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Susin Nielsen
1
THE RELUCTANT JOURNAL
of HENRY K. LARSEN
SUSIN NIELSEN
EDUCATORS GUIDE
TUNDRA BOOKS
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PRE-READING DISCUSSION
1. Teachers: Introduce the narrative mode (and point of view)
that the author uses to tell the story. Conduct a classroom
discussion with the following prompts:
Have you ever written in a journal? If so, why did yo
write in the journal? If not, why do you think others may
want to write in a journal?
Can you think of any other novels that have been written
in this way? Or any novels that included journal writing
as a part of the narrative?
What are some common elements of a journal entry?
(Written in frst person, dated, sequential, etc.)
2. Look up the meaning of reluctant in the dictionary. Why
do you think the novel is called, The Reluctant Journal of
Henry K. Larsen?
3. As a class, create a mind map of what the students think of
when they hear the word, bully. This mind map will be
revisited later to see how their thinking has evolved or
changed.
Susin Nielsen has created a fantastic new character in Henry,
whose journal entries are infused with humor and provide a
riveting read about a family in turmoil. The novel explores a
very real problem plaguing every school campus across North
America: bullying. A sensitive and emotionally charged topic,
Susin Nielsens book can be used as an important springboard
for the classroom and whole school conversations that need
to occur if appropriate action is to be taken to eliminate bul-
lying behavior from our schools.
Teachers can use the text in a number of ways, including:
Exploring conceptual and thematic connections such as
acceptance, family, forgiveness, friendship, healing,
humor and perspective
Investigating frst person narrative vs. third person
narrative
Conducting an in-depth study of character development
Exploring both the overt and hidden aspects and
consequences of bullying behavior.
The activity guide that follows includes discussion questions,
writing activities and prompts to elicit a meaningful under-
standing of the text. Where applicable, activities have been
aligned with Common Core State Standards. The activities
can be used for a Social Studies and Language Arts unit or
can be used as stand alone enrichment in whole class and/or
small group novel studies.

DEAR EDUCATOR
Thirteen-year-old Henrys happy, ordinary life comes to an
abrupt halt when his older brother, Jesse, picks up their fathers
hunting rife and leaves the house one morning. What follows
shatters Henrys family, who are forced to resume their lives
in a new city, where no one knows their past. When Henrys
therapist suggests he keep a journal, at frst he is resistant. But
soon he confdes in it at all hours of the day and night.
In spite of Henrys desire to fy under the radar, he eventu-
ally befriends a number of oddball characters, both at school
and in his modest apartment building. And even though they
know nothing about his pastat least, not yetthey help him
navigate the waters of life after IT.
Susin Nielsen peoples this novel about the ultimate cost of
bullying with a cast of fabulous characters, dark humor and a
lovable, diffcult protagonist struggling to come to terms with
the horrible crime his brother has committed.
ABOUT THE BOOK
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Susin Nielsen
2
What does the phrase, there are two sides to every story
mean? This novel is told from the perspective of Henry
through his journal entries. Journal entries are typically
written in frst person and refect the personal thoughts
and feelings of the writer. Using the T-chart provided,
brainstorm three advantages and three disadvantages of
telling a story using this type of narration.
Why do you think the author chose to tell the story in this
manner? Do you agree with the authors decision to use
this narrative technique? Support your opinion citing at
least three reasons for your thinking.
How would telling the story in frst person traditional nar-
ration differ from telling the story in frst person narration
through journal entries? (Hint: think of past and present
tenses.)
(RL.6.6, RL. 7.6)
LEARNING ACTIVITIES
1. MY RELUCTANT JOURNAL
Teachers: As your students read the novel, either as a class,
in small groups or individually, allow them to keep a readers
response journal. Since the book is not divided up into chap-
ters but rather journal entries, a good rule of thumb is that stu-
dents should be making an entry in their journal after reading
every twenty pages or so. The journal can be a traditional pen
and paper book, typed on a computer or can take the form of
an online blog.
Some guiding prompts for your students to consider when
writing include:
How has the plot advanced?
Were any new characters introduced?
Was there any new vocabulary?
Did the story remind me of anything? Did I make any
personal connections? Did I have an emotional response
to what happened?
What will happen next?
What do I hope will happen next?
Was my prediction correct from my last journal entry?
Do I have any questions about what I read?
2. THERE ARE TWO SIDES TO EVERY STORY
3. RELIABLE VS. UNRELIABLE NARRATION
Narrators can be reliable, unreliable or sometimes both
within the same story. What is a reliable narrator? What is
an unreliable narrator? Can you think of an example of an
unreliable narrator?
Do you think that Henry was a reliable or unreliable
narrator? Explain your thinking.
How might the story be different had it been told in third
person narration? Support your opinion citing at least
three reasons for your thinking.
(RH.6-8.6)
4. CHANGING PERSPECTIVES
Select one major event from the story. Reread Henrys
journal entry describing that event. Write a new journal
entry describing the same event from the perspective of
one of the other characters involved. How might this affect
the way a reader understands and processes that event?
Select an event or series of events from the story. Without
looking at the text, rewrite the event in third person narra-
tive. Try to include details that were not in Henrys journal
entries, but dont change any essential details of the plot.
Again, how might this affect the way a reader interprets
the events of the novel?
(RL.5.6, W.6.3)
5. CHARACTER TRAITS
Journal entries allow the reader to get a personal glimpse
into a characters thoughts and feelings. What are three
character traits Henry displays that although not explicitly
described in the text, are evident from reading his journal
entries? Use the graphic organizer provided to organize
your thoughts and provide proof of your thinking.
(RL.6.1, RL.7.1)
6. HUMOR
Although the novel deals with some very serious themes,
there is quite a bit of humor in many of Henrys journal
entries. Locate three examples of humor in the text.
Why do you think the author chose to write about the
GWF and not some other sport? What role did it play in
the narrative?
(RL.6.4)
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Susin Nielsen
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11. CHANGING OUTCOMES
Henrys parents blamed each other for what happened
with Jesse. Henry himself felt responsible. Do you think
the tragedy in the novel could have been prevented? If so,
how? If not, why not? Refer to characters and events in the
story to support your reasoning.
(RL.6.1)
7. SYMPATHY VS. EMPATHY
Using a dictionary, describe the difference between the
words, sympathy and empathy.
Jodie was Henrys best friend before he moved to Van-
couver. They had a special friendship. In what way might
these two characters sympathize and empathize with one
another?
Think about how Jesses actions would have impacted
Jodie and Henry. How might they have similar and dif-
ferent feelings as a result of the same event? Use the Venn
diagram provided to record your thoughts.
Scott, Jesses bully, was also Jodies older brother. Jodie
looked up to her brother. Why do you think the author
chose to show this gentler side of the bully, instead of just
focusing on his negative qualities? Write a paragraph in
which you either question or support this portrayal.
(W.5.1, L.6.4c)
LEARNING ACTIVITIES
(CONTINUED)
8. HEALING
Karen was one of Henrys neighbors in the building. The
frst few times that they met, Henry and Karen did not like
each other. Over time, Henry came to somewhat rely on
Karen to help him heal. Discuss the evolution of their re-
lationship and how ultimately, they may have helped each
other heal from their personal trauma.
(RL.6.4)
Look up the word, stereotype in the dictionary. Record
the defnition in your own words and give an example.
What was Henrys frst impression of Farley? What did
he base this impression on? Find examples in the text to
support your answer.
How did Henrys feelings about Farley change over the
course of the novel? What made him change his mind?
What lesson can be learned from the development of
Henrys friendship with Farley?
Locate and quote three other examples in the story where
Henry stereotyped people. Explain in writing, citing ex-
amples from the text, how Henrys thinking changed about
these three characters, and as a result, how his behavior
changed throughout the story. Use the graphic organizer
provided to organize your thinking.
(RL.6.1, RL.6.3, L.6.4c, RL.7.2)
9. CHARACTER DEVELOPMENT
10. BULLIES, VICTIMS, AND BYSTANDERS
Write a short paragraph that explains what it means to be
bullied. Share your writing in small groups, and then to-
gether use the graphic organizer provided to brainstorm
the different forms bullying can take. Keep in mind that
not all bullying can be easily observed. What kind of bul-
lying took place in the novel?
Have you or somebody you know ever been a victim of
bullying? In a private journal-style entry of your own, write
about this experience or what you know of somebody
elses experience. If you dont know of somebody person-
ally, you can write about a character in the novel. You may
choose to share this journal entry with classmates or keep
it private. How did the bullying make you or the victim
feel?
When somebody is bullied, the only people involved are
the bully and the victim. In partners, discuss this state-
ment. Do you agree with it? Why/why not?
Bullying affects more than the victim alone and can have
far-reaching consequences. List all of the people affected
by bullying in the novel, both the aggressors and the vic-
tims, and those not directly involved in the bullying but
still impacted by it (teachers, siblings, bystanders, etc.).
Use the three-column T-chart provided to record your list.
There were people who were aware that Jesse was a victim
of bullying. Why do you think that they didnt intervene?
Choose three different characters in the novel that were in
a position to know about Jesses struggles, and think about
why they werent able to, or chose not to, help. Using a
think-pair-share, discuss your thinking with your class-
mates.
(W.6.3d)
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4
LEARNING ACTIVITIES
(CONTINUED)
13. HAIKU
One of Henrys journal entries recounts the poems he
wrote for English class on Valentines Day. Haikus, as
Henry explains, are . . . super-short poems, unrhymed
frst line, fve syllables; second line, seven syllables, third
line, fve syllables. Compose a haiku of your own about
one aspect of the novel that had an impact on you.
14. REACH FOR THE TOP!
In small groups, create a Reach for the Top trivia game
with questions about the novel. Include questions about
plot, characterization, narrative mode and questions about
the author.
Combine small groups and challenge each group to play
the others Reach for the Top trivia game!
2. MEMORY BOX
Henry and Jesses mom kept a memory box full of keep-
sakes from their childhood. Everything included in the box
had a special memory attached to it. If you were to cre-
ate a memory box from your childhood, what would you
include in it? Use a shoebox and collect items that are
important to you. If you dont want to include an item,
or you dont have the item anymore, draw a picture of it
and include it in your box. Alternatively, create a virtual
memory box with pictures and images that represent your
special memories. Present your memory box in partners,
small groups, or to the class.
3. RECYCLING IN THE COMMUNITY
Henry and Farley collect cans and bottles from their school
recycling bins to raise money so they can buy tickets to the
GWF show. Research the local recycling program in your
community and prepare a short slideshow presentation or
poster board that outlines the different stages involved in
recycling cans and bottles in your community, beginning
with when the bottle or can is frst thrown away.
(W.6.7)
WRAP UP DISCUSSION QUESTIONS
1. Revisit the bully mind map created in the pre-reading ac
tivities. Is there anything you would now omit or include in
the mind map?
2. Has your thinking changed at all with respect to bullying in
schools? If so, how? If not, did the story confrm any of
your previous beliefs?
3. In order to refect on the novel, allow students the
opportunity to review what they have written in their
reluctant journals and to share their writing with their peers.
1. THE BULLY DANCE
Watch the short flm produced by the National Film Board
of Canada called, The Bully Dance (http://www.nfb.ca/
flm/bully_dance). Discuss how the animated flm, with-
out dialogue, tells the story of a character who is hurt by a
bully and his friends.
Think of Farley and his experiences with the bully. In a
small group, create a dance that tells the story of Farleys
experiences. Assign a specifc role to each of the people
in the dance (i.e., Farley, Henry, Reach for the Top kids,
the bully, his friends, Henrys parents, vice-principal, etc.).
The Bully Dance is able to convey the thoughts and feel-
ings of the characters without dialogue. How can you
convey what Farley and the other characters were doing/
feeling using movement and facial expressions?
EXTENDED ACTIVITIES
12. IN THREE WORDS ...
When Henry goes to visit his mother in Picton, he de-
scribes his teachers and friends to her with short descrip-
tors. Choose three characters from the book and carefully
select three words that would accurately describe each
of them. Locate evidence from the text that justifes the
words you have selected. Use the graphic organizer pro-
vided to organize your ideas.
Extension: Randomly select a classmates name out of a
hat. Choose three words to describe your classmate (only
positive descriptors!). Present your three words to the class
and ask your classmates to guess who you are describing.
Explain why you chose each of the three words, giving
examples of their behavior that justify your selection.
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Susin Nielsen
5
SUSIN NIELSEN got her start feeding cast and crew on the
popular television series, Degrassi Junior High. They hated
her food, but they saw a spark in her writing. Nielsen went
on to pen sixteen episodes of the hit TV show. Since then,
Nielsen has written for many TV series, including Arctic Air,
Heartland, Cedar Cove, Madison, Ready or Not, Edgemont,
What About Mimi, Frannys Feet and Braceface. She also
adapted author Susan Jubys book, Alice, I Think, into a TV
series, and co-created and executive produced the critically-
acclaimed comedy-drama, Robson Arms.
Nielsen has also published three childrens books: Hank
and Fergus, winner of the Mr. Christies Silver Medal Award,
Mormor Moves In, and The Magic Beads. Her frst young
adult novel, Word Nerd, was published by Tundra in 2008 to
critical acclaim, and went on to win many awards, includ-
ing Ontarios Red Maple, and the Alberta, Manitoba and
Saskatchewan Young Readers Choice Awards. It was also
nominated for the TD Childrens Book of the Year Award.
Her second novel, Dear George Clooney: Please Marry
My Mom, hit stores in August 2010 to great reviews, and
also scooped up a bunch of Young Readers Choice nomina-
tions and awards. The Reluctant Journal of Henry K. Larsen,
published in August 2012, won the Governor Generals
Literary Award, the Ruth and Sylvia Schwartz Award, and the
Canadian Library Associations Childrens Book of the Year,
among others. Her books have been translated into Italian,
Portuguese, French, German, andsoonSouth Korean.
She lives in Vancouver with her family and two naughty cats.
Please visit www.susinnielsen.com and www.randomhouse.ca
Other books by Susin Nielsen:
LINKS:
STOP A BULLY: http://stopabully.ca
PACERS National Bully Prevention Centre: http://www.pacer.org/bullying/
NEAs Bully Free, It Starts With Me: http://www.nea.org/home/neabullyfree.html
KIDS HELP PHONE: http://www.kidshelpphone.ca
THE YOUTH VOICE PROJECT: http://www.youthvoiceproject.com/
http://www.stopbullying.gov/
Dear George Clooney, Please Marry My
Mom
HC 978-0-88776-977-1
TR 978-0-88776-990-0
eBook 978-0-88776-978-8
Word Nerd
HC 978-0-88776-875-0
TR 978-0-88776-990-0
eBook 978-1-77049-075-8
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Susin Nielsen
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. . . With fully developed adult and child characters
and a solid sense of middle school humor, the author
has crafted an insightful and nuanced novel about
bullying and suicide, and familial love and resilience.
Starred Review, School Library Journal
. . . A realistic, poignant portrait of one teen who
overcomes nearly unbearable feelings of grief and guilt.
Kirkus Reviews
. . . A highly emotional story about a family that blames
one another, and themselves, for an unimaginable tragedy.
Nielsens balance of humor and pathos is fnely honed,
making this a surprisingly breezy read for so heavy a topic.
Daniel Kraus, Booklist
Even while dealing with heartbreaking issues and
frightening concerns, (Nielsen) manages to keep hope
aliveand instills in her characters a survival instinct and
a sense of humor that keeps them afoat . . . . Its no surprise
that this remarkable book has been shortlisted for the
Governor Generals Literary Award. I fervently hope it wins.
Montreal Gazette
Winner, Canada Council for the Arts Governor Generals Literary Award
Winner, Canadian Library Associations Book of the Year for Children Award
Winner, Ontario Arts Councils Ruth and Sylvia Schwartz Childrens Book Award
Winner, Michigan Library Associations Thumbs Up! Award
Finalist, Ontario Library Associations Red Maple Award
Finalist, Canadian Childrens Book Centres TD Canadian Childrens Literature Award
Finalist, Canadian Library Associations Young Adult Book Award
Finalist, Canadian Booksellers Associations Young Readers Book of the Year
Finalist, BC Book Prizess Sheila Egoff Childrens Literature Prize
Finalist, Saskatchewan Young Readers Choice Awards Snow Willow Award
Finalist, The Manitoba Young Readers Choice Awards
THE RELUCTANT JOURNAL OF HENRY K. LARSEN
Henry is a likable, sympathetic protagonist, as are the
supporting characters in the story. Nielsen injects enough
humor into the story to sustain the drama of Henrys ordeal
without making it too maudlin or morose, and the honesty
with which he confronts his feelings in his journal is both
disarming and endearing. A realistic, poignant portrait of
one teen who overcomes nearly unbearable feelings of grief
and guilt.
Kirkus Reviews
You will just fall in love with Henry . . . He is Nielsens
most authentic, hilarious character to date, which is really
saying something because no one can write a middle grade
character like Susin Nielsen . . . So for those of you in the
know about Susin Nielsen: this book lives up to everything
you are expecting and more. For those of you who are
Nielsen neophytes, stock up on her stuff now so you can
share in my smugness.
Georges Favorite ToothTidbits on Books for Young People
P
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THE RELUCTANT JOURNAL OF HENRY K. LARSEN
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Susin Nielsen
7
APPENDIX:
Common Core State Standard
Writing
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons and informa-
tion.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or
imagined experiences or events using effective technique,
relevant descriptive details and well-structured event se-
quences.
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases,
relevant descriptive details, and sensory language to convey
experiences and events.
CCSS.ELA-Literacy.W.6.7 Conduct short research projects to
answer a question, drawing on several sources and refocus-
ing the inquiry when appropriate
Language
CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
to fnd the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
Reading: History
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that
reveal an authors point of view or purpose (e.g., loaded lan-
guage, inclusion or avoidance of particular facts).
Reading: Literature
CCSS.ELA-Literacy.RL.5.6 Describe how a narrators or
speakers point of view infuences how events are described.
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS.ELA-Literacy.RL.6.3 Describe how a particular storys
or dramas plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward
a resolution.
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words
and phrases as they are used in a text, including fgurative
and connotative meanings; analyze the impact of a specifc
word choice on meaning and tone.
CCSS.ELA-Literacy.RL.6.6 Explain how an author develops
the point of view of the narrator or speaker in a text.
CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evi-
dence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea
of a text and analyze its development over the course of the
text; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops
and contrasts the points of view of different characters or nar-
rators in a text.
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Susin Nielsen
8
Journal Entries as Storytelling
There are two sides to every story.
ADVANTAGES DISADVANTAGES
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Susin Nielsen
9
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Susin Nielsen
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Susin Nielsen
11
Character Development
Character Name:
Stereotype:
After:
Character Name:
Stereotype:
After:
Character Name:
Stereotype:
After:
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Susin Nielsen
12
Bullies, Victims, and Bystanders
Bully Victim Other