The Flint Heart Teachers' Guide

C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E
The
FLINT
HEART
A Fairy Story
by Katherine Paterson and John Paterson

illustrated by John Rocco
Long ago, a magic man created an enchanted charm that granted

incredible power—at the cost of the wearer’s tenderness and
compassion. Thousands of years later, a kindly father discovers
the Flint Heart among the reeds and rocks near his farm and
is transformed into a cruel and merciless brute. Determined
Digest PB: 978-1-5362-0371-4 to win back their father’s true nature, Charles and Unity set
HC: 978-0-7636-4712-4 off into an enchanted world where animals talk, fairies hold
PB: 978-0-7636-6243-1
elaborate banquets, and magical mischief must be resolved to
Also available in audio
Page numbers in this guide refer to the digest edition published bring their lives back to rights again. Full of adventure, humor,
in black and white in 2018 (ISBN 978-1-5362-0371-4). and vivid characters, this timeless tale raises questions about
Earlier editions are in full color. the misuse of power and how even ordinary children can help
fight for justice.
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.
Illustration copyright © 2011 by John Rocco

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.
2 The Flint Heart Teachers’ Guide • www.candlewick.com

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.
Who Should Lead?

Ask students to imagine that they are part of a committee to hire a leader for an organization. They should discuss
what makes a good leader, drawing in part from The Flint Heart, and then create a poster to advertise the position,
listing the top five qualities needed in a good leader. The poster should also list five negative qualities that would
eliminate the candidate from consideration. Have students share and compare their posters.
CCSS.ELA-Literacy.S.1. CCSS.ELA-Literacy.W.2.
Power to the People

The creatures form a Deputation to tell the King what they want. Ask the class to consider ways, besides voting,
that people who are not in power can band together to make changes. Petitions and peaceful protests are two
examples. Have students gather ideas from family and friends. Then hold a class discussion about ways that people,
including children, can help bring about political change. CCSS.ELA-Literacy.S.1.
Charms and Cadences

De Quincey speaks of the “charms and cadences” of the English language (page 61). Ask students to find
unfamiliar words in the story, try to figure out their meaning from the context, and then find a dictionary
definition. Here are some possibilities:
crockery (page 39) suspended (page 200)
cuffed (page 124) unprincipled (page 146)
profound (page 66) vestibule (page 75)
sardonyx (page 91)
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.
The Flint Heart Teachers’ Guide • www.candlewick.com 3

ABOUT THE CREATORS
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.
John Rocco wrote and illustrated Blackout, a

Caldecott Honor Book, as well as How We Got to
the Moon, a Robert F. Sibert Honor Book that was
also long-listed for the National Book Award. He
illustrated How to Train a Train and How to Track
a Truck by Jason Carter Eaton and Noah Builds
an Ark by Kate Banks. He is coauthor, with Jay
Primiano, of Swim That Rock. John Rocco lives in
Los Angeles.
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.
4 The Flint Heart Teachers’ Guide • www.candlewick.com


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C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

by Katherine Paterson and John Paterson

Long ago, a magic man created an enchanted charm that granted

Illustration copyright © 2011 by John Rocco

2 The Flint Heart Teachers’ Guide • www.candlewick.com

Who Should Lead?

Power to the People

Charms and Cadences

crockery (page 39) suspended (page 200)

cuffed (page 124) unprincipled (page 146)

profound (page 66) vestibule (page 75)

sardonyx (page 91)

The Flint Heart Teachers’ Guide • www.candlewick.com 3

ABOUT THE CREATORS

John Rocco wrote and illustrated Blackout, a

4 The Flint Heart Teachers’ Guide • www.candlewick.com

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