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The Night Wanderer- Novel Study

The Night Wanderer

A Native Gothic Novel

Novel Study

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About the Novel

A sleepy native reservation. A troubled teen girl. A vampire returns home.

Nothing ever happens on the Otter Lake reservation. But when 16-year-old Tiffany discovers her father is renting out her room, she’s deeply upset. Sure, their guest is polite and keeps to himself, but he’s also a little creepy. Little do Tiffany, her father, or even her astute Granny Ruth suspect the truth. The mysterious Pierre L’Errant is actually a vampire, returning to his tribal home after centuries spent in Europe. But Tiffany has other things on her mind: her new boyfriend is acting weird, disputes with her father are escalating, and her estranged mother is starting a new life with somebody else. Fed up and heartsick, Tiffany threatens drastic measures and flees into the bush. There, in the midnight woods, a chilling encounter with L’Errant changes everything ... for both of them. A mesmerizing blend of Gothic thriller and modern coming-of-age novel, THE NIGHT WANDERER is unlike any other vampire story.

About the Author

Drew Hayden Taylor has written, directed, or worked on approximately 17 film and video

documentaries about Native issues. As one of Canada's first Native scriptwriters, he has

story-edited numerous writing workshops for visible minority writers.

Drew's leading passion for many years has been the theater world, thanks to a stint as

Playwright-in-Residence for Native Earth Performing Arts in the late 1980s. From 1994 to

1997, Drew proudly served as Native Earth's Artistic Director.

In the last 15 years, over 60 professional productions of his plays have been staged,

including Toronto at Dreamer's Rock/Education is Our Right (winner of the Chalmers

Canadian Play Award for Best Play for Young Audiences), The Bootlegger Blues (winner of

the Canadian Authors Association Literary Award for Best Drama), and its sequels, The Baby

Blues, which won first prize at the University of Alaska Anchorage Native Playwrighting

Contest, and The Buz'Gem Blues.

He has also been dabbling in the world of prose, writing short stories for various anthologies

and writing a satirical column. A collection of his best pieces was published in a book titled

Funny, You Don't Look Like One: Observations of a Blue-Eyed Ojibway and its three

successful sequels. He also co-edited an anthology titled Voices: Being Native in Canada.

More recently, Drew has been directing documentaries, most notably Redskins, Tricksters

and Puppy Stew, produced by the National Film Board of Canada. The Night Wanderer

(2007), Drew's book with Annick Press, was inspired by this documentary.

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Drew was always interested in being a writer, although he did not consider himself one until

his mid-20s. Finding mentors was difficult because there were few Native writers around at

the time.

Drew's advice for aspiring authors is to read anything and everything. The more you read,

the better writer you'll be. His own inspiration comes from anyone with a story to tell.

Drew is currently working on two movie scripts, several new plays, and a revolutionary new

rocket fuel when he is not traveling the world (in reality or his imagination). He also enjoys

movies and cooking (perhaps the thing his mother is most proud of is his ability to make

spaghetti sauce from scratch!).

He lives on his reserve in Curve Lake, Ontario, where he grew up.

Themes:

Interracial dating

Language

Trust/secrets/lies

Windigo/Vampire

Suicide awareness

Control over emotions

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About this Novel Study This novel study was created by teachers in Gold Trail School District #74. The goal of the project was to promote the use of quality Aboriginal literature in classrooms by creating novels studies for teacher use. This novel study focuses on:

Use of graphic organizers

Incorporating solid literacy strategies, such as pre/during/post reading activities

Personal connections to the text

Inferring the meaning of the text and new vocabulary The novel study was designed in such a way that teachers can pick and choose which activities they would like to use. Activities have been designed to be flexible enough for whole class study, literature circles, or independent study.

Most worksheets are self explanatory, however, a teacher’s guide to the activities has been included. Some worksheets are designed to be double sided, and where this is the case the pages are labelled ‘page 1’ and ‘page 2’.

Contents

Pre-Reading

Attitudes survey - p.8

Trust brainstorm –p.9

During Reading

Dual entry journal suggestion and student handouts –p.11

Prologue – Feeding the wolves p.15

Chapter 1 – A very mysterious man p.16

Chapter 2 – Vocabulary building through context bingo p.17

Chapter 5- Dear Diary p.21

Chapter 7 – Granny Ruth p.23

Chapter 9- Wendigo/Vampire p.25

Chapter 12 – Pierre’s aura p.27

Chapter 14- Making a decision p.28

Chapter 19- “How long does it take to get over a broken heart?” p.29

Chapter 20 – Feeding the wolves p.30

After reading

The great debates p.31

Project ideas p.32

Chapter-by-chapter literature circle discussions p.33

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Teacher’s Guide to the Activities

1. Attitudes survey- Pre-reading

a. If a group of students are reading the novel at the same time, break them into groups

and have each group fill out the following survey. Encourage them to discuss each

question and agree on a common group answer. Have each group explain their results

with the rest of the class.

b. If a student is working on the novel alone, have them fill out the survey before they

begin reading.

2. Trust activity - Pre-reading

a. A major theme in this novel is trust. Tiffany’s boyfriend Tony does things that make her

trust him less. Tiffany does things to make her father trust her less. Have students

complete the mind map on Romantic Trust OR Parental Trust.

b. After students have completed the trust worksheets you may want to facilitate a

discussion about how trusting relationships with your boyfriend/girlfriend are the same

or different than trusting relationships with your parents.

3. Dual entry journal suggestion – During reading

4. Dual entry journal student handouts – During reading

5. Feeding the Wolves -Prologue

a. This worksheet asks students to sort feeling words based on whether the feelings feed

the good wolf or the bad wolf. Some of the words came from the prologue itself, while

some did not. Encourage students to think carefully about the metaphor of the two

wolves because it will help them understand the story better. If you want, you can

facilitate a discussion about whether people have control over how they feel, how much

control people have over how they feel, and how people can control their feelings.

6. Chapter 1 – A very mysterious man

a. This worksheet asks students to ask three questions about Pierre L’Errant based on their

introduction to him in Chapter 1. Pierre is introduced in a mysterious way, and there

are many details in the chapter which raise questions about him. For example, why did

his seatmate move? What is his ethnic background? Why is he going back to Canada?

Why did he plan his travels so meticulously? Encourage students to ask questions that

originate from details given in the text.

7. Chapter 2- Vocabulary building through context bingo

a. Explain to students that these words were chosen because they are associated with

themes in the book and the overall tone of the book.

b. Have students complete the worksheet by drawing a straight line through the Bingo

Card in order to choose five words which they will define. After students have chosen

their words, they copy down the sentence that the word was found in. Then, students

guess what the meaning of the word is. Finally, students look in the dictionary to find

the definition of the word.

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c. If you like, you can ask students to go around the room and gather definitions from

other peoples worksheets and fill in the Vocabulary Extension worksheet.

d. As an additional extension, you could ask students to write a paragraph predicting what

the story will be about based on the vocabulary they have just learned.

e. Remind students that some words have more than one meaning. For example, ask

them to ensure that their definition of sober matches the use of the word in the text.

You could also ask students to look for new meanings in familiar words. For example,

the distance between people in our lives is a theme of this novel, so you could ask

students whether there are new meanings of the word distant in the dictionary.

8. Chapter 5- Dear Diary

a. This is an activity that teaches students about similes, metaphors, and hyperbole. It also

asks them to use details from the text. Students will write a cheesy diary entry in the

character of Tiffany.

b. After students have written their diary entry, have them mark each other’s diaries.

9. Chapter 7- Granny Ruth

a. Students are asked to read two poems by First Nations women honouring their mothers

and grandmothers, then asked which poem they would dedicate to Granny Ruth.

Encourage student to explain which poem is more appropriate based on evidence from

the text.

10. The Wendigo/Vampire – Chapter 9

a. This activity asks students to draw and label a diagram of a Wendigo. Then, on the

other side of the page, students are asked to do the same with a vampire. Then it asks

them to predict whether or not Pierre L’Errant could be a Wendigo or a vampire.

11. Chapter 12 - Pierre’s aura

a. Throughout the novel Pierre has had different impacts on different people and animals

that he has met along the way. This worksheet asks students to document three of

those encounters.

b. It might be fun to have a discussion after the activity comparing the different

encounters Pierre has had. Animals, such as Moses the raven and Midnight the dog

tend to try to stay away from him. Chapter 11 introduces James Jack, who is spooked by

Pierre’s presence, and Rachel Stoney, who is literally scared to death by Pierre’s

appearance. Oddly enough, Tiffany’s father doesn’t seem to have any response to

Pierre.

c. If you want, you can also have a discussion about whether the supernatural beliefs

presented in the novel belong to Anishnabe people, Canadian people, or simply the

author. Supernatural beliefs presented include: some people feel the presence of the

supernatural more than others, animals can sense supernatural things that many people

miss, people have a sixth sense which tells them that someone is watching them, some

people have an aura around them.

12. Making a decision – Chapter 14

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a. In this activity students use a graphic organizer to find three reasons why Tiffany should

trust Tony, and three reasons why Tiffany shouldn’t trust Tony. Then, they are asked to

state their decision.

b. If you like, you can extend this into a whole class activity by making a master copy on

the board or an overhead with everyone’s contributions on Tiffany’s trust for Tony.

Then, ask if anyone has changed their mind after seeing everyone’s evidence put

together.

c. This could also be turned into a group activity if you put all the people who thought

Tiffany should not trust Tony together and all the people who thought she should trust

Tony together and gave them time to prepare a group presentation, then had them

present as a group to the class. You could arrange for smaller groups if you had a larger

class.

13. How long does it take to get over a broken heart? – Chapter 19

a. In this activity students fill in one heart with things that someone might do to help

themselves get over a broken heart, and another heart with things that someone might

do to hold onto a broken heart. Encourage students to use examples from the novel.

For example, Tiffany’s father does not talk about Tiffany’s mother. Likewise, instead of

finding a ride home Tiffany broods over her breakup with Tony while walking home.

14. Feeding the wolves – Chapter 20

a. In this activity students are asked to list things that Tiffany could do to feed the good

wolf of feed the evil wolf. Encourage students to review the words presented in the

prologue activity. Encourage students to suggest answers that align with the novel. For

example, if a student said that Tiffany could go visit Darla or apologize to her father,

then they would have provided examples that align with the problems presented in the

novel. However, if a student said that Tiffany should go to Disneyland, then they would

not have provided a response which aligns with the novel.

b. An interesting discussion point could be that the answer to the question on the bottom

of the first Feeding the Wolves worksheet (what happens if the evil wolf wins) is that the

person commits suicide.

15. The great debates – After reading

a. These are topics which students can debate in literature circles or as a class. It would be

wise to give students some time to prepare for the debate by giving them the topics in

advance, as some of the topics might require contemplation or research.

16. Project ideas – After reading

a. Many of the project ideas are research projects which will require internet access. As

the teacher, you will have to set parameters about your expectations when students are

completing the projects, as the directions are somewhat open ended.

17. Chapter-by-chapter Literature Circle Discussion Questions

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Attitudes Survey – Before Reading

Truth

Agree Disagree

Keeping secrets is the same thing as lying.

Sometimes it’s okay to lie if the truth would hurt someone’s feelings.

Forgetting to tell part of the truth is the same thing as lying.

Sometimes it’s okay to hide things from your parents.

Sometimes it’s okay to hide things from your boyfriend or girlfriend.

Dating

Agree Disagree

I would date someone from a different race or cultural background.

I would date someone that my parents didn’t like.

It would bother me if my boyfriend/girlfriend’s parents didn’t like me.

I would date someone even if my friends didn’t like them.

It would bother me if my boyfriend/girlfriend’s friends didn’t like me.

Belonging

Agree Disagree

I have a physical tie to some place where I feel like I belong.

I feel more comfortable when I am around people who are like me.

Visiting new places is exciting, but sometimes I just want to be

somewhere familiar.

It is possible to feel like you don’t belong somewhere even if you have

lived there your whole life.

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Romantic Trust – Before Reading How do you know whether or not to trust your boyfriend or girlfriend? Create a mind map of things your boyfriend or girlfriend might do which either break or build your trust in them. For example, if they introduce you to all their friends, does that make you trust them more or less? If they forget to tell you important things, does that make you trust them more or less? When you are done, compare your answers with a friend’s answers. Do you agree with their answers? Do they agree with yours?

Boyfriend/girlfriend

Things they can do which

might make me trust them

Things they might do which

might break my trust in

them

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Parental Trust – Before Reading

Many teenagers complain that their parents don’t trust them. Many parents respond that trust is

earned.

Create a mind map of things sons/daughters can do that increase or decrease their parent’s trust in

them. For example, would your parents trust you more or less if you phoned home to let them know

that you would be late, or if you simply didn’t come home when you were supposed to without

phoning home? Do you parents trust you more or less if they know your friends? What about if you

keep secrets?

When you are done, compare your answers with a friend’s answers. Do you agree with their answers? Do they agree with yours?

My actions

Things I might do to increase my

parents’ trust in me

Things I might do to decrease my

parents’ trust in me

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During reading –Dual Entry Journal Suggestion

This novel is quite complex because it has several threads going on at the same time. I would suggest

that students keep a dual entry journal of just one character throughout the story. For example, if

three students are reading the novel at the same time, one could keep a dual entry journal on the

character of Pierre, one on Tiffany, and one on Owl. This way you could arrange for periodic group

discussions where students each contribute to discussion based on their character, or the dual entry

journals could become the focus of literature circles. If you had nine students reading the book, three

students could be assigned to each character.

The amount of dual entry journals you expect from your students will vary depending on the number of

other activities you are using, the depth in which you wish to study the novel, and the abilities of your

students.

Most students and teachers are quite familiar with dual entry journals. In this novel study, encourage

students to choose quotes which give the reader some information about the character, and explain

why the quote that they have chosen is important their character.

Procedure: a. Students divide their page vertically, leaving a one-third column on the left-hand side of the paper, and two-thirds of the page available for the right-hand side. b. In the left-hand column, students record direct quotations from the text (with page number). Please explain to students that a quote is simply copying something down from the text, and not necessarily a character’s words. c. In the right-hand column, students explain why they think this quote tells the reader something

important about their character. Students may also make predictions, ask questions, or draw

connections between the literature and their personal experiences.

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Dual Entry Journal – Pierre L’Errant

Your task throughout this novel is to collect quotes which reveal aspects of Pierre L’Errant’s

character.

On the left hand side of this chart, record quotes from the novel which you think explain some

aspect of Pierre’s character. On the right hand side, write down why you chose this quote and

explain why it’s important.

Your teacher will give you guidelines on how long your quotes and responses should be, as well as

how many you should do during the course of the novel.

Quote Response

“But something about her seatmate disturbed

her mood. The man in the aisle seemed… dark.

That was the word for it. It was like there was an

ominous storm inside him”

This quote shows that Pierre creeps people out.

It is important because it describes him as a dark

and troubled person. I think the word

‘disturbed’ is important, because it shows that

something is not right about him.

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Dual Entry Journal – Tiffany

Your task throughout this novel is to collect quotes which reveal aspects of Tiffany’s character.


aspect of Tiffany’s character. On the right hand side, write down why you chose this quote and

explain why it’s important.



Quote Response

“And Tiffany wanted to make damnsure Tony

Banks would never know anything even slightly

negative about her. Tony was Tiffany’s

boyfriend, that had such a nice ring to it. Or,

better yet, she was Tony’s girlfriend. Either way

she was happy.”

This quote is important because it shows that

having a boyfriend is so important to Tiffany that

she will hide parts of her life from him. It also

shows that she can’t be herself around him.

Maybe she is insecure about her relationship

with him.

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Dual Entry Journal – Owl

Your task throughout this novel is to collect quotes which reveal aspects of Owl’s character. Owl is

not introduced right away, but he is an important character because some of the feelings that he

has and decisions that he makes parallel the feelings and decisions of Tiffany. Owl’s story will also

help us understand Pierre L’Errant.


aspect of Owl’s character. On the right hand side, write down why you chose this quote and explain

why it’s important.



Quote Response

“He knew he wanted more. He had climbed

every hill around his village a dozen times, swam

the lakes till his arms hurt, and ran the trails

until there was no place to go. Owl had seen

everything he could see and that was not nearly

enough.”

Owl is somebody who was bored. He is not the

lazy kind of bored, where you sit around and

complain that there is nothing to do. He is

active, and tried to find excitement, but then the

excitement wore off. He seems like someone

who is looking for an adventure.

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Feeding the Wolves - Prologue

In the Prologue we are introduced to the metaphor of the wolves fighting inside of us. One wolf is evil,

the other is good, and the one you feed wins.

Sort the following feelings into the chart below based on which wolf they feed. If you can, think of

your own feeling words and decide which wolf they feed.

confident irritated considerate bitter excited lost secure pessimistic determined frustrated inspired

distrustful curious annoyed optimistic ashamed hopeful useless brave alone loving respected shy

respectful empty smart dissatisfied sympathetic powerless

Good Wolf Evil Wolf

What happens if the evil wolf wins?

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A Very Mysterious Man - Chapter 1

In this chapter we are introduced to Pierre L’Errant, one of the main characters in this novel. The

author introduces him in a way that leaves us with more questions than answers. Why does he plan his

travel arrangements in such an odd way? Why did the women next to him move seats?

Write three questions you have about the character Pierre which you hope to answer as you read

through the book.

Question Answer

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Vocabulary Building Through Context Bingo- Chapter 2

Page 1

You can often guess what a word means by looking for clues in other words of the sentence. 1. Draw a straight line through five of the words below. 2. Find the sentences in the text that contain the vocabulary words you have drawn a line through, then guess the meaning. 3. Pay special attention to clues in the sentence and sentences around the word, then guess the meaning. 4. Use the dictionary to look up the definition. How close was your guess?

Detachment p.2 Ominous p.1 Superstitious p.2 Eternity p.4 Forbidding p.4

Uneasy p.4 Mysterious p.13 Supernatural p.16

Infinite p.1 Bleak p.2

Sober p.2 Sullen p18 Mythology p.16 Pilgrimage p.17 Cannibal p.16

Recollection p.4 Precautions p.3 Beckoning p.1 Disturbed p.1 Auras p.2

Distant p.18 Expanse p.14 Confrontational p.22

Isolated p.12 Intrigued p.11

1. Sentence:

Your guess:

Dictionary Definition:

2. Sentence:

Your guess:


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3. Sentence:

Your guess:


4. Sentence:

Your guess:


5. Sentence:

Your guess:


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Vocabulary Extension Activity Page 1

Using others’ worksheets, write the dictionary definition of the words below in the appropriate space.

Word Definition

Detachment

Uneasy

Sober

Recollection

Distant

Ominous

Mysterious

Sullen

Precautions

Expanse

Superstitious

Supernatural

Mythology

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Vocabulary Extension Activity Page 2

Word Definition

Beckoning

Confrontational

Eternity

Infinite

Pilgrimage

Disturbed

Isolated

Forbidding

Bleak

Cannibal

Auras

Intrigued

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Dear Diary- Chapter 5 Page 1

Love has inspired some of the greatest writing in the world, however, love has also inspired some of the cheesiest writing in the world. In this activity you are going to write the mushiest diary entry ever. From the point of view of Tiffany, write a diary entry describing how much you like Tony. This diary entry should be so corny that Tiffany would be incredibly embarrassed if anyone read it. In order to help you write this lovey-dovey diary entry, I am providing you with some writing tools.

1. Metaphor: a metaphor is the comparison of two unlike things without using ‘like’ or ‘as’. For example, “when I see Tony my heart beats so hard that it becomes the sound of a thousand buffalo stampeding across the plains”, or “Tony is my knight in shining armor, come to rescue me from my father’s palace of loneliness.”

2. Simile: a simile is a comparison of two unlike things using ‘like’ or ‘as’. For example, “Tony’s voice is like sweet music to my ears” or “Tony’s smile is like a beacon of love in the storm of life.”

3. Hyperbole: hyperbole is extreme exaggeration. For example, “I wish I could sit and look into Tony’s eyes forever” or “Tony is the most wonderful name on the face of the earth”.

Be sure to include as many details from the book as possible, but feel free to invent some of your own details. Underline details that you have taken from the book so your teacher knows that you have read the book carefully. Here is an example:

Dear Diary, Today Tony drove me home from school. As we travelled along the highway towards Otter Lake I couldn’t help thinking that driving a girl home from school is the most romantic thing any man could ever do. When we were driving Tony asked me if I wanted to listen to the radio and I said yes. I had goose bumps all over and my hair was standing on end when he asked me that because his voice is as sweet and soothing to my ears as the first sound of a robin’s song after a long and silent winter. I started thinking that maybe the second most romantic thing a boy could ever do is ask a girl whether she wants to listen to the radio. As we neared my house I stared at the Weekah root lying around his neck and thought to myself that that weekah root is a hug from me to him that never ends. When we stopped and Tony looked at the scarecrow that my dad made I imagined that my dad was an ocean between Tony and me, and that we had to use our love as a boat to cross that ocean. Oh, Diary, I like Tony so much! I can’t wait to write about Tony even more tomorrow, Tiffany

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Dear Diary Page2

_______________________ ,

After you have completed your diary entry, have someone else mark it according to this rubric

Includes at least one metaphor

/1

Includes at least one simile

/1

Includes at least one example of hyperbole

/1

This is so cheesy that my friends would make fun of me for a year if I had written it

/2

Includes details from the novel

/5

Total

/10

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Granny Ruth – Chapter 7 Page 1

In Chapter 7 we learn a little about Granny Ruth. Granny Ruth is one of Tiffany’s greatest connections to her Anishnabe roots and a nurturing mother figure to Tiffany. Below are two poems by First Nations women honouring their mothers and grandmothers1. Read both poems carefully, and decide which one you would dedicate to Granny Ruth and why.

Our Grandmothers -Catherine McCarty They spoke of tribes, no one has ever heard about Sang songs people said made no sense Celebrated in ceremonies that were desecrated Held on to traditions and prophecies, politicians wouldn’t even understand Brought back what was destroyed and told it never existed When speaking of truth, were alienated Stood up for themselves, then threatened Refused to change their name and given a number Grew their hair long and forced to cut it Spoke their own language and were beaten Died unknowingly, and told they had it coming Wanted freedom, but needed authorization Crossed the line and were persecuted They’ve seen their brother’s scalps in museums Sacred belongings and clothing at auctions Continued to dances and dress from their days And saw their designs bring profit They’ve watched society make wealth from their lands and resources Honoured all treaties and saw them diminish Asked for self government and new constitutions were written And have the Great Law ignored They are all my relations, the countless gone but never forgotten The lifelines of our people you met centuries ago A nation that endured, the proud women, you called “Indians”

1 Both poems are taken from Sky Woman: Indigenous women who have shaped, moved, or inspired us, edited by

Sandra LaRonde and published by Theytus Books in 2005

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Granny Ruth – Page 2 lullabies -Nicola Campbell So many nights I sat awake and listened Old Mom you were speaking Nle7kepmxcin speaking Nsilxcin with the old ones who came through the door. i sat quietly sometimes sometimes pestering you with questions belly warm with toast, hot tea, Pacific cream and sugar. i traced designs with my fingers on the red and white table cloth black and white benches. listening carefully to every word you said. calmed by the gentle rhythms of grandmother voices and stories only heard in the quiet hours between Elders

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The Wendigo/Vampire – Chapter 9 (Page 1) According to mythology, Wendigos live in the Anishnabe territory where Tiffany’s reserve is located. A Wendigo is a cannibal, which means that it is a person who eats other people. A Wendigo is someone who used to be human, but then they transformed into a Wendigo either by being greedy or by eating human flesh. Wendigos are tied to stories about famine and hardship, especially during the winter. According to legend, if you are starving you should let yourself die or commit suicide instead of eating another person. Once you become a Wendigo, you are forever wandering the earth in search of humans to eat. Here is Basil Johnston’s description of a Wendigo: The Wendigo was gaunt to the point of emaciation, its desiccated skin pulled tautly over its bones. With its bones pushing out against its skin, its complexion the ash gray of death, and its eyes pushed back deep into their sockets, the Wendigo looked like a gaunt skeleton recently disinterred from the grave. What lips it had were tattered and bloody… Unclean and suffering from suppurations of the flesh, the Wendigo gave off a strange and eerie odor of decay and decomposition, of death and corruption.

In the box below, draw and label a diagram of a Wendigo.

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The Wendigo/Vampire – Chapter 9 (Page 2) A vampire is someone who is undead. According to early European history, vampires were people who came back from the dead to drink the blood of the living. The vampire that we know today is created by being bitten by another vampire. It has long nails and teeth, pale skin, and gaunt appearance. Also, vampires might be identified by blood dripping out of the corners of their mouths. Modern vampires could be killed through exposure to sunlight, having a wooden stake driven through its heart, or being incinerated in a large fire. In the box below, draw and label a diagram of a vampire.

At this point in the novel, we are certain that Pierre L’Errant is not human. So, if he’s not human, what is he?

Using clues from the novel, decide if he is more likely to be a vampire or a Wendigo.

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Chapter 12 – Pierre’s Aura As Pierre L’Errant moves through the novel, he has different effects on different people and animals.

For example, in the first chapter the woman who was sitting beside Pierre felt uneasy next to him and

actually asked to change seats so that she didn’t have to sit next to him. Use the diagram below to list

three characters in the novel who have met Pierre, and their reaction, if any, to his aura.

Character:

Pierre’s effect on character:

Character:


Character:


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Making a Decision –Chapter 14

Tony’s behavior has caused Tiffany to worry about their relationship. Her discussion with Kim and Darla

leaves her feeling even more uneasy about Tony.

Using the following chart, list reasons why Tiffany should trust Tony or why Tiffany should distrust

Tony. Then, decide whether you would advise Tiffany whether or not to trust him.

Reasons why Tiffany should trust

Tony

Should Tiffany trust

Tony?

Your decision:

Reasons why Tiffany shouldn’t trust

Tony

1.

1.

2.

2.

3.

3.

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“How long does it take to get over a broken heart?” –Chapter 19

In Chapter 13 Tiffany asks how long it takes to get over a broken heart, referring to her father’s broken

heart. In Chapter 18 Tiffany becomes the one with a broken heart.

Holding onto a broken heart feeds the evil wolf within us. Often, when we see our friends holding onto

a broken heart we encourage them to do things to heal their broken heart. For example, if your friend

stays home on the weekend and listens to sad songs while crying over a picture of their ex, you might

say that they are holding onto a broken heart. You might invite them to go bowling, because spending

time with friends can mend a broken heart.

Below are two hearts. Fill the first heart with actions someone might do to fix a broken heart, and the

second heart with actions one might do to hold on to a broken heart. Think of examples from the book,

such as when Tiffany’s father holds all his hurt feelings in, and examples from your own life.

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Chapter 20 – Feeding the Wolves

This is a critical part of the story, because at this point Tiffany is having trouble in all areas of her life. It

isn’t always easy to feed the good wolf when you are having troubles in your life, and Tiffany is already

doing some things to feed the evil wolf, such as yelling at her father and putting herself down as a

student.

Think of three things Tiffany could do to feed the good wolf, and three things she could do to feed the

evil wolf.

Good Wolf Evil Wolf

1

2

3

1

2

3

When Tiffany is leaving her house, she alludes to doing something horrible. What does she threaten to do?

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Great Debates – After Reading

1. Was it okay for Pierre to kill Chucky and Dale? Why would it be okay? 2. Tiffany contemplated suicide. How is Pierre’s suicide the same? How is it different? If vampires

are the undead, can they really kill themselves or are they just putting everything back to normal?

3. Could the Wendigo and the vampire be the same thing? 4. Does Pierre regret his decision to run away from home so long ago? 5. Does your community have the same native/non-native divide as Otter Lake and Bay Meadow?

Or, do the Natives and non-Natives in your community get along with each other and interact with each other as equals?

6. Did Tony and Tiffany break up because they came from different backgrounds, or for other reasons?

7. Is it harder to date someone from a different racial/cultural background? If so, why? 8. Why did Pierre reveal parts of his identity, like being able to smell death, to Tiffany and no one

else?

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After Reading Projects

1. Create an Anishnabe/English dictionary from the words on the following pages: 20, 21, 22, 25,26, 39,

40, 41, 50,51, 53, 84, 98, 100, 101, 120. Some of the words are defined in the story, however, some of

them are used and not defined. For words that are not defined by the author, guess what they might

mean based on their use. If you can’t come up with a reasonable guess, make up your own meaning

that would fit into the context in which the word is being used.

2. Go online and find information about youth suicide prevention. Create an awareness poster for youth

in your community on youth suicide. Include information such as signs that another youth may be

suicidal, how to respond to a suicide threat, and where to go for help.

3. Take the following quiz from the Aboriginal Youth Network on mental health:

http://www.cmha.ca/english/info_centre/mhw/popquiz.htm. Then, read the Aboriginal Youth Network

Health Center website: http://www.ayn.ca/health/mentalhealth.aspx Create a mind map or mural of

the ways that you feed the good wolf inside of you.

4. Using internet research, contrast the Wendigo (Wendigo) and the Vampire. Create a poster with a

diagram of the Wendigo on one side, and the vampire on the other side, and label the similarities and

differences on the diagrams.

5. Go to the Four Directions Teachings website, and find the Ojibwa section at

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html . Find the Seven Stages of Life.

Choose which stage of life Pierre, Tiffany, Granny Ruth, Owl, and Tiffany’s father are in and explain your

answer using references to the text. Illustrate your decision.

6. Go to the Four Directions Teachings website’s Ojibwa section at :

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html and read about the four cardinal

points (East, South, West, North). Decide which direction Pierre, Owl, Granny Ruth, Tiffany, and

Tiffany’s father would fit in. Illustrate your decision.

http://www.cmha.ca/english/info_centre/mhw/popquiz.htm

http://www.ayn.ca/health/mentalhealth.aspx

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html

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Literature Circle Discussion Questions

Pre-Reading

Have you ever met someone who made you feel ‘creeped out?’

What was it about them that was creepy?

Are there characteristics that make some people creepier than others?

If you only have friends with people from your own race are you racist?

Why might people only be friends with people from their own race?

How would your relationship with your boyfriend/girlfriend be different if your parents hated

your boyfriend/girlfriend?

Prologue

What happens if the evil wolf wins?

What does this metaphor mean to you?

Chapter 1

Why did the woman on the plane change seats?

What do Pierre L’Errant’s flight arrangements tell us about his character?

Why is Pierre going to North America?

Chapter 2

Describe Otter Lake. In what ways is it similar to your community?

Where is Tiffany’s mother?

How does Tiffany’s father feel about Tony? Why?

How would you feel if your parents rented your bedroom out to a stranger without asking you?

What is elder verbiage?

Chapter 3

What is Tony’s reaction to Tiffany’s status card?

Who is supposed to use Tiffany’s status card?

What was Darla’s response to Tiffany’s use of her status card? Why?

What was the jeweler’s response to the status card? How did Tiffany react to the jeweler’s

comments?

Chapter 4

Describe the interaction between Pierre and the pickpocket?

What does this tell you about Pierre?

Chapter 5

Compare Tiffany’s grandmother’s reaction to Tiffany’s inappropriate language to Tiffany’s

father’s reaction. Which approach do you think would work better on your children if you had

children? Why?

Have your friends ever ditched you to hang out with their boyfriend/girlfriend? How did you

feel when they did that?

Have you ever ditched your friends to hang out with your boyfriend/girlfriend?

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Something Tony does at the bush party will make Tiffany uncomfortable. List three things that

your boyfriend/girlfriend could do at a bush party that might make you uncomfortable.

Chapter 6

What is Pierre’s effect on Moses?

What is Pierre’s effect on Trish?

Chapter 7

What does Granny think Pierre’s ancestry is?

Does Pierre confirm or dispute Granny’s hunch about his ancestral identity?

Why is Pierre selective about what he drinks?

Dramatic irony is when a character says something that has a double meaning that the character

is not aware of because the audience knows something that the character does not. Tiffany’s

father tells Pierre, “Hell, you can hang from the roof for all I care.” Why is this comment ironic?

Chapter 8

What do we know so far about Pierre’s mortal youth?

Chapter 9

Tiffany is the only Aboriginal person in a crowd of strangers. How does this make her feel?

What is the relationship between the Otter Lake community and the non-Aboriginal

community?

Do you think Tony’s friends don’t accept Tiffany because she is native? Could there be another

reason?

What is the impact of Tiffany’s father’s feelings towards interracial dating on Tiffany and Tony’s

relationship?

What is the impact of Tony’s father’s feelings towards interracial dating on Tiffany and Tony’s

relationship?

Why do you think Tiffany feels spooked out when she comes home?

Chapter 10

What have you learned so far about Pierre’s mortal youth?

Guess what Pierre’s commencement might be.

Chapter 12

What further information do you have now about Pierre’s mortal youth?

Explain Midnight’s reaction to Pierre.

Chapter 13

How do you feel when other people touch your things without asking you first?

How do you feel when your parents go into your room without asking?

What secret did Tiffany keep which made her father trust her less?

How long do you think it takes to get over a broken heart?

Chapter 14

Why are Kim and Darla suspicious about Tony’s feelings for Tiffany?

What advice do you think you would give Tiffany if you were her friend?

Chapter 15

Why is there tension between Otter Lake and Bay Meadow?

35


When Tiffany thinks about her destiny, what does she fear most?

When Pierre reveals that he can smell death, he is honest with Tiffany in a way that he has not

been honest with other people in the book. Why do you think he chose to share this

information with Tiffany?

Chapter 16

Describe Dale and Chucky.

Was it okay for Pierre to feed on Dale and Chucky because of the kind of people that they were,

or was it just cold blooded murder?

Chapter 17

What are Tiffany’s reasons for sneaking out of her house?

What were Pierre’s reasons for sneaking away from home?

Chapter 18

What reasons does Tony give for dumping Tiffany?

Do you think there are any other reasons?

Chapter 19

In what way does Tiffany think she is like her mother?

What super power does Pierre use which he gets from being a vampire?

When Pierre remembers his mortal youth, does Owl seem happy with his decision to leave

home?

Chapter 20

What wolf is Tiffany feeding? How?

What wolf of his own is Tiffany’s father feeding? How?

What is Tiffany threatening to do?

Chapter 21

How did Pierre become a vampire?

Do you believe Pierre when he said he read about the cedar tea? How else might he have

known about it?

Chapter 22

How does the author build suspense in this chapter?

How does the author show Tiffany’s feeling during this chapter

Chapter 23

If you turn into a vampire, do you stop being yourself and become someone else?

Who was the first person Pierre feasted on?

Why is Pierre having trouble controlling himself?

Chapter 24

Why is Pierre trying so hard to talk to Tiffany?

Why does he care?

What do Pierre, or Owl, and Tiffany have in common?

Chapter 25

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Why does Pierre’s explanation of history seem more real than a textbook’s explanation of

history?

Do you think Tiffany suspects who Pierre is?

Chapter 26

Would you say Pierre committed suicide?

What makes his suicide different than other suicides?

Does that make it okay?

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