TEACHER’S GUIDE FOR

CONTINUED –>

EXPLORING GOING OVER THROUGH WRITING AND REFLECTION

The following questions may be utilized throughout the novel study as reflective writing prompts or alternatively, they can

be used to as targeted questions for discussion and reflection.

DISCUSSION QUESTIONS: • As Going Over opens, Ada states, “We live with ghosts. We live with thugs, dodgers, punkers, needle ladies, pork

knuckle. We live where there’s no place else to go.” Based on her assessment, what can be inferred about Ada’s

neighborhood and home? What it is about this place that she both embraces and rejects?

• Ada repeatedly tells Stefan, “I’m not waiting forever.” How do you interpret her statement? Do you believe her? In your

opinion, is she justified in making such a claim? Why or why not?

• What are your earliest impressions of Ada’s mother, Jana. Do you find her to be a good mother? Why or why not? How

would you describe the rest of Ada’s family? Are they in any way similar to your own? If so, in what ways?

• Explain why Ada feels her work at St. Thomas Day Care to be so important. What does she offer to the students? What

does she get from them in return?

• How would you characterize the relationship between Ada and Stefan, and how does it change over the course of the

novel? How do Ada’s expectations of Stefan change the dynamics of their relationship?

• In Going Over, the frustration she feels about her life and relationship with Stefan both motivates and incapacitates

Ada. Consider how she deals with her frustrations. In what ways does she acknowledge them? Is she able to turn to

others for help? What are the consequences of her reactions?

• Considering Stefan’s situation, Ada states, “It’s Stefan who I’m worried for. Stefan, on the other side…” Do you believe

Ada is right to feel uneasy? Do you find her concern for Stefan to be sincere? Why or why not?

• Explain the significance of the title, Going Over. In what ways does it accurately describe the events and relationships

portrayed in the novel?

• What role does art play in Ada’s life? How does she use graffiti as a means of coping with her world?

• Compare the parent/child relationships in the story: Ada & her Mutti and Omi, Stefan & his grandmother. To what

extent are the relationships of these characters shaped by the world around them? To what extent do their relationships

shape that world?

• Ada is profoundly affected by the loss of Savas; in what ways does his death serve as a catalyst that drives Ada forward?

How do you expect her to be changed by this loss?

• Describe Ada. What makes her a dynamic character? Is she the type of person you would want to befriend? Why or why not?

by BETH KEPHARTA WALL DIVIDES THEM, THEIR LOVE UNITES THEM.

CONTINUED –>

(CONT’D) EXPLORING GOING OVER THROUGH WRITING AND REFLECTION – DISCUSSION QUESTIONS

• Going Over is told in alternating points of view between Ada and Stefan, as brief moments of second person narration.

Do you thinking changing or limiting the point of view would make the story better or worse? Why? Would it offer the

same emotional impact?

• Describe Lukas. Do you find him ultimately to be a good friend to Stefan? Using textual examples, support your position.

• Throughout the novel, readers witness the complexities of the various relationships among the characters. Consider

whose relationship seemed most similar to one of your own personal relationships. What about it reminded you of

your experiences?

• Consider the novel’s cover. In what ways are the images represented symbolic for the events that transpire throughout

the course of the book?

• If you could select one character in the novel to learn more about, who would it be? What is it about this particular

character you found interesting or intriguing?

• The setting for Going Over is a critical component of the novel; name the places you believe to be most important to

the story. Using textual evidence from the book, explain why you find them to be significant to the overall story structure.

**Correlates to Common Core Standard Reading Literature: Speaking and Listening: Comprehension and Collaboration S.L. 7.1., S.L. 8.1., S.L. 9-10.1., S.L. 7.2., S.L. 8.2., S.L. 9-10.2., S.L. 7.3., S.L. 8.3., S.L.9-10.3. Writing: Text Types and Purposes W. 7.1., W. 8.1., W. 9-10.1., W. 7.2. W. 8.2., W. 9-.102., W. 7.3, W. 8.3, W. 9-10.3.

CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING

PRE-READING ACTIVITYAs a pre-reading activity, have students complete an anticipation guide structured in the following manner:

BEFORE READING AFTER READING STATEMENTS

When in danger, it is best to play it safe rather than take a risk.

In a survival situation, one must make decisions that are best for

themselves and their family members, even if harm may come to

others as a result.

Losing some individual freedom is acceptable if it benefits the com-

munity or society as a whole.

If you disagree with a rule, law, or public policy, it is better to re-

main silent than speak out and risk punishment.

• Instruct students to complete the guide by placing a “+” sign in the box next to the statements for which they agree, and

a “0” next to those for which they disagree. They must commit to agreement or disagreement—there are no conditional

responses. Students should be assured that there are no correct or incorrect positions.

• Once students have had the opportunity to complete the guide, the teacher reads each statement aloud and has students

who agree show it by standing or raising their hands. Each student should be permitted to provide their rationale for

agreeing if they wish.

• The process is repeated after reading the text(s), with students being given the opportunity to provide their rationales

for keeping or changing their positions.

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.2.; Speaking and Listening: Comprehension and Collaboration S.L. 7.1., S.L. 8.1., S.L. 9-10.1., S.L. 7.2., S.L. 8.2., S.L.9-10.2., S.L. 7.3., S.L. 8.3., S.L. 9-10.3..

CONTINUED –>

(CONT’D) CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING

CONSIDERING GOING OVER THROUGH LITERARY ELEMENTS ANALYSISUse the following activities to allow students to show their understanding of various literary elements in the novel.

FIGURATIVE LANGUAGE SCAVENGER HUNTThroughout Going Over, Kephart infuses her story with rich, figurative language. In order to take figurative language to

the analytical level, students must be given the opportunity to determine the reason for an author’s choice of figurative

language and its effect on the audience. Begin by having students practice discovering and identifying figurative language.

Model the following lesson.

• Give students a variety of magazines from which to choose so that they may explore advertisements and cut them out.

• Explain to students that figurative language is not just used in fictional text. In fact, it is used frequently in the copy of

advertisements. Have students find a pre-determined number of examples of figurative language in the copy of

advertising text.

• In order to fully analyze the figurative language, students must LIST them.

• L–Label (What type of figurative language did you find?)

• I–Identify (Quote the actual figurative language written in the text.)

• S–So what? (So what’s the big deal with this language?)

• What makes this language effective in this ad?

• Why not choose a different type of figurative language?/ Why wouldn’t something else work better?

• Who is the intended audience?

• What effect would this figurative language have on the audience?

• Is this an appropriate effect?

• What is the author’s overall purpose of this ad?

• How does using the device help or hurt the author’s overall purpose?

• T–Talk (Share your analysis with the others in the class in order to model analytical thinking.)

Finally, place students in small groups and assign each group a specific chapter Going Over to analyze for examples of

figurative language (similes, metaphors, hyperbole, and personification). Allow them to creatively display their findings.

**Correlates to Common Core Standard English Language Arts: Literacy L. 7.5, L.8.5, L. 9-10.5

HOST A LITERARY BANQUETIn the spirit of Kephart’s rich prose, begin by having students write a poem from a character’s perspective. The poem may

focus on the character’s personality and role in the story, a major theme, or a major conflict experienced. It must demon-

strate the changes the character made throughout the story. While composing the poem, consider:

• Poetic device, form, and diction

• Must be textually accurate

• Poem must have a clearly defined voice

• Spelling and grammar must be correct

• Most, if not all, of the poem must be memorized

After students have crafted their poems, plan a literary banquet where each dresses in a costume that enhances his poem.

At the banquet each student will perform his poem. Also, the food and drink needs a strong connection to the Going Over.

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8,1., R.L. 9-10.1, Craft and Structure R. L. 7.4., R.L. 8.4, R.L. 9-10.4, R.L.7.6., R.L. 8.6, R.L. 9-10.6 and Language Arts: Literacy L. 7.5, L.8.5, L. 9-10.5

CONTINUED –>

(CONT’D) CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING – CONSIDERING GOING OVER THROUGH LITERARY ELEMENTS ANALYSIS

GOING OVER CHARACTER REPORT CARDConsidering the novel, ask students to examine the ethical nature of a character’s actions and choices in Going Over. Have

them set up a “report card” using a chart and include the following four categories: respect, responsibility, cooperation,

caring, integrity, self-control, honesty, and effort. Using evidence from the novel, have them assign a grade for each cat-

egory. In addition, have them cite the specific incident from the book which they graded in one column, and also provide

feedback to the character under a “comments” section.

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8,1., R.L. 9-10.1 and Craft and Structure R. L. 7.5., R.L. 8.5, R.L. 9-10.5, R.L.7.6., R.L. 8.6, R.L. 9-10.6

Making thematic connections: consider the following themes: Loyalty, courage, ingenuity, and perseverance. Select one of

the themes and find examples from the book that helps support this theme. Create a sample Life Lesson Chart using the

model at: http://www.readwritethink.org/lesson_images/lesson826/chart.pdf.

Given the dual narration, readers are offered great insight about Stefan and Ava’s point of view of the events of Going Over.

Assume the role of one of the secondary characters in Going Over and draft a diary entry detailing what you experienced

and witnessed. To prepare, create an outline using the five W’s (who, what, when, where, and why). Remember to write in

first person and give special attention to sensory imagery (what you saw, smelled, heard, etc.)

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1., R.L. 8.1, R.L. 9-10.1 and Writing: Text Types and Purposes W. 7.1., W. 8.1., W. 9-10.1., W. 7.2., W. 8.2.,W. 9-10.2., W. 7.3., W. 8.3., W. 9-.10.3.

EXPLORING GOING OVER THROUGH RESEARCHThe setting of Going Over plays an essential role in the story and through the events of the novel, readers get an introduc-

tion to this important historical period, and the Berlin Wall, an iconic symbol of repression. Using information from library

resources and the Internet, have students research the Berlin Wall and prepare a Glogster poster (www.glogster.com) that

details the following:

• What were the specific events that lead to the creation and construction of the Berlin Wall?

• What was the intended purpose of the Berlin Wall?

• Include specific information regarding the wall’s physical dimensions

• Select and highlight an individual or individuals who escaped and how they did so.

• Why was the destruction of the Berlin Wall in 1989 so symbolic to the world?

**Correlates to Common Core Standard Writing: Research to Build and Present Knowledge W. 7.4., W. 8.4., W.9-10.4.

EXPLORING GOING OVER THROUGH WRITINGIn Going Over, the complexities of the characters, their relationships, and the situations in which they find themselves pro-

vides students opportunity to dig deep in the text as they examine and answer one of the following prompts:

• Journal Response: Throughout Going Over, many characters exhibit acts of bravery. Consider the individual actions

of these characters. Who do you believe to be the most courageous? Write a letter to that character explaining why you

believe his/her actions are so brave?

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1., R.L. 8.1, R.L. 9-10.1 and Writing: Text Types and Purposes W. 7.1., W. 8.1., W. 9-10.1., W. 7.2., W. 8.2.,W. 9-10.2., W. 7.3., W. 8.3., W. 9-.10.3.

• Select a character of your choice and create a faux Facebook page for that character, being sure to complete all the

pertinent information, like education, relationships, groups to follow, pages to like, as well as 2-3 status updates.

**Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1., R.L. 8.1, R.L. 9-10.1 and Writing: Text Types and Purposes W. 7.1., W. 8.1., W. 9-10.1., W. 7.2., W. 8.2.,W. 9-10.2., W. 7.3., W. 8.3., W. 9-.10.3.

–>

(CONT’D) CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING

CREATE ORIGINAL INSPIRED ART FROM GOING OVERPreviews of coming attractions in the movie industry are known as trailers. Design an original book trailer for Going Over.

Begin by creating a storyboard, detailing which scenes you intend to incorporate in your trailer. Use a moviemaker pro-

gram of choice such as www.animoto.com. Post your finished trailers to www.youtube.com.

Music is often used to connect people to each other and the world at large. Select a favorite character from Going Over

and create a CD with an original playlist that is representative of the experiences that character undergoes throughout the

novel. Create original art for the jewel case and on the interior, and after including appropriate artist information, offer an

explanation for the selection of each song.

PRAISE FOR GOING OVER

“An unforgettable portrayal of life and love divided. Kephart captures the beauty and desperation of 1980s Berlin with prose both gripping and graceful.”

—RUTA SEPETYS, New York Times bestselling author of Between Shades of Gray and

Out of the Easy

“Beth Kephart is one of my heroes. She’s spun gold out of the language of longing and has shown us how to make room for miracles. Going Over—about a boy and girl separated by the cruelest of fates—will inspire any reader to make the leap for love.”

—PATRICIA MCCORMICK, author of National Book Award Finalists Sold and

Never Fall Down

This guide was created by Dr. Rose Brock, a teacher and school librarian in Coppell, Texas. Dr. Brock holds a Ph.D. in Library Science, specializing in children’s and young adult literature.

ABOUT THE BOOK

978-1-4521-2457-5• $17.99 HC Ages 14 and up • Grades 7 and up

Fountas & Pinnell: Z+

It is February 1983, and Berlin is a divided city with a miles-long barricade

separating east from west. But the city isn’t the only thing that is divided.

Ada lives among the rebels, punkers, and immigrants of Kreuzberg in

West Berlin. Stefan lives in East Berlin, in a faceless apartment bunker of

Friedrichshain. Bound by love and separated by circumstance, their only

chance for a life together lies in a high-risk escape. But will Stefan find the

courage to leap? Or will forces beyond his control stand in his way? National

Book Award finalist Beth Kephart presents a story of daring and sacrifice,

and love that will not wait.

ABOUT THE AUTHOR

BETH KEPHART is the award-

winning author of books for

both adults and young readers,

including You Are My Only,

Small Damages, and Handling

the Truth. She lives in

Devon, Pennsylvania.

CHRONICLEBOOKS.COMCHRONICLEBOOKS.COM