Vivian Apple Educator's Guide

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    educators guide

    V i v i a n A p p l e a t t h e E n d o f t h e W o r l dby Katie Coyle

    About the Book

    When Vivian returns home from school one day anddiscovers two holes in the roof in her parents bed-room, she is shocked that the rapture has occurred onthe very day that the leader of the Church of America,Beaton Frick, prophesied it would happen. Viv andher friend Harp seriously question the reality of therapture because too many believers were left behind.When Vivs grandparents come to take her to NewYork, Viv is restless. In an effort to discover the truthbehind the disappearances, Viv takes her grandpar-ents car and returns home to enlist the help of her

    friend Harp. After first meeting Peter, a young manwho seems to know the inside scoop on the Churchof America, the three of them travel to California tolocate the secret compound of Beaton Frick. Alongthe way Viv, Harp, and Peter meet people who helpthemand believers who want to harm them. Butwhen Viv meets her aunt and uncle, she discovers adevastating secret her mother has hidden from her.Eventually, Viv learns the truth about the raptureand the truth proves more painful than not knowing.

    The Common Core State Standards(CCSS) are included with thediscussions and activities. You can locate the standards at: www.corestandards.org/the-standards

    Connect to the Curriculum

    Common Core State Standards

    ELA-Literacy.RL.9-10.1Cite strong and thorough textual evi-dence to support analysis of what the text says explicitly as welas inferences drawn from the text.

    ELA-Literacy.RL.9-10.3Analyze how complex characters de-velop over the course of the text, interact with other characters,and advance the plot or develop the theme.

    ELA-Literacy.W.9-10.1 Write arguments to support claims in an

    analysis of substantive topics or texts using valid reasoning andrelevant and sufficient evidence.

    ELA-Literacy.W.9-10.4 Produce clear and coherent writing inwhich the development, organization, and style are appropriateto task, purpose, and audience.

    ELA-Literacy.W.9-10.9 Draw evidence from literary or informa-tional texts to support analysis, reflection, and research.

    ELA-Literacy.L.9-10.1Demonstrate command of the conven-tions of standard English grammar and usage when writing or

    speaking.

    English Language Arts

    Vivian Apple is not ready to reinvent herself, but thedisappearance of her parents forces her to do justthat. Though she has no idea how her life is goingto change, her experience allows Vivian to discoverwho she is and the strength of character she possessesUsing textual support from the novel, ask students towrite a character analysis of Vivian. Students shoulddetail howthroughout her journeysurviving herexperience changes who she is and allows her toreinvent herself. Have students share their analysis insmall groups and post in the classroom.

    Social StudiesIn the novel, the Church of America is a radical move-ment that affects the lives of manymuch like otherfanatical, real-life movements including the PeoplesTemple led by Jim Jones, the Branch Davidians ledby David Koresh, and Heavens Gate led by MarshallApplewhite, among others.

    Working in small groups, ask students to re-search one or more of these religious movements andto compare it to the Church of America using a Venn

    Houghton Mifin Harcourt Books for Young Readers Houghton Mifin Harcourt www.hmhbooks.com

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    V i v i a n A p p l e a t t h e E n d o f t h e W o r l dby Katie Coyle

    diagram. Ask students to select one of the two move-ments and to brainstorm ways the senseless deaths inthe story could have been avoided. Also in their smallgroups, have students create a script that addressesan alternative scenario. Have students practice andpresent their scripts to the class as a precursor to con-tinued discussion of similar radical movements.

    Science

    Throughout the book the characters comment on thebizarre weather occurrences. Ask students to inves-

    tigate recent bizarre weather occurring in the world.Students should describe the weather phenomenon,state the scientific reason given for the occurrence,explain how the people handled the situation and thecleanup process, and detail the number of fatalitiesand injuries. Have students present their informationin a news broadcast media presentation, includingweather maps and other charts and graphics.

    Writing Activities

    Common Core State Standards

    ELA-Literacy.RL.9-10.1Cite strong and thorough textual evi-dence to support analysis of what the text says explicitly as wellas inferences drawn from the text.

    ELA-Literacy.W.9-10.4 Produce clear and coherent writing inwhich the development, organization, and style are appropriateto task, purpose, and audience.

    ELA-Literacy.W.9-10.9 Draw evidence from literary or informa-tional texts to support analysis, reflection, and research.

    ELA-Literacy.L.9-10.1Demonstrate command of the conven-tions of standard English grammar and usage when writing or

    speaking.

    Teachers and MentorsPay It Forward

    Ms. Wambaugh is a trusted teacher and friend toher students, which is why they go to her during theaftermath of the rapture. Ask students to write a letterto a teacher or other trusted mentor who has had apositive impact on them. Students should be specificabout what the individual did that impacted their life.Students should also include what they, as a recipi-ent of the persons kindness and good will, can do to

    Pay It Forward to others. Have students share theirletters with partners, switching partners at least threetimes, and then post letters in the classroom.

    Lessons in Verse

    Viv learns about life and relationships during herordeal. As a class, brainstorm a list of life lessons Vivlearns though her experience. Then ask each pairof students to select one of the lessons and to writea poem or song with the selected lesson as theme;students can consider writing a poem for two voices,a narrative poem, a ballad, etc. Students should usesupporting details from the novel, including foundphrases and ideas, and practice and present theirverse to the class.

    Tried-and-True Friends

    Vivian and Harps relationship strengthens duringthe experiences they endure together. Ask studentsto make a timeline of events that led to the closenessthey shared by the end of the book. Then ask studentsto work with a partner. Each partner will assume thevoice of either Viv or Harp, write a series of journalentries based on the events on the timeline, and detailhow the events led the friends to become sisters atheart. Then have partners practice and present the

    journal entries from the two girls viewpoints.

    Discussion Questions Common Core State Standards

    ELA-Literacy.SL.9-10.1Initiate and participate effectively in arange of collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grade 9-10 topics, texts,and issues, building on others ideas and expressing their ownclearly.

    ELA-Literacy.SL.9-10.4Present information, findings, andsupporting evidence clearly, concisely, and logically such thatlisteners can follow the line of organization, development, sub-stance, and style are appropriate to purpose, audience, and task

    ELA-Literacy.RL.9-10.1Cite strong and thorough textual evi-dence to support analysis of what the text says explicitly as welas inferences drawn from the text.ELA-Literacy.L.9-10.1Demonstrate command of the conven-tions of standard English grammar and usage when writing or

    speaking.

    1. Why is Vivian so hesitant to believe that the raptureoccurred and her parents are gone? How does thechange in Vivs relationship with her parents affectwhat she believes?

    Houghton Mifin Harcourt Books for Young Readers Houghton Mifin Harcourt www.hmhbooks.com

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    2. Why do Raj, Viv, Harp, Dylan, and Molly hide thenight after the rapture? Who or what are they hid-ing from?

    3. What is Ms. Wambaughs belief about a God thatwould have left so many believers behind? Howdoes she try to infuse hope into the lives of thosewho have come to her for help?

    4. What is Vivs reaction to her grandparents arrivaland their plan to take her with them to New York?

    Why is Viv hesitant to go? Why does she leave NewYork and return home?

    5. Why is Harp so distraught when Viv finally findsher at Raj and Dylans apartment? How does Harpcome to terms with what has happened to Raj?Why do the believers behave the way they do to-ward Dylan and Raj?

    6. Why is Harp so hesitant to go to California? Whatis Harps concern about Peter? Why does Harpchange her mind and agree to go with Viv to Cali-

    fornia?

    7. When Viv, Harp, and Peter meet Edie, why are theyso angry with the Church of America? Why isntEdie angry? What do Peter and Viv do about Ediessituation?

    8. What do Edie, Peter, Viv, and Harp gain from stay-ing at the New Orphans compound? Why do Peter,Viv, and Harp decide to leave? Why does Edie wantto stay?

    9. Why is it so important for Viv to find her aunt anduncle? What does Viv learn from them that causesher so much grief? How does Viv react to the newinformation about her mother?

    10. What role does Ms. Wambaugh play in helpingViv, Harp, and Peter? Why is Viv so sad when theyleave her to continue searching for the Church ofAmerica compound?

    11. When Viv, Harp, and Peter finally arrive at thecompound and meet Beaton Frick and Adam Tag-gert, how do they react? What does Peter learnabout his dad? Why is Viv so concerned about themental state of Frick?

    12. What does Viv learn about her parents and theother people who were raptured? Whom does sheblame? Why is Peter willing to stay with his fatherat the compound?

    13. How does Viv react to her mother when she findsher at Winnies apartment? Why does Viv choosenot to tell her mother that her father was killedinstead of raptured? Why does Viv leave withoutsaying goodbye to Winnie or her mother?

    This guide was created by Susan Geye.

    Houghton Mifin Harcourt Books for Young Readers Houghton Mifin Harcourt www.hmhbooks.com

    V i v i a n A p p l e a t t h e E n d o f t h e W o r l dby Katie Coyle

    educators guide