An overnight camping trip! Howie, the Monroe's faithful dog, is not excited, and Chester the cat is worried. The woods, Chester informs Harold, are not only full of cockleburs and ticks, but of spirits - evil spirits who prey on the innocent. Harold is not taking Chester seriously. But when two strange men and their even stranger dog set up camp next to the Monroes, things begin to happen that make even Harold wonder. Could Chester be right?
From the Cassette edition.
An overnight camping trip! Howie, the Monroe's faithful dog, is not excited, and Chester the cat is worried. The woods, Chester informs Harold, are not only full of cockleburs and ticks, but of spirits - evil spirits who prey on the innocent. Harold is not taking Chester seriously. But when two strange men and their even stranger dog set up camp next to the Monroes, things begin to happen that make even Harold wonder. Could Chester be right?
From the Cassette edition.
Nighty-Nightmare (Bunnicula Series)
Nighty-Nightmare (Bunnicula Series)
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Overview
An overnight camping trip! Howie, the Monroe's faithful dog, is not excited, and Chester the cat is worried. The woods, Chester informs Harold, are not only full of cockleburs and ticks, but of spirits - evil spirits who prey on the innocent. Harold is not taking Chester seriously. But when two strange men and their even stranger dog set up camp next to the Monroes, things begin to happen that make even Harold wonder. Could Chester be right?
From the Cassette edition.
Product Details
| ISBN-13: | 9780739373484 |
|---|---|
| Publisher: | Listening Library, Inc. |
| Publication date: | 05/27/2008 |
| Series: | Bunnicula Series |
| Edition description: | Unabridged |
| Age Range: | 8 - 12 Years |
About the Author
Read an Excerpt
When the Monroes arrived right after us, the man by the fire looked up.
"Well, howdy," he said. "You folks out camping?"
"We...we thought we'd camp over there," Mrs. Monroe said, pointing to a sandy patch near the water's edge. "That is, if you don't mind."
"Mind? Heck, no. We never do get to see people in these parts. I'm Bud. And that there is Spud."
Spud, I thought. How fitting.
The Monroes introduced themselves and us. Spud looked everybody over, turned the knife in his hands, and spat on the ground.
"Nice-looking animals you got there," Bud said, wiping his hands on the back of his jeans. "Yes'm. Nice looking. Now, you take Dawg, he's seen better days. He cain't help it, he's been around by life, and sometimes he jes gets downright mean and orn'ry. But he's a good dawg, Dawg is."
"That's your dog's name?" said Mr. Monroe. "Dog?"
"Dawg," said Bud.
He flipped the fish in the frying pan. Spud spat. Dawg dragged himself to his feet and, drool and all, headed in our direction.
"He looks a little like Max," I commented, trying to cheer myself by bringing to mind a friendly bulldog of our acquaintance.
"Yeah, the way a rattler looks like a garter snake. Happy Saint George's Day," Chester said, and the hairs continued to rise all the way down my back.
"What kind of mutt do you call yourself?" Dawg growled as he came closer. His teeth were stained and pitted like old linoleum.
"Nonviolent," I said, hoping he wouldn't catch the tremor in my voice.
He snorted, sending a waft of rancid breath my way, and started to circle me, sniffing. If there's one thing I can't stand, it's this humiliating sniffing routine that passes for a handshake in the dog world. I would have suggested that he "give me five," but I was a little too nervous. Besides, I didn't have the feeling Dawg was the kind of old dog who was keen to learn new tricks. In fact, I didn't have the feeling Dawg was too keen at all.
"Watch this," he said, when he'd tired of sniffing. He sauntered over to the campfire, stopping only when he was so close that his mangy fur took on a red glow. I exchanged puzzled glances with Chester and Howie, wondering what it was we were supposed to be watching.
The Monroes, meanwhile, had moved down the slope to their campsite. Bud, who had gone back to his fish, ignored Dawg, while Spud just stared off into space, slowly turning his knife in his hands. After a moment, Dawg barked. The two men looked up and Bud started to shout, "Lookee, Spud. Hot dawg! Hot dawg!" His wild laughter made him sound like a demented goose. From the way Dawg and Spud curled their lips, I gathered that this was meant to be a big joke. Suddenly, I had the feeling I knew how prehistoric cavemen might have entertained themselves. I decided maybe television wasn't such a bad invention after all.
"Gee, Uncle Harold," Howie said, "What do you think?"
"I think Chester's right," I replied. "The woods are full of spirits tonight."
"Evil spirits?"
"Stupid spirits," I said.
Chester mumbled something, but I couldn't hear him over the sound of the can opener in the distance. Dinner was about to be served, and I wasn't going to miss it.
Table of Contents
| Editor's Note | 3 | |
| 1 | The Adventure | 7 |
| 2 | Two Men and a Dawg | 21 |
| 3 | Things Are Not What They Seem | 37 |
| 4 | Nobody Here But Us Chickens | 47 |
| 5 | Nighty-Nightmare | 54 |
| 6 | Once Upon a Time in Transylvania | 65 |
| 7 | A Family Forever | 81 |
| 8 | Dawg Gone! (And That's Not All) | 93 |
| 9 | Trail's End | 104 |
Reading Group Guide
About the Book
“ . . . Hilarious and poignant . . . An upbeat and reassuring novel that encourages preteens and teens to celebrate their individuality.” —Publishers Weekly
« “Howe tells the truth about the pain and anger caused by jeers and name-calling in a fast, funny, tender story that will touch readers.” —Booklist, starred review
Bobby, Skeezie, Addie, and Joe are “the misfits.” Bobby is fat. Skeezie dresses like it’s 1957. Addie is tall, brainy, and outspoken. And Joe is gay. They’re used to being called names, but they know they’re better than the names they’re called.
Besides, they’ve always had each other when times got tough. And surviving seventh grade looks like it’s not going to be easy. Starting with Addie’s refusal to say the Pledge of Allegiance and her insistence on creating a new political party to run for student council, the Gang of Five, as the four friends call themselves, is in for the year of their lives. It’s a year in which they learn about politics and popularity, love and loss, and what it means to be a misfit. After years of insults, the Gang of Five is determined to stop name-calling at their school. Finally, they are going to stand up and be seen—not as the one-word jokes their classmates have tried to reduce them to, but as the full, complicated human beings they are just beginning to discover they truly are.
Discussion Topics
• Why do you think the author chose the character of Bobby Goodspeed to tell the story of The Misfits? Could you see another character narrating the novel instead? How would the novel be different with another narrator? How is Bobby wise beyond his years?
• The Misfits is a uniquely written novel. Part of the story is written in prose and part of it is in a play format. Do you like this style of writing? Did it help you to learn more about the characters as you were reading?
• Celebrating one’s individuality is a strong theme throughout The Misfits. Which characters “celebrate their individuality” more than others?
• We don’t learn that Bobby’s mother has died until halfway through the novel. Does learning this important fact about Bobby’s life enable us to understand him better? Why do you think the author chose to withhold this information about Bobby until halfway through the story?
• Other characters in The Misfits have also endured a loss. These losses have shaped their personalities and have affected each of them differently. Discuss how this is so. Is there a “right” way to deal with loss?
• How do you feel about the character of Addie? Do you find her frustrating, or refreshingly honest? Would you be friends with Addie if you had the opportunity? Can you sympathize with Ms. Wyman regarding her feelings toward Addie? Do you think that Ms. Wyman was once a little like Addie when she was younger? And how is Addie ultimately like Ms. Wyman?
• Bobby, Skeezie, Addie, and Joe rebel against name-calling and base the platform for their new political party on banishing name-calling. However, they are guilty of calling people names themselves. Cite examples throughout the book where they fall into this trap. Do you think they realize that they are name-callers? Is name-calling a natural part of who we are or is it learned? Can name-calling ever be a positive thing?
• Examine and discuss the following pairings: Bobby and Mr. Kellerman, Addie and Ms. Wyman, Joe and Colin. How does each relationship demonstrate how people who seem outwardly very different can actually be very much alike?
• The role of family is significant in the development of each character in The Misfits. Talk about each character’s connection with his or her family. How do the families help to define each character?
• Bobby is surprised to discover that Pam was not popular when she was his age. How is this eye-opening and ultimately inspiring for Bobby? Do you think that Ms. Wyman, Mr. Kellerman and Bobby’s dad were “popular” when they were in seventh grade, or do you think they were more like the Gang of Five?
• Bobby tells his friends that his dad says, “It’s better to just get along [and] not make waves . . . [B]ringing attention can be a dangerous thing.” Why do you think he said this to Bobby?
• Mr. Kellerman makes the comment that “we’re all so ready to believe the worst about ourselves . . . we just accept them without even thinking about what they mean or even if they’re true.” Do you agree or disagree with him?
• Although the No-Name Party ultimately loses the student council election, Bobby puts the loss into perspective by saying “sometimes it is about winning something much bigger.” How does the No-Name Party “win” anyway? Can you think of other examples where something has been lost, but something much bigger has been won?
• The ending of The Misfits gives a glimpse into the Gang of Five’s future. What surprised you about the ending of the story? Can you try to predict how your circle of friends at school will end up one day? • After finishing the story, do you think Addie, Bobby, Skeezie, and Joe are really misfits?
• Does The Misfits present a realistic portrayal of life in middle school or junior high? Why or why not?
• After reading the book, do you wish that any of the characters were your friends? Who and why?
• Do you think it’s possible for two boys or two girls to go out together in your school? Why or why not?
• What do you think of the expression, “That’s so gay,” or “He/she is so gay”? Does being gay or not affect your opinion?
• Is your school and/or your community a safe place to be a “misfit”?
• What is the difference between seeing someone as “different” from you and “less than” you?
• Do you think it’s possible for a mixed-race couple to date in your school? Why or why not?
• Why does Addie refuse to say the Pledge of Allegiance? What do you think of her position? Do you agree or disagree with the position of the principal, Mr. Kiley?
• Of all the characters in the book, who do you think shows the most courage and why?
• Do you think the resolution of the story is realistic or a fairy-tale ending? Is it better for fiction to reflect the way things are or point the way to how things could be?
• Is it possible for unpopular kids to be friends with—or go out with —popular kids? If not, what gets in the way of making this possible?
• Addie, Joe, Bobby, and Skeezie are strong characters. What are their strengths and how do these strengths help them?
• Addie makes assumptions about DuShawn. What are they and what does she learn that’s different from what she thought? Discuss other assumptions the characters make and what they’re based on. What assumptions do you make about groups or types of people?
• Discuss the character of Kelsey. What is it that makes someone “painfully” shy?
Activities and Research
• Research the history of name-calling. Did you know that in the past, people were jailed or even killed for calling people names? Research historical situations where this was an outcome of name-calling. Can name-calling still carry significant consequences in today’s world? When has name-calling been used to oppress people?
• Cite situations today where name-calling is used to ruin a person’s reputation. Provide current examples involving celebrities, members of the media, politicians, or local figures by reading the newspaper or scanning the Internet for several days or a week.
• Find out more about the different political parties that exist in the United States, other than the Republican and Democratic parties. Why and when were these political parties launched, and what do they stand for? What party would you join?
• If you had the opportunity to create a new political party for a school election, what would your platform be? How would you promote the party? Design several potential election posters with different logos and share them with your classmates.
• Talk with your parents, grandparents, a teacher, or an older sibling about their experiences in middle school or junior high. Do they reveal anything surprising? Did you have any preconceived notions about that time in their lives, only to find out that they were actually very different?
• Research the history of the Pledge of Allegiance and the controversies that have arisen over its use in schools and students’ refusal to participate in its recital.
• Research the experiences of gay students in the past and the present. An excellent resource is www.GLSEN.org, the website of GLSEN (the Gay, Lesbian, and Straight Education Network).
• Write about your own experiences of being a misfit, or what you imagine it is like for others who don’t fit into the mainstream in your school.
This reading group guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.