When she moves to Colby, Charlie brings numerous stereotypes about the people and place. What role do these stereotypes play for Charlie? How do they disintegrate over time? Consider these points as you reflect on the text to answer the question.

• What are some stereotypes Charlie brings?
• How does she feel about moving to Colby? Why does she feel that way?
• When does she share her prejudices with others?
• What happens that start to change her views of Colby?
• How does she feel by the end of the novel?
• What lessons does the book offer about the theme of Not Judging a Person or Place Through Stereotypes?

Teaching Suggestion: Reviewing the definition of a stereotype might be important before this discussion. It could also be helpful to point out that stereotypes can be harmful. Rereading key scenes like when Charlie first reflects on Colby or when she returns from her first day of school and talks about someone eating squirrel would help students ground their discussion in the text. Providing students with the chance to write about their ideas before the discussion also gives more think-time and could lead to an increased use of textual details to prove points.

Differentiation Suggestion: Diverse learners might benefit from focusing on two key scenes, maybe one early in the novel and one later that illustrates Charlie’s shifting views on Colby and her abandoning stereotypes. The class could move more clearly through a guided close reading of the two scenes, with more teacher think-aloud moments, bridging to specific questions or opportunities for students to add their insights. A class visual like an anchor chart, poster, or slide could help focus and record ideas.