Think, Pair, Share: Review students’ posts in online discussion from ch. 8–10. Have students discuss in Think, Pair, Share structure or another method for students building confidence in their responses before attempting whole-class discussion.
These are three smart young people. If Lorna is book-smart, what kind of smart are Wade and Jesse? In what ways do these different forms of intelligence relate to the codes of behavior and expectations that they face in society? Are these barriers relatable to your real world? Find examples in the text.
Jesse “did whatever he felt like doing, and trouble couldn’t catch him.” Is that a formula for success in Calamus? Or anywhere? “This is bad behavior,” Lorna says, as if she’s worried for Jesse. Are you? Identify places in the text where the author has used Jesse’s “bad behavior” to build tension. What are some other methods the author is using to create suspense?
Coyote stories don’t seem to fit in English class. How does this situation relate to themes of place, wildness and nature, cultural expectations, and other themes you have identified in the text? How, if at all, is Jesse like Coyote?
Discuss Lorna’s theory about school and town forcing people into boxes. Is that true in schools and communities today? If so, what are your boxes called? How hard is it to bust free of your box in high school? Would you want to?
W.9–10.1, 2, 4, 6–10; RL.9–10.1-10; SL.9–10.5; L.9–10.1