educators guide

Curriculum
connections
D Vocabulary Building
D Multiple Perspectives
D Conflict Resolution

Ages: 8 12

by

carrie ryan

and

john parke davis

PRE-READING ACTIVITY

While reading the book, look for the words and

determine if they are real or invented by the authors.
Students may rely on context clues, prior knowledge,
and resources to confirm the meaning of each word.
How close were their predictions?

Collage
Desire is a powerful theme in the novelits what
motivates the characters throughout their adventure.
At the beginning of the story Marrill describes a
collage in her bedroom that holds memories and
things that are important in her life (p. 16). Ask
students to make a collage of pictures, quotes, and
anything that represents what is important in their
own lives and have them share with their peers. This
collage project will help students make more text-toself connections as they compare themselves and their
choices to those of the characters. As students read,
ask how the characters yearnings for their loved ones
and their homes propel the story forward.

Motivation
In City of Thirst, the characters have many different
motivations. Fin and Marrill, for instance, are both
motivated by their mothers. How do their mothers
affect their actions in the story? Throughout this
novel readers are reminded of the important roles
that mothers play in our lives. Have students
describe the important characteristics of their
mothers or an influential woman in their lives.
What is it about her that would motivate them
to do amazing things and make specific choices?
Students may write a letter or a poem that
expresses these feelings. Encourage them to share
their writing with the woman who motivates them.

ACTIVITIES
Vocabulary Challenge!
Reality Vs. Fantasy
Prior to reading the book, present the following
vocabulary words to the class. Ask students to guess
if the word is something that exists in reality or if
it is only found in the many fantasy worlds of the
Pirate Stream. Ask them to write their own predicted
definitions and share their reasoning.

Visualization
There is strong imagery that occurs throughout
the book. Even the most skilled readers may
find themselves re-reading the descriptions to
form a picture in their minds. What do Ardents
Magnificent Fire-fleers look like? What do they
see when they are imagining the city of Monerva
and all of its gears? Copy a passage from the novel
that students have not yet read that highlights the
authors use of imagery and project it to the class
on an overhead (i.e., Belolow Cityp. 17-18, The
City of Monervap. 121-122, Firefleersp. 236-237).
Allow students time to analyze the specific images,
discussing how they connect to the readers five
senses and the effects of imagery in fiction. Direct
them to sketch pictures of the fantastical settings
and characters in this story. Finally, examine how
the illustrations in the book compare with their own
vision and what it means if the two are different.

ravine (p. 3), culvert (p. 3),

cumbersome (p. 5), mooring (p. 22),
galleon (p. 23), toadbutter (p. 44),
grapple (p. 55), learnatorium (p. 57),
prophecy (p. 59), colloquy (p. 61),
archipelago (p. 68), cuttlefish (p. 69),
tentalo (p. 71),
plummellowich (p. 81),
grassberg (p. 87),
continuity (p. 92),
syphon (p. 94),
giraffalisk (p. 129),
yokel (p. 131)
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Friendship & Conflict

Pros & Cons

Even the best of friends can disagree. Fin and

Marrill have different ideas about how to use the
wishing machine. This causes conflict between
them, and their friendship begins to suffer.
Students can practice close reading by searching
for text that shows the changes in Fin and Marrills
friendship. Have students record the dialogue and
thoughts of Fin and Marrill as the story progresses
and chart the events into a chronological timeline.
What do they uncover about the two characters
friendship? About friendship in general? Then,
ask students to write about a friendship that they
have or know of that has gone through different
cycles. Examining these themes in fiction and in
their owns lives can prove that the ebb and flow of
friendship exists in all worlds.

Slandy teaches Marrill that To get what you want,

you must give what you have (p. 167). What would
be good about having a wish machine? What
are the potential problems/consequences? After
inviting an objective guest judge, prepare for and
hold a class debate arguing for and against such
a machine. At the conclusion of the debate, the
judge votes on the point of view he/she found most
convincing. This topic can be further explored by
making connections between literature and film.
There are dozens of storylines that include the idea
of granting wishes and the consequences of such
an act. Brainstorm examples of this plot (i.e., King
Midas Golden Touch, Flat Stanley and the Magic
Lamp, Aladdin, The Little Mermaid, Strega Nona)
and how they compare to one another.

Time & Space

Highest of the High

In the first book in the series, The Map to Everywhere,

time is an issue. When Marrill returns from her
adventure her parents are worried sick because
she has been missing. She is more conscious this
time around. Marrill needs to keep her concept
of time straight throughout the story but finds
it challenging. From Arizona to Boston, from the
Pirate Stream to Monerva, what is time and what
effect does it have? Learn about the different
time zones in our own world. These websites
may be useful resources: timeanddate.com and
wonderopolis.org/wonder/why-do-we-havedifferent-time-zones. Have students plan a trip to a
different time zone and ask how they will account
for the time change. Make STEM connections and
explore how changing times zones affects ones
biological system. How would the world be different
if the entire planet all lived in the same time zone?

In Chapter 16 readers meet a group of Monervans

that are working to be at the highest point of
the city. They are piling anything they can find
to gain the title highest of the high. This is a
very important conquest and they take it very
seriously. Have students work in small groups with
building materials (i.e., blocks, marshmallows and
toothpicks, sugar cubes) to see who can claim
the title of the highest structure. Rules can be
established before the beginning of the competition.
Discussion can be had about what is more
important, height or strength, and how hierarchies
play a role in social structures.
For instance, who has more
power? Someone with more
height or something with
more strength? Why and
how? This STEM activity
can also lead the class to
better understand the
Monervans perspective.
3

Graffiti Wall

Personification

Good readers ask questions! Dedicate a space in

the classroom where students can record their
questions and thoughts about this story. Use a large
piece of paper or supply students with sticky notes.
All questions and thoughts are allowed on the
wall. Post some starters like I wonder, What
if., and My favorite character is ___ because....
Revisit the wall at the conclusion of the book.
The ideas may spark some excellent discussions
from student-generated questions. The graffiti wall
can also be used as a quick assessment tool; you
can pose questions at the end of chapters and have
students post their answers on the Graffiti Wall.

Carrie Ryan and John Parke Davis are masters of

personification. Define/review personification as
a class. List all of the objects that take on human
qualities in the novel as well as mostly human
characters that have other features. What effect
does this technique have on the reader? On the
story? On the characters? Have students create
their own new City of Thirst character that begins
as a simple object and then is given human
characteristics. How does it fit into the existing
story? Illustrate it! Or have students describe their
new character in writing using lots of details and
imagery while a partner attempts to illustrate it
using only the written piece for clues. How closely
does the illustration match the authors vision?

Inside/Outside Circles
Inside/Outside Circles are a great way for the whole
class to share individual information with everyone.
Arrange students into two circles that are facing
each other (one inner circle and one outer circle).
Use this technique for a variety of discussion topics
throughout the book. Some examples include: Who
is the real hero? Would you make the same choices
as Fin and Marrill and why? Which conflict is more
difficult for the charactersexternal or internal?

Character Facebook
Create faux Facebook pages for each of the
characters. Add details that include where they
live, a birthdate, where they work or go to school,
websites that they like, favorite quotations, music,
and movies. Dont forget to add friends! This would
be a great place to add other book characters that
relate to the characters in this book. For example,
the Salt Sand King (Flames Take His Name) might
be friends with Lord Voldemort (He Who Must
Not Be Named). Dedicate a bulletin board in the
classroom to this project so that students can add
posts and friend requests as they read the book.
This digital or paper-based activity is a fun way to
teach characterization to your class and to engage
your students in shared writing!

Desire & Temptation

Desire and temptation are prominent themes in this
book. Fins desire to be remembered and Marrills
desire to have a healthy mother drive much of their
motivation. In the City of Burning Ladders, the Salt
Sand King refers to wants and desires as negative
things that destroy. Find examples in the book that
prove that desire can be a cause of destruction.
Read The Lorax by Dr. Seuss and make connections
between the two stories. How are the themes similar
in both books? How do they differ? How have our
human wants and desires affected our own, real
planet both positively and negatively? Can desires be
both positive and negative at the same time?

Metals Muscle
Closely read Chapter 31 together. Create a t-chart
on which students write the specific text/details/
imagery of the Iron Tide in the left column. Then
have students research the real properties of metal
and iron. Once they have finished their research,
4

DISCUSSION QUESTIONS

students complete the right column by listing

whether or not the details from the novel are fact or
fiction. Can metal/iron actually function in the way
the authors describe in the book (i.e., is molten iron
powerful enough to create a wave like on p. 351)?
This activity allows students an inside look at how
authors can bend reality to fit their literary needs.

Chapters 1-4
Why did Marrill decide to return to the
Pirate Stream?
Why does Fin want to find the forgettable girl?
Ardent doesnt want to help find the forgettable
girls ship. Why not?

Sending Word Home

Chapter 5-7

Marrill discovers how artifacts will return to her

home, so she writes a quick message to send back.
The message she writes doesnt explain a lot, and
her parents are likely to be even more concerned if
they find it. Have students create a short video that
can be sent home to explain her decision to stay on
the Pirate Stream and her motivation behind the
decision. Challenge students to find a way to make
the decision to stay seem necessary, important,
and safe. They should take on the role of Marrill or
Remy and may include the other members of the
crew in their video.

What is the Iron Tide? Why do you think the

author chose to call it that?
Why did Fin switch the key that is needed for
the Map?
Why do you think Marrill is so important
to Fin? Is Fin equally important to Marrill?
Explain.
Chapter 8-10
What information do Fin and Marrill receive
that causes them to be hopeful?
Why do you think Fin and Marrill choose to do
such dangerous things? Would you choose the
same?

POST-READING ACTIVITY
How Does It End?

Why do you think the Iron Ship has returned?

The story ends with Marrill making a bold choice.

At the conclusion of City of Thirst, allow students
an opportunity to write the beginning of the third
book in the series. Encourage predictions about
the future of Marrill and her family, Fin, and the
fate of the Stream. Does anyone end up making a
wish with the orb? If they do, what do they wish
for? The possibilities are endless! This can be done
individually or in small groups. Once the minisequels are finished, share them with the group.
Create titles to go with each piece. Once the third
book is written and published, students can read it
to see if any of their predictions came true!

Chapter 11
Time in the City of Monerva is
different than in Marrills
world. Why is she happy
to learn this? How
would our own world be
affected if it followed
Monervas time rules?
Explain why Monerva
is referred to as the
city that slides. What
other title would be
appropriate for this city?
5

Chapter 23-26

Chapter 12-14

Fin and Marrill search for the wish machine

separately. Who do they choose to help them?
Why do you think they choose these things?
How are they alike? How are they different?

Where is the Wish Machine?

What motivates Fin and Marrill to take risks as
they search for the Wish Machine?
What are the Wivervanes? How do they affect
Marrill?

Chapter 27-29
Serth has become the focus of the action.
What difficult things does he say to Fin and
Marrill? How do they help each other at this
time?

Chapter 15-16
Describe how Colls tattoo changes and explain
the tattoos symbolism. How do the details of
the tattoo affect the story?

Why did Marrill choose to trust Fin even

though she didnt know him?

What do Remy and Marrill recognize from their

home when it shows up in Monerva? What
does it mean to see these things here?

How do the kids defeat Serth? Do you think

Serth is really gone? Why or why not?

In their search for the Wish Machine, the crew

encounters an interesting group of Monervans.
What is the most important thing to them?
Why?

Chapter 30-31
Who does the Salt Sand King want to make a
wish? Why?
What do Fin and Marrill decide to do with the
wish? Do you think this was the right decision?
Why or why not?

Chapter 17-19
Fin and Marrill find themselves in
disagreement. What are their different
opinions? What is the result?

Chapter 32-34

Describe the City of Burning Ladders. What

keeps the fires burning? Why is this setting
going to be a challenging place for the crew of
the Kraken to navigate?

How did the crew of the Kraken help the

Monervans before helping themselves?
Why do you think they make this decision?

How are fire and desire alike? How are they

different?

At the end of the book, there are several

difficult situations that cause some of the
characters to be happy and some to be sad.
What are they?

What is the crews plan to stop the Iron Tide?

Chapter 20-22
Who do they meet in the City of Burning
Ladders?
What does Fin learn about his role in this
adventure?

Were you surprised by the choices that were

made? Do you agree with their choices?
Why or why not?

How is Fin and Marrills relationship changing?

What clues do the authors give that show this
change?

Why do you think the authors chose to end the

novel the way they did? Would you have ended
it the same way? Why or why not?

CITY OF THIRST
HC 978-0-316-24084-0
Also available in
downloadable audio &
eBook formats

When the magical waters of the Pirate Stream begin

flooding Marrills world, the only way to stop the
destruction is to return to the Stream and find the
source of the mysterious Iron Tide. Reunited with her
best friend Finwho has been forgotten all over again
Marrill, her disbelieving babysitter, and the Enterprising
Kraken crew must make the treacherous trek to the
towering, sliding, impossible world of Monerva and
uncover the secrets of its long-lost wish machine. Only
there can Fin wish to finally be remembered. Only there
can Marrill wish to save her world and all the people she
loves. But to get everything theyve ever wanted, Marrill
and Fin may have to give up on the most important
thing they already have: each other.

also by Carrie Ryan & John Parke Davis

PRAISE FOR
THE MAP TO EVERYWHERE

HRyan and Davis swashbuckling quest features fantastic

world building, gnarly creatures, and a villain who
is both spooky and formidable.... The unique details,
expert plotting, charming characters, and comic
interludes combine in a tantalizing read. Booklist
THE MAP TO
EVERYWHERE
HC 978-0-316-24077-2
PB 978-0-316-24078-9
Also available in
downloadable audio &
eBook formats

Vividly cast.... Multifaceted characters, high stakes,

imaginative magic, and hints of hidden twists and
complexities to come.Kirkus Reviews

HFast-paced and imaginative, this adventure combines

action with whimsy, injecting emotion and pathos into
an otherwise lighthearted romp. Its a strong start for
what promises to be a highly enjoyable series.
Publishers Weekly

HWholly original.... This is an ambitious undertaking,

and strong readers who enjoy adventure fiction and
fantasy will inhale the first book in what has the
potential to be an extraordinary series.

about the author

Photos by Michelle Cherikos

ABOUT THE BOOK

Husband and wife Carrie Ryan

and John Parke Davis have
been in love with each others
writing (and with each other)
since meeting in law school a
decade ago.
Carrie is the New York Times
bestselling author of the
critically acclaimed and multiaward-winning Forest of Hands
and Teeth series, which is
based on a world she and JP
created together. She is also
the author of Daughter of Deep
Silence and Infinity Ring: Divide
and Conquer, and the editor of
Foretold: 14 Tales of Prophecy
and Prediction.
JP is the First Assistant Federal
Defender for the Western
District of North Carolina, as
well as a published author of
short fiction. Although theyve
been important parts of each
others writing for years, the
Map to Everywhere series is
their first full collaboration.
They live in Charlotte, North
Carolina, and they invite
you to visit their website at
TheMaptoEverywhere.com

School Library Journal

This educators guide was written by Erica Rand Silverman and Sharon Kennedy, former high school English teachers and
co-founders of Room 228 Educational Consulting (www.rm228.com), along with elementary school teacher Shannon Rheault.

LittleBrownLibrary.com