The Flint Heart Teachers' Guide
The Flint Heart Teachers' Guide
The
FLINT
HEART
A Fairy Story
Common Core
Connections
This guide, which can be used with large or small groups, will help students meet
several of the Common Core State Standards (CCSS) for English Language Arts.
These include the reading literature standards for key ideas and details, craft and
structure, and integration of knowledge and ideas (CCSS.ELA-Literacy.RL), as well as
the speaking and listening standards for comprehension and collaboration and for
presentation of knowledge and ideas (CCSS.ELA-Literacy.SL). Questions can also be
used in writing prompts for independent work.
DISCUSSION QUESTIONS
1. Explain the origins of the Flint Heart. Who are Phutt and Fum? When and
where did they live? Why was Phutt discontent? What did he ask Fum for?
What was Fum’s reaction and his advice? Describe the effect that the Flint
Heart had on Phutt. What ultimately happened to Phutt?
2. How did Billy Jago find the Flint Heart? Describe what he was like before he found it and how it changed him.
When Charles gathers the other children and Ship together to talk about Billy Jago, what do they decide to do?
How does Charles find the pixies and what does he ask of them?
3. What adjectives would you apply to Charles? How about Unity? How do they work together as a team? What
is the Zagabog’s advice to them for taking the Flint Heart away from their father? Describe how they carry
out the plan. Explain the consequences of Charles throwing the Flint Heart into the water and later into the
woods.
4. How do Charles and Unity meet the hot-water bottle later named Bismarck? What is his background? How
does he help them with their plan? When does he especially show courage? Explain how and why the King of
Fairyland helps the hot-water bottle. What is Bismarck’s situation at the end of the story?
5. Why does De Quincey call the Zagabog “easily the best, most brilliant, and the wisest creature in the universe”
(page 68)? How does the Zagabog spend his time? How does he treat those around him? How do they treat
him? In what ways is he like Fum?
6. Talk about the well-known story of the tortoise and the hare that Zagabog tells with a different Point of View.
What is changed from the usual telling? What does the different Point of View reveal about the hare and
his motives? Why does Unity ask what happened afterward, and what is the Zagabog’s answer? Discuss the
Zagabog’s comment that “everybody should be very tender to everybody else’s Point of View” (page 96).
7. Consider everyone who carries the Flint Heart for a time, including Charles and Unity, and how they react.
What do most of them suddenly want? How do they use violence or other actions to reach their goals? Why
isn’t Unity affected by carrying the Flint Heart? How is the Flint Heart taken away from Marsh Galloper and
Mr. Meles? How is it finally destroyed?
8. What did you think the book would be like when you first saw the cover art? How do the illustrations add
to the story and its atmosphere? How do the pictures convey the personality of various characters? Do the
pictures of the characters match how you imagine them? Refer to specific illustrations in your answers.
9. How good is the King of Fairies as a ruler? What does he say and do that you admire? Do you disagree with
any of his views or actions? Why does the King plan to punish Marsh Galloper and Mr. Meles, even though
their actions were caused by the Flint Heart? What is his wife’s viewpoint? Discuss the King’s explanation to the
badger of the two ways someone can become a king.
10. Give a description of De Quincey’s appearance, personality, and way of speaking. How does he feel about
literature and language? How does he add humor to the story? Find other examples of humor or light-
heartedness in the narrative, including direct comments from the narrator to the reader.
CLASSROOM ACTIVITIES
From Another Angle
Using the Zagabog’s version of the story about the tortoise and the hare as a model, have each student rewrite
a familiar story using a different point of view. They can choose an Aesop’s tale, a fairy tale, or a well-known
children’s picture book. The retelling should use one of the main characters to provide a new point of view that
changes the meaning of the story. CCSS.ELA-Literacy.W.3.
CCSS.ELA-Literacy.RL.4.
If You Ask Me . . .
Have each student choose a character and give some thought to the character’s point of view either
in general or in a specific incident in the story. The student should create a monologue in the
character’s voice, such as Billy Jago explaining his actions after he found the Flint Heart. Have each
student make a digital recording or video recording of their monologue to share.
CCSS.ELA-Literacy.W.3. CCSS.ELA-Literacy.S.1.,5.
Katherine Paterson, a two-time winner of the Newbery Medal and the National Book
Award, has written more than thirty books and received numerous accolades, including the Hans
Christian Andersen Award, the Astrid Lindgren Memorial Award, and the Children’s Literature
Legacy Award. A former National Ambassador for Young People’s Literature, she is well known for
her work in promoting literacy in the United States and internationally. In 2000, the Library of
Congress named her a Living Legend. She lives in Montpelier, Vermont.
John Paterson Sr. collaborated with his wife, Katherine Paterson, on several books and
with his son, John Paterson Jr., on the picture book Roberto’s Trip to the Top. John Paterson Sr. passed
away in 2013.
This guide was prepared by Kathleen Odean, a school librarian for more than fifteen years who now gives
professional development workshops for educators about new books for children and teens. She chaired the
2002 Newbery Award Committee and served on earlier Caldecott and Newbery Award committees.