by Reina Chaiekh | Feb 25, 2026
On pages 12–13, it says, “John lay on the couch … But he kept imagining what lay ahead …” How is John feeling?
by Reina Chaiekh | Feb 25, 2026
While reading, ask students to pay attention to the kinds of skills the characters learn from their grandparents. Create a chart to record the different skills. After reading, go back to this list to sort the skills — e.g., survival skills, personal skills,...
by Reina Chaiekh | Feb 25, 2026
Included in the afterword is a description of each of the places the family visits along their journey. You could provide students with these short descriptions before reading. As the family makes it to each stop, students can share what they know (based on the...
by Reina Chaiekh | Feb 25, 2026
As a group or a class, list the main characters in How to Bee. For each character, list their hopes, fears and motivations, as well as any identifying features. This list could include unique words they use or unusual things they do. Put all the characters’ names in a...
by Reina Chaiekh | Feb 25, 2026
Before reading How to Bee, you were asked to predict what kinds of themes and setting would emerge from a book that takes place in a world without real bees. Refer back to your answers. Which elements of this book aligned with your expectations? What was the most...
