Literature Circle Guide:
Where the Red Fern Grows
by Tara McCarthy
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroom use. No
other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted
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Guide written by Tara McCarthy
Edited by Sarah Glasscock
Cover design by Niloufar Safavieh
Interior design by Grafica, Inc.
Interior illustrations by Teresa B. Southwell
Credits: Cover: Jacket cover for WHERE THE RED FERN GROWS by Wilson Rawls. Used by permission of Dell
Publishing, a division of random House.
ISBN 0-439-35541-9
Copyright © 2003 by Scholastic Inc.
All rights reserved. Printed in the U.S.A.
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Contents
To the Teacher
................................................... 4
Using the Literature Circle Guides in Your Classroom . . . . . . . . . . . . . . . . . . . . . 5
Setting Up Literature Response Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Good Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
About Where the Red Fern Grows
................................... 9
About the Author: Wilson Rawls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Enrichment Readings: People and Dogs, Stories about Animals, The Cherokee . . . . . .10
Literature Response Journal Reproducible: Before Reading the Book . . . . . . . . . . . .13
Group Discussion Reproducible: Before Reading the Book . . . . . . . . . . . . . . . . . . . .14
Literature Response Journal Reproducible: Chapters 1-3 . . . . . . . . . . . . . . . . . . . .15
Group Discussion Reproducible: Chapters 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Literature Response Journal Reproducible: Chapters 4-6 . . . . . . . . . . . . . . . . . . . .17
Group Discussion Reproducible: Chapters 4-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Literature Response Journal Reproducible: Chapters 7-8 . . . . . . . . . . . . . . . . . . . .19
Group Discussion Reproducible: Chapters 7-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Literature Response Journal Reproducible: Chapters 9-11 . . . . . . . . . . . . . . . . . . .21
Group Discussion Reproducible: Chapters 9-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Literature Response Journal Reproducible: Chapters 12-13 . . . . . . . . . . . . . . . . . .23
Group Discussion Reproducible: Chapters 12-13 . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Literature Response Journal Reproducible: Chapters 14-15 . . . . . . . . . . . . . . . . . .25
Group Discussion Reproducible: Chapters 14-15 . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Literature Response Journal Reproducible: Chapters 16-18 . . . . . . . . . . . . . . . . . .27
Group Discussion Reproducible: Chapters 16-18 . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Literature Response Journal Reproducible: Chapters 19-20 . . . . . . . . . . . . . . . . . .29
Group Discussion Reproducible: Chapters 19-20 . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Reproducible: After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Reproducible: Individual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Reproducible: Group Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Literature Discussion Evaluation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
To the Teacher
As a teacher, you naturally want to instill in
your students the habits of confident, critical,
independent, and lifelong readers. You hope that
even when students are not in school they will
seek out books on their own, think about and
question what they are reading, and share those
ideas with friends. An excellent way to further
this goal is by using literature circles in your
classroom.
A Allow three or four weeks for students to read
each book. Each of Scholastic’s Literature
Circle Guides has the same number of sections
as well as enrichment activities and projects.
Even if students are reading different books in
the Literature Circle Guide series, they can be
scheduled to finish at the same time.
A Create a daily routine so students can focus
on journal writing and discussions.
In a literature circle, students select a book to
read as a group. They think and write about it
on their own in a literature response journal,
and then discuss it together. Both journals and
discussions enable students to respond to a book
and develop their insights into it. They also learn
to identify themes and issues, analyze vocabulary, recognize writing techniques, and share
ideas with each other—all of which are
necessary to meet state and national standards.
A Decide whether students will be reading books
in class or for homework. If students do all
their reading for homework, then allot class
time for sharing journals and discussions. You
can also alternate silent reading and writing
days in the classroom with discussion groups.
Read More About
Literature Circles
This guide provides the support materials for
using literature circles with Where the Red Fern
Grows by Wilson Rawls. The reading strategies,
discussion questions, projects, and enrichment
readings will also support a whole class reading
of this text or can be given to enhance the
experience of an individual student reading the
book as part of a reading workshop.
Getting the Most from Literature Groups
by Penny Strube (Scholastic Professional
Books, 1996)
Literature Circles by Harvey Daniels
(Stenhouse Publishers, 1994)
Literature Circles
A literature circle consists of several students
(usually three to five) who agree to read a
book together and share their observations,
questions, and interpretations. Groups may be
organized by reading level or choice of book.
Often these groups read more than one book
together; as students become more comfortable
talking with one another, their observations
and insights deepen.
When planning to use literature circles in your
classroom, it can be helpful to do the following:
A Recommend four or five books from which
students can choose. These books might be
grouped by theme, genre, or author.
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Using the Literature Circle
Guides in Your Classroom
If everyone in class is reading the same book,
you may present the reading strategy as a minilesson to the entire class. For literature circles,
however, the group of students can read over and
discuss the strategy together at the start of class
and then experiment with the strategy as they
read silently for the rest of the period. You may
want to allow time at the end of class so the
group can talk about what they noticed as they
read. As an alternative, the literature circle can
review the reading strategy for the next section
after they have completed their discussion. That
night, students can try out the reading strategy
as they read on their own so they will be ready
for the next day’s literature circle discussion.
Each guide contains the following sections:
A background information about the author
and book
A enrichment readings relevant to the book
A Literature Response Journal reproducibles
A Group Discussion reproducibles
A Individual and group projects
A Literature Discussion Evaluation Sheet
Background Information and
Enrichment Readings
◆ Literature Response Journal Topics
A literature response journal allows a reader to
“converse” with a book. Students write questions,
point out things they notice about the story, recall
personal experiences, and make connections to
other texts in their journals. In other words, they
are using writing to explore what they think about
the book. See page 7 for tips on how to help
students set up their literature response journals.
The background information about the author and
the book and the enrichment readings are designed
to offer information that will enhance students’
understanding of the book. You may choose to
assign and discuss these sections before, during,
or after the reading of the book. Because each
enrichment concludes with questions that invite
students to connect it to the book, you can use this
section to inspire them to think and record their
thoughts in the literature response journal.
1. The questions for the literature response
journals have no right or wrong answers but
are designed to help students look beneath the
surface of the plot and develop a richer
connection to the story and its characters.
Literature Response Journal
Reproducibles
2. Students can write in their literature response
journals as soon as they have finished a reading
assignment. Again, you may choose to have
students do this for homework or make time
during class.
Although these reproducibles are designed for
individual students, they should also be used to
stimulate and support discussions in literature
circles. Each page begins with a reading
strategy and follows with several journal topics.
At the bottom of the page, students select a
type of response (prediction, question,
observation, or connection) for free-choice
writing in their response journals.
3. The literature response journals are an excellent
tool for students to use in their literature circles.
They can highlight ideas and thoughts in their
journals that they want to share with the group.
4. When you evaluate students’ journals,
consider whether they have completed all the
assignments and have responded in depth and
thoughtfully. You may want to check each day
to make sure students are keeping up with the
assignments. You can read and respond to the
journals at a halfway point (after five entries)
and again at the end. Some teachers suggest
that students pick out their five best entries
for a grade.
◆ Reading Strategies
Since the goal of the literature circle is to empower
lifelong readers, a different reading strategy is
introduced in each section. Not only does the
reading strategy allow students to understand this
particular book better, it also instills a habit of
mind that will continue to be useful when they
read other books. A question from the Literature
Response Journal or the Group Discussion page is
always tied to the reading strategy.
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
4. It can be helpful to have a facilitator for each
discussion. The facilitator can keep students from
interrupting each other, help the conversation get
back on track when it digresses, and encourage
shyer members to contribute. At the end of each
discussion, the facilitator can summarize everyone’s
contributions and suggest areas for improvement.
Group Discussion Reproducibles
These reproducibles are designed for use in
literature circles. Each page begins with a series
of discussion questions for the group to
consider. A mini-lesson on an aspect of the
writer’s craft follows the discussion questions.
See page 8 for tips on how to model good
discussions for students.
5. Designate other roles for group members. For
instance, a recorder can take notes and/or list
questions for further discussion. A summarizer
can open each literature circle meeting by
summarizing the chapter(s) the group has just
read. Encourage students to rotate these roles, as
well as that of the facilitator.
◆ Literature Discussion Questions: In a
literature discussion, students experience a book
from different points of view. Each reader brings
her or his own unique observations, questions,
and associations to the text. When students
share their different reading experiences, they
often come to a wider and deeper understanding
than they would have reached on their own.
◆ The Writer’s Craft: This section encourages
students to look at the writer’s most important
tool—words. It points out new vocabulary,
writing techniques, and uses of language. One or
two questions invite students to think more
deeply about the book and writing in general.
These questions can either become part of the
literature circle discussion or be written about in
students’ journals.
The discussion is not an exercise in finding the
right answers nor is it a debate. Its goal is to
explore the many possible meanings of a book.
Be sure to allow enough time for these
conversations to move beyond easy answers—
try to schedule 25–35 minutes for each one. In
addition, there are important guidelines to
ensure that everyone’s voice is heard.
Literature Discussion
Evaluation Sheet
1. Let students know that participation in the
literature discussion is an important part of their
grade. You may choose to watch one discussion
and grade it. (You can use the Literature
Discussion Evaluation Sheet on page 33.)
Both you and your students will benefit from
completing these evaluation sheets. You can use
them to assess student performance, and as
mentioned earlier, students can evaluate their own
individual performances, as well as their group’s
performance. The Literature Discussion Evaluation
Sheet appears on page 33.
2. Encourage students to evaluate their own
performance in discussions using the Literature
Discussion Evaluation Sheet. They can assess
not only their own level of involvement but also
how the group itself has functioned.
3. Help students learn how to talk to one
another effectively. After a discussion, help them
process what worked and what didn’t. Videotape
discussions if possible, and then evaluate them
together. Let one literature circle watch another
and provide feedback to it.
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Others note the style of an author’s writing or
the voice in which the story is told. A student
just starting to read Where the Red Fern Grows
might write the following:
Setting Up Literature
Response Journals
Although some students may already keep
literature response journals, others may not
know how to begin. To discourage students from
merely writing elaborate plot summaries and to
encourage them to use their journals in a
meaningful way, help them focus their responses
around the following elements: predictions,
observations, questions, and connections. Have
students take time after each assigned section to
think about and record their responses in their
journals. Sample responses appear below.
The book starts off with the description of a
man rescuing a dog. The man seems to
have deep feelings about this experience,
and about dogs. Then he begins to talk
about how much he wanted two dogs when
he was a boy, and the story goes back in
time. This seems like an interesting way to
tell a story.
◆ Questions: Point out that good readers don’t
necessarily understand everything they read. To
clarify their uncertainty, they ask questions.
Encourage students to identify passages that
confuse or trouble them, and emphasize that
they shouldn’t take anything for granted. Share
the following student example:
◆ Predictions: Before students read the book,
have them study the cover and the jacket copy.
Ask if anyone has read another book by Wilson
Rawls. To begin their literature response journals,
tell students to jot down their impressions about
the book. As they read, students will continue to
make predictions about what a character might do
or how the plot
might turn. After finishing the book, students can
re-assess their initial predictions. Good readers
understand that they must constantly activate
prior knowledge before, during, and after they
read. They adjust their expectations and
predictions; a book that is completely predictable
is not likely to capture anyone’s interest. A
student about to read Where the Red Fern Grows
for the first time might predict the following:
Why is Billy is so interested in trapping
animals? (I really feel sorry for that cat!)
Also, I wonder why Billy’s family is so poor.
What made farm life so difficult back then
in the Ozarks?
◆ Connections: Remind students that one
story often leads to another. When one friend
tells a story, the other friend is often inspired to
tell one, too. The same thing happens when
someone reads a book. A character reminds the
reader of a relative, or a situation is similar to
something that happened to him or her.
Sometimes a book makes a reader recall other
books or movies. These connections can be
helpful in revealing some of the deeper meanings
or patterns of a book. The following is an
example of a student connection:
I can tell by the picture on the cover that
this story is about a boy and two dogs. The
boy seems very young to be alone outdoors
at night, but he doesn’t really look scared.
Maybe he feels at home in the woods and
knows exactly how to take care of himself.
People can have very deep connections with
their pets. I remember when my greatgrandmother had to go into a nursing
home. She was really worried about what
would happen to her dog CoCo. Fortunately,
we were able to find a nursing home that
allowed pets to live there with their owners.
◆ Observations: This activity takes place
immediately after reading begins. In a literature
response journal, the reader recalls fresh
impressions about the characters, setting, and
events. Most readers mention details that stand
out for them even if they are not sure what their
importance is. For example, a reader might list
phrases that describe how a character looks or
the feeling a setting evokes. Many readers note
certain words, phrases, or passages in a book.
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
The Good Discussion
with a discussion so students can try out what
they learned from the first one.
In a good literature discussion, students are
always learning from one another. They listen to
one another and respond to what their peers
have to say. They share their ideas, questions,
and observations. Everyone feels comfortable
about talking, and no one interrupts or puts
down what anyone else says. Students leave a
good literature discussion with a new
understanding of the book—and sometimes with
new questions about it. They almost always feel
more engaged by what they have read.
◆ Assessing Discussions: The following tips
◆ Modeling a Good Discussion: In this era of
3. The group should look at the Literature
Discussion Evaluation Sheet and assess its
performance as a whole. Were most of the
behaviors helpful? Were any behaviors
unhelpful? How could the group improve?
will help students monitor how well their group
is functioning:
1. One person should keep track of all behaviors
by each group member, both helpful and
unhelpful, during the discussion.
2. At the end of the discussion, each individual
should think about how he or she did. How
many helpful and unhelpful checks did he or
she receive?
combative and confessional TV talk shows,
students often don’t have any idea of what it
means to talk productively and creatively
together. You can help them have a better idea of
what a good literature discussion is if you let
them experience one. Select a thought-provoking
short story or poem for students to read, and
then choose a small group to model a discussion
of the work for the class.
In good discussions, you will often hear
students say the following:
Explain to participating students that the
objective of the discussion is to explore the text
thoroughly and learn from one another.
Emphasize that it takes time to learn how to
have a good discussion, and that the first
discussion may not achieve everything they hope
it will. Duplicate a copy of the Literature
Discussion Evaluation Sheet for each student.
Go over the helpful and unhelpful contributions
shown on it. Instruct students to fill out the sheet
as they watch the model discussion. Then have
the group of students hold its discussion while
the rest of the class observes. Try not to interrupt
or control the discussion and remind the student
audience not to participate. It’s okay if the
discussion falters, as this is a learning experience.
“I was wondering if anyone knew . . .”
“I see what you are saying. That reminds me of
something that happened earlier in the book.”
“What do you think?”
“Did anyone notice on page 57 that . . .”
“I disagree with you because . . .”
“I agree with you because . . .”
“This reminds me so much of when . . .”
“Do you think this could mean . . .”
“I’m not sure I understand what you’re saying.
Could you explain it a little more to me?”
Allow 15–20 minutes for the discussion. When
it is finished, ask each student in the group to
reflect out loud about what worked and what
didn’t. Then have the students who observed
share their impressions. What kinds of
comments were helpful? How could the group
have talked to each other more productively?
You may want to let another group experiment
“That reminds me of what you were
saying yesterday about . . .”
“I just don’t understand this.”
“I love the part that says . . .”
“Here, let me read this paragraph. It’s an
example of what I’m talking about.”
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
The Rawls family moved to Tahlequah,
Oklahoma (a key setting in the story), in the
hopes of providing a better life for the children.
Unfortunately, the economic depression of the
1930s forced Rawls to drop out of school in the
eighth grade and find work.
About
Where the Red Fern Grows
Where the Red Fern Grows first appeared as a
three-part story in the magazine, Saturday
Evening Post. In 1961, it was published as an
adult novel. However, this story of an Ozark farm
boy, Billy Colman, and his two hound dogs quickly
caught on as a book for young people—especially
after the film version was released in 1974.
As he worked as a carpenter and moved
about from South America to Mexico to Canada
and to Alaska, Rawls wrote constantly. In
1935, the Rawls family moved to Albuquerque,
New Mexico. Wilson would return to his family
each fall to hunt and continue to work. He kept
the stories he wrote in an old trunk in his
father’s workshop.
The book celebrates the mutual devotion
between Billy and his two dogs, Old Dan and
Little Ann. Some critics have found the book to be
over-emotional in its writing style, and there are
readers who may object to the many graphic
descriptions of killing raccoons. The story endures,
however, because of its underlying themes of the
close connections people form with their pets, the
increasing independence that signals the path
from childhood to adulthood, and the value of
having a supportive and loving family.
Wilson Rawls met his wife, Sophie Styczinski,
when both of them worked for the Atomic
Energy Commission in Idaho. Before his
marriage in 1958, Rawls traveled to
Albuquerque and burned all his stories. He felt
that he would have to be responsible and give
up his dream of becoming a writer. When Rawls
finally told Sophie about his writing, she
encouraged him to pursue it. He rewrote a story
based on his own childhood experiences—Where
the Red Fern Grows—from memory.
Wilson Rawls died in 1984.
About the Author:
Wilson Rawls
Other Books by
Wilson Rawls
Where the Red Fern Grows echoes the life
of its author Wilson Rawls, who was born on
September 24, 1913, in Scraper, Oklahoma.
Rawls was reared on a farm and home-schooled
by his mother. To teach her children how to read,
Winnie Hatfield Rawls ordered books by mail
and read them to her children. Wilson found it
hard to relate to such stories as “The Little Red
Hen” and “Little Red Riding Hood.” Then his
mother read aloud Jack London’s classic, The
Call of the Wild. Wilson Rawls loved the book so
much that his mother gave it to him. He took
the book everywhere with him, and even read it
aloud to his dog.
Summer of the Monkeys
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Enrichment: People and Dogs
special use of dogs’ herding instincts, people
bred and trained them to round up groups of
animals according to the owner’s hand signals
and calls. These breeds include Collies, Corgies,
and sheepdogs. Terriers, such as Cairns,
Airedales, and Kerry Blues, were bred to track
down and kill mice and rats. The hunting
instinct has been bred into different kinds of
hound dogs, including Billy’s black and tan
coonhounds. Altogether, the American Kennel
Club recognizes about 130 pure breeds of dogs.
The vast majority of dogs today, however, are
crossbreeds—dogs with parents belonging to
different breeds. Crossbreeds usually have a
combination of their parents’ skills.
Although Billy is the main character in Where
the Red Fern Grows, his two dogs, Little Ann
and Old Dan, are important characters, too. The
bond that’s established between Billy and his
dogs and the interaction among these characters
keep the plot moving. This bond seems very
natural—after all, people and dogs have been
interacting for many centuries.
Most historians and anthropologists believe
that dogs were the first animals to be
domesticated, or tamed by humans. This
probably happened about 12,000 years ago,
during what is called the Neolithic Period. At
some point, humans realized that they were
hunting the same prey as dogs were. Dogs
began to move closer
and closer to human
encampments to
scavenge leftovers that
were thrown out.
People decided to tame
wild dogs. They began
to raise puppies and use
the dogs’ instincts and
abilities on hunting
expeditions.
Because dogs are intelligent and anxious to
please, they can be trained to take on new tasks.
Dogs are ideally
suited for this work.
Their sense of sight is not as keen as ours is, but
their sense of smell is hundreds of times greater,
which enables them to follow the trail of their
prey. In addition, dogs have a better sense of
hearing than humans do. They can detect very
high-pitched sounds, such as faint sounds made
by other animals, and can hear sounds from a
greater distance then we can.
Today guide dogs lead people with limited
eyesight and mobility. Some dogs are trained to
respond to phone calls and knocks on doors and
to alert their deaf owners. Companion dogs visit
homes for the elderly and hospitals to cheer up
residents and patients. Police rely on specially
trained dogs to sniff out the tracks of criminals,
find victims of crimes or disaster, and detect
drugs. You can also see trained dogs in
commercials, television shows, and movies.
Over the centuries, as humans began to grow
crops, raise livestock, and build permanent
homes, they also began to breed a variety of
dogs whose instincts served different purposes.
For example, to protect homesteads, people bred
dogs that had a particularly strong home range
instinct—as German shepherds do today—which
caused them to bark at or even attack strangers
who approached the dogs’ territory. To make
As you read about the exploits of Billy and his
dogs, try to detect what Little Ann and Old Dan
do naturally by instinct and what they do at
Billy’s command. Given your choice of dogs,
what kind would you select, and why?
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Enrichment:
Stories about Animals
main characters, Toad, lives in a human-like
mansion and likes high-powered cars. In Robert
O’Brien’s Mrs. Frisby and the Rats of NIMH,
super-smart laboratory rats escape and form their
own community. But for many of us, the most
moving and memorable book about animals is
E.B. White’s Charlotte’s Web. The worries and
trials of Wilbur the talking pig, and the fine
advice and heroic actions of Charlotte the spider,
teach readers about life, death, and friendship.
In Where the Red Fern Grows, you’ll read about
the deep and loving connection between a boy
and his two dogs. It‘s surely not the first story
you’ve ever read in which animals have a
starring role. Down through the ages, storytellers
have given center-stage to dogs, cats, and all
sorts of other animals.
Realistic Stories about Animals
Fantasy Stories about Animals
As we grow older, we tend to like stories that are
factual in their pictures of the relationships
between humans and animals. The dog in
Beverly Cleary’s
Henry Huggins and
Henry and Ribsy acts
just like a real dog.
The funny incidents in
the books, as Henry
rescues Ribsy and
then attempts to keep
him out of trouble, are
things that could
really happen.
One of the greatest storytellers of all time was
Aesop, who is believed to have lived in Greece
between 620 and 560 B.C. Most of Aesop’s
fables feature animals
that act and speak like
humans, have human
concerns and feelings,
and learn lessons that
we humans should
heed. For instance,
“The Mice and the Cat”
teaches that it’s often
easier to come up with
a good idea than it is
to carry it out.
After reading Where
the Red Fern Grows,
you might read
Sterling North’s
Rascal or Little
Rascal. North’s reallife stories tell about
his pet raccoon and
give many examples
of how a raccoon communicates through whines,
purrs, or hissing. North’s books are like Rawls’
in that they acknowledge the intelligence of
raccoons.
Talking, human-like
animals are the main
characters in many of
the very first stories
we heard, read, and
loved. There are, for
example, Jean and
Laurent de Brunhoff’s stories about Babar the
elephant, a sophisticated fellow who goes to
Paris, acquires beautiful clothes, and goes back
to Africa to set up a kingdom. When you were
small, you may have read Arnold Lobel’s “Frog
and Toad” books, in which the two animal
friends go swimming together, bake cookies, and
tell each other stories.
As you read, consider how the hunted
raccoons display intelligence in avoiding Billy’s
dogs, and how the dogs display intelligence as
they communicate with Billy and each other.
Also think about how Billy relates to his dogs
and to the raccoons he is hunting. Does he relate
to the dogs and the raccoons in the same way?
Even as we grow older, we can continue to be
captivated by books in which animals act like
humans. If you’ve read Kenneth Grahame’s The
Wind In the Willows, you’ll recall that one of the
11
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Enrichment: The Cherokee
seemed more likely to let the Cherokee retain
most of their land and their traditional ways.
When the British lost the war, the Cherokee tried
to hang on to their homeland by adapting to the
colonists’ ways. Sequoya developed a Cherokee
alphabet that by 1821 allowed his people to
become literate. The Cherokee also established a
republican form of government and wrote a
document called “Cherokee Nation” which was
based on the U.S. Constitution.
In Chapter 2 of Where the Red Fern Grows, Billy
talks about the setting of the story:
The land we lived on was Cherokee land,
allotted to my mother because of the
Cherokee blood that flowed in her veins. It
lay in a strip from the foothills of the mountains to the banks of the Illinois River in
northeastern Oklahoma.
The land Billy describes was not the original
home of his mother’s people. For centuries, the
Cherokee lived much farther east in the southern
Appalachian Mountains of what is now North
Carolina. In that ancestral homeland, the
Cherokee hunted, fished, and farmed. As Billy’s
words suggest, Cherokee society was matrilineal:
the inheritance of land was passed down
through the female line; married men went to
live on their wives’ land.
None of these efforts at assimilation worked.
Responding to settlers’ demands, President
Andrew Jackson insisted that all Indians in the
southeastern United States move to areas west of
the Mississippi River. In 1835, some members of
the Cherokee gave in to government pressure,
signed a treaty with the U.S., and moved west to
a stretch of land in northeast Oklahoma that was
promised to them. Tahlequah became the capital.
But most of the Cherokee, led by Chief John
Ross, refused to move.
With the arrival of European explorers and
settlers, Cherokee life changed dramatically.
During the 1750s and 1760s, the Cherokee tried
unsuccessfully to fight off the newcomers who
were moving rapidly through their land. Then,
forced to choose sides during the American
Revolutionary War, the Cherokee joined with the
British against the American colonists; the British
During the winter of 1838-1839, United States
troops forced about 15,000 Cherokee out of their
homes in the Appalachians. They were marched,
primarily on foot, along a 1,000-mile-long trail
to Oklahoma. Thousands of Cherokee died, and
the march became known as the Trail of Tears. A
U.S. Army private named John Burnett, who
participated in the removal, wrote this:
The trail of the exiles was a trail of death.
They had to sleep in the wagons and on the
ground without fire. I have known as many
as 22 of them to die in one night of pneumonia due to ill treatment, cold, and exposure. . . . The long painful journey to the
west ended March 26, 1839, with four
thousand silent graves reaching from the
foothills of the Smokey Mountains to what
is known as the Indian Territory in the
West. And the covetousness on the part of
the white race was the cause of all that the
Cherokee had to suffer.
As you read about Billy, link his adventures
with the ways of the Cherokee, for whom the
forests were home. Think about the main reason
that Billy’s family finally decides to make a new
home in town.
12
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Before Reading the Book
Reading Strategy:
Asking Questions
Take some time to think about the title of
this book. Then study the illustration on the
front cover and read the back cover. What
questions do the title and the covers make you think of? As you read the book, more
questions will occur to you. In fact, it’s important for readers to keep asking questions
about what they’re reading. Keep your journal handy so you can write down your
questions—and answer them—as you read Where the Red Fern Grows.
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. What is your main question about this book right now?
2. What are some short stories or books you’ve read about people and their pets?
Write about your favorite story or book, and why you like it so much.
3. Very often, people form close bonds with their pets. Explain why you think a pet
can become such an important part of someone’s life.
4. Where the Red Fern Grows takes place many years ago in an area that was
sparsely populated and full of forests. Would you like to live in an area like that?
Explain why or why not.
B. What were your predictions, questions, observations, and connections about the
book? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
13
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Before Reading the Book
For Your Discussion Group
A Winston Rawls, the author of Where the Red Fern Grows, based the story on his own
experiences as a boy in the Oklahoma Ozarks. He took situations from his own life but
added fictional elements to them. Brainstorm about how you might combine fictional
elements with your own real-life stories about one of the following:
• the first pet you became really attached to
• a time when you got lost
• a contest you were determined to win
A Billy seems to have a very supportive family. His parents and his grandfather help
him attain most of the goals he has set. Discuss some goals of your own and how
your family or other adults might help you achieve them.
TIP
When you are brainstorming, remember that the goal is to collect as many different
ideas as possible without commenting on them. Everybody’s ideas should be included.
14
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 1–3
Reading Strategy:
Recognizing Point of View
In literature, point of view refers to the person
who is telling the story. Where the Red Fern
Grows is told from the first-person point of
view. Billy, the main character in the story,
actually tells the story. He refers to himself
with the words I, me, and my. If Billy used
the words he, him, and his to talk about himself, then the story would be told from the
third-person point of view. Why do you think the author chose to tell the story from this
point of view?
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Based on Billy’s thoughts and feelings in these first chapters, what do you think
of him? Explain whether or not you would like to have him as a friend.
2. While some people enjoy hunting animals, many other people object to this
activity. Where do you stand on this issue? Can you think of a situation that
would make you change your mind about hunting?
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
15
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 1–3
For Your Discussion Group
A In Chapter 1, who is telling the story? About
how old is he? Discuss the incident in the
first chapter that leads him to write the rest
of the story.
A Share your opinions about Billy’s trapping
activities described in Chapter 2. What do they tell you about Billy? What are his
goals? Tell which of Billy’s activities in this chapter impress you the most.
A Billy works for two years to earn fifty dollars to buy two coon hounds. Have you ever
wanted anything as badly as Billy wanted the dogs? How did you go about reaching
your goal? If you were in Billy’s situation, would you be willing to work that long to
earn enough money?
Writer’s Craft: Dialogue
Dialogue is the words within quotation marks that tell exactly what characters say.
Well-written dialogue moves the plot along as it reveals something important about
the relationship between the characters who are speaking. For example, in the following
dialogue, you can see that the grandfather believes in rewarding hard work but that Billy
is shy about asking for rewards.
As I reached the front door, my grandfather said in a loud voice, “Say, it’s been
a long time since you’ve had any candy, hasn’t it?”
I nodded my head.
He asked, “How long?”
I told him, “A long time.”
“Well,” he said, “we’ll have to do something about that.”
Share some dialogue in Chapters 2 and 3 that adds to your understanding of the
connections and differences among the characters.
16
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 4–6
Reading Strategy: Drawing Conclusions
As you read, you put together information that the
writer gives you. Based on this information, you draw
your own conclusions about the characters and events
in the story. For example, as you read about Billy
setting off alone and barefoot on a twenty-mile trip, you
can conclude that he’s independent and brave. What
can you conclude when Billy looks into the store window
and sees his own reflection for the first time?
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Billy sees many people in Tahlequah when he goes there to pick up the puppies.
From their reactions to Billy, what conclusions can you draw about the different
people he encounters?
2. Which of the following of Billy’s experiences was more terrifying to you: his
encounter with the kids in Tahlequah or his nighttime encounter with the
mountain lion? Tell why that particular encounter was more terrifying.
3. Why do you think Billy was so reluctant to tell his parents about the dogs? Were
you surprised by his parents’ reactions to his returning home with the dogs?
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
17
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 4–6
For Your Discussion Group
A This story is set about 75 years ago in a rural
area. Parents often allowed kids of Billy’s age
to go off on their own for a day or so. You
might draw different conclusions about this.
Was the world a safer place back then? Were
parents unaware of the dangers their kids
might face? Were parents more approving of
their kids’ goals and pursuits? Did parents and
kids talk more openly together about their
goals? Share your conclusions about why Billy’s parents are so forgiving and
understanding when he comes back home after his long absence.
A Now that Billy has his two coonhound puppies, what problems do you think lie ahead
of him?
Writer’s Craft: Character Development
Writers reveal more and more about the main characters as their stories unfold. This is
called character development. Through the actions and responses of the characters as
the story progresses, readers get a deeper insight into the characters. For example, in our
first glimpses of Billy, he seems to want things. He’s always asking his dad for this or
that. As we read on, we see that Billy doesn’t just ask for things. He works hard in order
to buy a pair of coon hounds. As you continue reading the story, be aware of what else
you learn about Billy. Notice how Wilson Rawls develops Billy through events that test
this character’s determination and courage.
18
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 7–8
Reading Strategy: Making Judgments
A judgment is an opinion or decision you reach after
studying the facts of a situation. Different people may
have different judgments about the same situation.
For example, one person may feel that it’s wrong to
kill raccoons for their skins. In another person’s
judgment, collecting raccoon skins may be a worthy
and necessary way to earn money. As you read a
good book, you constantly make judgments about
what the characters in a story are doing. Your judgments involve you in the story and
make you care about what happens. What is your response to Billy’s hunting?
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Think about how Billy’s father and mother react to him. Write a paragraph
explaining how each one responds to Billy’s actions. In your judgment, which
parent seems more responsible in their response to their son?
2. Billy has an intense awareness of the beauty of the natural world. Copy a
paragraph from Chapter 8 that shows this awareness. Then illustrate the scene.
3. Write about a situation in which you—like Billy—undertook a task on your own,
even though other people offered to help you. What was the result of your efforts?
How did you feel?
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
19
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 7–8
For Your Discussion Group
A Billy’s mother and father disagree about
whether it’s safe for Billy to be alone in
the woods at night. Discuss both parents’
opinions. With which parent do you
agree, or do they both have valid points?
A Within Billy’s family, there are other
disagreements. For example, Billy and his
dad think it’s all right to whack a trapped
raccoon over the head, while Billy’s
mother and sisters think it’s a horrible
sight. Yet you’ll probably agree that Billy’s family is a close-knit and loving one
despite these disagreements. Discuss why this is so. What values and goals do the
family members share? How do they show their concern and support for one another?
Writer’s Craft: Irony
Irony is a situation in which things happen in ways that are the opposite of what you
would expect. For example, it may seem ironic to some readers that Billy, with his great
love of the natural world, wants to trap and kill raccoons. In Chapter 8, the irony is that
Billy starts chopping down the huge sycamore tree despite the fact that he has always
loved for its magnificent beauty.
Irony is common in real life. It would be ironic if you threw away a story you were
writing because you didn’t like it, and then you found out that you had won a creative
writing award for the story. What are some ironic situations you’ve encountered? What
other ironic situations has Billy been faced with? Compare your situations with Billy’s.
20
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 9–11
Reading Strategy: Visualizing
Good writers supply details that enable their
readers to visualize or picture characters,
settings, and events in their stories. As an
example, reread the four paragraphs on page
95 that describe the sycamore tree falling,
beginning with “Another gust of wind caught in the top of the big tree.” Identify some
of the sentences in these paragraphs that help you visualize the fall of the huge
sycamore tree.
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Draw a four-part picture panel that shows the gradual toppling of the sycamore
tree. For each panel, write a two-sentence caption that describes what is
happening. The captions can be in your own words, or they can be quotations
from Chapter 9. If you quote from the book, use quotation marks.
2. Billy sees a lot of differences between the behaviors of Little Ann and Old Dan.
Summarize these differences. Do you think Billy likes one of the dogs more than
the other, or does he like them equally? Support your opinion with examples from
the story.
3. A hair-raising section of a story can leave you breathless (your hair almost stands
on end with excitement!). You eagerly read on to find out what happens next. In
these chapters, what event was the biggest hair-raiser for you? What made the
event so exciting?
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
21
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 9–11
For Your Discussion Group
A From the details provided in Chapter 11,
visualize and then discuss Billy’s rescue
of Little Ann. Which, if any, of his
reactions strike you as the responses of a
child? Which of Billy’s actions show the
careful thinking of an adult?
A There are many indications in these chapters that Billy is growing into a young adult.
For example, he now likes to hang around with the older hunters and discuss his
dogs. He also has turned coon hunting into a profit-making activity as well as a
recreation. Discuss other examples of Billy’s growth. Then identify some ways in
which he has not changed. Which of Billy’s childhood characteristics do you hope he
will never lose?
Writer’s Craft: Creating Suspense
Suspense is what you feel when you don’t know how a situation will turn out. Writers
create suspense by presenting a dangerous situation, and then—a bit by bit—showing
the steps a character takes in dealing with it. For example, most readers probably feel
suspense when they visualize Little Ann clinging desperately to the ice as the water
beneath pulls at her. Will Billy reach Little Ann in time to save her from drowning?
Wilson Rawls builds the suspense by dragging out the steps of the rescue. What other
events in this story have filled you with suspense?
22
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 12–13
Reading Strategy:
Comparing and Contrasting
As you read a good story, you naturally compare and contrast to see likenesses and
differences among characters. The similarities are what bring the characters together. The
differences between the characters set up
conflicts. In Chapters 12 and 13, when
BILLY
PRITCHARD BOYS
you compare Billy and the Pritchard boys,
you see that they all have an interest in
coon hunting. However, the contrast
interest
between Billy and Rubin and Rainie is
in hunting
raccoons
much stronger. Use a Venn diagram like
the one at right to compare and contrast
Billy and the Pritchard boys.
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. What do Rubin and Rainie say and do that’s rude and insulting to Billy’s
grandfather? Contrast their behavior with Billy’s manner with his grandfather.
2. Have you ever met someone who was as troublesome as Rubin and Rainie? What
problems did this person present to you or try to involve you in? How did you
deal with the situation?
3. In a dictionary, find the meaning of the word compassion. Write the definition,
and then relate it to one or more events in Chapters 12 and 13 in which Billy
shows compassion.
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
23
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 12–13
For Your Discussion Group
A Why do you think Billy’s mother has told
him to “always be kind to Rainie”? What
contrasts can you detect between Billy’s
family and Rainie and Rubin’s family?
Discuss the different ways in which the two families seem to influence their kids.
How might these differences explain the conflicting attitudes and behaviors of Billy
and the Pritchard brothers?
A As Billy and the Pritchard brothers follow the dogs in the hunt for the ghost coon,
there are points in which all three boys seem to agree. That is, there are moments
when they seem to put their differences on hold. Discuss these moments of
agreement. What situation temporarily binds the three boys together?
A In contrast to the Pritchard brothers, Billy doesn’t want the ghost coon to die. Discuss
what’s surprising about Billy’s attitude. How do you explain it? Do you agree or
disagree with Billy’s reasons?
Writer’s Craft: Atmosphere
In literature, atmosphere is the feeling or mood the writer creates. For example, Wilson
Rawls creates an atmosphere of tension by describing in detail how Rubin moves toward
Billy’s dogs in order to kill them and how Billy tries to stop him. Soon, the atmosphere
shifts to one of horror as Rawls describes Rubin’s death.
Stopping in his effort of getting up, still staring at me, his mouth open as if to say
something. Words never came. Instead, a large red bubble slowly worked its way
out of his mouth and burst. He fell back to the ground. I knew he was dead.
The atmosphere of this scene would have been very different if Rawls had simply
written, “Ruben fell on his ax and died.” Look back at the chapters you’ve read. Identify
and share some passages that create an atmosphere of joy, worry or concern, and of
friendship and togetherness.
24
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 14–15
Reading Strategy:
Making Predictions
While following the plot of a story, you
naturally make predictions, or intelligent
guesses, about the characters’ motives or
about what will happen next. In Chapter
10, you probably noted that Grandpa was
keeping a written record of the furs Billy
brought in. At that point in the story,
what was your prediction about why Grandpa was doing this? Has your prediction now
turned out to be accurate? But remember—a writer can often surprise you with plot
twists you couldn’t predict!
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Grandpa has been one of Billy’s greatest advisers and supporters. Now, in
Chapter 14, readers see the relationship reversed. How does Billy advise and
support his grandfather?
2. Billy has always thought his beloved hounds were special and very unusual in
their behavior. Is this the natural reaction of a loving dog-owner, or do you agree
that Old Dan and Little Ann are somehow extraordinary? Give examples that
support your answer.
3. Predict what will happen as Billy’s dogs take part in the coon hunt.
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
25
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 14–15
For Your Discussion Group
A Up to now, most of the story has taken
place in the very limited setting in
which Billy lives: his wilderness home,
a small town, and the surrounding
forests. Discuss Billy’s different feelings
as he sets off for a new setting where
he will see people from many different
places. What is Billy’s general attitude?
How do you explain it?
A Recall together the way people in the town of Tahlequah reacted to Billy when
he went there to get his puppies. Contrast Billy’s reception in Tahlequah with the
reception he and his dogs receive at the championship coon hunt. How do you
account for the difference?
A What was your reaction when Little Ann won the best-looking hound contest? What
do you think accounts for Little Ann’s amazing performance and victory? How does
the attitude of the judges enter into the decision?
Writer’s Craft: Foreshadowing
Writers use foreshadowing to warn that something is about to happen in the story. A
good writer uses foreshadowing in very subtle ways. Only by rereading will you pick up
and really appreciate the hints that the writer was laying out for you. Think back to the
section where Billy hears two screech owls and reminds his grandfather about the
superstition that bad luck awaits anyone who hears two owls hooting together. With
your group, look back at the story to find Grandfather’s reaction to this superstition.
With whose feelings—Billy’s or Grandpa’s—do you agree? Explain your reasoning.
26
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 16–18
Reading Strategy:
Recognizing the Writer’s Purpose
Before these chapters, the author has
devoted a great many pages to describing
Billy’s dogs, how he trains them, and the
many successes the dogs have in tracking and killing raccoons. At some point along the
way, you may have wondered why Wilson Rawls was including so many examples of
the dogs’ skills. In Chapters 16-18, you see that as a result of Billy’s training, Little Ann
and Old Dan become superstars at the championship coon hunt. It’s clear that the
writer’s purpose all along has been to show how dedication and hard work can pay off
in big ways. Consider how different the events in Chapters 16-18 would have seemed to
you if Wilson Rawls hadn’t supplied all the previous details about the dogs’ training and
Billy’s efforts. Why wouldn’t the dogs’ triumphs have seemed as believable?
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. As Billy, his dad, his grandfather, and the judge set off on the coon hunt,
which one of them seems to be the leader in deciding how to proceed? Why is
this person the most qualified? What important decisions does he make?
2. In your opinion, what’s the one most disturbing or upsetting event in these
chapters? Explain why it has this impact on you.
3. Recall the meaning of foreshadowing (see page 26). How does Wilson Rawls
foreshadow the events in these chapters? What bad luck does Billy now encounter?
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
27
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 16–18
For Your Discussion Group
A Emotions run high in these chapters as
the characters move from triumph to
danger and from injury to rescue. Identify
and discuss the high points or moments
of greatest excitement in Chapter 16-18.
A Toward the end of Chapter 18, you can finally take a deep breath of relaxation.
Contrast the exciting scenes you identified above with the peaceful ending of Chapter
18. Identify some sentences or phrases that especially evoke a feeling of peace.
A Discuss some reasons why Billy’s mother is kneeling and crying by the doghouse. In
general, is this a sad scene or a happy one? Explain why you think so.
Writer’s Craft: Imagery
Imagery is language that appeals to the senses. Writers use imagery to help readers see,
hear, and feel what is going on in the story. To create strong imagery, a writer often
draws comparisons. For example, the following paragraph from Chapter 17 allows you to
sense the fierceness of the storm. Notice that the writer compares the wind to a laughing
person, perhaps even to a person carrying a knife!
With its loud roaring, the north wind seemed to be laughing at us. All around,
tall stalks of cane were weaving and dancing to the rattling rhythm of the
knife-edged blades.
Each chapter of this book is full of imagery. Find and share especially effective examples
of imagery in previous chapters.
28
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
L it e rat u
r e Re sp o n se J o u r n a l
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 19–20
Reading Strategy:
Making Connections
As a good book comes to a close, you
can finally make the connections that
knit important parts of the story together.
Now, for example, you can make the
connection between why Billy’s mother
was crying in front of the doghouse and
the family’s move to the city. She was crying with happiness because the dogs’ hunting
skills produced the money that makes the move possible. Recall what Billy did with the
money he earned from selling raccoon skins. What similar connection does this have
with the family’s move?
Writing in Your Literature Response Journal
A. Write about one of these topics in your journal. Circle the topic you chose.
1. Why does Billy connect the death of the mountain lion with Rubin’s death?
2. What’s the connection between the Indian legend of the little boy and girl and the
death of Billy’s dogs?
3. Did the dogs’ death come as a shock to you? Explain why or why not. Would you
change the ending of the story? If so, write a new ending. If not, explain why this
ending is appropriate.
B. What were your predictions, questions, observations, and connections as you
read? Write about one of them in your journal. Check the response you chose.
❒ Prediction
❒ Question
❒ Observation
❒ Connection
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Group D iscussion
Name ______________________________________ Date _______________________
Where the Red Fern Grows
Chapters 19–20
For Your Discussion Group
A It’s not until the very last chapter
that we finally make the connection
between the title of the book and
the story as a whole. Discuss why
a magical plant is associated with
the “magic” the dogs have
performed. What is this magic? Suppose the author had revealed the connection
earlier. Would the story have been as effective? Explain your reasoning.
A Consider the last section of the book, beginning with “I have never been back to the
Ozarks.” Who is speaking? Where did you first meet this speaker? Discuss how this
concluding statement rounds out the story, or brings it full-circle. What questions
would you ask the speaker?
Writer’s Craft: Denotation and Connotation
Denotation is an exact or literal meaning. For example, the words red fern denote a
kind of plant. Connotation is the meaning you find between the lines—that is, what the
words suggest in addition to their literal meaning. In this story, red fern connotes a
sacred plant that only grows near the graves of extraordinary beings. Read the three
paragraphs toward the end of Chapter 20 that begin with “As I stood and looked at the
home of my birth, it looked sad and lonely.” Notice that these paragraphs denote, or tell
directly, what Billy sees as he looks back at his old home. Read between the lines. What
kind of connotations do the paragraphs have about Billy’s feelings?
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Name ______________________________________ Date _______________________
Where the Red Fern Grows
After Reading
Good books engage us because they make us examine our own beliefs and values. That’s
why a good book stirs up discussion and disagreements among its readers. Each reader
may have a different reaction to the behavior and motives of the main characters or to the
outcome of the story. If a book didn’t raise questions and encourage lively debate, it
would be a very dull book! Through discussing our negative and positive reactions to a
book with fellow readers, we learn more about the book and about ourselves.
A Where the Red Fern Grows is an example of a book that brings out different reactions
in readers. In your journal, copy and answer the following questions.
• What do you think about Billy’s dedication to killing raccoons? How does the
violence in the story affect you?
• Is Where the Red Fern Grows a book that appeals equally to both boys and
girls? Explain your answer.
• What event(s) in the story made you feel closest to Billy and made you
sympathize most with him?
A Share your responses to the questions with your group. Listen to what others have to
say, and avoid criticizing responses that are different from yours.
A Find and discuss areas where you and your group agree about the book. Work
together to reach an agreement about the following questions.
• What is the most appealing thing about Billy?
• What do most of you like about him?
• In his adventures with his dogs, how does Billy grow up and become an
independent young man?
• What do you think Billy will experience in his new home?
• What are some positive things that may happen to him there?
• What will Billy miss about his former home?
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Name ______________________________________ Date _______________________
Individual Projects
1. Many kids go through a few years when they’re absorbed in a certain pursuit or
interest. Billy is totally involved in hunting raccoons with his dogs. You and your
friends may be interested in music, computer games, a sport, or some kind of
collection. Interview your classmates and friends. Write about two or three interests
that kids have today. How do these interests affect their lives?
2. Choose three vivid incidents from the book and illustrate them. Aim for scenes that
show different aspects of Billy’s life. For each scene, write a caption of three or four
sentences that summarize what is happening in the picture.
3. Although Billy encountered raccoons in a rural setting, these animals are also present
today in many urban areas. Find out more about the habits of raccoons, and present
your findings by writing about “A Day in the Life of a Raccoon.” You can write a
straightforward report, or you can take the viewpoint of a raccoon. Include diagrams,
charts, and illustrations to make your writing more interesting.
✃
Name ______________________________________ Date _______________________
Group Projects
1. Billy never reveals the names of his three sisters. Discuss why you think the author
didn’t give names to these characters. Then play author, and name the sisters. Choose
one of the sisters, and work together to write about Billy from her first-person point of
view. Share your group story with the rest of the class.
2. Research the hunting laws in your area. When is hunting season? What animals are
hunters allowed to kill during that season? What penalties do hunters face if they
break the law? Make a poster that summarizes and illustrates your findings.
3. Watch a videotape of the movie version of Where the Red Fern Grows. As you watch,
make written notes about how the movie version compares and contrasts with the
book. What is left out? What key events are included? Are episodes added that are
not in the book? Conclude your viewing with a discussion. Will readers of the book
like the movie, or will they be disappointed by it?
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Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources
Literature Circle Guide: Where the Red Fern Grows © Scholastic Teaching Resources