AM U LE T BOO KS TE AC H I NG G U I D E

By Laura Geringer Bass

HOW TO USE THIS GUIDE

The Girl with More than One Heart can help empower students to tell their own stories and to listen to the feelings of
others with kindness and empathy. Use the following discussion questions and extension activities as a springboard to
discuss with students how a person, when forced to navigate unchartered territory due to a life-altering tragedy, can
be capable of discovering a surprising new path through the storms of unexpected loss and grief.

CLASSROOM DISCUSSION QUESTIONS

CHAPTERS 1–3
• What is the most significant event that occurs in the
opening chapters? How do you think this will affect
Briana?
• How does Briana feel about her father? How does
she feel about her mother and brother? Use details
from the text to support your answer.
• How does Briana’s mom react when Briana tries to
tell her about the “Dad heart” that is speaking to her?
• How is Briana’s mom handling the death of her
husband? Using details from the text, describe
what Tina and Reena see when they come to visit.
How would you react if you saw your friend’s mom
like this?

• How does Briana describe the feeling of growing a CHAPTERS 7–9

second heart? Do you think this is a real physical
• How would you describe the friendship between
change or something else? Explain your answer.
Peter and Briana? Use details from the chapters
• In The Story of Doctor Dolittle by Hugh Lofting, there to support your thinking.
is a two-headed llama called the pushmi-pullyu.
• What is Briana’s “Dad heart” saying when it speaks
Why do you think Peter referred to Tina and Reena
to her? What do you think this means?
as the pushmi-pullyu? What is your first impression
of Tina and Reena? Use details from the text to • What does Briana mean when she says, “The
explain your answer. Clothespin Angel Mom is in there somewhere.
All I had to do was wake her up.” Refer back in
CHAPTERS 4–6 the text to explain Briana’s statement.
• Why is Briana upset that her mother told people
attending the funeral that she was called Estrellita
by her father?

• 1 •
 AMULET BOOKS TEACHING GUIDE

CLASSROOM DISCUSSION QUESTIONS

CHAPTERS 10–12
• Why do you think Briana wore her dad’s hat to
school?
• What happened when the class read Briana’s
fractured fairy tale? What did Tina say was the
moral of the story? How did Briana react? How
did Daisy respond?
• What do Daisy and Briana have in common? How
might these common interests and experiences help
them become friends? Would you want a friend
more like Tina or more like Daisy? Explain.
• Why did Briana refer to Aaron as Stonestiltskin?
What information do we learn about Aaron?
CHAPTERS 13–15
• What is Briana’s impression of Didi?
What does Didi seem concerned about?
• How does Peter respond when Briana tells him
she does not want to talk about what Didi said?
• How does Grandpa Ben use storytelling to keep
Aaron entertained?
• How do you think Briana felt when she heard
Peter was at Sarah M.’s house?
• Why does Briana try so hard to find missing Lego
pieces? What does she hope to discover?
• What does she conclude is the message from her
Dad’s heart?
CHAPTERS 16–18
• Do you think it is fair of Briana to want her mom to
go to Aaron’s conference and to leave the house?
Why or why not?
• Why do you think Peter has such strong feelings
about making sure Aaron knows they might be
moving? What experience from his past might be
influencing his opinion? Use details from the text
to support your answer.
CHAPTERS 19–21
• How does Briana react when she finds Aaron missing
from his bed? What does she say to her mom? Do
you think Briana has the right to be acting this way?
Why or why not?
• How does Grandpa Ben view Aaron? How does Didi
view Aaron? Give specific details from the text to
illustrate what Grandpa sees compared to how Didi
views the same situation. Whom do you agree with?
Support your answer with solid reasoning and
references to the text.
• What are the four easy steps Briana read about
to quit worrying? Describe each step, and then tell
whether or not you think this process can really
work to help someone stop worrying. Explain your
thinking.
CHAPTERS 22–24
• What happened when Briana attended the Inwood
Chatter meeting?
• Why do you think Tina told Briana about Sarah
bringing Peter to Reena’s party? If you could give
Briana advice, what would you tell her to do?
• After Briana asks Peter if it is true that he will be
going to the party with Sarah, Briana feels the need
to escape. What is her plan? What do you think the
consequences of her actions might be?

• What was it like for Briana to go to Daisy’s house?

Compare and contrast Daisy’s house with Briana’s.

• How does Daisy view Briana and her relationship

with Aaron? Use evidence from the text to support
your thinking.

• 2• THE GIRL WITH MORE THAN ONE HEART Laura Geringer Bass
 AMULET BOOKS TEACHING GUIDE

CLASSROOM DISCUSSION QUESTIONS

CHAPTERS 25–27
• What story does Grandpa Ben tell Briana? What
story does Briana seem to want to tell Grandpa?
Do you think he would understand Briana’s story of
a girl with more than one heart? Why or why not?
• What happens when Briana’s mom can’t get in
touch with her? How does Briana react to her
mother’s questions and opinions about Briana’s
friends? Where does Briana go next? Why do
you think she chose to do this instead of going
over to Peter’s?
• How did Daisy choose to represent Briana’s father
in the painting? What does this show about her
understanding of Briana?
CHAPTERS 28–30
• When Briana arrives home late, her mother tells
her she is grounded. Describe this conversation
and explain why it may be a turning point in their
relationship.
• What happens during the Parent’s Day
presentation? Why is Briana embarrassed
when her mother enters? In what way does one
of Briana’s wishes come true? Do you think she is
really happy that Grandpa Ben has now seen
Aaron at his worst? Explain.
• How does Sarah M. react to Aaron’s tantrum?
How does Peter react? What do you think this
might mean?
• What happens when Briana tells Peter she has
more than one heart? Do you think this will change
things between them? Why or why not?
• Why does Briana’s mom give her the silent
treatment? Do you think Briana was right to say
what she said? Use details from the story to support
your answer.
• When it is time to move, Briana takes Aaron to
Grandpa Ben’s. What do they do there? She heard
her Dad heart say, “Say goodbye.” What do you
think this means?
CHAPTERS 35–38
• When Briana sees her new room, she is furious that
her Dad box is not there. Using evidence from the
text, explain what is in this box and why it is so
important to Briana.
• What misunderstanding does Briana have? How
does this lead her to an important conversation with
her mom? What do they discuss?
• The story ends with the words, “And the steady beat
of my single heart kept time.” What do you think
this means? What happened to Briana’s Dad heart?
• What do you think will happen next in Briana’s
story? What are some possible changes that may
occur in her life as a result of the way she has
changed?

CHAPTERS 31-34
• On the walk back home, Peter says, “Sometimes
I feel like I am living in the City of the Dead with
my mom.” What does he mean by this?

• Why is it significant that Briana threw away her

mother’s slippers? What does it represent for
Briana?

• 3• THE GIRL WITH MORE THAN ONE HEART Laura Geringer Bass
 AMULET BOOKS TEACHING GUIDE
CLASSROOM EXTENSION ACTIVITIES
English Language Arts
Reaction Journal
• Briana learns about herself and grows throughout
the book. A reaction journal will help readers track
her growth as well as their own thinking about her
process from chapter to chapter. For each chapter
read, encourage students to record their thoughts,
including any questions or opinions they may have.
To make this more interactive, the reaction journal
could be shared with a partner (two readers record
their thinking in one journal) or a digital solution,
such as a blog, could be used.
Everyday Miracles
• I n the first chapter, Briana explains that her mom is
very good at seeing “everyday miracles” such as the
shadow patterns made by pigeons and mist rising
from the Hudson River. Explore this idea through
writing. Begin by discussing the everyday miracles
referred to in The Girl with More than One Heart.
Ask students to brainstorm a few ideas of their own
(to ensure they understand the concept), and then
offer students the opportunity to quietly look for
real-world examples with a silent walking field trip.
• The walking trip may be around the school grounds,
in the community, or even just sitting quietly on the
playground. Students should be coached ahead of
time to be absolutely silent as they observe and record
“everyday miracles.” Give students a clipboard with
paper (or a small notebook) and ask them to record
their observations.
•U
 pon returning to the classroom, ask students to
choose one of their observations to write about.
Encourage students to experiment with different
ways of conveying meaning through writing. They
may want to write poetry, compose a song, develop
a persuasive letter, or even write a narrative. As long
as they are somehow able to convey their everyday
miracle and what it means to them, then all forms
of written expression should be considered.
• 4• THE GIRL WITH MORE THAN ONE HEART
•G
 ive students the opportunity to share their everyday
miracles and discuss whether any of them saw the
same miracles or if they were all completely different.
Memoir
• The Girl with More than One Heart is a story
interwoven with stories. Briana’s cherished memories
and small moments help readers more fully
understand her and the life she had before her father’s
passing. Help students see the importance of their
own stories with this timeline memoir activity.
•B
 egin by asking students to try to recall their earliest
memory. They should think about what happened,
who was there, and how they felt. Ask them to jot
down a few ideas about that memory. Then, ask them
to sit quietly for a few minutes and just try to recall
moments when they were happy, sad, or angry.
•N
 ext, have them write these down as well. They
might be memories of big events, such as vacations or
birthdays, but encourage students to think about the
little moments too. Ask them to fill their page with
ideas or, if they get stuck, have them sketch some of
their memories.
• Then, share a few examples of the way Laura Geringer
Bass, the author of The Girl with More than One
Heart, writes memories from Briana’s perspective.
Ask students to notice how she narrows the focus and
gives very vivid descriptions of the actions and the use
of figurative language to help readers visualize.
• Finally, ask students to spend time writing about the
memories they brainstormed, using the examples in
The Girl with More than One Heart as a guide for both
approximate length and as a mentor text for craft.
After expanding upon their writing over time, ask
students to organize their memory writing
chronologically to the best of their ability. Then,
ask them to read through their own collection of
memories and discuss how these memories helped
shape who they are today. Discuss as a class how
Briana’s memories shaped her as a person, but also
how they helped give meaning to the overall story.
Laura Geringer Bass
 AMULET BOOKS TEACHING GUIDE
CLASSROOM EXTENSION ACTIVITIES
Fractured Fairy Tales
• I n Mr. Woodman’s class, Briana has the chance to
write a fractured fairy tale. This is when a traditional
tale is mixed up with other elements or other stories
to create a new story. Briana’s first story is based on
Little Red Riding Hood, but there are many examples
of fractured fairy tales. Read a few different ones
aloud, and then challenge students to create their
own fractured fairy tales.
Chapter Titles
•S
 ometimes books do not have named chapters, but
this book does, and its chapater titles are often subtle
references to the chapter’s events or the theme. Ask
students to choose one or two chapters and use details
from those chapters to explain the meanings behind
their titles.
•S
 tudents should share a short summary for each and
then explain how the chapter title relates to the story.
•F
 or each chapter, students should also evaluate the
chapter title and state whether or not they think it
was a good title. If not, they may want to propose a
different title.
Comfort Books
•A
 fter her father’s funeral, Briana scans her shelves and
mentions several books she has reread and enjoyed
more than once. Ask students to choose one of the
books listed and either read it and give a book talk on
it or read about it (if it is a book that is above their
developmental or reading level). Books mentioned by
Briana include: A Tree Grows in Brooklyn by Betty
Smith, To Kill a Mockingbird by Harper Lee, The
Member of the Wedding by Carson McCullers, The Tub
People by Pam Conrad, Abel’s Island by William Steig,
My Father’s Dragon by Ruth Stiles Gannett, and The
Moomin books by Tove Jansson.
•A
 s an alternative, students may want to share a book
talk about a book choice of their own that they have
read over and over. Students should be prepared to
talk about whether or not they think the book they
are discussing is worthy of being read more than once.
• 5• THE GIRL WITH MORE THAN ONE HEART
The Arts
Art Therapy
• W
 riting and creating art can help people process
their pain. There is a field of psychology specifically
dedicated to using art to help people express
themselves and work through difficult situations.
In The Girl with More than One Heart, Briana uses
writing, but Daisy used visual arts to help her work
through the loss of her parent. Give students the
opportunity to explore the field of art therapy with
a group project. Working in teams, ask students to
work together to learn more about the work of art
and music therapists.
• I f there are art or music therapists in the school
community or local community, students may want
to interview them. Students may want to focus on
what a day in the life of a therapist looks like, why
creating art can help people, or the education and
experience pathway that leads to a career as an art
or music therapist.
• A
 sk each group to report their findings by presenting
to the class.
Science and Social Studies
Science and Social Studies
Quick Facts
• Th
 roughout The Girl with More than One Heart,
there are a number of science and social studies facts
shared. They range from information about worm
hearts to discussions about hagfish to statements
about using 3-D printing to make artificial hearts.
There is even mention of Singing Sands in the Gobi
Desert and the behaviors of silk worms. Ask students
to search through the book for these interwoven facts,
and then choose one to research. Students should be
able to produce a short informational text article on
whatever topic they chose to research.
Laura Geringer Bass
 AMULET BOOKS TEACHING GUIDE

CLASSROOM EXTENSION ACTIVITIES

The Power of Words •A

• B
 riana writes stories, both fiction and memoirs,
to help her work through the death of her father.
One of the themes of this book is that words can
have power. Ask students to look for examples
of the power of words in The Girl with More than
One Heart. Discuss this as a class.
• Th
 en, challenge students to look for examples in
history or current events that show the power of
words. Each student should find an example of the
power of words (speeches, articles, letters, quotes,
etc.) and be ready to explain why it is important
historically (or will be) as well as the effect the words
had or are having on change.
•S
 tudents may want to present their ideas orally,
write about them, create a poster or visual display,
or integrate technology to share their thinking.
 s a shared reading exercise, guide students as they
use close reading strategies to discover some of the
common signs, symptoms, strengths, and challenges
of autism. Create a class list, and then ask students
to search for specific examples in The Girl with
More than One Heart that show how Aaron is
demonstrating some of these symptoms, behaviors,
and challenges, but also the strengths.
•E
 ncourage students to conduct outside research
including reading and possibly interviewing specialists
to learn more about autism and ways to build on the
strengths, especially when working with peers and
members of the community who may be people with
autism. As a culminating activity, ask students to
work together to create a class book, video, or
brochure explaining what they know about autism, as
well as some strategies that can be used to help people
with autism to be successful in school and in life.

Character Education
Autism Awareness
•A
 aron, Briana’s brother, is a child on the autistic
spectrum. Sometimes the way he reacts to situations
may seem frightening or “crazy,” as Briana described
it. Educating students about autism can help prepare
them for working with classmates with autism or may
help them understand their own diagnosis. Begin
with an exploration of informational text that
describes symptoms of autism. One possible resource
is the Autism Speaks website (autismspeaks.org).

• 6• THE GIRL WITH MORE THAN ONE HEART Laura Geringer Bass
 THE GIRL WITH MORE
THAN ONE HEART
by Laura Geringer Bass

PRAISE

“Perceptive and brutally truthful.”

—Booklist

“Bass tackles some heavy issues . . .

with grace and empathy.”
—Kirkus Reviews

“Bass balances the coming-of-age

narrative with a grief journey. …
sensitively and realistically.”
—School Library Journal

ISBN: 978-1-4197-2882-2 Ages 8 to 12

ABOUT THE BOOK

When Briana’s father dies, she feels a new heart grow inside her. It talks to her in her father’s voice and guides her
through her grief. It helps her navigate her not-so-normal life at home. When her mother’s own grief turns into
depression, Briana takes on new responsibilities for her little brother who is on the autistic spectrum. The
voice of Briana’s “Dad heart” helps her to cope. Eventually, she draws on her own imagination, originality,
and tender, loving heart to discover a surprising path through the storm.

ABOUT THE AUTHOR

Laura Geringer Bass is the author of Sign of the Qin, an ALA Best Book, and A Three Hat Day, an ALA
Notable Book. She was the publisher of Laura Geringer Books, an award-winning imprint of HarperCollins for
more than twenty years. She serves on the advisory board of First Book and as a mentor for Girls Write Now.

Visit Laura online at www.laurageringerbass.com.

This educator’s guide was written by Dr. Jennifer McMahon, education consultant © 2018.