Teacher’s Guide
created by Cassandra Reigel Whetstone
illustrations by Alma Fullerton
Book Description
Pre-reading Activity:
My Support System Web
Twelve-year-old Casey finds herself saddled with adult responsibilities when
her mother suddenly leaves home to follow her music career. Casey is left
with her five-year-old autistic sister, Ginny, and Ginny’s father, John. Casey
tries to take care of everyone but ends up overwhelmed. She experiments
with ritual fire to call for her mom to help her. One night the fire gets out of
hand and forces their family in a climax that leaves them able to rebuild their
family, together.
Alma Fullerton was born in Ottawa Ontario, as one of seven children. Her
dad was in the military so they moved when his postings changed, first to
Trenton when she was two, then to Comox when she was twelve. Being dyslexic, she couldn’t read until grade four and didn’t enjoy reading at all until
grade nine, when she discovered books that she really loved. Now that she is
as an award-winning author, Alma visits schools to teach children that they,
too, can overcome any obstacle.
Her first three books are: In the Garage (2006); Walking on Glass (2007), which
was named to the 2008 YALSA Quick Pick list; and Libertad (2008), which
was won and was nominated for many awards, including the 2008 Governor
General’s Literary Award for Children’s Literature (finalist), the 2009 TD
Canadian Children’s Literature Award (finalist), the 2009 Ruth & Sylvia
Schwartz Children’s Book Award (winner), the 2009 CLA Children’s Book of
the Year Honor Book, the 2009 Golden Oak Award (winner), the 2009 Once
Upon a World Children’s Book Award (winner), and the 2010 Silver Birch
Award (shortlist).
Learn more about her at www.almafullerton.com
Materials: Half sheet of blank paper per student, pencil
Prep: None
Directions:
1. Give students a half sheet of blank paper and ask them to write their
name in the center of their paper.
2. Ask, “Think about the people who care about you. Who do you trust?
Who can you talk to? who provides shelter, food, love and care?” Tell
students that we can refer to these people as their “Support System.”
3. Direct students to draw lines from their name and list the people who
support them in their daily lives to create a web, e.g. parents, teachers,
friends, relatives, neighbors, etc.
Discussion Questions
• Why did Casey’s mother have such a strong reaction to Dani being
referred to as “the next Libby McCall”? What did Casey mean when
she said that clothes and expressions are disguises? Meltdown, pages 3-7
• Casey’s mother is playing a drum called a djembe, pronounced JEMbay. Explain that a djembe is a skin-covered hand-drum that originated
in the Mali Empire. It is carved out of wood and into a goblet shape
that ishollow. Traditionally it is played with bare hands and
provides rhythm for dancing. Why do you think Casey’s mother
plays the djembe? How does Casey feel when she sees her mother
outside drumming? Smoke Signals, pages 12-16
• Casey’s mother refers to Maya Angelou and her poem “Caged Bird.”
Casey says the poem “cradled me like a hug.” Tell students that Maya
Angelou is a poet and writer and learn about her at: http://mayaangelou.
com/bio/. Read “Caged Bird” at: http://judithpordon.tripod.com/poetry/
maya_angelou_caged_bird.html. Why does Casey’s mother feel like a
caged bird? What might that feel like? Why a Caged Bird Sings, pages 19-21
• What does Casey think is going to happen to her mother and to
her family? How might such a major change feel to Casey? Have
you ever been on the cusp of such a change? If so, how did the
people around you handle it? The Days of Her and Me, pages 22-24
• Discuss the different caretakers in this scene (Ms. Emm, Mom, Casey.)
Who do you think is carrying the most responsibility? What does Casey’s
mother mean when she states, “You can do it,”? Ginny Being Ginny,
pages 25-29
• Why does Casey tell only part of the truth about what is happening
to Norah? Telling Norah, page 41
• Have students look at the poem. What does the layout of the poem
on the page tell the reader? Recess School Choir Practice, pages 42-43
• Casey runs into the restaurant and is angry with John. Is it fair for
her to get mad at him? Blaming Someone Else, pages 52-54
• What is a smoke signal? Why does Casey burn the piece of paper? How is she feeling when she does this? Smoke Signals, page 57
• Ginny has autism. Tell students that autism is a developmental
disorder that can affect the development of a person’s social and
communication skills. Discuss students’ knowledge of autism.
Ginny shows a desire for consistent routines. Learn about why it’s
especially difficult for some autistic children to cope with change
and
transition
here:
http://www.autismhelp.info/htm/education/
early/obsessions.htm How you think Ginny would react if both
Casey and her mother were no longer at home? Why are the six
o’clock piano lessons so important to her? Piano Lessons, pages 59-61
• Why do some of the people in the retirement home “tisk and whisper”
about Ginny? Discuss how society’s treatment of people like Ginny has
changed over the years. Speaking of Torture, pages 80-82
• Casey says, “There is no such thing as a/ team of one.” Do you agree or
disagree with that statement. Why or why not? Smothering Fits, page 97
• What would you do if you were in Casey’s situation? Would you
leave Ginny? What is the significance of the title of this poem?
Just Like My Mother, page 109
• How do you think Casey feels about the phone call with her mother? Why
doesn’t her mom answer the last question? Mom Calls, pages 131-133
• What do you think about the visit with John’s mom? What message is John
giving to his mother by sending her away? What message does this action
give to Ginny and Casey? Dianne Hills, pages 134-139
• How would you describe Ginny’s relationship with Casey? It is
emotionally difficult for any child to be left by a parent for a long
period of time, but how might this situation be especially challenging
for Ginny? The Last Straw, pages 149-151
• Meredith discusses how Ginny is responding to her mother’s absence. She
says that the longer Mom is away the more likely that Ginny will reach a
point where she doesn’t remember who she is missing. What does this tell
Casey about how long her mother will be gone? Tuesday OT, page 167
• Why might Aaron be teasing Ginny? What are some reasons that make
kids act like bullies? What do you think of the way Casey handled this situation? What would you have done? Heads High, page 183
• How did Casey lose her friends? Could she have done something different
to maintain her friendship with Norah? Is Norah a good friend? Is Casey a
good friend? Why or why not? Lulu, page 184-185
• Do you agree with how Ms. Watts handled the Annie situation? Should she
have done anything differently? Understudies, pages 189-191
• Why is John so upset with Casey about the fight? Discuss why we might
sometimes have a stronger reaction than appropriate because we feel guilty
for our part in creating a situation. Could John’s guilt about how he is parenting Ginny and Casey affect his reaction to this situation? Why is Casey
unable to tell what really happened? How else could she have protected
Ginny from Aaron? Blame, pages 229-232
• What does Casey mean when she says that, “I am the key”? By
unlocking her mother’s cage, what did she do to herself? Mom Isn’t
Coming Back, page 237
• Why did John put the suitcase on the porch? John’s Sorry, page 250
• Discuss the term “settlers.” What are the different meanings of the
term “settlers”? Is that an apt description of Casey and John? A Family
Meeting, pages 251-255
Casey's Support System
(Language Arts and Story Grammar)
Materials: Sheet of 9 x 12 drawing paper, colored pencils, support system webs from pre-reading activity (optional)
Prep: Pre-reading activity on student support systems
Directions:
1. Review webs of students’ support system. Discuss whether or not they
want to make any additions or deletions after reading Burn.
2. Instruct students to fold paper into thirds. Have students draw a
picture of Casey in the center of the first section. Tell students that this
picture should reflect Casey from the beginning of the story.
3. Have students surround the picture of Casey with the names or images
of the people who Casey had as her support system in the beginning
of the story. People might include Mom, John, Ginny, Ms. Watts, Ms.
Emm, Norah etc.
4. Move to the second section of the paper. Have students draw a
picture of Casey as she was in the middle of the story. Write or
illustrate the people who formed her support system at this part of the
story. Discuss any changes from the first section to the middle section.
Students might add Mrs. Weatherall and Meredith, and might not
include Mom or Norah. What is John’s role during this part of the
story? Discuss how John is providing the physical support of shelter and
food but might not be giving the emotional support that Casey needs.
5. In the third section draw a picture of Casey at the end of the story.
Who are the people who comprise her support system at this point?
Students might include Lulu and the firefighters.
6. Discuss whether there were people in Casey’s support system that she
wasn’t aware of? Could she have found more support for some of the
issues she was dealing with, such as Aaron and bullying? Where else
could she have turned to for help?
Closure: Discuss whether there were people in Casey’s support system
that she wasn’t aware of? Could she have found more support for some of the
issues she was dealing with, such as Aaron and bullying? Where else could
she have turned to for help?
Extension: In the beginning of the story the mother “melts with” Ginny.
Discuss who the people in Ginny’s support system are in the beginning,
middle and end of the story.
Support System Coordinate Graph
(Math)
Materials:
Casey’s Support System from above lesson, graph paper,
pencils, rulers
Prep: None
Directions:
1. Have students count the number of people in Casey’s support system
in each section of the earlier project. Tell students to write the total of
each category on the back of each column.
2. Pass out the graph paper. Tell students they will be making a coordinate graph to chart the change in Casey’s support system throughout
the story. Have students draw a graph with an x-axis (horizontal) and
a y-axis (vertical.)
3. Label the y-axis “Casey’s Support System” and let each line represent
one person.
4. Label the x-axis “Casey’s Experience”. Make three intervals on the
graph, each an inch apart and label them Beginning, Middle, End.
5. Have students plot the coordinates for the number of people in Casey’s
support system in each part of the story.
Modification:
bar graph.
Younger students might prefer to do this activity as a
Extension: Have students make two graphs. One that shows the people
who Casey perceives are in her support system and one that shows a more
objective look at the people supporting Casey based on what the reader can
infer. This latter graph might include doctors, school counselors, etc.
Letter from Mom
Free Verse Vs. Prose
(Creative Writing)
(Language Arts)
Materials: Half sheet of blank paper per student, pencil
Materials: Copy of Burn, paper, overhead or chart paper
Prep: None
Prep: Prepare a copy of the poem “Ginny’s Fits” on pages 92-94
Directions:
Directions:
1. Remind students that Casey never opened the envelope from her
mother. Give students two minutes of silence to think about what the
letter might have said. Ask them to think about whether it was long
or short? Neat or harried? Were the word choices quick or carefully
selected? What did her mom want Casey to know?
2. Remind students of friendly letter format. Ask students to think about
what kind of salutations and closing words her mother might have
chosen.
3. Pass out paper. Direct students to write the letter from her mother to
Casey.
4. Have students volunteer to share letters with class. Discuss similarities
and differences between students’ ideas of what the letter might have
included.
1. Tell students that BURN is written in a style of poetry called “free
verse.” Examine some pages of BURN and discuss the differences between free verse and the ordinary written and spoken form of language
called “prose.”
2. Show students the copy of “Ginny’s Fits.” Read it together. Note how
the line breaks and spacing of words affect the reading of the poem.
3. Rewrite the poem as prose. Alter capitalization and sentence structure
as needed. Have students read the prose version.
4. Ask, “What do you like and dislike about free verse? What do you like
and dislike about prose?”
5. Ask, “Why do you think the author used free verse to tell this story?
How would the story be different if it were written as prose?”
Extension: Invite students to write a short story or paragraph as prose
and again as verse to discover how the storytelling differs between the two
forms. Students may do an original story for a longer project, or use part of a
familiar folk or fairy tale for a shorter project.
Caged Bird (Art)
Review of Burn
by Ann Ketcheson
Materials: Small white paper plates, mesh 1-pint berry baskets, stapler,
CM Magazine Volume XVII Number 11
November 12, 2010
markers, single hole punch, string
Prep: Cut sides out of berry baskets so there is one side per student
Eleven-year-old Casey is part of an interesting family: her mom used to have a successful singing ca-
Directions:
this situation confines her musician mother because their personalities are very similar, and so she isn’t
1. Revisit “Caged Bird” by Maya Angelou. Ask, “What does it mean to
feel like a Caged Bird?” “How did Casey’s mother feel trapped?” “How
did Casey feel trapped?” “Is there anyone else in the story who might
have identified with the feeling of being a caged bird?”
2. Brainstorm words and phrases that are associated with feeling caged.
Record words on board.
3. Brainstorm words and phrases that are associated with freedom.
Record words on board.
4. Pass out paper plates. On the back of the paper plate, have students
write words, phrases, or illustrate images that reflect being caged.
5. On the front of the plate have students write words, phrases, or illustrate or images that reflect freedom.
6. Help students staple a square of the berry basket to the caged side of
the paper plate.
7. Punch hole in top of plate and tie a length of string to plate. Hang from
ceiling or attach end of string to the wall so that students’ plates can be
turned from one side to the other.
reer, her sister Ginny is autistic and her stepdad John owns and runs a busy restaurant. Casey realizes
totally surprised when mom leaves the family to try and restart her career. No doubt this situation will
be merely temporary. However, her mother’s move leaves Casey in charge, and she has her hands full
trying to look after things at home, keeping Ginny calm and happy, doing her homework and trying
out for the lead in the school production of Annie. John doesn’t have the knack of dealing with Ginny,
and the restaurant keeps him busy so Casey convinces herself she can handle whatever comes along.
However there is pressure from all sides, and Casey learns she isn’t as invincible as she had hoped.
She lashes out in many ways, including starting fires in the hope that her mother will see the resulting
smoke, recognize the distress signal and return home.
Now and then, a young adult novel crosses my path and stands apart from all of the others. Burn is
such a book. Fullerton has the ability to capture her characters in a vivid, realistic way with a minimum
of words. Her characters are like simple sketches which say much more than a detailed oil painting.
Less description allows readers to fill in the blanks and make the characters their own. We understand
Casey’s frustration as she takes on far more than she is able to deal with and eventually breaks, losing
her best friend and becoming involved in fights at school. None of this is her fault in reality, but she is
a taut elastic band just waiting to snap.
Ginny, too, is beautifully sketched in the book, showing many autistic tendencies, such as needing
things done how and when they have always taken place and reacting negatively to anything which
seems to represent change in her life. Yet she is portrayed sympathetically and often with humour as a
bright child caught in her autistic cage. Fullerton helps us understand the adults and their reactions to
stress as well. Casey’s mother feels caged within the family after enjoying the freedom and variety of
her music career. John uses work at the restaurant to duck other responsibilities, and when that doesn’t
suffice, there’s always his friend and co-worker, Lulu, or a few extra glasses of wine.
Fullerton’s novel is written in free verse which will appeal to many young readers. Keen readers
will appreciate her ability to tell an enthralling and detailed story in such a succinct style and will likely
finish the book in one sitting. Reluctant readers will also be a good audience for the book since there
are few words and lots of white space on each page, with the result that the text is not overwhelming.
“Chapters” are usually just a page or two long. Merely the appearance of the text on several pages is
telling: capitals and spaces are used to clarify emotions or to measure the passage of time. In some
cases, the text becomes a shape which reinforces its meaning.
Careful thought was given to the cover which shows two yellow sneakers below red pants. Red and
yellow - the colours of fire. One sneaker is tightly laced while the other is starting to come undone, just
as Casey is often tough and capable yet can come emotionally undone when the stress is too much for
her.
This is a must-have, must-read young adult novel. It deals with a parent who abandons her family
and the resulting emotional problems but is neither pessimistic nor gloomy. The ending is unexpected
but satisfying, without seeming trite. Despite her shortcomings, Casey is a young woman with whom
readers will relate on many levels. The events of the plot move quickly, and, while perhaps they are not
typical, they are representative of the daily stresses we all face. Fullerton has written a literary, heartwarming, approachable and original novel – how fortunate for us!
Highly Recommended.