13 Little Blue Envelopes teachers' guide

13 Little Blue Envelopes

By Maureen Johnson

About the book: Inside little blue envelope #1 are $1,000 and instructions to buy a plane ticket.

Envelope 2 contains directions to a specific London flat.

The note in envelope 3 tells Ginny: Find a starving artist.

Because of envelope 4, Ginny and a playwright/thief/block-about-town called Keith go to Scotland together, with somewhat disastrous—though utterly romantic—results.

Everything about Ginny will change this summer, and it’s all because of the 13 little blue envelopes.

About the author: Maureen Johnson is the New York Times bestselling author of ten YA novels (including SUITE SCARLETT, SCARLETT FEVER, 13 LITTLE BLUE ENVELOPES, THE NAME OF THE STAR, and THE MADNESS UNDERNEATH). She has also done many collaborative works, such as Let It Snow (with John Green and Lauren Myracle), and The Bane Chronicles (with Cassandra Clare and Sarah Rees Brennan). Maureen has an MFA in Writing from Columbia University. She has been nominated for an Edgar Award and the Andre Norton Award, and her books appear frequently on YALSA and state awards lists. Time Magazine has named her one of the top 140 people to follow on Twitter (@maureenjohnson).

Maureen lives in New York, and online on Twitter (or at www.maureenjohnbooks.com).

About the guide: This guide is aligned to the Common Core standards for the 9-10 English Language Arts Literature strand. To use it for a different grade, simply visit the Common Core website to find a similar standard in the same strand.

Reading Literature: Key Ideas and Details: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure: CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Speaking and Listening: Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Pre-reading/Anticipation guide: Have students mark their opinion of the following statements below. Then, place posters around the four corners of your room that correspond with the rankings and discuss the answers as a class, allowing kids to move between their answers.

Statement:

Strongly Disagree

Disagree Agree

Strongly WHY I think this: Agree

I would travel anywhere with any excuse to do so.

I could give up the internet for a good reason (at least for a while).

Artists see the world entirely differently than typical people.

If a family member just disappeared without word I’d never forgive them.

Discussion guide: 1. After reading letter #1 and the first chapter, list everything you know about Virginia

Blackstone and any questions that were raised for you.

2. Describe Aunt Peg. How was she unconventional? Why was Ginny’s mom disappointed

in her? Was Ginny?

3. Explain the reasons Aunt Peg ran away from her life in New York. What does she ask her

niece to do (and NOT do)? Why? 4. List the surprises that Ginny discovers at 54a Pennington Street, London in order of

importance. Discuss your choices.

5. Cite evidence from Ginny’s experience of either argument: that Harrod’s is a retail

dreamland or purgatory in existence.

6. Evaluate Ginny’s first day in London. What did she do? How odd would it be to stay with

someone you just met but who had this important connection with you?

7. Why is Ginny worried about the cash options that might accompany this odd adventure?

How does she end up with money to spend? What topics are Richard and Ginny discussing? What is being avoided?

8. What is Ginny’s odd assignment in letter #3? Where would you begin? Where does she?

9. Why do you think Aunt Peg gave Ginny the mysterious benefactor task? What types of

artist would you seek out? Why? What would be the most fun part of this endeavor?

10. Why did Ginny decide to endorse with cash “Starbucks: The Musical?” What do we learn

about Ginny through her letter home?

11. Who is Keith? List the five most important facts to know about him.

12. What went disastrously wrong at Keith’s flat? Is Ginny sabotaging herself on purpose or

not? Do you?

13. What is the task laid out in letter #4? How did her aunt come up with the idea?

14. Describe the chase that David leads them on. At the end what surprise awaits Ginny?

What are the qualities of the perfect first kiss between two people?

15. Detail the adventure to the artist’s house, Mari, in Edinburgh. What was the most

interesting part? What will she keep with her? What do you think it symbolizes?

16. With whom do you agree about Aunt Peg—Ginny or Keith? Why? What did she learn

about Keith on the train and just after it? Does it spoil everything?

17. Why do you think Aunt Peg shared the story of Vesta and her virgins? What is she trying

to teach Ginny with this story and these tasks? Would you be willing to go based on a letter, all alone?

18. On her arrival in Rome, Ginny thinks, “This was travel. This was foreign and old and

cultural.” Do you agree with her? Is that what it takes to feel like a real traveler? Where would you go if you could? Why? 19. Compare and contrast the tourists with the Roman women. Do you think most people

notice these kind of details or not? How should a tourist act, in your opinion?

20. Despite the fact that her aunt really wanted her to see the statues of the virgins at the

Roman Forum, Ginny felt like she just didn’t “get it.” Have you ever had this experience with a place or piece of art or music? Why did her aunt send her there?

21. Aunt Peg seemed bent on abandoning any happiness she managed to carve out for

herself. Why? Do you know anyone like her? IS it because she’s an artist or is that merely an excuse?

22. How does Ginny meet the spirit of the cake quest? How does it become a disaster of

sorts? How did it end? How could it have been much worse?

23. Where will she go next? Would a directive to do so be enough to abandon a city after

such a short time there? How long could you play along with these tasks?

24. What deal had Ginny’s aunt made in Paris? Evaluate who got the best deal? How does

she find the café? What is it like? How has it done with her redesign?

25. Who shows up in Paris? Where do they go? What new information does she learn about

her aunt? Was this Parisian interlude romantic or just bizarre? Would you be interested?

26. What disappointment hits in Amsterdam? How does it get even worse? What would you

do under these circumstances?

27. Where does Ginny finally land in Amsterdam? How awkward of living circumstances

would you be willing to face just to experience a new culture and climate?

28. What is good about being with the Knapp family? What’s odd about this bunch? Have

you (or even worse ARE you) like the Knapp family…bent on seeing an entire city’s museum in a single afternoon?

29. What did she learn of Piet? Would you feel guilty about going online or not? How long

have you ever spent disconnected? What did it feel like? How would your life change without a device?

30. Olivia tells Ginny that “They notice everything but what’s right in front of them.” Are all

parents like this? Why can’t Olivia be herself with her parents?

31. Describe Ginny’s adventure with Knud. What would her aunt want her to see? Why? Of

all the places Ginny has visited so far which one would you most like to visit? Why? 32. Compare and contrast Ginny’s time at Hippo’s hostel with her time at the Knapp’s’.

Which vibe would you prefer? Why? 33. Describe what happened when the Hippo crew took “Pretzels” out with them for a night

on the town. Does it sound like a fun evening? Memorable? Why do you think the Japanese business men were so generous?

34. Where is Ginny off to next? Would you be able to resist the temptation to read all the

letters at once? How far would you be willing to trust the nature of this adventure?

35. Can you imagine the freedom (and privilege) of instantaneously deciding to go to

Greece? If you could be anywhere in 25 hours where would you go?

36. What story of Aunt Peg was revealed inside letter 12? How important is it to

understanding Ginny and her relationship?

37. Explain what happened as the girls went swimming and the boys slept. How does it cut

short all her plans? What is lost? What would be the biggest loss? How is she rescued?

38. What does Ginny learn from Richard after her escape from Greece? Why does she feel

like she suddenly hates her aunt? How does it all become very real? What do you think was in the last letter she’ll never have the opportunity to read?

39. What does Ginny discover back at Richard’s house? How are things between Ginny and

Keith?

Explain what they discover at Harrod’s in Peg’s attic studio. What do they do with them?

Why? 40. List all the things you would do with that much money. What do you think Aunt Peg

would have her do? How can it complicate some relationships, like hers and Keith’s?

CCCS Projects: Vocabulary: CCSS.ELA-LITERACY.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Discern the contextual meaning (how it’s used in a sentence), the actual denotation (literal or dictionary definition) and the connotation (feelings and associations of a word) of the bold words from the novel.

Vocabulary in context:

“Though they were erratic and all too infrequent they were also magical experiences during which all normal rules of living were cast aside.”

“It was assumed that this was just another Aunt Peg escapade.”

“Ginny wrapped herself in the tiny and ineffectual airline blanket and clutched the package to her chest.”

“Thought you were in a big hotel somewhere since you’re an heiress or something.”

What I think it means as it appears in the text:

Denotation:

Connotation: negative (--) or positive (+)

“Murders, ghosts, political intrigue…these things permeate Edinburgh.”

“He just kept saying “no” and “fine” over and over in a way that seemed very ominous.”

“She could see his confusion at the two things in front of him—the fact that she was there and that his roommate was dissolving in tears in front of his own house.”

“A surge of panic ran through Ginny.”

Vocabulary and Tone discussion:

Read through your favorite letter from Aunt Peg. Underline words which give away her feelings on a particular topic. Then, discuss the tone (or writer’s attitude toward the topic).

Ex: “See, I had a problem, Gin. I was very into this idea of being a single woman, committed to a higher purpose, like the vestals. The way I saw it, the great artists didn’t want to be comfortable. They wanted to struggle—alone—them against the world. So I wanted to struggle.”

Tone: This reveals the tone of the writer as resigned and a bit desperate to make her mark on the world as an artist.

When trying to encapsulate the feelings/attitude and tone of a writer, it often helps to look at a list of tone words and differentiate between the sometimes slight shades of meaning.

Here’s a great source: http://ourenglishclass.net/class-notes/writing/the-writingprocess/craft/tone-and-mood/

Art:

Visit the Louvre and the Rijksmuseum (just Google both museums and you’ll land right there) online and explore the immense collection there. Then play the art game that Ginny and Aunt Peg played… “If you could pick what things you wanted to take with you when you died, what would you take?”

Remember what Aunt Peg said about art, too:

“…the main thing to remember was—they’re just pictures. There was no right or wrong way of looking at them, and there was no reason to feel intimidated by them.”

“Sometimes artists like to catch themselves looking out, let the world see them for once.

It’s a signature. This one is a very bold one. But this is also a witnessing. We want to remember and we want to be remembered.”

Also: “When in doubt…look for the triangles in paintings. Ginny had no idea why this was important, but sure enough. Triangles everywhere.”

Check out the following paintings that appear in the novel by putting the title and artist in google images:

The Night Watch by Rembrandt The Bar at the Folies-Bergére by Manet

Then, write a journal response to the museums and the two paintings. Consider these questions to jump start your response, or just jump in.

Response questions:

Piet spent much of his adult life in a room with a masterpiece but never took note of it.

What do you ignore in plain sight? What do you never really look at in your own life?

What is the meaning behind the Manet poster that Aunt Peg loved most?

-or-

Which piece of art appealed to you most? Did the picture tell a story? What was it? Did you notice the triangles within it? Why do you suppose the author used the palette that they did? Do the colors appeal to you? Why? If you could be a master painter what subjects would you explore? What media?

WRITING:

CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.3.B Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

Write an additional letter from Aunt Peg and a scene that corresponds with it through Ginny’s point of view. Or, write a letter you wish you would receive and an adventure scene to go with it starring the life you wish you had.

CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

At the end of each chapter, on sticky notes, write a one sentence summary of the chapter.

Or, write a sentence about what Ginny learned in that chapter. Then, at the end of the book, pull all your sticky notes and try to sort them into categories or topics. With a partner discuss the following questions regarding theme:

1. What was the most important lesson Ginny learned about her aunt on this adventure?

2. What did Ginny learn about herself?

3. Which part of the journey changed Ginny the most? Why do you think so?

4. What will you remember most about Ginny’s story?

Tracie Vaughn Zimmer, author and teacher, created this guide.