Emma-Jean Lazarus
Fell in Love
by
Lauren Tarshis
Teacher’s
Edition
Available only from
Junior Library Guild
7858 Industrial Parkway
Plain City, OH 43064
www.juniorlibraryguild.com
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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1
Emma-Jean Lazarus
Fell in Love
by Lauren Tarshis
JLG Guide written by Jennifer Bishop
Table of Contents
About the Author .......................................................................................................3
Prereading Activities..................................................................................................4
Chapter by Chapter
Chapters 1–3: pages 1–26...................................................................................6
Chapters 4–7: pages 27–51.................................................................................9
Chapters 8–9: pages 52–64...............................................................................12
Chapters 10–12: pages 65–84 ..........................................................................14
Chapters 13–15: pages 85–105 ........................................................................17
Chapters 16–19: pages 106–131 ......................................................................20
Chapters 20–22: pages 132–148 ......................................................................22
Chapters 23–25: pages 149–169 ......................................................................24
Wrap Up ....................................................................................................................26
Library Applications.................................................................................................28
Suggestions for Further Reading ...........................................................................29
Correlations to National Standards .......................................................................30
A school may reproduce copies of the pages in this book for use in its
classrooms or library. Any other reproduction is strictly prohibited.
All rights reserved. No part of this publication may be transmitted, stored, or recorded in any form
without written permission from the publisher. For permissions questions, contact Junior Library Guild.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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From the Author
I’ve been delighted to discover that many
schools are using my first novel, Emma-Jean Lazarus
Fell Out of a Tree as a part of anti-bullying programs
or social curricula. I’ve also been surprised by how
many readers have told me that they are exactly like
Emma-Jean or Colleen and that they relate to their
struggles and joys. It’s been so satisfying to connect
with readers in this way. And that connection is what
inspired me to write this follow up, Emma-Jean
Lazarus Fell in Love.
This new book picks up where the last book left off and takes EmmaJean and Colleen deeper into the world of friendship and into the new realm of
first crushes. It’s exciting and confusing for both girls, as it was for me when I
was their age. I remember wanting so much to be a good person. I also wanted
people to like me. Sometimes it seemed like it wasn’t possible to do both at
once.
That’s really the theme of both Emma-Jean books. Both Emma-Jean and
Colleen are girls of such good intentions. They’re always striving, in very
different ways, to do better by their friends and their families and to know their
own hearts. They make mistakes. But they keep trying.
It’s reassuring to hear from my readers that this hopeful message strikes a
chord. I’ve also been working on teaching materials that will help teachers
incorporate both books into anti-bullying program. Those materials are on my
Web site: www.LaurenTarshis.com.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Prereading Activities
Book Summary
Logical and curious Emma-Jean keeps quite a busy schedule for a seventh grader. As
she examines her own feelings about Will Keeler, she is also investigating the
anonymous love letter left in her friend Colleen’s locker to determine who her secret
admirer is. Who wants to go to the Spring Fling with Colleen? Emma-Jean will find
out. On top of all this, she is playing matchmaker to her teacher Ms. Wright and is
trying to figure out if Vikram is keeping a secret from her mother.
Understanding Genre: Realistic Fiction
1. How can we define a story as fictional? What makes it realistic fiction?
A story is fictional if it didn’t really happen or isn’t true. Realistic fiction is a story
that is based in modern times, and the characters are like real people and are
involved in events that could happen.
2. Keeping in mind the definition above, how is the story Emma-Jean Lazarus Fell in
Love realistic fiction?
Emma-Jean and her friends are in middle school like many kids are. It is also
realistic that the main character lives with her family and is involved with her
friends.
3. How do you know that Emma-Jean Lazarus Fell in Love is not another type of
fictional story, such as fantasy or historical fiction?
Possible responses: It does not seem like the story takes place in a historical period
or has elements of fantasy such as talking animals or people with magical powers.
4. What do you like about realistic fiction? Explain why you like it more or less than
other genres.
Answers will vary due to personal preference. Some possible responses: I can
understand what the characters are going through. Seeing how the characters
handle things in their lives helps me make decisions.
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Prereading Activities
Building Background
1. If you have read the first novel in this series, Emma-Jean Lazarus Fell Out of a Tree,
what do you know about the characters from this previous story? If not, go to the
next question.
Answers will vary. Possible responses: Emma-Jean’s father has passed away; she
lives with her mom and Vikram; she is learning how to be a good friend.
2. Looking at the front cover, back cover, title, and cover art, what impressions do
you have of the story?
Answers will vary.
Making Predictions
Reread the book summary on the previous page. Then read pages 1–2
of Chapter 1. Begin your predictions chart below by answering each
question in the first column and explaining your answer in the second
column. Leave the third column blank. You will revisit this chart later.
Making Predictions
Grounding Predictions
1. What will the text be about?
Possible prediction: I predict
the story will be about how
Emma-Jean learns from her
school and her group of
friends.
2. What will happen later in the
text?
Possible prediction: I predict
that Emma-Jean will find out
who Colleen’s secret admirer is.
3. How do you think the story
will end?
Possible prediction: Emma-Jean
will go to the dance with Will.
Colleen will go with her secret
admirer.
You can tell Emma-Jean is
curious to learn and study
those in her school. She
also seems close to her
friends.
Revisiting Predictions
The summary says she is
logical and curious. She
also seems to be smart.
The story seems to point
to the Spring Fling, and I
imagine it will end with
the girls going to the
dance instead of the
sleepover.
4. Set a purpose for reading based on your predictions above.
Possible purpose: My purpose for reading is to find out what Emma-Jean learns
about love and friendship and if she finds out who Colleen’s secret admirer is.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapter by Chapter
Chapters 1–3
pages 1–26
Before You Read
Introducing Vocabulary
Emma-Jean uses many descriptive words and so does the narrator of the story. As we
go through the story, we will identify some of those words that make the story
interesting. It is important to understand what they mean to appreciate how they add
to the story.
Read the words below and define each one. Check your answers using a
dictionary. Then write a sentence using each word.
1. rambunctious (adj.) uncontrollable excitement or exuberance
Sentence: Possible response: The kids were rambunctious last time I babysat!
2. compelling (adj.) demanding attention; persuasive
Sentence: Possible response: I saw a very compelling story on the news last night.
3. conspicuous (adj.) drawing attention; obvious to the eye
Sentence: Possible response: I accidentally left my journal in a very conspicuous spot.
4. gravely (adv.) seriously
Sentence: Possible response: My grandma was gravely ill last year.
5. agitation (n.) excitement; having a trouble mind or feelings
Sentence: Possible response: My friend was feeling agitation about her history test.
6. communicable (adj.) able to be communicated; contagious
Sentence: Possible response: We learned about communicable diseases in biology.
After You Read
Analyzing the Writing: Summarize
1. From which characters’ perspectives is the story written?
The narrator tells the story. So far, we have heard the story through Emma-Jean and
Colleen perspectives.
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2. Summarize what we know about the storyline from the first three chapters. Think
about the categories of Who, What, When, and Where.
Possible response: The first three chapters take place in William Gladstone Middle
School. We find out that there is a school dance—the Spring Fling—coming up
soon, and the girls are supposed to ask the boys to go. Emma-Jean and her friends
Colleen, Valerie, Kaitlin, and Michelle are going to have a sleepover instead of
going to the dance. Then, when Valerie shares she is going to the dance, the girls
begin to think they should all go—except Colleen has no idea whom she will ask.
Then she finds a note in her locker from a secret admirer. Emma-Jean is interested
in going with Will, but she is not sure if that is a good idea.
Analyzing the Writing: Author’s Purpose
Read the following excerpts taken from pages 13–14:
Colleen thought about Emma-Jean now, the amazing way she
didn’t worry about what people thought of her, . . . Colleen
scrunched down in her chair and looked out the classroom
window. A bird was singing. . . . Colleen listened more closely, until
the bird seemed to be singing just for her, until she felt herself being
lifted out of her chair and carried out the window, and suddenly it
was like she was high up in a tree with the bird. And from way up
there, the world around her looked huge, and her school looked so
small, and she got this idea —a whispery, feathery idea—that one day
she wouldn’t be in middle school, and then she wouldn’t be so
worried every single minute.
1. Why do you think the author includes this in the story? Explain your answer.
Answers will vary but should include the idea that this passage helps reveal Colleen
as a character by showing us how she sees things. It also ties into the cover image.
2. What ideas or themes stick out to you as you read this passage?
Possible responses: Colleen is thinking about the bigger picture. Through Colleen,
the reader can be encouraged that the troubles in middle school won’t last forever.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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3. What do you learn about Colleen from what the author writes here?
Possible responses: Colleen is sensitive; she respects Emma-Jean; she struggles with
feeling confused but knows that this time of life will eventually change; she is
gaining confidence.
Getting to Know the Characters
The author helps us get to know the characters by sharing details about them or
showing what they do, what they say, or how others react to them. Use this chart to
show what you have learned about these characters based on what the author has
written.
Character
Emma-Jean
Colleen
Detail
What I Learned about This
Character from the Detail
[about her group of friends:] “And if
Emma-Jean did not share their exact
orbit, she was very pleased nonetheless
to sit with them at their lunch table.”
(pages 5–6)
Emma-Jean feels unique but
can still enjoy friendship
with people who are
different than she is.
“But when Colleen looked in the
mirror, she didn’t only see braces and
freckles and hair that needed way more
body. She saw a face that seemed
friendly and nice and ready to hear
your biggest secret she would never,
ever tell.” (page 12)
Colleen is a loyal friend. She
believes that the kind of
person you are is more
important than how you
look.
Responding to the Story: Making Connections
Choose one of the following to answer: How are you like any of the characters? How
is the world of Emma-Jean or Colleen similar to your own world? How are your
struggles similar to those in the story?
Answers will be unique but should include at least one example of how the story
connects to the reader’s life in some specific way.
Creative Writing Connection
Look at the name poem on page 15. Write one about one of your
friends using his or her name. Then write one about yourself.
Exchange poems to see if you have similar words in your poems.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapter by Chapter
Chapters 4–7
pages 27–51
Before You Read
Introducing Vocabulary: Context Clues
When you come across an unfamiliar word, sometimes the words or sentences near
the word gives you clues about its meaning. These are called context clues. As you
read this passage from pages 34–35, look for context clues for the word distraught.
Emma-Jean remembered, in painstaking details, how just eleven
weeks earlier she had discovered Colleen sobbing in the girls’
room, distraught over the news that she would not be joining
Kaitlin and her family on an annual February ski trip to Vermont.
For four consecutive years, Colleen had accompanied the Vogels
on this trip . . .
I think distraught means seriously upset or agitated because Colleen is sad and crying
because she is not going on the trip.
Building Background
1. As we continue reading the story, we learn more about Emma-Jean and her
relationships. Think about your friends and family. Write a description of someone
you know well. Be sure to use details rather than just general statements.
Answers will vary but should include details about a friend or family member.
2. In this section, we will read about a conflict that Emma-Jean and Colleen had a few
months earlier. Describe a time when you tried to help someone, and it made
things worse instead of better.
Answers will vary due to personal experience.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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After You Read
Revisiting Predictions
Review the predictions you made on page 5 on this guide. Now that you have read
the first seven chapters, revisit those predictions and add details or change your
predictions using the chart below.
Making Predictions
1. What will the text be about?
Possible prediction: I predict
the story will be about how
Emma-Jean learns from her
school and her group of
friends.
2. What will happen later in the
text?
Possible prediction: I predict
that Emma-Jean will find out
who Colleen’s secret admirer is.
3. How do you think the story
will end?
Possible prediction: Emma-Jean
will go to the dance with Will.
Colleen will go with her secret
admirer.
Grounding Predictions
You can tell Emma-Jean is
curious to learn and study
those in her school. She
also seems close to her
friends.
The summary says she is
logical and curious. She
also seems to be smart.
Revisiting
Predictions
Possible addition: I
also predict we will
see how Colleen
changes the way she
thinks about herself. I
predict this because
Colleen seems to be
more confident since
she got the note from
her admirer.
The story seems to point to
the Spring Fling, and I
imagine it will end with the
girls going to the dance
instead of the sleepover.
Getting to Know the Characters
On page 37, we read this reflection:
It occurred to Emma-Jean that it was this special trusting
look—more than saved seats and beaded ankle bracelets
or notes signed with hearts and exclamation points—that
conveyed the strength of the girls’ friendship, the
mysterious force that bonded them together.
1. What does Emma-Jean’s description above say friendship is really about?
Possible response: Emma-Jean is realizing that friendship is about trust and faith in
each other.
2. How does this help us know Emma-Jean better?
Possible responses: We can see that Emma-Jean thinks deeply about life. Her
thoughts help us understand how she feels about her group of friends.
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3. In chapter 6, Emma-Jean goes home, and we learn more about her family. Does
Emma-Jean seem to enjoy being home? Explain your answer with a quote from this
chapter.
Possible response: Emma-Jean does enjoy home. On page 39, it says Emma-Jean
“was relieved to return to the comforting rituals of her home.”
4. How would you describe Emma-Jean’s relationship with Vikram?
Possible response: Emma-Jean is very warm towards Vikram. She seems to enjoy
the way he cooks, how smart he is, and how much he cares about her mother.
Social Studies Connection
Vikram’s family is from Mumbai, India.
Using an encyclopedia and other reliable
resources, find the answers to these
questions to learn more about this
foreign city:




How many people live in
Mumbai?
Where in India is Mumbai located?
What bodies of water are near the
city?
What is the weather like in this
city?
Gather your answers and any other
interesting details you would like to
share and write a brief paragraph to
share with the class.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Map of India
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Chapter by Chapter
Chapters 8–9
pages 52–64
Before You Read
Reviewing Vocabulary
In chapters 1–3, we learned several new words: rambunctious, compelling,
conspicuous, gravely, agitation, and communicable. Review their meanings, and then
write sentences about the story or one of its characters using three of those words.
1. Possible response: Emma-Jean is very compelling when she wants something.
2. Possible response: Colleen is in a state of agitation over her secret admirer.
3. Possible response: Will Keeler is rambunctious with his friends.
Building Background: Making Connections
In this section, we will see how Colleen and Emma-Jean relate differently to their
mothers. Think about a parent-child relationship you know. It could be your own
relationship with a parent or caregiver, a friend’s relationship with his or her parent,
or it could be a fictional relationship you have read about in a story. Describe it. Is
their communication open with each other? Does the child feel comfortable talking to
the parent? Are the child and parent loving and kind, or do they have a lot of conflict?
Share any other details that may be helpful.
Answers will vary. Sample response: My friend Meagan has a really good
relationship with her mom. I can tell that they are close because Meagan usually tells
her mom things that are going on in her life. It wasn’t always that way, though. They
had to learn to talk more about real things and to try to trust each other.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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After You Read
Responding to the Story
On page 64, Emma-Jean’s mother says: “. . . here’s the big difference
between being in love and having a crush. Love endures, but a crush
doesn’t. A crush comes on suddenly and then poof—it’s gone.”
1. On what does Emma-Jean’s mother base this statement? What experience has she
had that may have led her to this conclusion?
Possible response: Her mother talks about having many crushes—even a crush on
a movie star she didn’t know. She knows that love is much different because she
loved Emma-Jean’s father.
2. What do you think about Emma-Jean’s mom’s statement? Have you had a crush or
known someone who has?
Possible response: I agree with this statement. I don’t think I have ever been in
love because I am so young, but I have liked a girl/boy before. I would say that
was a crush, and it didn’t last. I like how Emma-Jean’s mom says earlier that
crushes get you ready for real love.
Analyzing the Writing
Comparing and Contrasting the Characters
Emma-Jean and Colleen are alike in some ways and very different in other ways.
Using this Venn diagram, compare and contrast the two characters based on how they
relate to their mothers. In Emma-Jean’s circle, describe how she is different from
Colleen. In Colleen’s circle, describe how she is different from Emma-Jean. In the
overlapping middle, write how the two girls are similar.
Emma-Jean
Emma-Jean
is very open with
her mother, sits
down every night
to talk about
what is going on,
thinks her mother
is wise, is more
likely to share
secrets with her
mom
both
Both
have moms who
care about them,
want to have
good relationships with
mothers, don’t
have dads living
with them
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Colleen
Colleen
is shy about
sharing her
feelings, doesn’t
think her mom
will relate, is
more likely to
share secrets
with her friends
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Chapter by Chapter
Chapters 10–12
pages 65–84
Before You Read
Building Background: Making Connections
Earlier in the story, Emma-Jean’s friends were shocked to hear she might invite Will
Keeler to the dance when Laura Gilroy had clearly planned to go with him. Although
the author does not tell us too much about Laura in this instance, we as the readers
get the feeling Laura has an influence over Emma-Jean’s friends.
In this section, we will see more about how Emma-Jean’s friends respond to Laura.
Before you read, think about and answer this question: Have you ever followed or
listened to someone because they were popular? Why?
Possible response: Yes, there is a girl in my school who is a lot like Laura. She is
bossy, and a lot of people try to make her happy and do what she says. I shouldn’t
worry about what she thinks, but sometimes I do because I want to be popular.
Introducing Vocabulary
Read the words below and define them. Check your answers using a dictionary.
Then write two or three synonyms for each word on the line below. A synonym
is a word that means the same or almost the same as the main word. Knowing
these words will help you understand what you read in this section and will give
you interesting words to use when you speak or write.
1. loquacious (adj.) full of excessive chatter
Synonyms: Possible responses: talkative, chatty, garrulous
2. deduce (v.) to infer from a general purpose; to trace the course of
Synonyms: Possible responses: guess, infer, estimate, surmise
3. serene (adj.) clear and free, calm
Synonyms: Possible responses: calm, peaceful, unbothered
4. rudimentary (adj.) imperfectly developed; in its beginning stages
Synonyms: Possible responses: basic, elementary, simple
5. kinship (n.) state of being related
Synonyms: Possible responses: relationship, connection, association
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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After You Read
Analyzing Writing: Cause and Effect
A cause is whatever made something happen. An effect is the result or a sign that
something happened. As we read the story, we see that Colleen is changing since she
received the note from her secret admirer. We also see an effect on Colleen and
Emma-Jean’s friendship.
Complete the cause-and-effect chart below. List any positive or negative effects
you think are a result of the note Colleen found in her locker. Feel free to add boxes
for more effects if necessary.
CAUSE
Colleen finds a note from a
secret admirer in her locker.
EFFECT
EFFECT
EFFECT
Colleen is becoming less
shy. She has more selfesteem.
Colleen decides to stay at
the party even though
Kaitlin cancelled. She
feels like “her boy” is
with her.
Colleen is very optimistic
for herself and EmmaJean. She appreciates
Emma-Jean for her help.
Responding to the Story
Getting to Know the Characters
Reread the interaction between Colleen and Emma-Jean from the middle of page 72 to
page 74.
1. On page 72, how does Colleen respond to Emma-Jean?
Possible response: She seems really happy to see how well Emma-Jean knows her.
2. How does the quote on page 74 remind you of Emma-Jean? She has always been
so logical, but now she is beginning to feel things with her heart. She is growing.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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3. When Colleen compliments Emma-Jean on being a good friend, why does it mean
so much to Emma-Jean?
Possible response: Emma-Jean thinks Colleen is an expert on friendship, but she is
not an expert in that area herself. We have seen Emma-Jean trying to be a good
friend, so it has to be nice to hear she’s doing well. The compliment makes her
think of a quote her father loved.
4. On page 74, we read Emma-Jean’s father’s favorite quote by Poincaré: “It is by logic
that we prove, but it is in the heart that we discover life’s possibilities.” How would
you say this in your own words? Do you agree with what Poincaré said? Why or
why not?
Possible response: He means that we can use our minds to prove what is true, but
we have to use our hearts to live and feel. I agree with this because I think we
have to use our hearts and our minds to live, to be friends, to make decisions, etc.
Sometimes our hearts let us think better than our minds.
History Connection
Jules Henri Poincaré (1854–1912)
Emma-Jean talks about a mathematician names Jules
Henri Poincaré, who was her father’s hero. From
Emma-Jean, we know that Poincaré was French, he
studied math, and he had a beard and wore glasses.
She also mentions on page 47 that he studied
celestial mechanics and chaos theory and suffered
many setbacks.
Using an encyclopedia and the Internet, try to
find more details about Poincaré, such as where he
was born, where he went to school, what setbacks
he experienced, and why he is an important figure in
history.
Write a brief report on your findings to share with
the class.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Jules Henri Poincaré
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Chapter by Chapter
Chapters 13–15
pages 85–105
Before You Read
Ask Questions
When you read a story, it is normal to have questions about the
characters and the story line. In fact, it is good to ask questions as
you read! With each chapter, hopefully more of your questions are
answered. Think about the questions you have after what you have
read so far. You can use the question starters below or write your own
questions. Keep these questions in mind as you read this section.
1. What will Colleen do at the party? Will she have a good time?
2. I wonder why Kaitlin cancelled on Colleen.
3. How will the author continue to show how Colleen is changing?
4.
Making Predictions
In the last section, Colleen had enough courage to stay at the party for Father William
even though Kaitlin had cancelled. How do you think the party will go? How will
Colleen do on her own? Make a prediction about how this event will turn out.
I predict:
Possible prediction:
Colleen will find out that
she doesn’t have to be
with her friends to be
herself and have a good
time.
Based on what evidence?
Colleen has been growing more
confident throughout the story. She
decided it was important to stay at
the party, so she will decide she
should enjoy herself while she’s
there.
After You Read
Checking Predictions
Based on what you read, evaluate your predictions.
Possible response: I predicted correctly. Colleen had a good time and found herself
doing things that she usually wouldn’t do. She talked to Will Keeler, took credit for
her cupcakes, and stayed calm.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Analyzing the Writing
In this section and in earlier chapters, Colleen talks about “her boy.” We know that
Colleen doesn’t yet know who her secret admirer is, so she can’t mean her boy is
literally there with her. What do you think the writer is doing here?
Possible response: The author is helping us to see how Colleen has confidence
because she thinks someone likes her. The “boy” is in Colleen’s mind; as she thinks
about the boy, she finds strength to face fears and be herself. She doesn’t feel alone.
Responding to the Story
Colleen and Emma-Jean both have relationships with people who are not their age.
Colleen is involved in her youth group, and she coordinated the birthday party for
Father William. Emma-Jean has close relationships with her mother, Vikram, and also
with her teacher, Ms. Wright.
1. How do you think these relationships with adults help the two girls?
Possible response: Emma-Jean seems to be more involved with adults. She has a
hard time understanding kids her own age, but she understands a lot of things
because she talks to adults. I think their relationships help them be more mature.
2. What are the benefits of being involved in groups outside of school, such as
Colleen’s youth group?
Possible responses: You get to know people from other schools; you spend time
with adults; you have chance to lead or grow as a leader; you can get involved in
helping people.
Making Connections
1. In Chapter 15, Colleen decides it is not that important to do what Laura says. She
stands up to the peer pressure and walks away from dancing with Laura at
lunchtime. Why was it important for her to do this? In what situations should you
follow Colleen’s example?
Responses will vary, but students should be able to express the importance of not
letting others control us and choosing not to live in fear of others’ opinions of us.
2. On page 103, the author lets us listen to Colleen’s thoughts:
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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And suddenly Colleen understood the secret of
Laura: She didn’t care about anything or anyone, only
herself. Colleen had always wished that she could be
like that.
But now Colleen was getting a different idea.
That is wasn’t bad to care. That you had to care—
about people, about being nice, . . .
How can you relate to Colleen’s thinking? What effect does this have on
your thoughts or actions toward others?
Responses will vary, but students should be able to explain how we should not try
to control people as much as we shouldn’t let ourselves be controlled. They should
share personal experiences if possible.
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Chapter by Chapter
Chapters 16–19
pages 106–131
Before You Read
Introducing Vocabulary: Context Prediction
People of all ages discover new words with they are reading. That is why learning to
use context clues to decode meaning is such a valuable reading skill. As you read,
words will fall into one of three categories: words you know, words you don’t know,
and words you think you can figure out as you read. Complete the chart below by
indicating which category the words fall into for you. Then write a definition in your
own words. Use a dictionary when needed. Answers will vary.
Word
Page
where
word
occurs
astute
106
courtly
107
cohorts
107
I
know
it!
I don’t
know
it.
I can
figure
it out.
Definition
Shrewd, smart, quick to
perceive
Courteous, polite
Allies, buddies, associates
Took, seized, grabbed
commandeered
107
surveillance
107
impeccable
108
portly
111
arthritic
111
indigenous
114
extracted
122
Observation, watching over
Perfect, without flaws
Overweight, chubby, large
Having characteristics of
arthritis, achy, stiff, painful
Native to an area
Took from, removed, pulled
out
Choose two of the words that you did not know and use each in a sentence.
1. Answers will vary.
2. Answers will vary.
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Making Predictions: Using Clues
In this section, Emma-Jean finds out who put the note in Colleen’s locker at the
beginning of the story. Try to recall the evidence and clues Emma-Jean has so far.
Then try to predict who the secret admirer is.
Clues
Was eating popcorn probably left-handed
Band-Aid on right index finger
I predict:
Possible prediction: I
think Will Keeler is the
secret admirer, even
though he is right-handed.
Based on what evidence?
At the youth group party, he
definitely seemed to like Colleen.
After You Read
Checking Predictions
Based on what you read, was your prediction about the secret admirer accurate?
Possible response: No, because the secret admirer wasn’t a boy at all! There wasn’t
even really a secret admirer.
Analyzing the Writing: Sequencing
Think about the main events
of this section and their
sequence. Complete the circles
by summarizing what happens
in each chapter, including the
outcome in Chapter 19.
Event 1
Emma-Jean hides in
room near Colleen’s
locker to watch for
secret admirer.
Outcome
Colleen is first
disappointed, but then
realizes good has come
from it and she can stay
more confident.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Event 2
Colleen and Kaitlin are
in Spanish class. Colleen
realizes she’s not been a
good friend to Kaitlin.
Event 3
Emma-Jean spots
Kaitlin putting a note
into Colleen’s locker
and realizes she’s the
“secret admirer.”
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Drawing Conclusions
On page 113, after talking to Emma-Jean about the Spring Fling, Mr. Johannsen says
to Emma-Jean, “I’ll see if I might be able to fix this little problem, missy.” Reread the
page, and then draw a conclusion about what he says. To what problem is he
referring? Why do you think so?
Possible response: Mr. Johannsen is referring to Laura Gilroy wanting to take Will to
the dance. Before he says this, they are talking about why Emma-Jean probably won’t
ask Will to the dance. He could be talking about the door, but it just seems his focus
is on helping Emma-Jean.
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Chapter by Chapter
Chapters 20–22
pages 132–148
Before You Read
Making Predictions
In the last section, Colleen finds out that Kaitlin wrote the note she found in her
locker and that she does not actually have a secret admirer. What do you predict will
happen next between the two friends?
I predict:
Possible prediction:
Colleen will forgive
Kaitlin even though she is
disappointed. The two
will stay friends.
Based on what evidence?
Kaitlin did try to make Colleen feel
better about herself, even though
the plan backfired on her. Also,
Colleen is very kind and
understanding.
After You Read
Checking Predictions
Based on what you read, was your prediction about Colleen and Kaitlin’s friendship
correct?
Answers will vary. Possible response: Yes, the two friends are still friends, and
Colleen didn’t stay mad at Kaitlin.
Analyzing the Writing
1. Authors sometimes use a device known as foreshadowing. All this means is that the
author gives a hint of something that is going to happen. In the previous section,
the author used foreshadowing in the scene where Mr. Johannsen told Emma-Jean
that he would solve her problem. In this section, we found out what problem he
meant. What do you think of the way foreshadowing was used here?
Possible response: It was good because I thought it might have
been a different problem, but now I know Mr. Johannsen wanted
to help Emma-Jean by keeping Laura out of the picture with Will.
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2. The author often uses dialogue in this novel. How does dialogue help us feel what
is happening between Emma-Jean and Will in Chapter 21 and between Colleen and
Will in Chapter 22?
Possible response: The dialogue makes it more realistic. We get to read the
characters’ words and see how they interact with others. In this case, we can tell by
Emma-Jean’s words that she’s not nervous around Will. In Chapter 22, we can feel
that Will speaks differently to Colleen.
3. On pages 142–143, we read this about Emma-Jean:
Though she was standing very close to Will, her heart was
not fluttering. She felt none of the jittery agitation that had
gripped her over the past two days whenever Will was nearby.
What excitement she felt right now was for Colleen, her kind
and generous friend . . .
There was no doubt. Her crush was over. . . .
How does this passage confirm Emma-Jean’s mother’s statement that love lasts and
a crush doesn’t?
Possible response: Emma-Jean has had a crush on Will for less than a week and
already those feelings aren’t there any more. The friendship and love that is
between Emma-Jean and Colleen is lasting and more important.
Getting to Know the Characters
1. Describe the differences between how Colleen acted at the beginning of the story
and how she is acting at this part of the story.
Possible response: Colleen has gained a lot of self-esteem through the story. At the
beginning of the story, Colleen is much more concerned about the people around
her and what they think. Although she decides she still should care about other
people, she now believes she should not let them change how she acts or what she
does. She is much more comfortable with herself by this point in the story.
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2. How is Colleen more like Emma-Jean now than she was at the beginning of the
story?
Possible response: Emma-Jean is comfortable telling people what she thinks and
being unique. Colleen is now much more like Emma-Jean in this way.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapter by Chapter
Chapters 23–25
pages 149–169
Before You Read
Introducing Vocabulary
Read the words below that will appear in the section you are going to read. Then
define them. Check your answers using a dictionary. Write a sentence using each
word on the line below.
1. festooned (adj.) decorated, covered
Sentence: Possible response: The room was festooned with streamers.
2. etymological (adj.) historical roots of a word or linguistic form
Sentence: Possible responses: The etymological background of that word is Latin.
3. emblazoned (adj.) inscribed, adorned
Sentence: Possible responses: The invitations were emblazoned with a pretty design.
4. illegible (adj.) not legible, cannot be read
Sentence: Possible responses: My dad’s handwriting is completely illegible!
5. engrossed (adj.) taking complete attention; occupying completely
Sentence: Possible responses: I am engrossed when I read a good book.
After You Read
Reading Comprehension
1. Why does Vikram’s mother send Emma-Jean a gift?
Possible response: She is excited for Emma-Jean to go to the dance (even though
she’s not planning on it) and wants to give her something special to wear.
2. How does Vikram respond when he finds out that Emma-Jean contacted Dr. Markt?
Possible response: First, he just laughs because he realizes why Dr. Markt said the
things he did. But he also is firm with Emma-Jean and reminds her that she
shouldn’t have gone behind his back to try to change the situation she didn’t really
know about.
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3. What surprises does Vikram share with Emma-Jean? What does this reveal about
jumping to our own conclusions?
Possible response: Emma-Jean finds out Vikram is not moving to California but just
teaching for the summer and that she and her mom get to go with him. He also
tells her that he is going to propose to her mother! We shouldn’t make assumptions
before we talk to someone.
4. At the end of the story, on page 169, we read this as Emma-Jean approaches her
friends at the dance:
. . . she heard something, a rhythmic chorus, chanting her name.
Emma-Jean!
Emma-Jean!
It was her friends. . . .
Their voices swirled around her, encircling her like the soft silk of
her sari, lighting the air around her like the sparkle of her father’s
eyes.
As she stepped into their midst, she felt their hands on her
shoulders, the girls’ kisses brushing her cheeks. She closed her eyes
and smiled. And for a moment she couldn’t hear anything, not the
music or the giggles or the shouts.
All she could hear was her own poetic heart, beating steady and
true, echoing with possibilities.
What does this final passage tell us about Emma-Jean? What does the last
sentence show us that Emma-Jean is remembering?
Possible response: Emma-Jean talked about a Poincaré quote earlier that says the
heart helps us see life’s possibilities. It seems like Emma-Jean is learning more how
to use her heart and not just her logic and her mind to live life. She also is growing
in her friendships.
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Analyze the Writing: Figurative Language: Similes
Authors use many ways—called literary devices—to describe what they want you to
see, hear, and feel from their writing. One way is to use similes. A simile is a phrase
that compares two or more things that are alike using the words like or as.
For example, the author uses these similes:
1. “your world could break apart into a thousand pieces, like a plate you
dropped while emptying the dishwasher” (page 144)
2. “voices . . . encircling her like the soft silk of her sari” (page 168)
3. “lighting the air around her like the sparkle of her father’s eyes” (page 168)
Choose one of the selections above and explain how the simile better helps you
understand what the author is trying to describe and why she used that particular
simile.
Answers will vary. The author chose each one because it is directly from the girls’
lives: Colleen probably has broken a plate; Emma-Jean is wearing the sari and she
remembers what her father’s eyes looked like.
Social Studies Connection
Understanding Other Cultures
Vikram’s mother sent a sari to Emma-Jean to
wear to the dance. A sari is a traditional Indian
dress made from soft, flowing, beautifully
colored fabrics. We also know Vikram enjoys
making traditional Indian dishes for EmmaJean’s family.
Using reference materials, such as an atlas,
encyclopedia, magazines, or reliable Web sites,
find out more information about Indian culture.
Choose a specific topic, such as food, clothing,
family life, music, art, or beliefs.
Collect your findings and share them by
writing a few paragraphs or by decorating a
poster with photos and captions. Share your
writing or poster with the group.
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Wrap-up
Reviewing Predictions and Purposes
1. Turn to page 5 of this guide to review your first predictions chart. Complete the last
column based on how accurate your predictions were.
Answers appear on the chart on page 5.
2. At the bottom of page 5, you set a purpose for reading. Did you meet that purpose?
How?
Responses will vary.
Analyzing the Writing
How does Lauren Tarshis’s writing style help tell the story?
Possible response: The author uses dialogue often, which helps the readers feel like
they are right there. It shows us the words the characters use. She uses big
vocabulary words, but that is often realistic because Emma-Jean and her family
have a good vocabulary. The author also uses details and imagery to help me
visualize the story.
Story Map
Complete the Story Map below. Think about the story in three sections and use each box
to write a summary of each section. Then list some lessons or themes from the story.
Book Title
Emma-Jean Lazarus Fell in Love
BEGINNING
MIDDLE
Author
Lauren Tarshis
Spring
Fling happening
Colleen gains selfat school; Colleen gets
confidence; Emma-Jean
note from secret
has crush on Will; girls’
admirer; Emma-Jean
friendship growing
investigating
END
Emma-Jean and Colleen
find out Kaitlin left note –
not a secret admirer;
Colleen goes to dance
with Will because of
Emma-Jean; Emma-Jean
goes to dance too
Lessons/Themes
Crushes don’t last, but love and friendship does.
We shouldn’t let people change who we are.
We can be confident even if we don’t feel popular.
It is important to be involved with our families.
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Understanding Genre: Realistic Fiction
1. Look back at how we defined realistic fiction on page 4. Would you still say this
story fits that definition?
Possible response: Yes, the characters are like real kids in middle school. They go
through things that real people do and are learning about life through realistic
events.
2. Was the story’s ending realistic? Explain your answer.
Possible response: I think this ending was realistic because things don’t always go
the way we think they will at first..
Making Connections
1. Lauren Tarshis wrote Emma-Jean Lazarus Fell Out of a Tree and Emma-Jean
Lazarus Fell in Loves. If she writes a third book about Emma-Jean, would you like
to read it? Explain your answer.
Responses will vary.
2. Based on where this story ends, where would you expect a third book to begin?
What would be the focus of the next story? How would you expect the characters
to change?
Responses will vary.
3. Thinking about all the characters in this story, which is your favorite? Which one is
most like you? Which of your friends is most like one of the characters?
Responses will vary.
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Library Applications
Research: Famous Friends in Literature
Friendship has always been important, and many well-known works of literature
have a key friendship at its heart. Have the students research one of the following
famous literary pairs—or another that you know about—and write a descriptive
paragraph about their friendship. Their writing can be made into a book to put in
display in the library.
You can make a display of the books with the theme “Friendships to Read
About” in your library.
Frog and Toad
Pocahontas and Captain John Smith
Bambi and Thumper
Winnie the Pooh and Christopher Robin
Frodo Baggins and Sam Gamgee (Lord of the Rings)
Peter Pan and Wendy
Charlotte and Wilbur (Charlotte’s Web)
Jess and Leslie (Bridge to Terabithia)
Tom Sawyer and Huckleberry Finn
Sherlock Holmes and Dr. Watson
Cultural Bulletin Board
Create an area where students can display their writing and posters from the
Social Studies Connection on page 25. Encourage students to add to their posters
or writing as they learn more about Indian culture and society.
Display books about India and other Asian countries that surround India for
students to preview.
Participating in Society
Contact a local nursing home or assisted-living center to see if and when they
may need volunteers to read to the residents. Most centers are in need of more
volunteers and appreciate people coming to visit guests.
Have a discussion with students recalling the importance
of being involved in society and interacting with people
outside of their peer group. Share the needs you have found
at the nursing home or assisted-living center in the area and
encourage students to sign-up to volunteer. You can decide
whether you will volunteer as a group or if students will go
independently.
As students are involved in volunteering or “adopting” a
senior citizen, encourage students to share how they are doing
and what they are learning through the experience.
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Suggestions for Further Reading
Also by Lauren Tarshis:
Tarshis, Lauren. Emma-Jean Lazarus Fell Out of a Tree. Puffin, 2008.
If you liked this one, we recommend these:
Birdsall, Jeanne. The Penderwinks: A Summer Tale of Four Sisters, Two Rabbits, and
a Very Interesting Boy. Knopf Books for Young Readers, 2005.
Frederick, Heather Vogel. The Mother-Daughter Book Club. Aladdin, 2008.
Hiassen, Carl. Hoot. Knopf Books for Young Readers, 2002.
Horvath, Polly. My One Hundred Adventures. Schwartz & Wade, 2008.
Horvath, Polly. Everything on a Waffle. Farrar, Straus, and Giroux, 2001.
Kent, Rose. Kimchi & Calamari. HarperCollins, 2007.
Konigsburg, E. L. From the Mixed-Up Files of Mrs. Basil E. Frankweiler. Atheneum,
1970.
Konigsburg, E. L. The View from Saturday. Atheneum, 1996.
Mass, Wendy. 11 Birthdays. Scholastic, 2009.
Urban, Linda. A Crooked Kind of Perfect. Harcourt, 2009.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Correlations to National Standards
For Grades 5–8
Content Area
Standard
Number
Standard Objective
Languages Arts: English
NL–ENG.K–12.1
Reading for Perspective
Languages Arts: English
NL–ENG.K–12.2
Reading for Understanding
Languages Arts: English
NL–ENG.K–12.3
Evaluation Strategies
Languages Arts: English
NL–ENG.K–12.4
Communication Skills
Languages Arts: English
NL–ENG.K–12.5
Communication Strategies
Languages Arts: English
NL–ENG.K–12.6
Applying Knowledge
Languages Arts: English
NL–ENG.K–12.9
Multicultural Understanding
Languages Arts: English
NL–ENG.K–12.11
Participating in Society
Languages Arts: English
NL–ENG.K–12.12
Applying Language Skills
Foreign Language
NL–FL.K–12.2
Cultures
Social Sciences: Civics
NSS–C.5–8.5
Roles of the Citizen
Geography
NSS-G.K–12.2
Places and Regions
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