Grades

37

DISCUSSION GUIDE

A GUIDE TO THE
NEW YORK TIMES BESTSELLING SERIES

Meets Common Core State StandardsSEE INSIDE

From the publisher of The 39 Clues and Infinity Ring,

a new multiplatform fantasy adventurewith many themes
and learning opportunities to explore.
Read the Books
Four childrentwo boys and two girlsin four
different continents all undergo the same ritual.
When they drink magic Nectar, ashes of light
erupt, and from them emerge the unmistakable
shapes of incredible beastsa wolf, a leopard,
a panda, a falcon. Suddenly the paths of these
childrenand the worldhave been changed
forever.
Enter the world of Erdas, where every child who
comes of age must discover if he or she has a
spirit animal. If so, a rare bond forms between
human and beast that bestows great power
to both. A dark force has risen from distant
and long-forgotten lands, and has begun an
onslaught that will ravage the world. Now the
fate of Erdas has fallen on the shoulders of four
young strangersand on your young readers.
Seven books are plannedthe more books
in the series your students read, the more
procient problem-solvers they will become.

Unlock the Game

After reading the books, students can go to
scholastic.com/spiritanimals and enter the
code found in each book to add it to their
account, then customize their own hero, choose

their spirit animal, and go on quests to save

the world of Erdas. They can interact with other
readers on special age-appropriate and fullymonitored Message Boards.
Taking part in the game provides the perfect
chance to integrate reading and the exciting
world that technology offersa key requirement
of the Common Core standards.

About this Guide and the

Common Core State Standards
The compelling plots and the four young main
characters in the Spirit Animals series will
capture the interest of readers in grades 3-7.
While we focus here on correlations to the
Common Core State Standards in Grades 4-5,
the equivalent standards in other grades may
equally be referenced. The discussion and
activities are layered to accommodate the
learning needs of most students.
The Thematic and Curriculum Connections
in this guide call upon students to be careful
readers without jeopardizing the pleasure they
gain from reading. It is best to allow students
to read the entire novel before engaging in
a detailed study of the work. They should
come away from the novel unit with a clear
understanding of how literature can open
readers minds to think about larger issues in
life.
Throughout this guide we note wherever an
activity helps students toward achieving specic
Common Core standards. See the section
Common Core State Standards Referenced in
This Guide at the end of this guide for more
information.

BRANDON MULL

SHANNON HALE

#1 New York Times bestselling

author of the Fablehaven and
Beyonders series

New York Times bestselling

author of The Goose Girl,
Rapunzels Revenge, and
Newbery Honor winner
Princess Academy

Spirit Animals Book 1:

Wild Born
HC: 978-0-545-52243-4 $12.99
RLB: 978-0-545-59971-9 $16.99
EBK: 978-0-545-52255-7 $12.99

Photo Credit: Kelly Sansom

Photo Credit: Angela Liddle

Meet the Authors

Spirit Animals Book 4

(July 2014)
HC: 978-0-545-52246-5 $12.99
RLB: 978-0-545-59974-0 $16.99
EBK: 978-0-545-52258-8 $12.99

#1 New York Times bestselling

author of the Shiver Trilogy,
The Scorpio Races, and the
Raven Cycle
Spirit Animals Book 2: Hunted
(January 7, 2014)
HC: 978-0-545-52244-1 $12.99
RLB: 978-0-545-59972-6 $16.99
EBK: 978-0-545-52256-4 $12.99

TUI T. SUTHERLAND
Photo Credit: Charles Eshelman

Photo Credit: Edward Stiefvater

MAGGIE STIEFVATER

Garth Nix is the New York

Times bestelling author of the
Abhorsen Trilogy, The Seventh
Tower series, and The Keys to
the Kingdom series

HC: 978-0-545-52247-2 $12.99

RLB: 978-0-545-59973-3 $16.99
EBK: 978-0-545-59975-7 $12.99

National Book Award Finalist

author of Endangered
Spirit Animals Book 6
(January 2015)
HC: 978-0-545-52248-9 $12.99
RLB: 978-0-545-59976-4 $16.99
EBK: 978-0-545-52260-1 $12.99

MARIE LU

Spirit Animals Book 3

(April 2014)
HC: 978-0-545-52245-8 $12.99
RLB: 978-0-545-59973-3 $16.99
EBK: 978-0-545-52257-1 $12.99

Spirit Animals Book 5

(October 2014)

ELIOT SCHREFER

Photo Credit: Priya Patel

Sean Williams is the #1 New

York Times bestselling author
of Twinmaker and the
Troubletwisters series (with
Garth Nix)

New York Times bestselling

author of the LEGEND trilogy
Photo Credit: Paul Gregory

Photo Credit: Scott Westerfeld

GARTH NIX &

SEAN WILLIAMS

Author of the bestselling

series Wings of Fire, the
Menagerie trilogy, and three
books in the bestselling
Seekers series

All books also available as Scholastic Audiobooks

Spirit Animals Book 7

(April 2015)
HC: 978-0-545-53521-2 $12.99
RLB: 978-0-545-59977-1 $16.99
EBK: 978-0-545-53522-9 $12.99

Pre-reading Activity

Thematic Connections

Ask students to dene fantasy. Then review the elements

of fantasy:

Coming of Age
Explain the term coming of age. How does the Nectar
Ceremony in Wild Born signify coming of age for elevenyear-olds in the kingdom of Erdas? Why are Conor, Abeke,
Meilin, and Rollan surprised when they call a spirit
animal? Discuss why Rollan didnt participate in the rite
when he should have. Why is Conor so insecure about the
ceremony? Explain Abekes fathers reaction when she
calls Uraza, the great leopard, as her spirit animal. The
four main characters have come of age, but they must still
grow up. Which character grows the most?

Characters have special powers

A plot lled with action and many twists
and turns
Good versus evil as a common theme
Set in an imaginary world
Animals sometimes act like people
Someone or something must be saved
Magic is used to resolve the conict
Divide the class into small groups and ask them to chart
the elements of fantasy in books they may already be
familiar with, such as Alice in Wonderland and The Wizard of
Oz. Allow time for each group to share their thoughts.
Correlates to Common Core Standards in Reading
LiteratureIntegration of Knowledge & Ideas RL.
4-5.9; Speaking & ListeningComprehension &
Collaboration SL. 4-5.1, SL. 4-5.3.

In Hunted, the children continue to grow. How does the

quest to nd Rumfuss to obtain the Iron Boar cause them
to make grown-up decisions? How do they sometimes
face grown-up consequences?
Family
Contrast the families of Conor, Abeke, Meilin, and Rollan.
Which character has the toughest time leaving home?
They experience different degrees of homesickness. Cite
passages from the novel that reveal just how much each
character misses their family or village. Discuss the role
of women in Abekes and Meilins family. How do Abeke
and Meilin defy the traditional female role? Explain what
Shane means when he says to Abeke, Those of us with
heavy burdens nd family where we can (p. 60). Debate
whether the four main characters and their spirit animals
become a family. Ask students to cite passages from the
novel to support their thoughts.
In Hunted, Conor receives a letter from his mother, and
Meilin sees the face of her father in one of the orbs.
How does this tug at their hearts and cause them to
rethink their decisions to continue the quest with the
Greencloaks?

Angelo Rinaldi/ Scholastic Inc. 2013

Thematic Connections (continued)

Fear/Courage
Each character experiences fear at some point in both
novels. Compare and contrast the way they deal with fear.
Which character is the most unprepared to face fear?
Discuss the relationship between fear and courage. How
do the spirit animals give the characters courage? What
do Conor, Abeke, Meilin, and Rollan learn about courage
when they encounter Arax and Rumfuss?

Trust
Ask students to dene trust. In Wild Born, why doesnt
Meilin trust Rollan? How is trust essential to the
relationship between the four main characters and their
spirit animals? Describe the journey of each character
as they strive to form a bond with their animal. Which
character is the rst to earn the trust of their spirit
animal? Why must trust occur before the spirit animal
becomes dormant?

Sacrifice
In Wild Born, what do the four main characters sacrice
when they call their spirit animals? What do they gain?
Explain what their families sacrice when the children
are turned over to the Greencloaks. What are Monte and
Barlows view of the Nectar Ceremony? Explain what
Barlow means when he says, The Greencloaks are too
quick to sacrice too much (p. 149).

In Hunted, Finn explains to the children, Trust must be

practiced (p. 85). Explain how the quest to nd Rumfuss
gives them opportunities to practice trust? It takes
teamwork to complete the quest. How must the children
learn to trust before they can become a team? At what
point do they become a team? Describe the broken link in
the team at the end of the novel.

Good versus Evil

There is good and evil in most works of fantasy. Identify
the good and evil characters in Wild Born and Hunted. Zerif
is called the Jackal. How does the name symbolize evil?
Discuss how long it takes for the four main characters
to distinguish between good and evil in Wild Born.
Cite specic passages from the novel that reveal when
each character recognizes evil. The end of the novel
foreshadows a later adventure in the series that involves
Gerathon. Debate whether this will be a good or evil
character.
In Hunted, explain the symbolism of the black cat on the
ag at Trunswick Castle. How does Conors experience
with the Trunswicks help him identify the evil they are
about to encounter? Lord MacDonnell is both a good and
evil character. How is Rollan quick to see his evil side?

Angelo Rinaldi/ Scholastic Inc. 2013

Responsibility
Explain the responsibility that the Greencloaks place on
Conor, Abeke, Meilin, and Rollan in both novels. Discuss
how each character responds to such responsibility. In
Wild Born, Rollan considers leaving the castle. How does
Conor help him reconsider his decision? What is the role
of Briggan, Uraza, Jhi, and Essix in helping the children
accept responsibility? Discuss how Meilin proves her
worth to the group. How is the land of Erdas depending
on them? What happens if they fail?
Debate whether Conor makes a responsible decision in
Hunted when he gives the talisman to Dawson Trunswick.

Thematic Connections (continued)

Curriculum Connections

Loyalty
In Wild Born, Conor and Meilin are loyal to the
Greencloaks and take the vows. Explain why Meilin is
more comfortable with the Greencloaks than she is
among her own people in Zhong. How is Meilins loyalty
tested in Hunted? Discuss how its loyalty that causes her
to make the decision to go home at the end of the novel.

Language Arts
Ask students to take another look at the Pre-reading
Activity that identies the elements of fantasy. Then
have them write a short article for a fantasy magazine
that explains why Spirit Animals: Wild Born ts the genre.
Instruct them to use specic quotes from the book to
support their points. Encourage peer editing for clarity,
spelling and grammar.

Discuss why Rollan is reluctant to join the Greencloaks.

Debate whether his life as an orphan might have
contributed to his lack of trust or loyalty to anyone.
Throughout most of Wild Born, Abeke is loyal to the
enemies of the Greencloaks. Why? What does she believe
about the Greencloaks? What causes her to switch
loyalties at the end? What is Rollans opinion of Abeke
when she nally pledges herself to the Greencloaks? In
Hunted, Meilin continues to question Abekes loyalties. At
what point do the two girls begin to understand the true
meaning of loyalty to one another? How might Abeke
question Meilins loyalty at the end of the novel?
Power
In Wild Born, why does Meilins father think that the
Greencloaks have too much power? Explain what Rollan
means when he says, People with authority tended to
abuse it (p. 69). How does this view of power cause him
to doubt the motives of the Greencloaks? Explain how
the following metaphor relates to power: Greencloaks
expectations were his (Rollans) chains (p. 76). Discuss
the power of the talismans of the Great Beasts. How is
that power the root of the conict?
In Hunted, Devin Trunswick drinks from the Bile. Contrast
the power of the Bile to that of the Nectar. How does the
Bile give Devin a false sense of power? How long does it
take him to realize that he is powerless? Devins father,
the earl, makes a deal through his youngest son Dawson,
to obtain the Iron Boar. Debate whether the talisman
might restore power to Trunswick Castle.
Correlates to Common Core Standards in Reading
LiteratureKey Ideas & Details RL.4-5.1, RL. 4-5.2,
RL. 4-5.3; Speaking & ListeningComprehension &
Collaboration SL. 4-5.1, SL.4-5.3.

Correlates to Common Core Standards in Reading

LiteratureKey Ideas & Details RL.4-5.1, RL.4-5.2,
RL. 4-5.3; WritingText Types & Purposes W. 4-5.2,
Production & Distribution of Writing W. 4-5.4, W.45.5.

The authors use similes to create certain images. For

example, in Wild Born, It (Briggan) sat, like a trained dog
yielding to its master (p. 11). Have students nd other
similes in the novels. Then have them write a simile
that best describes the relationship between Conor and
Briggan, Abeke and Uraza, Melin and Jhi, and Rollan
and Essix at the end of Wild Born, and Finns and Lord
Donnells relationships with their spirit animals at the end
of Hunted.
Correlates to Common Core Standards in Language
Vocabulary Acquisition and Use L.4-5.5.

Social Studies
Discuss what students know and understand about coming
of age in their own culture or community. Then instruct
them to use books in the library or sites on the Internet to
nd out about coming of age traditions in other cultures
and religions. Consider the following questions: What
is the age at which a person comes of age? Is there a
formal ceremony? Are there special foods, dress, etc. for
the event? What rights are gained once a person comes
of age? Then have students borrow ideas from at least
three different cultures and design their own coming of
age ceremony. Have them design a program for the event.
Include a paragraph that explains their coming of age
ritual, including ideas they used from other cultures.
Correlates to Common Core Standards in Writing
Text Types & Purposes W. 4-5.3, Research to Build
and Present Knowledge W. 4-5.7.

Angelo Rinaldi/ Scholastic Inc. 2013

Curriculum Connections (continued)

Science
Have students use books in the library or sites on
the Internet to research the characteristics of at least
four animals in the following groups: Reptiles, Birds,
Mammals, and Amphibians. Have them select their spirit
animal from the ones researched. Ask them to write a
paragraph that explains the special qualities of their
chosen spirit animal. Share with the class.
Correlates to Common Core Standards in Writing
Text Types & Purposes W. 4-5.3, Research to Build
and Present Knowledge W. 4-5.7, W.4-5.9.

Science/Language Arts
Encourage readers to get involved in the Spirit Animals
adventure by exploring the game that parallels the book:
scholastic.com/spiritanimals. Ask them to select an
available spirit animal. What quest do they accomplish
with the help of their spirit animal? Write about this
quest as an additional episode in the book. Include a
beginning, middle, and an end. Have readers share their
quest with the class.
Correlates to Common Core Standards in Reading
LiteratureIntegration of Knowledge and Ideas
RL. 4-5.7; WritingText Types & Purposes W.4-5.3;
Speaking & ListeningPresentation of Knowledge
and Ideas SL. 4-5.4.

Drama
Divide the class into four groups and assign each group
one of the rst four chapters of Wild Born to develop as
a one-act play set in the twenty-rst century. How does
a contemporary setting change the tone of the event?
Have the groups tape their performance and share with
the entire school via the campus television network. Use
appropriate graphics to announce the play.
Ask students to plan a good-bye ceremony for Finn.
Prepare and deliver a speech for each of the four children.
Consider what they learned from Finn and the lessons
they will take forward. Include a dance from the spirit
animals.
Correlates with Common Core Standards in Reading
LiteratureIntegration of Knowledge and Ideas RL.
4-5.7; WritingText Types & Purposes W. 4-5.3;
Speaking & ListeningPresentation of Knowledge
and Ideas SL. 4-5.5, 4-5.6.

Language Arts/Visual Arts

Legends are larger-than-life stories that are handed down
through generations. Have students locate and read a
legend. How is the main character revealed? The Devourer
is a legendary villain in Erdas whose spirit animal is a
crocodile. Ask students to write and illustrate a picture
book about the Devourer. Encourage them to consider
the following: What colors make the Devourer look erce?
How does a double-page spread create the illusion of
larger than life? What do bold lines communicate to a
reader?
Correlates to Common Core Standards in Writing
Text Types & Purposes W. 4-5.3, Production and
Distribution of Writing W.4-5.4.

Vocabulary/Use of Language
Encourage students to jot down unfamiliar words and try
to dene them, taking clues from the context. Then have
them look up the meaning of each word in a dictionary.
How well did they do?
Such words in Wild Born may include: intervene (p. 3),
assemblage (p. 5), intimidating (p. 6), impassive (p. 7), conical (p.
15), desolate (p. 17), confounded (p. 22), allure (p. 25), augment
(p. 30), empathy (p. 39), vigilant (p. 43), solace (p. 60), remorse
(p. 75), compromised (p. 81), covertly (p. 82), agility (p. 93),
authentic (p. 96), melodious (p. 107), inscrutable (p. 115),
precipice (p. 149), and treachery (p. 191).
Such words in Hunted may include: arrogant (p. 1),
incarcerated (p. 40), valiant (p. 52), antidote (p. 52), chasm
(p. 57), contempt (p. 76), demure (p. 68), imperious (p. 78),
insinuation (p. 85), indolent (p. 97), cacophony (p. 107), fallible
(p. 140), ferocity (p. 177), and emissary (p. 180).
Correlates to Common Core Standards in Language
Vocabulary Acquisition and Use L. 4-5.4.

Common Core State Standards Referenced in This Guide

Reading Literature

Research to Build and Present Knowledge

Key Ideas and Details

W. 4-5.7Conduct short research projects that build

knowledge through investigation of different aspects of a
topic.

RL. 4-5.1Refer to details and examples in a text when

explaining what the text says explicitly and when drawing
inferences from the text.
RL. 4-5.2Determine a theme of a story from details in
the text; summarize the text.

W.4-5.9Draw evidence from literary or informational

texts to support analysis, reflection, and research.

Speaking and Listening

RL. 4-5.3Describe in depth a character, setting, or event

in a story, drawing on specific details in the text; compare
and contrast two or more characters, settings, or event in
a story, drawing on specific details in the text.

Comprehension and Collaboration

Integration of Knowledge and Ideas

SL.4-5.3Identify the reasons and evidence a speaker

provides to support particular points.

RL. 4-5.7Make connections between the text of a story

and an oral presentation of the text, identifying where
each version reflects specific descriptions and directions
in the text.
RL.4-5.9Compare and contrast the treatment of similar
themes and topics and patterns of events in stories.

Writing
Text Types and Purposes
W. 4-5.2Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
W. 4-5.3Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.

Presentation of Knowledge and Ideas

SL. 4-5.4Report on a topic or text, tell a story, or
recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an
understandable pace.
SL. 4-5.5Add audio recordings and visual displays
to presentation when appropriate to enhance the
development of main ideas or themes.
SL. 4-5.6Differentiate between contexts that call for
formal English and situations where informal discourse is
appropriate.

Language

Production and Distribution of Writing

W. 4-5.4Produce clear and coherent writing in which the
development and organization are appropriate to task.
W. 4-5.5With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing.

Enter the world of Erdas and discover

your spirit animal and join the
adventure in the online game:
scholastic.com/SpiritAnimals

SL. 4-5.1Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led),
building on others ideas and expressing their own clearly.

Vocabulary Acquisition and Use

L. 4-5.4Determine or clarify the meaning of unknown
and multiple-meaning words.
L. 4-5.5Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.

Are you ready to save the world?

Join the hunt for the 39 Clues in the
bestselling book series and online at
the website: scholastic.com/39Clues

History is broken! Join the quest to

save history with the Innity Ring
book series and online / mobile app
game: scholastic.com/InnityRing

Discussion guide written by Pat Scales, Childrens

Literature Consultant, Greenville, South Carolina

scholastic.com/spiritanimals
SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc