Creative Teaching Ideas for
by Frances Hodgson Burnett (1911)
ON THIS PAGE: LitWits hands-on activity ideas and instructions, teaching topics, learning links, and more. Scroll on!
PRINTABLE: WhereAbouts worksheet
A LitWits activity from the Exposition
We like to start our workshops by "getting our bearings"--that is, putting the story in its geographical context. Mary's story opens in India, but she has to get to Yorkshire for the rest of it, so let's pack her up and ship her out!
SUPPLIES
The kids can use a black Sharpie to trace Mary's travels to Calais on this map. For her travels from Calais to York, use this map. Or use our WhereAbouts worksheet for this activity, which includes both maps.
DIRECTIONS
The story doesn't give us exact directions for Mary's travels, so we'll assume she followed a route well-traveled during this period.
1. Bombay to Marseilles. Mary first travels by ship from Bombay (now Mumbai). Here's a fine collection of P&O passenger ship images with diary entries by a man who traveled as a child with his ayah between England and Bombay in the early 1900s, to give us an idea what that might have been like.
Let's assume she sailed north through the Red Sea and then the Suez Canal, which was completed in 1869, so she doesn't have to go all the way around Africa.
Continue tracing her journey across the Mediterranean sea to the port city of Marseilles, in the south of France.
2. Marseilles to Calais. From Marseilles, trace her journey by train across France, through Paris to Calais on the northern coast. (Calais isn’t marked on the old map we're using, but you can see where the railroad ends, across from England.)
Now switch over to the 1900 railway map of England.
3. Paris to Calais. On the 1900 map, trace Mary’s train route from Paris to the northern port city of Calais, across from England.
4. Calais to Dover. Mary would have taken a ferry across the English Channel to Dover, England.
5. Dover to London. Trace Mary’s train route to London, where a horse-drawn cab would have taken her from the station to the hotel. She would have taken a horse-drawn cab to the hotel in London.
6. London to York. Mark her way from London to York by train. From there, she took a brougham to Misselthwaite Manor, near Thwaite in Yorkshire.
7. York to Thwaite in Yorkshire. Thwaite is a tiny but real place, northwest of Ripon on the map. Use the web to see the road Mary took from York to Thwaite, and have the kids figure out how long it might take in a brougham instead of a car.:
A brougham stood on the road before the little outside platform. Mary saw that it was a smart carriage and that it was a smart footman who helped her in.- Ch.3
You might want to read this excerpt to the kids, pausing to appreciate the linked sights and sounds of Yorkshire
“Eh! We’re on the moor now sure enough,” said Mrs. Medlock.
The carriage lamps shed a yellow light on a rough-looking road which seemed to be cut through bushes and low-growing things which ended in the great expanse of dark apparently spread out before and around them. A wind was rising and making a singular, wild, low, rushing sound.
“It’s—it’s not the sea, is it?” said Mary, looking round at her companion.
“No, not it,” answered Mrs. Medlock. “Nor it isn’t fields nor mountains, it’s just miles and miles and miles of wild land that nothing grows on but heather and gorse and broom, and nothing lives on but wild ponies and sheep." -Ch. 3
8. Thwaite to Misselthwaite. For extra fun, let the kids choose one of these Yorkshire manor homes for the fictional Misselthwaite, then locate it on the web and have the kids plot the journey there.
PRINTABLE: Yorkshire label
A LitWits activity from the Conflict
BookBites is the part of our literary experience when we get to “taste the story.” We choose a food right out of the book, and it has to meet at least one criterion:
it’s important to a plot point
it has thematic significance
it’s unfamiliar for reasons of culture, era, or location
There’s nothing more British than tea and toast with marmalade! — and this snack also represents the “before” Mary, who turns down her porridge with disdain. The narrator has already told us that Mary is disagreeable, sour, fretful, ill, sickly, unwanted, ignored, thin, ugly, spoiled, tyrannical, and selfish, and this scene is our first glimpse of her reacting to her new setting and situation. It represents her unhealthy unhappiness, caused by neglect--a major theme of this story.
The marmalade also made us think of the “after” Mary, because it’s made by boiling sour citrus rinds with sugar!
INSPIRATION
A table in the center was set with a good substantial breakfast. But she had always had a very small appetite, and she looked with something more than indifference at the first plate Martha set before her.
“I don’t want it,” she said.
“Tha’ doesn’t want thy porridge!”Martha exclaimed incredulously.
“No.” [ . . . ]
Mary drank some tea and ate a little toast and some marmalade. – Ch. 4
Of course a few days of playing on the Yorkshire moors changed her mind about porridge! While the kids ate we talked about the ways Mary and Colin changed, and how they helped each other get stronger — just as the wind of the moor helped Mary gain strength.
When we held our workshop on Zoom and shipped supplies to kids, we sent individual servings of Yorkshire tea, Melba toast, and Dickenson's (close!) marmalade.
If you're serving a classroom full of kids, these might be easier for you, and fun for them, too. The bag label is in our printables set.
A LitWits project from the Rising Action
Just how much fun CAN a kid have for two cents? Martha’s “skippin’ rope” was just the thing to get sour Mary out of doors and exercising, an important step (or rather, jump!) in her makeover. Our kids loved the idea of making their own.
This easy but important project lets kids create an object “straight from the story,” do something a character did, AND experience first-hand the invigorating effects (and the fun!) of skipping rope. Just writing about it makes us want to go DO IT!
INSPIRATION
“. . . an’ mother she began fumblin’ in her pocket an’ she says to me, ‘Martha, tha’s brought me thy wages like a good lass, an’ I’ve got four places to put every penny, but I’m just goin’ to take tuppence out of it to buy that child a skippin’-rope,’ an’ she bought one an’ here it is.”
She brought it out from under her apron and exhibited it quite proudly. It was a strong, slender rope with a striped red and blue handle at each end, but Mary Lennox had never seen a skipping-rope before. She gazed at it with a mystified expression.
“What is it for?” she asked curiously. [ . . . ]
“You just try it,” urged Martha, handing her the skipping-rope. “You can’t skip a hundred at first, but if you practise you’ll mount up. That’s what mother said. She says, ‘Nothin’ will do her more good than skippin’ rope. It’s th’ sensiblest toy a child can have. Let her play out in th’ fresh air skippin’ an’ it’ll stretch her legs an’ arms an’ give her some strength in ’em.’” – Ch. 8
SUPPLIES
You can buy a 4-pack of old-fashioned skippin' ropes right here.
OR, if you’re extra enterprising, bravo! For handles, all you’ll need is 4-5” lengths of inch-think wooden dowels and a drill with a long bit. Here’s a good description of how to do this. If you’re looking for a shortcut, ask a kind person at your hardware store to cut PVC pipes into short lengths for you. You'll also need flexible cotton or nylon rope – adjust the lengths to fit the kids. When the handles have been tied on, they should reach to the child’s underarms. Thread the rope through handles, knotting the ends to hold them in place.
Whether you buy or DIY the skip rope, you'll need red and blue masking tape, for grip and true-to-the-story color.
DIRECTIONS
Have the kids wrap the handles with tape, covering with one color first, then adding the second in stripes on top.
FOR DISCUSSION
In our workshop, while the kids wrapped their handles, we chatted about how much “health control” we have, and the impact of caring about others. What a difference Martha and her family, as well as nature, made to Mary! And what a difference Mary made to Colin! We agreed the story would have been disappointing if Mary had just gotten better herself, and then the story had ended.
We talked about how helping isn't always about giving people what they want, but knowing what they actually need. We told the kids that Colin is Gaelic for “young pup,” and asked them what puppies need, besides food and water. We also talked about how different the story would have been if Colin had had a serious, genuine back problem. The kids came up with some wonderful alternative endings.
Then (during our live in-person workshop) we took them outside and let them skip! Here are some great skipping songs from way-back-when.
PRINTABLES: Write Angles "A Better Letter" + shop label
A LitWits activity from the story's Rising Action
Martha's letter to Dickon, dictated to Mary, leads to the two children meeting for the first time. This activity begins with that letter, and ends with the opening of the intriguing "little brown paper package" from the Thwaite shop that Dickon brought:
They sat down and he took a clumsy little brown paper package out of his coat pocket. He untied the string and inside there were ever so many neater and smaller packages with a picture of a flower on each one.
“There’s a lot o’ mignonette an’ poppies,” he said. “Mignonette’s th’ sweetest smellin’ thing as grows, an’ it’ll grow wherever you cast it, same as poppies will. Them as’ll come up an’ bloom if you just whistle to ’em, them’s th’ nicest of all.” - Ch. 10
The point of this activity is to immerse in several key moments for Mary: her eagerness for plants and tools; her willingness to ask Dickon for help; her earnest, enthusiastic gratitude to Martha for suggesting it; and her chance to finally meet the celebrated Dickon. It's from that moment on that she lets down her guard and rapidly changes and grows. And there's no more natural (groan) symbol for change and growth than SEEDS!
On an academic level, this activity also gives kids a chance to play editor, correcting or improving the letter Martha dictated and Mary wrote.
INSPIRATION
“In the shop at Thwaite they sell packages o’ flower-seeds for a penny each, and our Dickon he knows which is th’ prettiest ones an’ how to make ’em grow. He walks over to Thwaite many a day just for th’ fun of it. Does tha’ know how to print letters?” suddenly.
“I know how to write,” Mary answered.
Martha shook her head.
“Our Dickon can only read printin’. If tha’ could print we could write a letter to him an’ ask him to go an’ buy th’ garden tools an’ th’ seeds at th’ same time.”
“Oh! you’re a good girl!” Mary cried. “You are, really! I didn’t know you were so nice. I know I can print letters if I try. Let’s ask Mrs. Medlock for a pen and ink and some paper.”
“I’ve got some of my own,” said Martha. “I bought ’em so I could print a bit of a letter to mother of a Sunday. I’ll go and get it.”
She ran out of the room, and Mary stood by the fire and twisted her thin little hands together with sheer pleasure.
“If I have a spade,” she whispered, “I can make the earth nice and soft and dig up weeds. If I have seeds and can make flowers grow the garden won’t be dead at all—it will come alive.”
- Ch 9
About "the shop at Thwaite:"
Mary asked no more questions but waited in the darkness of her corner, keeping her eyes on the window. [...] After they had left the station they had driven through a tiny village and she had seen whitewashed cottages and the lights of a public house. Then they had passed a church and a vicarage and a little shop-window or so in a cottage with toys and sweets and odd things set out for sale. - Ch. 3, "Across the Moor"
SUPPLIES
editing worksheet, if desired ("A Better Letter," in our printables)
the larkspur, mignonette, and white poppy seeds that Dickon brought Mary, and a snowdrop bulb
small brown envelopes for seeds
packaging shown below (in our printables)
an old key to tie around the package, then bury in their "bit o' earth" as another story element. (They might need to dig it up, as Mary did, for "The Secret Bookmark" project if they're doing that activity.)
DIRECTIONS
1. Have the kids rewrite Mary's letter to Dickon, making corrections as needed. (There's a worksheet for this in our printables.)
2. By the time they're done, Dickon will have arrived with the seeds along with a snowdrop bulb to represent the beauty of the moors:
“Do bulbs live a long time? Would they live years and years if no one helped them?” inquired Mary anxiously.
“They’re things as helps themselves,” said Martha. “That’s why poor folk can afford to have ’em. If you don’t trouble ’em, most of ’em’ll work away underground for a lifetime an’ spread out an’ have little ’uns. There’s a place in th’ park woods here where there’s snowdrops by thousands. They’re the prettiest sight in Yorkshire when th’ spring comes. No one knows when they was first planted.” Ch. 9
3. The kids can plant the seeds and bulb in a pot, or plant them outside. (You could easily tie this activity in with our "A Bit of Earth" activity, below.)
PRINTABLES: Write Angles "A Bit of Earth"
A LitWits activity from the story's Rising Action
Even in India, Mary works out her feelings by planting – on the morning of the cholera outbreak, “she pretended that she was making a flower-bed, and she stuck big scarlet hibiscus blossoms into little heaps of earth, all the time growing more and more angry.” She also plays in the clergyman's before she leaves for England. She seems instinctively drawn to gardens, so from the moment she steps into the neglected, unblooming garden at Misselthwaite Manor, we just know it will be good for this neglected, umblooming little girl.
Because planting and tending are also the cause and effect of Mary's inner growth, we thought it was important that our kids get their hands on that idea.
This project literally immerses kids (or at least their hands!) in the setting,and lets them feel the pleasure of nurturing life that Mary does.
INSPIRATION
“Might I,” quavered Mary, “might I have a bit of earth?”
In her eagerness she did not realize how queer the words would sound and that they were not the ones she had meant to say. Mr. Craven looked quite startled.
“Earth!” he repeated. “What do you mean?”
“To plant seeds in—to make things grow—to see them come alive,” Mary faltered. – Ch. 12
SUPPLIES
Misselthwaite Manor stationery (in our printables, along with a worksheet if they'd like to use that for a draft before rewriting on the stationery)
potting pebbles (for drainage)
flowers and/or seeds and bulbs (you can easily tie in the "To & From Dickon" activity, above)
DIRECTIONS
Read the inspiration for this project from Chapter 12, above.
Tell the kids they’re going to ask for their own bit of earth and the chance to make things grow. They'll be writing from Misselthwaite Manor, but they'll be writing to anyone in their life who might have a garden corner, a window box, or even just a flower pot to share.
When they've finished writing, ask for volunteers to read their letters aloud.
Distribute pots and flowers/bulb. Voila! and violas! Their request has already been answered!
If you're doing this project in-class, have the kids write their name on the bottom of the pot, then line it with pebbles for drainage. Add soil, then the flower and/or bulb.
FOR DISCUSSION
While the kids planted we talked about the importance of nurturing in this story — and in our lives. It wasn't just the garden that Mary tended, but her self, and then Colin, too. Colin, in turn would nurture his father back to health, in different ways.
We asked our kids to list all the ways that a garden is like a child. They came up with some insightful responses, including that both plants and kids
grow
need attention (can't be neglected) to thrive
need water
need sunshine and fresh air
would rather be outside
breathe
don't like pests!
"wilt" when they're not happy
"bloom" when they are
need someone to take care of them
We're sure your kids can come up with these and more!!
PRINTABLES: project templates
A LitWits activity from the story's Rising Action
Not only is Mary becoming pleasant, happy, and healthy, but she's also helped Colin get to a better place. Now he can look at his mother's portrait, and wants a better relationship with his father. As a reflection of all this inner transformation, the well-tended garden is now in full bloom, too.
Could we possibly take a "field trip" through The Secret Garden and NOT actually make a secret garden? And could we possibly JUST make a garden, and not one multilayered with purpose and meaning, Frances H. Burnett style? No way!
This activity is a garden and a bookmark, a symbol of the healing powers of nature and literature, a reminder to get outside and a reminder to read. It's also a lot of FUN!
SUPPLIES
templates shown below (in our printables)
glue
scissors
Scotch tape
single-hole punch
an old key on a piece of twine (or have the kids dig up the one they buried in the "To & From Dickon" or "A Bit of Earth" project)
DIRECTIONS
A LitWits project from the story's Climax
Since Mary's such a complex character, we decided to “picture” her story in collage, with layers of symbolic images. Collaging is such a thoughtful, symbolic way to reflect on a book, and we love that it embeds the kids’ interpretations, too. As they look for images that remind them of some aspect of the story, kids are naturally thinking symbolically.
This project helps kids make connections, an essential lifelong skill. When they’re drawn to an image without an obvious connection, we encourage them to ask themselves questions. What is it about this picture that makes me think of this book? And then the all-critical Why? A broken toy, for instance, might make someone think of Colin – because he’s so ill-tempered and throws things. So kids are easily analyzing setting, mood, plot, and character too!
SUPPLIES
a varied collection of old magazines featuring plenty of animals, countrysides and English home-type images of all kinds.
scissors
glue sticks and/or Mod Podge® (applied with paint brush)
card stock of any color for background, one per child
optional: pocket folders (for worksheets and notes)
PREP
You might want to make your own collage ahead of time as a model, so it’s easier to demonstrate and explain to the kids. It’s also a good time to make any preparations that will save time later, such as tearing out magazine pages with relevant images.
DIRECTIONS
Explain to the kids that they’ll be looking for any images or words that remind them of the story, then cutting them out and gluing them onto their folders to give a layered effect. They don’t need to replicate scenes or find exact images of characters – just pictures that suggest the book. Tell them that looking for images is like a treasure hunt — you never know what you’ll find!
Have them keep an eye out for key words as well, including those in the title.
Large pictures should be trimmed and glued down first, so that as much of the background paper is covered as possible.
Layer and glue smaller images next, neatly trimmed.
Cover up any cracks or holes with more images and words.
Be sure to spell out the title using collections of letters and words, “ransom note” style.
As a final step, cover the entire masterpiece with a thin layer of Mod Podge – this creates a nice glossy sheen and fastens down flyaway edges and corners.
We love hearing kids exclaim “Hey guys! Look at this perfect picture I found!” While they hunt, snip and glue, play some traditional English music in the background, or show videos of Yorkshire landscapes, garden birds, sheep, and ponies. It's clear how such scenes, sights, sounds, and scents helped Mary change for the better!
PRINTABLE: Write Angles ""Show, Don't Tell" and "Taking Care" worksheets
A LitWits activity from the story's Resolution & Falling Action
Archibald Craven's re-entry into England is also his re-entry into the story, into the garden, and best of all, into his son's life. (And into Mary's--as Colin's cousin and savior, she too will bask in new warmth.) Of course, Colin's made this re-entry much easier by nurturing his own health, restoring his dad's once-loved garden to beauty, and wanting a "fond" relationship with him.
Everyone and everything's in bloom. The stage is set. Mr. Craven, you're on!
Read Chapter 27 aloud, through Mr. Craven's decision to return to England. You might want to figuratively "bring him home" with our creative writing worksheet titled "Show Don't Tell," which focuses on his traits and the implicit need for his own self-garden to be tended.
Then read the scene of his reunion with his son:
The feet ran faster and faster—they were nearing the garden door—there was quick strong young breathing and a wild outbreak of laughing shouts which could not be contained—and the door in the wall was flung wide open, the sheet of ivy swinging back, and a boy burst through it at full speed and, without seeing the outsider, dashed almost into his arms.
Mr. Craven had extended them just in time to save him from falling as a result of his unseeing dash against him, and when he held him away to look at him in amazement at his being there he truly gasped for breath.
He was a tall boy and a handsome one. He was glowing with life and his running had sent splendid color leaping to his face. He threw the thick hair back from his forehead and lifted a pair of strange gray eyes—eyes full of boyish laughter and rimmed with black lashes like a fringe. It was the eyes which made Mr. Craven gasp for breath.
“Who—What? Who!” he stammered.
Now read Mr. Craven's thoughts as he listens to his son tell the story of restoration:
It was the strangest thing he had ever heard, Archibald Craven thought, as it was poured forth in headlong boy fashion. Mystery and Magic and wild creatures, the weird midnight meeting—the coming of the spring—the passion of insulted pride which had dragged the young Rajah to his feet to defy old Ben Weatherstaff to his face. The odd companionship, the play acting, the great secret so carefully kept. The listener laughed until tears came into his eyes and sometimes tears came into his eyes when he was not laughing. The Athlete, the Lecturer, the Scientific Discoverer was a laughable, lovable, healthy young human thing.
What a way to end the story! We're so glad Frances Hodgson Burnett didn't just heal Mary, but showed us the healing power of healing someone else. In fact, Mary's turnaround not only turns Colin around, but his dad, old Ben, and the tone of the house for all the servants, and for the spouses who used to listen to their woes at the end of each day. This book concludes with the message that tending one's garden can have repercussive effects.
If you'd like to bring that point home for your kids in a personal way, you might have them do our "Taking Care" creative writing worksheet, too.
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Takeaway 1
Takeaway 2
Takeaway 3
