De stigmatizing mental illness through yal - nelms 2018

Novel Title: Highly Illogical Behavior by: John Corey Whaley
Novel Synopsis: Three years ago, Solomon Reed sat in a school fountain fully clothed, and he
hasn’t left his house since. See, Sol has agoraphobia. He doesn’t want therapy, he doesn’t want
to interact with the outside world, and his parents have all but given up on him ever getting better
– which is fine by Sol. That is, up until Lisa Praytor shows up in his life and asks to be his friend.
What Sol doesn’t known is that Lisa is an amateur psychiatrist secretly trying to “fix” Sol, write
an essay about her experience with mental illness, and receive a full ride to the top psychiatry
program of her dreams. Nevertheless, he and Lisa quickly become close. She introduces him to
her happy-go-lucky boyfriend, Clark, and they immediately hit it off, bonding over Star Trek and
strategy games. Solomon’s anxiety is slowly diminishing, his parents are building a pool in the
backyard for him, and he has friends for the first time in his life. Things are looking up – what
could go wrong?
This novel explores stigma; stigma attached to mental illness, stigma attached to LGBTQ
identities, stigma attached to gender role non-conformance. Solomon and Clark grow closer, but
Sol has feelings that Clark can never reciprocate, and Lisa thinks she has helped Solomon
overcome his mental illness, but she feels increasingly guilty about her secret as time goes on.
Over the course of the novel, Sol learns that the world outside his home is filled with dangers
that he didn’t even know about, filled with rejection and loss and fear itself – but he also learns
why it’s all so, so worth it.
Overarching Themes and Focus:
· Mental illness
· LGBTQ+
· Stigma
· Gender Norms
· Homophobia
· Ethics
· Coming of age
· First love
· Alliance
SuggestedPre-Reading Strategies:
· Anticipation guide – Ask students to share whether they agree or disagree with provided
statements on mental illness and social stigma. Engage in a class conversation. This will provide
an opportunity for you to see where students are and what misconceptions or biases they carry.
Talking about mental illness as a class will allow you to establish the kind of language your

students are to use when discussing mental illness and controversial or sensitive content in
general. Revisit the anticipation guide at the end of the novel or unit and ask students how their
opinions have changed or stayed the same as a result of engaging with this novel.
· Cover analysis – There are multiple visually expressive covers for this novel, which is an
opportunity to have students practice their visual literacy skills. Have students analyze the
content of the cover art, including composition, color, shape, concept, etc. Based on the cover
art, title, and any other content on the cover, ask students what they think the novel will be about.
Discussion Questions:
(Ensure you have established a safe, respectful classroom community)*
· What are the misconceptions and stigmas surrounding mental health and mental illness in
our current society?
· What do you know about the treatment of mental illnesses?
· What associations do you have with the word “trigger”?
· What associations do you have with the word “crazy”?
· How has mental illness been framed in the media and in your own life?
· How do stereotypes and gender norms alienate people from each other?
· Does the end always justify the means?
· What do people need in order to overcome their fears and insecurities? What motivates
people to change?
· What is an ally?
SuggestedDuring-Reading Strategies:
· Targeted Annotating: Use this strategy to encourage personal reflection in connection to
the text. Ask students to highlight or make note of passages in the novel that surprised them and
challenged their assumptions and biases. Ask students to volunteer to share out at the beginning
of class discussions on the novel – because it takes courage to admit your misconceptions to your
peers, don’t cold-call or pressure students to share.
· Reader-Response Journals: Use this strategy to encourage students to engage with the
text. Students can either respond to assigned prompts or make their own connections to the text.
· Socratic Circles / Fishbowl Discussions: Use this strategy to have students engage in
critical thinking with each other and the text. This is also a good strategy for students to practice
their communication and persuasion skills. This can be done as a class or in smaller groups for
time management.
Overarching Discussion Questions:
· How is Solomon changing and growing throughout the novel?
· What gender norms are at play?
· What social stigmas are at play?
· How is mental illness portrayed?
· How is Solomon as a person different from Solomon as a patient?

· What conflicts do the characters face? (Man vs. man, nature, and self)
Chapter by Chapter Discussion Questions:
1. In this chapter, we meet Solomon: if Solomon could write a letter to his mental illness
(agoraphobia), what would he say? How does Solomon feel? Is he really happy staying inside his
whole life, or is there more he’s not admitting?
2. In this chapter, we meet Lisa Praytor: is Lisa’s motive generous or self-serving? Does the
end justify the means? Why or why not? Discuss the idea of “fixing” a person with a mental
illness: what does this mean? Is it possible? Do people with mental illnesses need to be “fixed”?
3. What have you learned about Solomon’s mental illness that changes how you view him?
Journal prompt: Write a letter to Solomon’s parents: do you agree with how they have handled
their son’s circumstance? Are they right to let him avoid his triggers? Why or why not?
4. In this chapter, Lisa and Janis make assumptions about Clark’s sexuality because of his
behavior – what stereotypes are influencing their thoughts? Is their conversation harmless? What
insights have you gleaned about Lisa’s character?
5. There are three types of conflict: man vs. nature, man vs. man, and man vs. self. Which
one(s) is Solomon experiencing in this chapter? Support your claim with textual evidence.
Journal prompt: Analyze the passage where Sol has a panic attack, and in your reader-response
journals, use images or words to represent what a panic attack looks and feels like based on the
author’s description.
6. How does Clark feel about Lisa’s plan for Solomon? Do you agree or disagree with him?
Why or why not?
7. In this chapter, Sol’s grandmother breaks a promise she had made to not tell Sol’s parents
about him wanting a pool. What do you think of her actions? Is she acting like a good ally? Why
or why not? Solomon knows that using the word “crazy” to describe himself upsets his parents –
what are some connotations, positive or negative, of the word “crazy”? What kind of person or
behavior(s) is associated with that word?
8. Lisa seems very knowledgeable about mental illness and psychology; what knowledge, if
any, is she lacking? Lisa also learned a lot about Solomon in her visit – what was her expectation
of Solomon? How did he meet or not meet that expectation?
9. Lisa is planning to be Sol’s friend in order to fix him; can there be true friendship if one
of the parties enters with an ulterior motive? Why or why not? Solomon has a hard time
socializing with others – what is the difference between nervousness and awkwardness, and
social anxiety?
10. Clark is surprised to learn that Solomon watches Star Trek – why is he surprised that he and
Sol have something in common? How does learning more about Sol change his perception?
Relate this to an experience where your perception of someone changed.
11. Solomon’s mother confided in Lisa, sharing private details about Sol and asking Lisa not to
leave them. Was this appropriate? Why or why not? Solomon also comes out to Lisa – was this
scene a positive or negative representation of LGBTQ issues?

12. Solomon consistently challenges Lisa’s assumptions about mental illness; what has she
learned? How has Sol impacted her understanding of mental illness and individuals with mental
illnesses?
13. What was so significant about Lisa coaching Solomon through a panic attack? How has Sol
and Lisa’s relationship changed? What do you think about Sol’s grandmother and her questions
about Lisa (especially after learning that Sol is gay)?
14. How do you think Solomon feels about Clark? Use textual evidence to support your claim.
15. What has changed about Solomon’s attitude / outlook since the beginning of the novel?
Activity: make a Then vs. Now Venn Diagram.
16. In this chapter, we learn more about Lisa’s mother and we see Lisa defending Solomon from
her mother’s ignorant comments. Is Lisa a good ally? Why or why not? Lisa also wonders if
ignoring Sol’s mental illness, and anyone’s mental illness, is the key to ending stigmatization.
Do you agree with her? Why or why not?
17. “And even though Solomon was afraid to call it love, what else could it be?” (152). Many
adults believe that teenagers or young adults can’t really experience love. Answer Solomon’s
question: is it love? What else could it be? How do you define love? Do you agree with the
author’s decision to include this romantic subplot? Why or why not?
18. What different stigmas and stereotypes are at play in this chapter?
19. This chapter is a Big Deal – Solomon has gone outside. What do you think will happen
next? Will Solomon panic? Will he go back inside and never come out again? Will he be cured
of his agoraphobia? Defend your predictions.
20. Is Clark right to out Lisa if she doesn’t tell Solomon about the essay? Why or why not? Is
Lisa right to take the credit for Solomon’s progress? Why or why not? If not, who deserves the
credit?
21. “‘Three generations of crazy.’
‘A loony legacy’ she said.
‘A straight coat of arms.’
‘You win’” (178).
Recall our discussion on the connotations of the word “crazy”. Does “crazy” in this
conversation between Sol and his grandmother carry the same connotations? Are they negative
or positive? Does context influence the meaning or use of a word?
In this chapter, Solomon’s sexuality makes him uncomfortable in a skinny-dipping situation with
Clark. How does Clark react? Would you consider Clark an ally? How so?
22. At this point, we’ve seen multiple very different sides of Janice’s character. How would you
characterize Janice? And as a secondary character, what role does she play in the novel?
23. Why does Sol now feel it’s important to come out to his family? Why does Sol think it
would be better to be a Vulcan than a Romulan (193)?
24. What events have led Lisa to be so convinced Clark is gay? What social constructs are
complicit in this?
25. Do you think love is as simple as Solomon says it should be? Why or why not?

26. This chapter contains self-harm – even though it’s just a slap on the cheek, Solomon’s panic
attack is very emotional and unsettling. Unpack what happened in the severe panic attack and the
self-harm. Make the discussion open to the questions that students have. Be sure to remind
students to use respectful language. You should have a sound classroom climate in order to
discuss this.
27. “He was afraid of the world, afraid it would find a way to swallow him up. But, maybe
everyone was sometimes. Maybe people can just turn it off when they need to” (223). Unpack
this quote. Do you believe it applies to mental illness? To what degree do we have control over
our emotions? What is more important, nature or nurture? Can Solomon learn to turn off his fear
when he needs to?
28. How has Clark and Lisa’s relationship changed?
29. Why was Sol’s trip to the hospital so meaningful if he didn’t get out of the car? Why is this a
victory? What was Sol’s motivation to confront his illness? What does this say about human
nature?
30. Based on Lisa’s essay, the last chapter, what is the central message(s) of the novel? Discuss
Lisa’s development from vigilante psychiatrist to friend and ally. Would you let her into your top
psychology program? Why or why not?
SuggestedAfter-Reading Strategies:
· Character Before & After Sketches: Use this strategy to focus on characterization and
character development. Have students draw Solomon, Lisa, and Clark as they were in the
beginning and as they are by the end. Students can use labels, color-coding, symbols – anything
that helps them communicate their thinking. Encourage students to be creative in representing
character traits.
· Text to Self Connections: Use this strategy as a tool for developing empathy and social-
emotional awareness in your students. In two columns, “In the Book” and “In My Life”, have
students compare characters, events, and themes in the book with people, events, and lessons
learned in their own lives.
· Letter to the Character: Use this strategy to have students practice creative writing and
fitting their tone to meet the audience. Have students write a letter to one of the characters in the
novel – primary or secondary – saying what they thought about what that character did in the
novel.
Post-Reading Discussion Questions:
· How has this novel challenged your assumptions about mental illness?
· Do you think that this novel accurately portrayed mental illness? Why or why not?
· The author, John Corey Whaley, not only focuses on mental illness but on the characters’
home lives, insecurities, sexualities, interests, etc – do you think this was effective? Why do you
think Whaley included more than one controversial subject (mental illness and LGBTQ+ issues)?
What might he be trying to say about individuals with mental illness?

Novel Title: When We Collided by: Emery Lord
Novel Synopsis: Vivi and Jonah are two teenagers living in Verona Cove, California – at least
until the summer ends. Vivi is a whirling ball of energy and whimsy and impulse decisions, an
artist with an outspoken zest for life but a few dark secrets she holds close to the vest. Jonah is a
seventeen-year-old with tremendously adult weight on his shoulders who must help run the
house and raise the ‘littles’ while his mother wastes away in bed, mourning their father’s recent
death. Despite themselves, Jonah and Vivi are immediately taken with one another, and a head-
over-heels, youthful, dysfunctional romance begins.
This novel is a romance and it focuses on Vivi and Jonah, but what is more important than their
love are the challenges they face because of their respective personal demons. Vivi denies her
diagnosis, refuses to take all of her medication properly, and acts out recklessly as a result of her
symptoms. While Jonah struggles to deal with Vivi’s inexplicable outbursts and dangerously
uninhibited behaviors and impulses, he also struggles to keep his family together and to take care
of his mother, which he doesn’t know how to do. This story is a tale of chaotic love, hurting
families, devastating mental illness, and what happens when two people with overbearing
problems and deep emotional wounds fall for each other.
· Mental illness
· Adolescent relationships
· Romantic relationships
· Grief and Loss
· Family
· Coming of age
· Sexuality
SuggestedPre-Reading Strategies:
● Anticipation guide – Ask students to share whether they agree or disagree with provided
statements on mental illness and social stigma. Engage in a class conversation. This will provide
an opportunity for you to see where students are and what misconceptions or biases they carry.
Talking about mental illness as a class will allow you to establish the kind of language your
students are to use when discussing mental illness and controversial or sensitive content in
general. Revisit the anticipation guide at the end of the novel or unit and ask students how their
opinions have changed or stayed the same as a result of engaging with this novel.
● Cover analysis –Have students analyze the rich and expressive cover art of this novel.
Ask them to think about the implications of the title, the other words on the cover, and the
splatter paint design of the book. Ask them what kind of themes they expect to find based on the
design of the published book.

● Mental Illness KWL: Before beginning the book, have students fill in the “What I Know”
and “What I Want to Know” sections of a KWL graphic organizer with knowledge and questions
on bipolar disorder and depression.
(Ensure you have established a safe, respectful classroom community)*
● What are the misconceptions and stigmas surrounding mental health and mental illness in
our current society?
● What do you know about the treatment of mental illnesses?
● What are characteristics of healthy vs. unhealthy relationships?
● What effect does mental illness have on a person’s family?
● What responsibilities belong to family members of friends of people with mental illness?
● Do people with mental illnesses need to be “saved” from themselves? Explain why or why
not, how or how not.
● What is a reliable narrator? An unreliable narrator? How do you distinguish the two?
● What do the switching perspectives reveal about both main characters (Jonah and Vivi)?
SuggestedDuring-Reading Strategies:
● Reader-Response Journal: Have students write a reader-response entry for each assigned
section of the novel. Students should pick three passages from the text and explain why they
chose this passage as well as connect it to themselves, the world, or other texts. Each response
should be at least a 4-6 sentence paragraph.
● Selective Highlighting: Have students highlight or leave an asterisk (*) next to passages
where they believe they see examples or symptoms of mental illness. Use these to prompt class
discussions when appropriate. *Optionally, have students choose a highlighted passage, research
the symptom and its relationship to the diagnosis, and explain how the character’s behavior was
an example of that symptom and/or diagnosis. Make sure students have a basic, responsible
understanding of the two mental illnesses in the text (bipolar disorder and depression) before
attempting this assignment with your students.
● How are characters with mental illnesses treated?
● How is mental illness portrayed?
● How can one distinguish between personality and mental illness? Is it possible to separate
them?
● What are healthy and unhealthy characteristics of Jonah and Vivi’s relationship?
● What social stigmas are at play? (Sexism? Ableism?)
● What conflicts do the characters face? (Man vs. man, nature, and self)

● Person-First Portraits: give students handouts with two outlined bodies. Direct them to
make two representations – one of Vivi, and one of Vivi’s bipolar disorder. Students can be as
creative as they like and use any medium, but they must label each body with identifications of
traits (for Vivi) and symptoms (for her mental illness). This will reinforce the concept that a
person is not their illness and force students to think critically about what identity is.
● Letter to the Character (RAFT): Have students identify a character that interested them
most and write a letter to them. The letters must cite and address specific events from the text.
● Write a Review: Since this is a novel that is likely to elicit many varied reactions, ask
students to write a review of the novel. The reviews can be positive or negative; they can
challenge or affirm the writer, they can criticize or commend the representation of mental illness,
they can discuss the readability of the text and the believability of the story, etc. Students must
use at least three pieces of textual evidence in their review, and they must address the
representation of mental illness in some way.
● Has this novel challenged your assumptions about mental illness? Has it reinforced them?
How so?
● Based on class discussions, how would you now characterize how this novel portrayed
mental illness? Support this with evidence from the text.
● Has this novel challenged your understanding of healthy versus unhealthy relationships?
Has it reinforced it? How so?

Novel Title: Umbrella Summer by Lisa Graff
Novel Synopsis: Ten-year-old Annie Richards prefers to be cautious and careful because she
thinks that there are too many things that can get her – bicycle accidents, chicken pox, runaway
zoo animals. However, being cautious means that she has to give up some of her favorite things
like bike races with her best friend and hot dogs on the fourth of July. Annie is told not to worry
so much, that she is just fine. But they thought that her brother, Jared was just fine too, and Jared
died. This novel explores how grief and loss can affect a young adolescent, as a new neighbor
helps Annie realize that her plans for being careful aren’t working and that she needs to close her
umbrella of sadness and step back into the sunshine.
Overarching Themes and Focus: Dealing with Loss, Overcoming Fears, Hope, Coming of
Age, Family, Friendship
SuggestedPre-Reading Strategies/Discussion Questions:
● THIEVES – Use this strategy to engage students in previewing the text by examining the
cover, title, headings, introduction, and visuals. Students can use this information and
observations to predict what the novel is about. Previewing the text beforehand will allow
students to read the text actively with purpose.
● Anticipation Guide – This strategy allows students to express their opinion on whether
they agree or disagree with the key ideas and themes in the novel prior to reading the text.
After reading the novel, students will then have an opportunity to review their responses
and engage in a discussion of how their previous ideas and opinions have changed after
reading the text.
Discussion Questions:* (Ensure you have established a safe, respectful classroom
community)
● What is grief? Have you ever experienced grief or loss in your own life? Write down
some of your feelings and emotions in your journal.
● Describe an instance from your life when you felt unsafe/in danger? What precautions
did you take to avoid it?
● Discuss how connecting with others about your sorrows can help a person heal and cope
with their loss?
SuggestedDuring Reading Strategies/ Discussion Questions:
● Make a Connection – Use this strategy to encourage students to make connections with
the text. Students can actively read and respond to the text by making either text to self,
text to text, or text to world connections. This during reading strategy will allow students
to connect with the characters and their world in various unique ways.

● Literature Logs – This strategy encourages students to first write a paragraph response
about the events in the story. Then in small groups, students can take turns to read their
entry and to engage in a group discussion about their ideas and responses to the text.
● Diary Entry – This strategy allows students to think from the main character’s
perspective as they write a diary entry about a specific event from the story. Students will
be able to think about how this event affects the character as they think, feel, and do
things as the character would in the situation.
● Character Map – This strategy engages students in critically thinking about one of the
main or secondary characters. Students will be able to analyze the character by
considering the character’s thoughts, actions, goals, and feelings. It will also allow
students to track the character’s development over the course of the book.
● How is Annie dealing with the loss of her brother?
● What does it take to overcome grief?
● How does Annie’s family move apart due to their grief? What does Annie have to do to
bring her family together?
● How does Mrs. Finch help Annie close her umbrella of sadness?
Chapter Discussion Questions:
1. What is the dead-brother look that everyone seems to have for Annie? Who is the one
person who never gives her this look? How is this person different and how does Annie
relate to him?
2. What is a will? What causes Annie to think about writing a will? Who does she want to
give her stuff to?
3. How did Jared die and how does that affect Annie’s behavior towards life? Why does
Annie worry so much? Is she justified for being cautious and worrying so much about the
little things?
4. What does the big green book from Mrs. Harper’s house – The Everyday Guide to
Prevent Illness symbolize? How does it help to lessen or worsen Annie’s anxiety over the
course of the novel?
5. What is the significance of the word despondent? Why does Rebecca’s father, Dr. Young
suggest this word to Annie? How does it relate to her?
6. Annie describes how she used to read the newspaper with her father every Sunday
morning. How did Annie’s relationship with her father change after Jared died? How
does Annie interpret this change?
7. Why does Annie’s mother take away the big green book from her? Why does she believe
it’s not good for Annie to read this book?
8. What does Annie realize about Jared’s birthday? Write a diary entry from Annie’s
perspective to describe what she thinks and feels about this.

9. Doug says to Annie that she used to be fun, but now, she is just careful. Does Annie think
she is careful? How does she justify herself?
10. When Annie scrapes her arm and starts to worry, Mrs. Finch helps her and offers to make
some tea. How does Mrs. Finch’s arm-scrape tea help Annie feel better? How is Mrs.
Finch’s attitude towards Annie different from the others?
11. Annie doesn’t attend Rebecca’s hamster, Fuzzby’s funeral. Why is Annie not able to
understand Rebecca’s sentiment and vice versa? What kind of conflict does this create
between the two friends?
12. Imagine you are a part of the Junior Sunbirds Community Summer Service Project.
Which character would you want to be friends with – Annie, Rebecca, or Doug – and
why?
13. Annie does something that is clearly very unlike her – spraying half of her Sunbirds troop
with a hose. What causes Annie to do this? What would you do in a similar situation?
14. Annie feels that her father has changed since Jared had died. Throughout the novel, we
see how he forgets stuff and how he is inattentive towards anything that Annie says or
needs. Describe how losing Jared has affected Annie’s father and how did that affect his
bond with Annie?
15. Is Doug Zimmerman really as bad as Annie thinks? Doug seems to want her to have fun
and he invites Annie to do the obstacle course with them, what does this say about
Doug’s character?
16. Annie finally confronts her parents and asks her father to not call her ‘Moonbeam’ unless
he means it. How does tell her parents about what she feels?
17. Why does Mrs. Finch not talk to Annie about Jared? How does Annie relate to Mrs.
Finch? What does Mrs. Finch identify as Annie’s umbrella? What is Mrs. Finch’s
umbrella?
18. Mrs. Finch agrees to hang up one of the fish photographs that was taken by her husband.
How does this show that she is starting to close her umbrella? What steps does Annie
take to try and close her own umbrella?
19. How does Mrs. Finch try to mend Annie and Rebecca’s friendship? Does it work? How
do they finally forgive each other for not being able to understand and consider the
other’s feelings?
20. Why did the writer choose to introduce Charlotte’s Web by E.B. White in Annie’s story?
What does Annie learn from reading this book? Draw a venn diagram comparing
Charlotte’s Web and Umbrella Summer.
21. What is Annie’s mother’s umbrella? Analyze the scene where Annie and her mother open
Jared’s room door after months. What do they decide they need to do to close their
umbrella, so they can come back into the sunshine? How does Annie recover her lost
bond with her father?

22. By the end of the novel, Annie chooses the word radiant to describe herself, how has
Annie changed over the course of the novel from being despondent to wanting to be
radiant?
23. How do Annie and the others celebrate Jared’s birthday? How do they decide to
remember him?
24. Analyze the quote – “Maybe it only took one person to one an umbrella and stick it up in
the air to block out the rain, but it took a whole lot of people to close it.”
SuggestedAfter-Reading Strategies/ Discussion Questions:
● Write an Epilogue – Considering how the main character evolves and undergoes several
changes by the end of the novel, write an epilogue to this story.
● Role Play: Students will be able to take on the role of their favorite characters and have
an opportunity to act-out an important scene from the novel.
After-Reading Discussion Questions:
● How can you support someone in their journey to healing and coping?
● Annie learns to close her umbrella. Discuss how this is a better way to deal with grief
compared to when she had an open umbrella.
● What did you learn from reading and engaging with this novel?

Novel Title: OCDaniel by Wesley King
Novel Synopsis: Thirteen-year old Daniel Leigh doesn’t like football practice, he prefers to
rather spend that time arranging the water cups into perfect geometric patterns. Daniel thinks that
he might be crazy because he gets frequent ‘zaps’ throughout the day which are followed by
strange habits such as avoiding writing the number 6 or flicking a light switch on and off dozens
of times over. The only time he doesn’t get the zaps is when he is working on his novel, titled
The Last Kid on Earth. Daniel works hard to keep his zaps a secret because he doesn’t want
anyone to notice that he is different. However, this changes entirely when he receives a note
from a ‘Fellow Star Child’ saying: “I need your help”. Daniel is swept up in a mystery that ends
up changing everything for him. This novel is about feeling different and finding those who
understand, as Daniel finally figures that he is not alone and that he doesn’t have to be.
Overarching Themes and Focus: Mental Illness, Self-Discovery, Family, Friendship, Identity,
Science Fiction
· THIEVES – Use this strategy to engage students in previewing the text by examining the
cover, title, headings, introduction, and visuals. Students can use this information to predict what
the novel is about. Previewing the text beforehand will allow students to read the text actively
with purpose.
● KWL – Use this strategy to help students to first brainstorm what they know or think they
know about this topic. Then, allow students to ask questions about what they wonder and
what they want to learn more about this topic. Finally, students can answer the questions
as they read the text.
* (Ensure you have established a safe, respectful classroom community)
● Exploring mental health – what are your beliefs about mental illnesses? What do you
know about Obsessive Compulsive Disorder?
● What are some myths or misconceptions about Obsessive Compulsive Disorder?
● What are some things that describe a person’s identity? What are some characteristics of
your identity?
● What does it mean to be different? How do you consider yourself different?
● Make a Connection – Use this strategy to encourage students to make connections with
the text. Students can actively read and respond to the text by making either text to self,
text to text, or text to world connections. This during reading strategy will allow students
to connect with the characters and their world in various unique ways.

● Literature Circle Discussions – Use this strategy to engage students in a collaborative
effort to read and dialogue about the events of the story. Each student can take on a
unique role to share their connections, research, visual depictions, key insights to
passages, and vocabulary terms throughout their reading of the novel. (Daniels)
● Venn Diagram – Within this novel, Daniel writes his own novel and creates his own
little world. Draw a venn diagram to compare Last Kid on Earth to Daniel’s story. What
are some overlapping similarities and what are some differences between these two
worlds? In what ways does Daniel’s life affect the course of this novel or vice versa?
● RAFT – Use this strategy to engage students to think and write (a letter or a poem) about
the topic from different character’s perspectives addressed to a specific audience.
● Why does Daniel consider himself as an outcast?
● In what ways does Sara experience discrimination in her school and in her community?
● How does Sara help Daniel in recognizing and accepting his mental illness?
● How does Daniel feel when he learns about Obsessive Compulsive Disorder in the book?
● How does this book give a message of hope for those who suffer from OCD?
1. Why is it important for Daniel to play football despite his clear lack of interest in the
game? Is it okay to do things for others’ happiness while sacrificing your own?
2. What is Daniel’s book, The Last Kid on Earth about? Why does he decide to create this
world? How is this different or similar to what we know about Daniel until now?
3. In the second chapter, we are introduced to Daniel’s parents and his siblings. How would
you describe his bond with his older brother, Steve and his younger sister, Emma?
4. Daniel is reserved while his best friend Max is outgoing and ‘popular’? How does Daniel
describe their friendship? What are some ways in which Daniel helps Max? What does
Daniel hope to gain from their friendship?
5. In chapter four, Daniel describes his Routine in detail. What are your first reactions to
Daniel’s Routine? What causes him to engage in this tedious Routine? How does he feel
after he finishes the Routine?
6. What are some things that Daniel enjoys doing out of his own interest? How do these
things help him cope with his anxiety?
7. What does diversity look like in this book? Who are some of the explicit or implicit
diverse characters in the story?
8. Daniel’s parents seem concerned about their children as they formally ask how they are
doing in their studies and sports. However, his parents do not know about Daniel’s
routines? What does this say about the family? Does Daniel feel neglected by his family?
9. At the end of chapter five, Daniel receives yet another message signed – Fellow Star
Child. What can you predict from this message? Who do you think needs Daniel’s help?

10. What does choice mean to Daniel? How does the idea of choice relate to his Zaps or his
anxious thoughts? We see the progression of his Zap at the dance, does he flick the light
switch because he wanted to or because he had to? Later in the chapter, Daniel mentions
that he desperately wanted to skip the Routine but couldn’t. How does Daniel feel about
not being able to control or choose in these situations?
11. When Max inquires about the incident, Daniel desperately wants to tell him that he did it
because he had to and he also wants to tell him about his tedious routine; however, he
doesn’t tell him any of this and lies instead. What stops Daniel from sharing this with his
best friend? Think about the stigma that is attached to mental illnesses.
12. Daniel mentions earlier about how Sara is unkindly named by other people in her class as
‘PsychoSara’. How does this insensitive behavior affect Sara?
13. Why does Daniel feel like Sara is the only person who sees him? How does Sara see him
differently compared to others?
14. Sara tries to convince Daniel that he is a Star Child. What makes them a Star Child? How
is Sara different when she comes to meet Daniel?
15. Daniel is surprised that Sara is so open when she is talking about her “condition”. What
allows Sara to confide and trust in Daniel?
16. How is The Last Kid on Earth reflective of Daniel’s life and what he wants it to be? How
does the The Last Kid on Earth evolve over the course of the book? What events from his
own life make him turn or switch the direction of fake Daniel’s story?
17. In chapter twelve, analyze Daniel’s reaction to Sara’s panic attack or what he calls The
Collapse. What are some thoughts that go through Daniel’s mind? How does he begin to
relate to her? What makes him add fake Sara’s character to his story about The Last Kid
on Earth?
18. Daniel and Sara are brave in their endeavors in trying to solve a case of possible murder?
What are some dangers and even some possible consequences to their actions? Do you
agree with Daniel and Sara’s decision to go investigate in John’s house? Why or why
not? Would you choose to do the same yourself?
19. In chapter fifteen, Daniel wishes to be normal more than anything. What does normal
look like to Daniel? Who does he want to be like?
20. In chapter seventeen, how does Sara motivate Daniel to skip his Zap at John’s house ?
What does she say to him that eases his fear and anxiety?
21. Daniel feels a wave of emotions when Sara confronts Daniel about his routine and asks
how long it takes him to do it. What are some of these emotions? What makes Daniel
accept the illness and how does he feel when he is able to name the disorder?
22. In chapter twenty, Daniel is bullied by Bryan as he calls him names for being smart and
pushes Daniel to the ground. Later on, what does Daniel learn about Bryan and what does
he think caused Bryan to act in this way towards Daniel?

23. Now that Daniel knows that he has OCD, Sara asks what Daniel wants to do about it.
Daniel says that he doesn’t want anyone to know. What are some of his fears that hold
him back from opening up about his OCD?
24. What does Raya’s character represent in the story? She seems kind towards Daniel
despite being ‘popular’. how does she understand Daniel?
25. How does the mystery about Sara’s father solve? What misunderstandings did she have
about her mother and John? How does she realize that they wanted to protect her?
26. How does the story of The Last Kid on Earth end? How does Daniel realize that he
doesn’t want to be alone and that he doesn’t have to be alone?
27. How does this novel give a message of hope for those who suffer with OCD? How is
Daniel progressing in dealing with OCD? What does Daniel learn about reaching out for
help? What does he agree to do in the end to get help?
· Write a Letter – Write a letter to one of the main characters. Describe how you related with
the character in some way? Share how your opinion has changed about someone with OCD?
● Research the Author – The main character in the novel is an autobiographical
representation of the author. Teachers can encourage students to write down what
questions they still have about the novel or the characters. Then the students can engage
in further research about the author to gain a better understanding of the novel.
● How has your view changed about OCD as a result of engaging in this novel?
● How can you learn more about OCD?
● What are some ways we can be more kind and sympathetic towards someone with OCD?

Novel: A Tale Dark and Grimm by Adam Gidwitz
Synopsis: Upset about being sacrificed by their father to save their mother, Hansel and Gretel
run away from their royal life in search of better parents. Unfortunately, good parents can be
hard to find around the Kingdom of Grimm and its adjacent lands. As Hansel and Gretel
continue their journey, they explore what it means to be responsible, caring, brave, and cunning.
They discover the difference between “understanding” and “under-standing” and the mental
battles of relationships both romantic and familial.
Overarching themes and focus:
· Relationships
· Family
· Instinct
· Responsibility
· Support
· Mental Endurance
· Bravery
SuggestedPre-Reading Strategies
- Have the students write journal entries on the word “support”. What does it mean? Give
students the option of elaborating by writing about those from whom they draw strength and
support. Have them write an alternative prompt on who they feel they support and how.
- Define the word “trigger” as it is used in relation to mental illness. What do we associate
with this word? What does it mean?
- Have you ever heard of a trigger warning? How are they used and in what way?
SuggestedReading Strategies (During the unit)
- Word Map: One theme throughout the story is that of “under-standing” versus
“Understanding” as manifested on page 8 of the text by Faithful Johannes. Throughout the unit,
have the students draw points in the story where they feel these words apply and how.
- Feeling Prompts: Throughout the chapters, have each student determine different
emotions that manifest and how the characters handle them. Have them write a prompt about
whether they agree with how a character managed their emotions. If they disagree, what would
they have done different? If they agree, do they use this strategy already? What do they (the
student) do when they feel betrayed, hopeless, exhausted, or tricked?
- Is there any truth to this story even though it takes place in a fictional universe?

- How does the author’s narration style affect how you read the story? Do you like this
style?
- How does the author use trigger warnings in the text? Are there any problems? How
would these particular trigger warnings make you feel if you needed them?
- What is the difference between understanding someone and under-standing someone?
- How do different characters navigate loss?
Chapter by Chapter Discussion Questions
- How does Faithful Johannes differentiate between Understanding and Under-standing?
- Who is narrating this story? Why and how? In what ways does this narrator influence the
telling of the story?
- What is Adam Gidwitz hoping to accomplish by warning us before bloody or disturbing
scenes? Support your ideas.
- What do the Ravens represent? Support your thoughts.
- Describe the role of the parents in the story. What is similar or different between them?
- How do characters in the text navigate loss? Why is this important?
- How can one benefit from sharing their troubles with others?
- On page 110, Gretel discusses her dream. Is there any truth in these dreams? How? Why
are they important?
- Why does Gretel have trouble sleeping in The Seven Swallows?
- What does the dragon represent in the story? Support your thoughts.
- How does Hansel handle being tortured in Hell?

Novel:Some Kind of Happiness by Claire LeGrand
Novel Synopsis: List making, journal writing, word expert,11-year-old, Finley Hart loves city
life with her mother and father. More uniquely so, she loves to write, specifically her own private
collection of tales that take place in an imaginary world inside her called The Everwood.
Everything seems right. At least it did before her parents sent her away from home for the
summer to live in a rural town with her grandparents, aunts, and cousins: a whole side of the
family Finley has never met before. She knows she’s being sent away so that her parents can
work on their relationship at home and while she’s not happy about it, she desperately wants to
fit in with a family to which she knows she genetically belongs but doesn’t feel so. In her quest
to finding “What it means to be a Hart”, she uncovers that there’s more to seemingly perfect
extended family than meets the eye.
What’s more is that she has a secret she doesn’t want anyone to know. Finley feels sad
(often inexplicably). Furthermore, she sometimes gets so uncomfortably overwhelmed that she
feels like she can’t breathe. Not wanting to be an outcast or a burden on her perfect, golden
family, Finley struggles to keep her darkness inside of her while exploring the darkness of those
around her.
Overarching themes and focus:
· Family
· Relationships
· Burden
· Support
· Imperfection
· Mistakes
· Communication
· Emotional Expression
· Forgiveness
Suggested Pre-Reading Strategies:
· Survey: Give your students an anonymous survey discussing Mental Self Care and
techniques that they use or know they can use. The following questions are good examples:
What makes you sad, stressed, or angry?
Do emotions need a reason for them to be valid?
How do you express your emotions?
What do you do to channel your feelings? Music? Art? Writing?
Who do you have in your life that you know you can talk to when something is bothering you?
What steps do you/would you take to emotionally support others?
· World Building: Have your students turn their minds into a world. Instruct them to
describe in writing or visual art what their mind would be like as a setting? What would be the
landscape? The animals? Would there be magic? Characters? Who do you include in your
world? What is their role? What do these different aspects represent? This activity can be built
upon throughout the unit. Have the students keep a whole journal or save space for them to
build their world in the future.
(Ensure you have established a safe and respectful space for these questions) *
· Word Association: Mental Illness. What words do you associate with this word? Why?

Where do your associations originate? In what ways do you consider them reliable?
· Define the word “crazy”. How have you experienced or observed this word in society?
Suggested Reading Strategies (During the unit)
· World Building: Have students either start a small journal or map of their own Everwood,
an inner world they will build on throughout the unit, a map or figurative description of their mind.
Have them create a culture for their inner world, a landscape, inhabitants, weather and
atmosphere.
· Expression Stations: Set up different spaces around the classroom where the students
may freely explore and discover different methods of emotional expression. (i.e, writing,
drawing, music, sculpting, time to take a silent walk, punching bag, etc.) Instead of putting time
limits on each station, let them explore freely in case they want more time with a station that
speaks to them. Encourage them to try 2 or 3 different stations. Gather everyone 5-10 minutes
before class ends to discuss what everyone tried, what they thought, and how they felt when
they decompressed.
· Journal keeping- Have the students keep a private journal throughout the unit for them
to freely express themselves in writing for 5 minutes or so at the beginning of every class.
· List Journal: Create a prompt at the beginning of class, a concept for students to make
lists from. Prompt Example: Make a list of….. (things that make you happy, things that make
you sad, reasons why you like your favorite food, reasons why you like/dislike this text)
1. How do different characters express themselves/ destress in the novel? What forms of
self-expression or decompression does the text present?
2. Who communicates their emotional needs in a healthy way? Who does not? Why?
3. What is the long-term effect of characters who try to hide their mental instabilities?
4. How are characters treated by others when they freely express what they’re feeling?
5. How do characters emotionally support each other in the text?
1. Who is Finley Hart? Make a list of what you know about her as a character so far.
2. Who have we met? How does Finley perceive them? Why does she perceive them in
this way?
3. Create a Hart family tree for later reference.
4. How does the Hart family treat the familial isolation of Finley’s father? How does this
affect Finley’s perception of herself and her family?
5. How does Finley feel about grandma? Why? Which of grandma’s behaviors make Finley
uncomfortable?
6. Why does Finley feel so uncomfortable with sharing the Everwood with her cousins?
What reservations does she have about telling Gretchen about the Everwood?
7. Why does Finley have a problem with Gretchen calling the Everwood a game?
8. What does Finley say about her sadness? How does she feel about these emotions?
What does she tell herself when they manifest?
9. Why does Finley feel so different from her extended family?
10. What does Finley mean when she says she is “losing herself”?

11. What mends the Hart kids’ relationship with the Bailey Boys? How do they solve their
differences?
12. Why does the Everwood start to die? What endangers the Everwood?
13. Why is Avery so relieved that she has someone to talk to about Grandma?
14. How does Finley’s perspective of Avery change? Why does it change?
15. Why do you think grandma keeps her illness a secret? Why does she so often hide her
feelings?
16. How does Avery become a support for Finley? Explain.
17. Is Finley able to control her emotions and keep them a secret? Support your answer.
18. How does Finley’s parents’ divorce affect her life at Hart House? Why is this?
19. What do the dark ones represent? How do they reflect what is happening is Finley’s life?
20. Where does Finley’s growing anger stem from? Support your thoughts.
21. What happens when characters keep secrets in the text? What happens to their
relationships and mental stability? What can this reveal to us as the reader?
22. What have you learned from Finley’s story? How did you acquire this understanding?

Novel Title: Monster by Walter Dean Myers
Novel Synopsis: Two young men, Richard Evans and James King, rob a drugstore. It's unclear
just how involved Steve Harmon is in their crime, though the narrative suggests that he did little
more than listen to them plan. While awaiting trial, Steve is imprisoned with the fourteen-year-
old Osvaldo Cruz. Cruz has purportedly gotten a girl other than his girlfriend pregnant. Both
boys are too young for the harsh realities of the justice system. Though Steve is found not guilty
and cleared of all charges, it's clear that his lawyer has serious doubts about his innocence.
This novel explores the trials of a young man in the judicial system fighting for his life. The
young man named Steve Harmon is innocent but still has to deal with being in a harmful
environment in prison and out of prison. Even though this book doesn’t directly talk about
mental illness, but the main character goes through Trauma, PTSD, gaslighting, short-term
depression and anxiety when in prison. This novel can be used to shed light on the relationships
between men who have mental illness and prison and the effects social and physical trauma can
have on a person in prison or harmful environments like it.
· Social issues / Social Justice
· Family Dynamics
· Relationships
· Dynamics of right and wrong
· Judicial system (justice)
· Dehumanizing young black males
· Gaslighting
· Trauma/ Generational Trauma
· Racial discrimination
· Depression and anxiety
· PTSD
· Stress
● Video discussion: Students will watch a video below of Shaka Senghor and his experience
with being in prison and answer the following questions in their
groups.https://www.youtube.com/watch?v=uOTVw2U5gv0: Shaka Senghor
○ Do you think society does a good job in accepting prisoners back into society? If so why?
○ What are somethings you disagree with Shaka? What are the weaknesses in his argument?
○ What are your thoughts on his experience with Trauma in prison and the number prisoners
with mental illness?
● Researchstudy for students focused on population of inmates that are in need of mental
health services rather than being thrown into prison; Attention to removing the “villainy” of
mental illness and assumptions that those in need of mental health treatment will resort to crime
or serve as a danger to others

● Concentric Circles – Use this strategy to engage learners in partner discussions of key
ideas and themes present within the text. This activity allows learners opportunity to unpack and
reflect on their own current understanding and beliefs regarding key themes of the text.
● Anticipation Guide – This strategy also provides opportunity to engage students in open
discussion of key ideas present throughout the novel. Ask students to share whether they agree or
disagree with provided statement prior to reading the novel. Then, engage in a follow-up
discussion upon completing the novel to see if beliefs or ideas have changed as a result of
engaging with the text.
● Discussion Questions - What is the 5th Amendment? What the difference between prison
and Jail.
● Terms to Review:
Mental health
o Trauma
o PTSD
o Generational Trauma
* (Ensure you have established a safe, respectful classroom community) -
● What can you tell about this cover of the book? Make predictions for the text based on
the novel cover.
● What makes a person a “monster”? Where do our beliefs on the connotation of this word
originate? How are our ideas similar or different? How might the term play a part in the novel?
● Why does the narrator believe crying at night the best time? (page 1 -5)
● Why did Steve decide testify? Support your ideas. (page 214- 222)
● Imagine yourself as a jury member. Would you have come up with the same verdict?
Why or why not? (page 270 - 279)
● How does Steve’s race effect the courtroom? Support your thoughts with evidence from
the story.
● Do the attorneys care about their clients, or a paycheck? Support your ideas.
● In what ways might prison affect an individual’s mental health? In what ways does it
affect the mental health of characters in the story?
● How can the term “gaslight” have to do with Steve? Support your ideas.
● What do you believe Steve means when he offers the advice, "think of all the tomorrows
of your life"? Support your ideas.
● Steve imagines the defense attorney is looking at him and wondering “who the real Steve
Harmon was.” Who is the real Steve Harmon? Is he a “monster”? How has your perception of
this character developed over the course of the story?
● Why is it so important to Steve to have a better understanding of who he is?

● Reread the prisoners’ debate on truth (pages 220–222). Who is right? Support your
thoughts. What happens to truth in our legal system? Are people always encouraged to tell the
truth? Are lawyers always most concerned with the truth? Are fact and non-fact the same as truth
and untruth? How might the characters in Monster answer this question?
● After a visit from his mother, Steve says, “I knew she felt that I didn’t do anything wrong.
It was me who wasn’t sure. It was me who lay on the cot wondering if I was fooling myself.”
Why does Steve begin to doubt himself? How does this relate to gaslighting?
● How does generational trauma relate to Harmon?
SuggestedDuring Reading Strategies:
● Reader Response Logs – Use this strategy to encourage student connection with the text.
Students can respond through text to text, text to self, or text to world connections. This during
reading strategy encourages critical engagement with the story, and deeper connection to the
characters and events from the text.
effort to read and dialogue about the events of the story. Each student can take on a unique role
to share their connections, research, visual depictions, key insights to passages, and vocabulary
terms throughout their reading of the novel.
● Connections to key historic moments – This novel speaks to the need to fight for one’s
civil rights and liberties. Teachers can further engage students in understanding society’s need to
take a stand, and fight for the rights of citizens through civic engagement through research on a
variety of civil rights and liberties movements in history. Also going in depth in how the united
states dehumanize people.
● Researchassignment: After reading the novel students will do a research assignment on
the relationships on mental health and prisons and what we can do to change it.
● Engaging in Advocacy – While discussion is important, we want to encourage our
students to take action to help those in need. This novel serves as a wonderful catalyst to
advocacy. Teachers can engage students in a follow-up activity in which they research ways they
can strive to take a stand and engage in civic discourse or action to advocate for others. The
focus of the advocacy project should be something that is important to the students and
community. In this way, it will vary according to your school and community needs.
● Identity – This novel speaks to understanding and engaging the many facets of one’s
identity. Teachers can encourage students to unpack and examine their own identity throughout
the reading of the novel, and engage learners in a culminating project in which they engage in
project-based learning to share the many facets of their own identities with one another (ex:
scrapbooks; identity masks; show-and-tell presentations; etc.)

● In what ways does it seem like Steve is guilty?
● If you were one of the jurors, would you have found Steve to be guilty or innocent? How
would you have made your decision?
● Think of an example in the news or from your personal life in which a person or you were
treated unfairly because of age, gender, or ethnicity. Share the story with your Exchange Group.
● How does age, gender, race, etc. impact your mental health?
● What have you learned about mental health and trauma as a result of engaging in this text?

Novel Title: Nest by Esther Ehrlich
Novel Synopsis: The main character by the name of Naomi “Chirp” is an eleven-year-old girl
who lives in Cape Cod. Her mother gets sick and her family struggles with the changes. To
escape her reality, Chirp gets comfort from exploring the bird filled salt marsh near her house
with her friend Joey who lives down the street. Together, they create their own world to escape
their harsh realities.
· Friendship
· Family Dynamics
· Relationships
· Self-care
· Depression
· Religion
· Abuse
· Therapy
· Suicide
● Concentric Circles – Use this strategy to engage learners in partner discussions of key
ideas and themes present within the text. This activity allows learners opportunity to unpack and
reflect on their own current understanding and beliefs regarding key themes of the text. (See
handout)
● Anticipation Guide – This strategy also provides opportunity to engage students in open
discussion of key ideas present throughout the novel. Ask students to share whether they agree or
disagree with provided statement prior to reading the novel. Then, engage in a follow-up
discussion upon completing the novel to see if beliefs or ideas have changed as a result of
engaging with the text.
● Cover analysis: Predict what the novel is about by looking at the cover.” How does the
picture help students understand what the novel is about?”
Discussion Questions: * (Ensure you have established a safe, respectful classroom
community)
· Teaching about or facilitating dialogue in the classroom surrounding mental health:
- How can you support your peers? Where can you go for help when you are worried about
a peer?
- What does mental health mean to you? Why is it important to understand the importance
of mental health?

- How can someone be abused? How can you get help for someone in an abusive situation?
- What do you know about depression? Where can you go for support and help in times of
need?
· Reader Response Logs – Use this strategy to encourage student connection with the text.
Students can respond through text to text, text to self, or text to world connections. This during
reading strategy encourages critical engagement with the story, and deeper connection to the
characters and events from the text. (Rosenblatt)
effort to read and dialogue about the events of the story. Each student can take on a unique role
to share their connections, research, visual depictions, key insights to passages, and vocabulary
terms throughout their reading of the novel.
● Chapter 1 – In the book, Joey asked Chirp what's wrong with her mother’s leg. Chirp
doesn’t answer. Why do you believe Chirp decides not to respond to the question? Explain a
time when you choose to withhold personal information, or when someone remained secretive.
Why do you think Chirp’s mother’s voice and attitude changed in the chapter?
● Chapter 2 – In the novel, what is the significance of the lady in black playing with ants?
Why do you think the author repeats “quiet and peace” throughout the chapter?
● Chapter 3 – Rachel and Chirp try adjust to having their mother in the hospital. Is there a
tough moment in your life where you had to take care of someone else? Or, a time someone had
to take care of you? How did you overcome this experience? What did you gain from this
experience? Please share about this moment if you feel comfortable, and what you chose to do as
a result of your feelings.
● Chapter 4- In this chapter Chirp finds her sister smoking at a Halloween party. Chirp
wants to leave and go trick-or-treating, but she later states “they” are against me, can you explain
what Chirp is feeling? Why doesn’t Rachel take Chirp trick-or-treating? What's Chirp’s reaction?
Why would Chirp ignore everything going on around her? After reading this chapter, do you
think change is a good or bad thing?
● Chapter 5 through 8 –In these chapters, why doesn’t Rachel and her father tell Chirp what
is wrong with her mother? How would you feel if you were Chirp and why?
● After hearing her mother is in an asylum, where does Chirp go? Why does Chirp go back
to the nest?
● Why does Joey take Chirp to his secret spot?

● Why does Chirp yell so loud after breaking the window?
● Do you have a place where you can go and let out extra steam? Why is this so important?
● What are the symptoms of depression? Where can one go for help when feeling depressed
or when worried about someone who they believe to be depressed?
● In chapter 5, why does Chirp’s mother get sicker?
● In the end of chapter 8 Chirp starts to act out in class. Can you write down a time where
your broke the rules and thought it was the right action to do at that?
● Chapter 9: We see what’s going in the book through the eyes of Chirp. Pick a character
and write a narrative on what they are thinking. How does another character’s perspective of the
story’s events differ from Chirp? Why is that?
● Chapter 10 –Why does the relationship between Joey and Chirp get closer? What do they
both have in common? Is there a friend that understands you like Joey?
● What does the bird represent?
● What does the death of Chirp’s mother mean to the family?
● Chapter 11 – How did you feel when Chirp’s mother died? Why do you think someone
like would do something like this? What is Chirp feeling?
● Chapter 12 – Why is it important to understand the symptoms of depression?
● Chapter 14 – Why do both Joey and Chirp decide to go away? In the novel, what is the
difference lost and gone?
● Sharing Awareness – While discussion is important, we want to encourage our students
to take action to help those in need. This novel serves as a wonderful catalyst to understanding
the symptoms and causes of depression, and in helping students to research and locate places to
seek help. Students can engage in an awareness project in which they research information
regarding symptoms of depression and resources for those in need. Students can then share their
findings with the school and local community through pamphlets, presentations, a class-
generated website, etc.
o What was the perception of mental health during the sixties and how has it changed?
o What is the difference between depression and sadness?
o What can you do for someone who is struggling with their mental health?
o How did Chirp’s mother gradually change through the novel?
o How can we strive to help de-stigmatize mental illness? How can we make others aware of
the need to give attention to one’s mental health?
o How did you engage with the novel? What did you learn as a result of reading this novel?

De stigmatizing mental illness through yal - nelms 2018

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