Before delving deeper
Be aware that there are references and themes relating to domestic violence in How to Bee. There are descriptions of physical altercations between Peony’s mother, Rosie, and her partner. Rosie dies at the end of the story after giving birth to her third daughter; the circumstances surrounding her death are not explicitly stated, but we can assume that it was likely at the hands of her partner. The theme of loss is also evident in the death of Applejoy’s mother, who succumbs to an illness.
Teachers need to be sensitive to the needs and circumstances of class members, and make appropriate allowances for any student who is potentially distressed by such material.
Pre-close reading prediction activity
Students are to study the cover page, blurb and opening paragraph on page 1 before answering the following questions:
- What do you think the title might mean?
- What does the cover make you think? Why do you think this?
- Why do you think the designer/illustrator used these pictures/images/symbols? What do you notice about the illustrations on the individual pages? Discuss why there are no symbols or pictures of bees, except for Peony sitting in the tree. What was the illustrator’s purpose in this?
- What do you think this book will be about? Look at the cover and the blurb.
Students are to complete a prediction table in their notebooks. Encourage them to track, adjust and adapt their thinking as they read the novel and record this on the table, using evidence to support their thinking and ideas.
I think the book will be about… |
The reason I think this is because of the following evidence… |
Is my prediction confirmed or not? How do I know? |
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Optional task
After reading the book, ask students to revisit the cover and the blurb and come up with a different cover for a second publication.
(ACELY1721) (ACELY1722) (ACELY1723)
The writer’s craft
This close study is focused on characterisation, specifically that of the protagonist Peony. The narrative structure follows Peony’s experiences and relationships on the farm versus those in the city, exploring the major themes of hope, loss and belonging.
The story takes place across two distinct locations: the free, open space of the farm and the closed-in, barricaded house in the city. Descriptions of the transition between the two places reinforce the differences and distance between them; there is a strong contrast between the natural and built-up environment.
Themes
The contrast between the farm and the city is explored through the ideas of wealth and poverty – both financial and personal. An example of this is Peony’s relationship with her mother. Throughout the novel, there is a struggle between the opportunities for financial stability in the city compared to the contented, idyllic, family-centred life in the country. ‘Ma’, like many other people from the farm, goes to the city to make money and create a better life, leaving behind the security of family and the safety of community. She finds herself in a volatile relationship and accepts poor treatment as she believes it is her means to an end. She is also painfully aware of the ‘raggy’ people. Peony’s ma understands that it is hard work, and consequently is prepared to sacrifice her relationship with her children – who do not share her dreams – to make enough money to fulfil her desire for material wealth. We see this through the constant conflict and the often-violent attempts to kidnap Marigold and Peony to go and work in the city. This theme is further explored through Jonagold, who has a balanced relationship with both the farm and the city.
By the end of the novel, we can see that this is an ongoing cycle of people being teased and tempted by their hopes and dreams. Honey (a contemporary to Peony who is initially chosen as a bee over her) also feels the call of a better life in the city, and dreams of all the material possessions that she can have by leaving the safety of her community. This opens up the possibility for the cycle in which Peony’s mother was caught to repeat.
What is characterisation?
Activity 1
Introduce the main character, Peony, by reading pages 1–3. Model what we learn about Peony from the first paragraph; for example, the verbs ‘bursts’, ‘busting’ and ‘scramble’ create a sense of excitement, rushing and urgency. The short sentences of ‘Today!’ and ‘It’s here!’ show that the first-person speaker has been anticipating this moment. The use of the exclamation mark highlights strong emotion and excitement.
Students are to work with partners to find other clues about Peony’s character up to the end of page 3. Record this on the character study worksheet (PDF, 98KB). As you progress through the text, continue providing students with opportunities to track Peony’s character development, and perhaps that of other characters as well.
After reading that Peony does not become a bee, discuss the concept of resilience. Ask students to reflect on a time when, despite effort, they narrowly missed out on something they really wanted to achieve. Ask them to think about how they felt at the time and what they did thereafter, if anything (there is an opportunity to link this to the 24 character strengths). As an optional task, students could write a recount about this time. If they cannot think of an example or prefer not to write about their own experiences, they could think about the advice they would give Peony to persevere and not give up.
(ACELT1619) (ACELT1621) (ACELT1622) (ACELY1725)
Activity 2
Students are to complete the cross-off activity (PDF, 176KB) by thinking of the single-word answer to each clue and crossing it off from the list. Then they can identify the link between the remaining words.
Revisit the meaning of the word ‘characterisation‘. Direct students to revisit Activity 1 and identify how many examples of characterisation were evident in the opening three pages. It is important that students know the difference between character and how that character is developed through characterisation.
Divide students into pairs or groups of three and assign a character for them to explore. The characterisation to character task (PDF, 117KB) outlines the page references for major characters. Students will then complete the associated worksheet (PDF, 81KB). Model the example of Peony (PDF) using this template, demonstrating think-aloud techniques. Complete this exercise using information from Activity 1 and the text as a whole. Explain specific language features used (for example, descriptive language) and how this helps to create character.
After pairs/groups have completed their character worksheets, ask them to regroup with others who have focused on the same character to discuss similarities and differences.
Students are to write a paragraph explaining why, in their opinion, the character has been included in the story. Support students to identify ideas (themes) and how the character supports the development of the theme.
(ACELT1620) (ACELT1621) (ACELT1622) (ACELY1719) (ACELY1723) (ACELY1725)
Comparing and contrasting the characters of Peony and Esmeralda
Activity 1
As a class, discuss the various parts of the narrative and revisit the terminology: introduction, development, conflict/climax, falling action and equilibrium. Students are to complete the plot outline of Peony and Esmeralda’s friendship development (PDF, 97KB), from the time they first meet to when they become close friends. Prior to completing this activity, discuss the chapter titles and the clues given about their blossoming friendship. Students are to identify a descriptive word that summarises their relationship at each stage, and then label these words on the outline. Encourage students to use a thesaurus to find synonyms for ordinary words (for example, ‘courageous’ instead of ‘brave’).
(ACELA1782) (ACELT1619) (ACELT1620)
Activity 2
Peony and Esmeralda come from very different backgrounds but share many similarities. Despite having their own unique challenges to overcome, in their moments of need they help and support each other and become best friends in the process.
Before starting this task, refer students back to the work already completed in the Initial Response section (Synthesising Task).
Part 1
Students are to complete a comparison of Peony and Esmeralda (PDF, 88KB) and the corresponding Venn diagram. Using the Venn diagram as an anchor chart, students write a minimum of two paragraphs to compare and contrast the two characters. Before writing, discuss and record/display the key elements of a ‘compare and contrast’ piece, including the use of supporting evidence and connectives. As a class, construct an example and record this on butcher’s paper or the whiteboard as a point of reference. When students have completed their paragraphs, allow them to peer assess each other’s work using the listed elements as a guide.
Part 2
Working in groups of three or four, students are to identify the characters’ different roles and how they are similar to jobs fulfilled in a beehive. Introduce the concept of a metaphor and discuss imagery from the novel that shows Esmeralda needing Peony to blossom and grow. Direct students to collect breadcrumbs from the text demonstrating the strong link between Esmeralda as ‘Queen Bee’ and Peony as a worker bee. Also explore reasons why Esmeralda is seen by Peony as ‘The Beetle-Haired Girl’ (whereas adults see her as a ‘Delicate Flower’) and why, in their final meeting, Peony refers to Esmeralda as the ‘last honey bee’.
Students should present their ideas in a visual way, using a diagram or mind map. Ask them to consider the other people of the farm and how they might fit into the beehive structure.
(ACELT1619) (ACELT1803) (ACELT1622) (ACELT1625) (ACELY1804) (ACELY1723)
How do characters help to develop the ideas (themes) of the text?
As a class, discuss what is meant by the term ‘theme’. Using a narrative outline, briefly recap the major events in the book. Then identify one major theme as an example.
- Explain to students that they are going to work independently to think of three additional themes explored in the novel. Instruct them to keep their ideas private.
- Provide each student with a blank piece of paper folded to make a grid of eight boxes. An example (PDF, 149KB) has been provided.
- Write the class theme in one of the boxes. Students are to record their additional ideas in three other boxes. They should have four empty boxes left.
- Students are to then move between their peers and share their ideas, adding new themes they have not yet recorded in the empty boxes.
- Monitor students’ movement and tell them not to remain with one person; they can only collect one idea per person.
After this activity, place students in groups of four to discuss the themes on their pages. Each group is to share their top three themes with the class, briefly justifying their choices.
Assign groups a specific theme to focus on. Students are to investigate how and where that theme is evident across the text. Before starting this task, model the initial major theme as an example. In so doing, take the opportunity to explore the differences between a theme and a symbol.
Students are to present their ideas and work to the class.
(ACELT1620) (ACELY1723) (ACELY1725)
Thinking about our belonging and place
In the novel, there is a strong sense of belonging and knowing that in our own places, you can do amazing things. To explore this concept, show students the quote attributed to Albert Einstein:
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.*
As a class, discuss this quote in relation to the novel. Examples can be found on pages 88 and 102, where Peony struggles to show that she is capable in the kitchen, despite her success as a pest and hopeful bee.
*As an extension, this task also provides the opportunity to show students how to check the accuracy and truth of quotes online.
(ACELT1619) (ACELT1620) (ACELY1721) (ACELY1723)
Synthesising task
Using this writing task (PDF, 112KB), students are to consider the dedication written by author Bren MacDibble at the beginning of How to Bee. They will then select and write about one character from the novel who, in their opinion, will help a kid to face hard times with courage. Should students require modelling to plan their response, work together on a character such as Applejoy or Marigold.
(ACELA1782) (ACELT1619) (ACELT1621) (ACELT1622) (ACELY1724) (ACELY1725)