The Girl Who Was Supposed To Die

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

ACTIVITY 1: “War Against Warfare”

In this activity, students will research biological weapons and the ban against them.

Cady’s parents discover a plot within Z-Biotech to develop biological weapons for monetary gain. This practice is banned. Research the history of this type of weapon, reasons for the ban, and other relevant facts. Prepare a poster, slide show, video, or other format to present to the class.

• Write a list of 10 or more questions about the topic to research.
• Find at least three resources you trust to read and study. Use additional resources as needed.
• Plan a draft of your project.
• Get feedback from a peer.
• Create your final version of your project.

Present your project.

Discuss how your project connects to the novel and key takeaways.

Teaching Suggestion: The topic drives the action and conflict in the novel. It is a large topic, so dividing it into subtopics could give the class the opportunity to learn about various aspects. Some subtopics might include what biological weapons are, the history of these weapons, banning biological weapons and why they have been banned, risks to individuals and the world because of these weapons, etc. Before students research their topic, it might be beneficial to review what makes a trustworthy source. Students might work in pairs or small groups to complete the project or just to brainstorm questions and sources together. An alternative to full-class presentations might be a gallery walk or presenting to a small group rather than the entire class.

ACTIVITY 2: “Secret Message”

In this activity, students will create a message in a code that only certain people will understand, drawing from the example in the novel.

When Cady’s parents realize she is in danger and they cannot contact her by their usual means, they craft a message in an ad using clues she would know but others would not. Choose a message and an audience, and create a coded message for that audience.

• Choose your audience. Consider family members, friends, teams, etc.
• Choose your message. Consider something helpful, encouraging, etc. Another approach could be to make up a fictional scenario.
• Choose the format. This might be an ad like in the book, or it could be a song, email message, poem, YouTube video, etc.
• Create your message.
• Prepare to present your creations and explain your choices.

Present your coded message and explain how you used clues to build your message.

Discuss what skills developing and solving hidden messages require and other uses for the same skills.

Teaching Suggestion: It could be beneficial to reread Chapter 36 in the novel where Cady deciphers the message. Students might talk through what made the message effective, any potential pitfalls, and suggestions. It could be interesting to discuss other times when such a coded message might be necessary. Due to the secretive nature of the messages, depending on the class, it might be necessary to remind students to keep their work positive.

Differentiation Suggestion: For students who would benefit from an added challenge, encourage them to write a coded message that some students in the class might understand. This could use a shared interest, club, sports team, or some other method. Then, allow them to present their coded message to those students and see if the students can decode the message correctly.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. Cady experiences amnesia throughout much of the novel.

• To what extent does Cady’s memory affect her personality? (topic sentence)
• As you craft your essay, include at least three quotations and additional details to develop your argument.
• In your concluding sentence or sentences, explore the similarities and differences between Cady with her memory and Cady without her memory.

2. Cady’s parents uncover a dangerous plot and take the actions they believe are best.

• How would you judge the actions of Cady’s parents? (topic sentence)
• As you write your essay, incorporate three or more quotations from the novel and other specifics that support your argument.
• In your conclusion, offer Cady’s parents a piece of advice.

3. Cady’s family cabin is part of multiple scenes.

• What is the significance of the family cabin? (topic sentence)
• As you compose your essay, incorporate three or more quotations and additional details to illustrate your points.
• In your concluding sentence or sentences, explain a possible shift in the novel if the cabin were not included.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. In different ways, greed drives the plot of the novel. What message does the novel build about The Effects of Greed on Humanity? Where does greed motivate characters? What does it lead to? When do characters resist the allure of wealth? What motivates them instead? Write an essay explaining the novel’s message about The Effects of Greed on Humanity.

2. Consider the style choices the author makes and their effects. How does time affect the novel? What is the impact of Cady telling the story from her perspective? What does the setting add to character development? Analyze how literary choices build character and meaning. Connect your analysis to the theme of Trust and Vulnerability.

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. Which plot arc best builds the theme of Trust and Vulnerability?

A) Elizabeth’s family

B) Cady’s amnesia

C) Ty’s skateboarding

D) Audrey’s coffeeshop

2. How does Cady feel about leaving her captor in the woods?

A) She hopes he is dead but almost immediately forgets him.

B) She is unsure if he really meant to harm her but does not care either way.

C) She is confused about his identity and wonders if he was a part of her family.

D) She is desperate to escape but worried that she hurt him worse than she intended.

3. Which of the following best describes the relationship between Ty and Cady?

A) New but with growing trust

B) Old friends from summer camp

C) Started in anger but ended in friendship

D) Uncertain and based on lies

4. Which most accurately explains how Cady ended up separated from her family?

A) Her family abandoned her on vacation.

B) She ran away from home before knowing the danger.

C) Her parents lost their memories and forgot they had a daughter.

D) She walked into an ambush and was kidnapped.

5. How is Cady disguising herself as a teenage boy named Nate symbolic?

A) Cady’s favorite uncle is named Nate, and it is a way to honor him.

B) Cady does not remember who she actually is and is shifting her identity for safety.

C) In the period Cady does not remember, she liked to wear different costumes.

D) Nate is her father’s middle name, and she is trying to help him survive.

6. Why does Cady go to her home with Elizabeth?

A) Elizabeth threatens Cady.

B) Cady believes Elizabeth is her aunt.

C) Cady’s mom tells Cady to come home with her aunt.

D) Elizabeth bribes Cady with $20,000.

7. How does family cause Cady to lose and then regain her memory?

A) She develops amnesia when faced with her brother’s death and remembers who she is when she returns home.

B) She forgets her childhood when encountering a cruel aunt and regains her memory when she sees her father’s car.

C) She loses two years of memory after a car crash involving her mom and remembers part of those years with the help of her brother.

D) She faces partial amnesia from getting abandoned by her family and regains her memories after spending time with her cousin Ty.

8. What literary strategy does the following quotation include?

“I have only this moment, sparkling like a diamond in my hand and then melting like a snowflake.” (Chapter 41)

A) Hyperbole

B) Onomatopoeia

C) Simile

D) Metaphor

9. In what ways are Ty and Cady similar?

A) Both are training to be EMTs and live with a roommate.

B) Both prefer to be alone and are afraid of heights.

C) Both recently moved to a new city and have run away from their parents.

D) Both try to do the right thing and show empathy toward others.

10. How much time passes from when Cady first regains consciousness in the cabin to when she wakes up in the hospital with her mom?

A) Less than 48 hours

B) Exactly 100 hours

C) Seven days

D) 11 days

11. Which of the following best describes Cady’s parents?

A) Worried parents, brilliant scientists

B) Self-centered parents, driven CEOs

C) Absent parents, strong martial arts instructors

D) Doting parents, absent-minded professors

12. Who is motivated by greed?

A) Cady

B) Ty

C) Elizabeth

D) James

13. What can be inferred about Ty refusing to leave Cady?

A) Ty is determined to find her money and take it even if it means danger for himself.

B) Ty is working with Z-Biotech to get information from Cady about her parents.

C) Ty is motivated by his desire to help people, and he cares about Cady in particular.

D) Ty depends on Cady for his own safety and knows that without her, he is in more danger.

14. What best describes the effect of putting the time at the start of each chapter?

A) It demonstrates how slowly the days are passing.

B) It reminds the reader of Cady’s watch ticking until she can call her parents.

C) It builds immediacy and suspense.

D) It calculates the spread of the hantavirus.

15. What is the correct chronological order of events?

A) Cady’s parents tell her about the Z-Biotech conspiracy; Cady goes home from school to get her phone; Cady meets Ty; Cady saves her brother’s life.

B) Cady goes home from school to get her phone; Cady’s parents tell her about the Z-Biotech conspiracy; Cady meets Ty; Cady saves her brother’s life.

C) Cady meets Ty; Cady saves her brother’s life; Cady’s parents tell her about the Z-Biotech conspiracy; Cady goes home from school to get her phone.

D) Cady saves her brother’s life; Cady’s parents tell her about the Z-Biotech conspiracy; Cady goes home from school to get her phone; Cady meets Ty.

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. How do Cady’s parents contact her when they are separated?

2. What leads to Cady remembering who she is?