using this three objects create a fantasy story. Think about where the story will take place; who are the characters; what is happening with these objects?

Family Tableaux

Think about the word family. What does the word family mean to you? Who does it include?

In groups of five create a tableau (a frozen picture) of what a family looks like. Who are the members in it? What is happening in the picture? What kind of emotions is the family feeling?

Each group shows their tableau and the teacher begins tap and tell with each.

• Who are you?

• How are you feeling right now?

• What has just happened?

• What will happen tomorrow?

Class Discussion: Does anyone relate to any of the family pictures we saw today? If not, what other types of families are there?



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Grade 4 Report it! *This activity fits in very well with the grade 4 Media Literacy curriculum The students are given quotes from Danny, King of the Basement:

1) Louise: “I better call your school and tell them you’re not coming back. Is there anyone you want to say goodbye to?” Danny: “no”

2) Louise: It’s time” Danny: “huh?” Louise: “Moving time” Danny: “Why?” Louise: “Because” 3) Louise: “Look, Danny…I know I’ve let you down but this time I promise it’s going to be different.

And I know I’ve promised that before too, but this time I mean it. This time its going to work out just the way we dreamed.”

The students will then go around to each of their classmates and interview them about their expectations and assumptions regarding the play. They may ask questions such as:

What themes do you think are in this play?

Why do we see plays?

Why do you want to see this play?

What do you think this play is about?

After interviewing their classmates, they must come up with a newspaper or television news report expressing what the expectations are for this play is.

Friendship Rules (whole class/ or groups of 4)

Together create a list of Friendship Rules. Students can always design and color their rule page.

Example: Friendship Rules

1. Friends can learn to get along

Grade 5 First Impressions

Present the students with the poster for the show or the cover of the play. Based on what they see in the poster or cover of the play and the name of the play, “Danny King of

the Basement” have the students hypothesize what they think the play is going to be about. This can be done as a writing exercise or a presentation.



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The students must justify their hypothesis (e.g. “I don’t think the play will actually be about a kingdom or a real king because on the poster Danny is wearing normal modern clothing.”)

Ensure that the students remember what they hypothesized when they go to see the play. Were their predictions correct? What was the biggest surprise? Did the poster do a good job

communicating what the play was about? Curriculum Connections: Language Arts : Writing and Media Literacy

describe in detail the main elements of some media forms. identify the purpose and audience for a variety of media texts. reflect on and identify their strengths as media interpreters and creators, areas for

improvement, and the strategies they found most helpful in understanding and creating media texts.

describe, with prompting by the teacher, how their skills in listening, speaking, reading, viewing, and representing help in their development as writers.

Grade 6 Sculptures: Students should evenly disperse themselves throughout the space and stand where they are not in personal contact with a fellow classmate:

• Students will be asked to close their eyes and imagine what it would be like to be a sculpture or a statue. They will be asked how that would feel and will be asked to think about how still they would have to be.

• Next students will be asked to take on this role and become a sculpture, taking on a pose of what they think a specific emotion looks like (ie. They will create a sculpture of what ‘happy’ looks like to them personified) continuing to keep their eyes closed and use their imagination.

• Next, being creative, students will take on the stance of some other emotions as a statue

o What it looks like to be poor o What love looks like o What hope looks like o What gratefulness looks like o What homelessness might look (or feel) like

• Students will be asked after they finish this exercise to open their eyes and to consider how some of these emotions made them feel and to keep a watchful eye on Danny while watching the play. They will be asked to think about what he has to go through at his age and how that might make him feel.



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Activities to Follow the Show Please note: The grade levels accompanying each activity are only suggestions and many of the activities can be used with a wide range of ages and grade levels. Each activity provides the opportunity to deal with multiple curriculums including Language Arts, Drama, Visual Arts, Math, and more.

Grade 2 Writing in Role Have the students choose a character from the play. As that character, they will decide who they would most like to talk to. When the students decide on a character they would like to be and another they would like to talk to (the second character does not need to be from the original script. For example, Danny may have a friend he keeps in touch with from many moves ago), have them draft a letter in role. Some brainstorming suggestions include:

- Where are you living right now? - Have you met anyone interesting lately? - Are there any struggles you may be facing right now? - Do you need to ask for advice on a specific issue? - Could you provide advice in your letter?

Designing a New Character Have the students imagine themselves as new characters in the play. They may be a resident of Clinton Street, a student at Danny’s new school, or perhaps another waitress that works with Danny’s mom. Think of who this character is and how they relate to other characters in the script. Create a name for yourself if you do not want to use your own. Next, brainstorm the features of you as a cast member and create a costume for your character. If this character is a waitress, what might her uniform look like? If this character is a young boy or girl, what does his or her favourite t‐shirt look like? Have the students draw and colour in their new characters and post them up (if possible) for the rest of the class to see. *This activity could provide a great opportunity to look at script writing as the students can combine their new characters to create brand new stories



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Grade 3 Reflection Writing

Write a short paragraph about the things that are most important in your life. Are these things wants or needs? Could you live without any of them? Who are the most important people in your life? Why?

Who makes a friend?

Working with a partner create a list of things that make a good friend? Why do you like your friends? What makes them friendly?

As a class create a list of qualities that Louise and Angelo developed by the end of the play. Are any of these characteristics the same as the list you and your partner made?

Is it important to have friends? Why or why not‐ class discussion

Grade 4 What is a friend?

Have the students describe to you in the form of a collage what a true friend is.

• In groups of four, students will be given a bristol board • The students will then discuss in a group what it means to be a friend • The students will then be instructed to put anything that describes a friend on

this page • They can use any form to make this collage (words, pictures, drawings etc.) • After this assignment is finished each group will present it to the class

Fundraiser

As a group think of a charity (such as Hiatus house) in which the group would like to contribute to

As a class the students must think of a way to raise money for the cause (dance‐a‐thon, car wash etc.)

As a class organize and carry out the event



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urriculum Connections:

Grade 5 A Different Point of View:

After the students have seen the play “Danny King of the Basement” they can explore the different points of view in the story.

Have the students identify whose point of view the story is being told (Danny). Have the students brain storm how the story would change if it were told from another character’s

point of view e.g. Danny’s Mother, Penelope, or Angelo. After doing this allow the students, in small groups, to create a dramatic presentation of a scene

from the play from the perspective of their chosen character. Instead of a dramatic presentation the students could also write in role as their chosen character.

They could reflect on a scene and what they were feeling and experiencing during the scene. C

Language Arts

identify the point of view presented in oral texts and ask questions to identify missing or

lyze their effect on the

.,

Dramatic Arts

demonstrate awareness of audience when writing in role, and use the appropriate language,

ls,

possible alternative points of view (e.g., use drama or role play to explore the perspective ofthe minor characters in a play; respond to a speaker who expresses an alternative point of view on an issue; ask a variety of people for their views about a topic) identify a range of presentation strategies used in oral texts and anaaudience (e.g., the use of emotive language, one‐sided arguments, or exaggerated claims) use some vivid and/or figurative language and innovative expressions to add interest (e.gsome comparative adjectives; similes or personification; comparative adverbs: more slowly) identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view, and, where appropriate, suggest how a more balanced view might be represented.

tone of voice, gestures, and body movements when speaking as a character in a drama. rehearse and perform small‐group drama and dance presentations drawn from novepoems, stories, plays, and other source materials



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Grade 6 DISCUSSION Starters:

play, have your ideas about poverty and homelessness changed? fine “poor”?

• Which of the children in the play are poor?

Danny is “homeless”? How does he feel about this

need clarification, e.g. first and last month’s rent,

living on a budget. Discuss how Danny is able to quickly decide how to spend

that you would like to help. Brainstorm fundraising activities (e.g. tc.). Organize, advertise and hold a fundraiser for a specific

charity.

• After seeing the• How do you de

• How does Danny handle being poor? • In what sense could we say that

situation? • Discuss any terms in the play that may

how does one get a welfare cheque? • Talk about

the family money.

Activity: Fundraiser (whole class)

• Decide on an agencydance‐a‐thon, bake sale, e



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“Danny, King of the Basement” Wordsearch

E T A B U T N I O X T B N G M N U H Z L H C V E W W F N F G R X J S L E I B D T Q W D E N J T J R A N A V B L P Q D U O

Acting Ballet

B Brachycardic C

Dinosaur Disguise

Grand Jette Hum ces

Super Coat

Rocky Mountains TTC

W s

I C R N R O W T C Q R L Y N J I L I H V F O K L T N H H M R C F T O T Z F S W L I G P N T N Y P E M D T T R E S F G J O P O N D I C K K L E N X P A L N P U W O H X H S A L R L F L G J E D L I J I A H O X Z R I O R I E M E G M R A A M S I C O R D Z W W B E A J N C I E B T H E T S K I S E Z U H C P U L V I N U N K Y R E C E S G L W T B L Y G Y O A I U S Q E T E A R A Z I H P C K H C V L H O C T S A C G T O N N P O Z E T I V I W M Y N S V Z O Q G F Q Z G R Y R V P N D Y C E C I R V B B W P I L A Q O V C E E K I M T R E S E C R U O S E R N A M U H C A E T P E T T E J D N A R G V J E E H O O S L L L W F W S U P E R C O A T S Q R F A N B U P L I N K X D I N O S A U R G P B R A

asement

aseworker Ciao

Defibulator

an ResourHyperlink Intubate

Noradrenaline Plunge

Uplink Vite aitres



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Across 4. This is how Penelope's parents communicate with her 6. Angelo's nickname for Penelope

treet Danny meets Penelope and

__ using

Down 1. The setting for Danny, King of the Basement 2. Danny's mom's name 11.7% of children in Ca da live in ______ She takes ballet and acting classes Danny can do this faster than he can

a light bulb

em Basement

3. na9. The s__Angelo on

13. Angelo's dad sounds like a ____ 5.7.14. Danny communicates with ______ change8. Danny's mom gets a job as a ________10. An Italian greeting

the uplink

11. Toronto subway syst12. ______, King of the



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nd then use it to decode the secret message.

B C D E F G H I

ow use the above to crack the coded message. Remember, each word in the message is separated by /

ood Luck!

38 10 6 36 10 40/

38/

24 46 2 50 38/

28 38/

Danny’s Secret Code

Complete the code, a

A

2 4 6 8 10 12 14 16 18

J K L M N O P Q R

20

S T U V W X Y Z

Have you got the code???

N

G

2 14 10 28 40

2

16 2 44 10/

12 42 28/

26 18 38 38 18 30



17

AME

CAN MAKE FROM

WORD G

SEE HOW MANY WORDS YOU

DANNY, THE KING OF THE BASMENT

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________

_________________________________ __________________________________



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Danny ages, King of the Basement Colouring P



19



20



21



22 Danny, King of the Basement


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Answers and Evaluation Methods Answers for Crossword Puzzle Across 4. Cell Phone 6. Penny 9. Clinton 13. Dinosaur 14. Control Down 1. Toronto 2. Louise 3. Poverty 5. Penelope 7. Pack 8. Waitress 10. Ciao 11. TTC 12. Danny

Connect the Dots



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ample Rubric One :Writing AssignmentsS

Teacher Name: _______________________________________ Student Name: ________________________________________

CATEGORY 4 ‐ Above Standards 3 ‐ Meets Standards

2 ‐ Approaching Standards 1 ‐ Below Standards

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough

appropriate for hat audience.

Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.

Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.

It is not clear who the author is writing for.

answerst

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1‐2 errors in grammar or spelling that distract the reader from the content.

Author makes 3‐4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Sentence Structure

All sentences are well‐constructed with varied structure.

Most sentences are well‐constructed and there is some varied sentence

Most sentences are well constructed, but there is no variation is

Most sentences are not well‐constructed or varied.



24

structure in the essay.

structure.

ubric s PresSample R 2: Dramatic Art entation

Teacher Name: _______________________________________ Student Name: ________________________________________

CATEGORY 4 3 2 1

Characters

e

typically behave.

Th aracters aredewoacau fairly gothe like.

s about the

who the main characters are.

The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what thcharacters look like and how they

e main ch named and scribed (through rds and/or tions). The dience has aod idea of what characters look

The maincharacters are named. The audience knowvery little main characters.

It is hard to tell

Accuracy of Retelling A Story

details of the story s/he is retelling.

Thinc r pode ry s/h

jor

.

The storyteller includes all major points and several

e storyteller ludes all majoints and 1‐2 tails of the stoe is retelling.

The storyteller includes all mapoints of the storys/he is retelling.

The storytellerforgets major points of the story s/he is retelling

Knows the Story The storyteller knows

y several times. There is no need for notes and the speaker

The storyteller knpre has prasto e. Maonce or twice, but

The storyteller the

ut did not

May s 3‐4

times, and the

The storyteller

es.

the story well and has obviously practiced telling the stor

ows the story tty well andcticed telling the ry once or twicy need notes

knows some ofstory, bappear to have practiced.need note

could not tell the story without using not



25

speaks with confidence.

therel onfident.

ppears ill‐at‐ease.

speaker is atively c

speaker a

Solution to Problem in Story

The solution to the problem is easy‐to‐understand and is logical. There are no

The solution to the problem is easy‐to‐understand and is somewhat logical.

The solution to the problem was a little hard to understand.

No solution was attempted or it was impossible to understand.

loose ends.

Critical Analysis the PlaySample Rubric 3: of

Teacher Name ___ __: ______________ _______________ _____ Student Name ______ ___: ___________ ______________ ______

CATEGORY 4 3 2 1

Description Md t er a n in a work.

subject matter and/or elements seen in a work.

Makes a detailed description of some of the subject matter and/or elements

Descriptions are not detailed or complete.

akes a complete and etailed description ofhe subject mattnd/or elements see

Makes a detailed description of most of the

seen in a work.

Analysis Ase les used and accurately rutm the p

ribes

ts and principles used

t

of

elements and principles used,

H ing o nt el

ccurately describes everal dominant lements or princip

elates how they are sed to reinforce the heme, meaning, ood, or feeling oflay.

Accurately desca couple of dominant elemen

and accurately relates how theseare used by the artisto reinforce the theme, meaning, mood, or feeling

Describes some dominant

but has difficultydescribing how these relate to the meaning or feeling of the play.

as trouble pickut the dominaements.



26

the play.

Interpretation Fr s a r ma this with evidence from the work.

him/her feel personally.

Stdinmwork.

orms a somewhat easonable hypothesibout the symbolic oetaphorical meaning nd is able to support

Student identifies the literal meaning of the work.

Student can relate how the work makes

udent finds it ifficult to terpret the eaning of the

Evaluation Uses multiple criteria to judge the play, such

Uses 1‐2 criteria to judge the play.

Tries to use aesthetic criteria to judge play, but does not apply

ria

Evaluates work as good or bad based on personal taste. as composition,

expression, creativity, design, communication of ideas.

the criteaccurately.

p t ter

aling nd t

Bibliog

ra

hy of Rela ed Ma ials

Issues de with Poverty a he Homeless

McGovern, Ann. The Lady in the Box. US 997

• In Lizzie rhoo n wh on the streets. The child lp the uring the holiday season.

Cooper, Melrose ing' Through Thur

A: Turtle Books, 1

d there is a woma mother says, he

sday

.

o lives in a box women out d

and Ben’s Neighboren, despite what their

. Gett . USA: Lee and Lo ., 1998. w Books Inc



27

• Thursday’s is the toughest day of k for Andre, Davis, and Shawna because it is the day before their mom gets paid. If they are short on necessities they have to make due for one day. It becomes difficult for Andre when report card day is a Thursday and he’s expecting a party.

an

the wee

Schroeder, Al . Satchmo’s Blues. USA: .

• A fiction stro ving eno for his He is from N he music is in the air ever s famil is does not for music.

Child and Family Ontario Facts (www.campaign2000.ca

Doubleday, 1996

ng who is saal story of Louis Armew Orleans where t stop Louis and his love

Poverty in

ugh money ywhere. Hi

first cornet. y is poor but th

) 80 ch e livo's c - an i % in 20 eco

• Low incom epe n 12 year lowparent fam tely $9,500 below the poverty line.

• The perce working families is growing: 38 children live in families with a pare ear.

• Poverty rat n in Aboriginal, visible minority and immigr re double the average rate. • Provincial benefits to lone parents on social assistance have dropped by 43% over the past 10 years; about

90% of these parents are lone mothers.

Issues dealing w

• 478,4• Ontari

ildren - one in every six - arhild poverty rate is 17.4%e families are living in deily lives approximantage of poor children innt working full time, full yes for childre

ing in poverty. ncrease from 15.1

r poverty now tha01 despite strong

s ago. An average

% of low income

ant families a

nomic growth. -income single

ith Self‐esteem

Hoffman, Mary. Amazing Grace. Great Britian: Frances Lincoln Books, 1991.

“Peter Pan.” She knows that she wants to be Peter. However her classmates inform her that that is impossible since she is a girl

prepares for the audition. Will

• Grace hears that her class is putting on the play

and African American. With the help of her family Graceshe get the role she anticipated?

Lucado, Max. You are Special. USA: Crossway Books, 1997.

• Punchinello learns that if he believes and trusts in God’s love that all will be well. It

should not matter what others think.



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Issues dealing with Separation and Divorce

Hoffman, Mary. Grace and Family. UK: Frances Lincoln Ltd., 1995.

• Family holds an important role in Grace’s life. She always has dreamt of a fairytale father invited her to visit him in The

Gambia she got her hopes up. However her Nana reminds her that family is only what

dditional Resource Materials

family like the ones she’s read about, and when her

you make it.

A

For Kids’ Sake: New

ing and Homelessness, 2003.

ampaign 2000: Oh Canada! Too Many Children in Poverty for Too Long, 2006.

http://www.campaign2000.ca/rc/

Kids Help Phone www.kidshelpphone.ca

Ont io rk committee,ar Association of Social Workers, school social wo

Challenges Facing Ontario Students and their Families,Toronto, 1996.

The City of Toronto Report Card on Hous

http://www.toronto.ca/homelessness/index.htm

C

1‐800‐668‐6858

Families in Transition/Family Services Association

www.fsatoronto.com/programs/fit/publications.html 416‐595‐9230

Children’s Aid Society www.casmt.on.ca 416‐924‐4646

Teen Health Centre www.teenhealthcentre.com 519‐253‐8481



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Documents

Danny, King of the Basement Study Guide · Danny, King of the Basement . Study Guide . Developed By: Laura Charko . Ashley Jones . Robert Levesque . Jessica Newton . Christine Scott