Quest of the Keys
(Correlations to the CCSS for ELA, Grade 8)
GETTING STARTED
Build Background and Relate to Prior Learning
Begin by discussing the concept of a “quest.” Elicit definitions of the word (a search or pursuit; a journey
towards a goal). Often a quest suggests someone who searches against great odds to reach an
important objective or aspiration. Ask students if they are familiar with quests from literature or movies.
Possible responses include classic myths and tales such as Jason and the Argonauts on a quest to recover
the Golden Fleece, or medieval knights in search of the Holy Grail. Other more contemporary narratives
include Indiana Jones retrieving the mythic Lost Ark of the Covenant, and the story of Dorothy and her
friends in The Wonderful World of Oz. Lead students to understand that throughout life we may find
ourselves involved in various quests and journeys. Show the cover of Quest of the Keys and identify the
main character as Decklen. Ask students to predict the nature of Decklen’s quest. RL.8.9.
Chapters 1-2
VOCABULARY
Preteach key vocabulary. Discuss the meaning of each word as it is used in the story.
Have students pronounce and use the words correctly in sentences.
behemoth (p. 1) - noun: a thing of monstrous size
overseer (p. 4) - noun: someone who supervises or manages others
remnants (p. 9) - noun: fragments or scraps
plaited (p. 15) - adjective: braided
tapestries (p. 18) - noun: heavy, woven fabrics
regale (p. 21) - verb: entertain or amuse
cylinder (p. 24) - noun: a tall, narrow container similar to a soup can
L.8.6. and RL.8.4.
COMPREHENSION
Use the following questions during or after reading to guide students’ understanding of the text.
1. When and where does the story take place? Cite textual evidence, as well as inferences drawn from
the text. RL.8.1.
2. How does the setting of this story shape the characters of Camberly and Decklen? RL.8.3.
3. What are the important events of the story once Camberly and Decklen escape from the mines?
RL.8.2.
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4. How does the author’s use of flashbacks in The Quest of the Keys compare with other stories written
in sequential order (e.g. The Red Pony or The Outsiders)? In your opinion, is the author’s use of
flashbacks effective? RL.8.5.
5. What clues does the author give to show that Decklen might be a good problem-solver? RL.8.3.
6. Why does Camberly insist on returning to the mines? RL.8.1.
7. What can you infer about Decklen’s relationship with his father? RL.8.1.
8. What does Liam mean when he tells Decklen “Where would we be without second chances? You
must make the most of yours.” (p.27) RL.8.3.
9. The Scroll of Purpose contains the question “What can you do to change the world?” What do you
think Camberly and Decklen will do to change their world? What can you do to change the world?
SL.8.1.
WRITTEN EXPRESSION AND RESPONSE
Have students select a prompt from the following:
Describe a day in the life of a child working in the mines alongside Camberly. OR
Tell about a time when you pursued a personal quest. W.8.3.
Chapters 3-4
VOCABULARY
Preteach key vocabulary. Discuss the meaning of each word as it is used in the story. Have students
pronounce and use the words correctly in sentences.
oblivious (p. 40) - adjective: unaware; unmindful
relentless (p. 47) - adjective: extremely severe or strict
priorities (p. 56) - noun: important tasks or goals to complete
delegate (p. 57) - verb: assign a task
social outcasts (p. 59) - noun: those rejected by society or a group
quiver (p. 62) - noun: a case for arrows
brandishing (p. 66) - verb: shaking or waving (a weapon) in a threatening manner
L.8.6. and RL.8.4.
COMPREHENSION
Use the following questions during or after reading to guide students’ understanding of the text.
1. Why does Camberly protest so much about staying at the orphange? RL.8.1.
2. How does the character of Stasha exemplify a person who lives with passion? RL.8.3.
3. Throughout the story the author frequently uses humor to illustrate the relationship between Decklen
and Camberly. Can you identify specific examples? How effective is the author‘s use of humor? RL.8.3.
4. When Decklen discovers the bodies near the edge of the forest, the author refers to the site as a
“Travelers camp.” Why do you think he calls them “Travelers” and is it an accurate description? RL.8.4.
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5. One of the central ideas of this story is survival. How does the author use the emotions and actions of
characters to build upon this theme? RL.8.2.
6. What does Decklen mean when he tells Camberly “We can do things right, or we can do the right
things.”? (p. 61) RL.8.3.
7. What is Decklen’s plan for rescuing the children? If you were Decklen, what, if anything, would you do
differently? RL.8.1.
8. Choose a survival-themed novel which your students have read previously. Potential novels to
consider: To Build A Fire (London), The River (Paulsen), The Diary of a Young Girl (Frank), Lord of the
Flies (Golding), Monkey Island (Fox), Slake’s Limbo (Holman). Ask students to compare and contrast the
survival skills of the main character(s). How do the characters learn their survival abilities? How does the
story’s setting make a difference in the character’s ability to survive? RL.8.5.
9. The Scroll of Passion encourages us to do what we love, to live our passions, and to chase our dreams.
Do you know someone who truly does what he or she loves? What dreams are you chasing? SL.8.1.
WRITTEN EXPRESSION AND RESPONSE
Have students select a prompt from the following:
Persuade your fellow classmates to help you improve the health and living conditions of the homeless in
your community. Include specific reasons why they should get involved. OR
Persuade other family members that an individual with passion can accomplish great things. Give
examples to illustrate your argument. W.8.1.
Chapters 5-6
VOCABULARY
Preteach key vocabulary. Discuss the meaning of each word as it is used in the story. Have students
pronounce and use the words correctly in sentences.
muzzle (p. 70) - noun: nose and jaw of an animal; snout
melee (p. 71) - noun: hand-to-hand fighting; a confused struggle
disconcerting (p. 73) - adjective: disturbing; upsetting
cavernous (p. 75) - adjective: cave-like, large and hollow
perpetual (p. 78) - adjective: continuing forever
obstacle (p. 85) - noun: something that obstructs or stops progress
potential (p. 90) - noun: something that can develop or become real
chamber (p. 91) - noun: a room; an enclosed space
L.8.6. and RL.8.4.
COMPREHENSION
Use the following questions during or after reading to guide students’ understanding of the text.
1. Near the beginning of chapter 5, the author writes: “ ‘Run!’ [Decklen] shouted at the children, even as
the dark shadows behind the glimmers burst into motion.” (p. 70) How does the author use language to
set the tone for the events that follows? What other words and phrases describe the action? RL.8.4.
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2. What have you learned about Decklen’s sister, Nicole? What role might she play in the outcome of
this story? RL.8.1.
3. What is the author’s purpose for including Decklen’s scary dream? (p. 75) RL.8.3.
4. What are some of the obstacles that Decklen and Camberly have overcome thus far in their quest?
RL.8.1.
5. What words would you use to describe the growing relationship between Cecadian and Decklen?
What lessons does he teach Decklen? RL.8.1.
6. On p. 83, the author relates a target practice episode from Decklen’s childhood. How does this
experience with his father develop one of the stories central ideas?
RL.8.2.
7. How did having a plan enable Decklen to successfully overcome the obstacles in the chamber?
Specifically, what did he do to pass the test? RL.8.2.
8. Authors often use irony to create suspense or humor in their stories. Such is the case in Quest of the
Keys. What is ironic about Nicole’s inventions and her brother’s struggle to escape from the dark
chamber? RL.8.6.
9. In chapter 6 Cecadian tries to teach Decklen an important lesson. He instructs him that not all things
are easy and that to realize our potential, we must “push through the fear.” What is the meaning of
Cecadian’s words? Can you think of people who have pushed through their fears to accomplish their
goals? SL.8.1.
WRITTEN EXPRESSION AND RESPONSE
Have students select a prompt from the following:
Assume the role of Nicole. Write about your childhood experience when you fell into an abandoned
well. OR
Assume the role of Cecadian. Write about a day when you trained new recruits at the compound.
W.8.3.
Chapters 7-8
VOCABULARY
Preteach key vocabulary. Discuss the meaning of each word as it is used in the story. Have students
pronounce and use the words correctly in sentences.
provisions (p. 104) - noun: supplies of food
contraption (p. 106) - noun: a gadget; an improvised device
mercantile (p. 107) - adjective: relating to trade or merchants
manacles (p. 109) - noun: shackles; handcuffs
quill (p. 116) - noun: a feather used as a pen for writing
skeptical (p. 124) - adjective: doubtful
tenacious (p. 125) - adjective: not giving in easily
abyss (p. 133) - noun: a large, deep hole
L.8.6. and RL.8.4.
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COMPREHENSION
Use the following questions during or after reading to guide students’ understanding of the text.
1. In chapters 7 and 8, we learn much more about Nicole’s life. What are some of the possible
advantages of being a puzzle maker like Nicole? RL.8.1.
2. What clues lead Decklen to realize his sister has been kidnapped and is now in danger? RL.8.1.
3. What problem does Camberly solve as she and Decklen are led away from Nicole’s shop? Is it an
effective solution? Can you think of other problems Camberly has solved? RL.8.1.
4. Heeding advice from his father Octavius, Decklen learns it is important to anticipate problems and be
tenacious. Can you summarize the principles of problem solving which Decklen finds on the scroll?
RL.8.2.
5. Chapter 8 begins with another flashback to Decklen’s youth. Where does this childhood memory take
place? What clues does the author provide as he sets the tone? RL.8.4.
6. What does Decklen mean when he says “But I learned from my father that success does not happen
by accident.”? (p. 122) RL.8.3.
7. During their escape, Nicole suggests the strange vibrations in the mines are caused by the “legendary
dragon’s breath from the far west.” (p. 130) What conclusions can you draw about these vibrations?
RL.8.1.
8. Both Nicole and Camberly have experienced traumatic childhoods. It is often said we are shaped by
our life experiences. How do Nicole and Camberly approach life’s challenges? Are there similarities?
differences? RL.8.3.
9. In chapter 8, two pairs of brothers and sisters are finally reunited. Camberly keeps her promise to
rescue her brother Fynn, and Decklen rejoins his sister after years of separation. Now that they are
together again, how will this affect the outcome of the story? Will their relationships become stronger,
or will new challenges push them apart again? SL.8.1.
WRITTEN EXPRESSION AND RESPONSE
Have students select a prompt from the following:
Because of an increased need for minerals, more cities are planning to require all children to work in the
mines. Write a persuasive letter to city leaders stating your position for or against the idea. Provide
convincing reasons. OR
A new archery club is forming in your neighborhood. Write a letter to your parents persuading them to
allow you to join the club. Provide convincing reasons. W.8.1.
Chapters 9-10
VOCABULARY
Preteach key vocabulary. Discuss the meaning of each word as it is used in the story. Have students
pronounce and use the words correctly in sentences.
perspective (p. 136) - noun: viewpoint
diversion (p. 138) - noun: a distraction
debris (p. 138) - noun: remains of something ruined or destroyed
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persistence (p. 142) - noun: stubborn determination
enveloped (p. 150) - adjective: wrapped around
defy (p. 156) - verb: confront; challenge
scaffolds (p. 164) - noun: elevated platforms built as supports for workers
L.8.6. and RL.8.4.
COMPREHENSION
Use the following questions during or after reading to guide students’ understanding of the text.
1. Up to this point in the story, Hadrien has been portrayed as a vicious and cruel overseer. What causes
Hadrien to change? Do you believe his words and actions are sincere? Why or why not? RL.8.3.
2. When Decklen reads the Scroll of Persistence, he is almost at the end of his rope. What does he learn
about persistence and why does he need it now? RL.8.1.
3. When Talmon engages Decklen and Nicole in a struggle, Talmon uses a variety of weaponry. But not
all of these are made of steel. What weapons does Talmon use and what are their effects on Decklen
and Nicole? RL.8.1.
4. The final chapter begins with a conversation between Octavius and Decklen. What words and actions
of Octavius demonstrate that he has great trust in his son? RL.8.3.
5. What are the steps leading up to Nicole’s death? How does Decklen’s behavior toward Nicole reveal
he is applying lessons he has learned from the scrolls? RL.8.2.
6. The Scrolls of Potential, Problem Solving, and Persistence provide wisdom and guidance. How does
Decklen apply these new insights during his rescue of Camberly? What inferences can you make about
Decklen‘s desire to survive? RL.8.1.
7. In the Quest of the Keys, the author paints Talmud as a character who represents evil, corruption, and
spitefulness. Can you think of similar characters from other novels you’ve read? For example, the White
Witch from The Lion, the Witch, and the Wardrobe; Iago from Othello; Voldemort from Harry Potter;
Cruella deVille; The Hundred and One Dalmations. How are these characters and their evil deeds alike?
How are they different? RL.8.5.
8. In the Scroll of People Skills, what does Octavius mean when he writes “Your strength is not for status
but for service.”? (p. 167) RL.8.3.
9. The story ends with a series of ominous pronouncements: “There are trials yet to face. There are
choices left to make. There are keys still to find. The battle for Leonesse is about to begin.” (p. 170)
Discuss what you think will happen next. Will Leonesse fall to the invaders? Will Decklen be reunited
with his family and friends? What other scrolls and lessons might Decklen need as he continues in his
quest? SL.8.1.
WRITTEN EXPRESSION AND RESPONSE
Have students write to the following prompt:
Think about the heroic characters in the Quest of the Keys. Who is the most admirable hero or heroine?
Write a letter to your classmates convincing them why your choice of hero/heroine is the best possible
choice. Include compelling reasons and support your ideas with details and examples. W.8.1.
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Correlations to the CCSS for ELA, Grade 8
Reading: Literature
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the
text, including its relationship to the characters, setting, and plot; provide an objective summary of the
text.
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style.
RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such effects as suspense or humor.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types
from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.
Speaking and Listening
SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
Language
L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.
Writing
W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
W.8.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action
and convey experiences and events.
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
events, and/or characters.
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