Nieve Teachers’ Guide

Character Guide

People Black City Bestiary

Nieve Bloody Bones
Gran Boogeyman
Sutton Brag
Sophie Clod of Earth Man
Alicia Overbury Deiler
Dunstan Warlock Fetch
Weed Inspector Foliot
Mrs. Crawley Gowl
Wormius and Ashe Hell Hounds
Mayor Mary Impress
Malcolm Lich-owl
Frances Murdeth
Murdeth Jenny Green-Teeth/Nelly Long Arms
Lirk Septiclops
Elixibyss, The Impress Spherals
Dr. Morys Vampires
Professor Manning Weeds
Waft
Animals Wirricowe
Wild Beast of Barriesdale
Artichoke
Mr. Mustard Seed

Part One: Chapters 1-11

Vocabulary
*Some of these words have different meanings, depending on the context. Be sure to look at the sentence in
which the word is found to be certain you have the right definition.

fry (p. 9) apothecary (54)

sinuously (9) foxed (60)
indignation (12) harbinger (69)
contraband (19) dearth (75)
baleful (20) chamois (82)
strafe (26) balked (87)
apprehension (27)

Discussion Question
“Superstition was Gran’s department.” –p. 9
“They’re a part of our family history, you mustn’t forget.” –p. 14
1. Define “superstition.” What are some common ones?
2. Talk to your parents, grandparents, or other older relatives. Do they remember any superstitions practiced
in the family when they were growing up? Where were they practiced? Describe them in writing and share
with the class.
Genre
1. Define fantasy. What are some of the characteristics of fantasy? How does Nieve fit into this category?
2. Name some well-known works of fantasy. What do they have in common with Nieve?

Literature: foreshadowing
Terry Griggs uses many instances of foreshadowing in the first eleven chapters of Nieve. Take note of every
time she uses this literary device. What does the foreshadowing do for the story? Make three predictions about
what is going to happen in the next section.

Language Arts
Words and language play a very important role in Nieve. The novel is filled with words from other languages,
and they often have special powers or hidden meaning. As Booklist says on the back cover of the book, “clever
wordplay runs amok” in Nieve, and “the real spirit of the book lies in Griggs’ delightful twists and turns of
language itself.”
As you read the novel, pay attention to wordplay in the story. Think about how different words often rub
shoulders to create whole other meanings, or unexpected images. Write down three instances of clever
wordplay in this section and share them with the class.
As a class, think about everyday examples.

Group Activity
Nieve is interested in starting her own newspaper. In groups, develop a local newspaper for Nieve’s town,
covering some of the events that occur in the first eleven chapters of the book. Together, come up with a
name for the paper. Then, each member of the group can cover a different event. Write a short news report
using such newspaper conventions as catchy headlines and (made up) quotes from interviews with
townspeople. Include pictures to go with the stories. Once you’ve written the news reports, lay them out like
a newspaper on a large bristol board.

Art and Social Sciences

Like Nieve’s class does in chapter 5, write a one-page report on a mythological creature and draw a picture.
Try to find a more obscure creature from less-known folklore. You may want to ask your parents,
grandparents, or other older relatives if they know of any mythological creatures from their cultural
mythologies.

Science
The first chapters of Nieve are filled with spiders. Do some research on spiders, and come up with a true/false
test about spiders.
 Part Two: Chapters 12-23

Vocabulary
(optional: divide words amongst students. Make a “vocabulary wall” where students can pin up the
definitions of the word. They can explore the word further by drawing a picture of the object or using a
sentence to illustrate.)

amulet (p. 100) alcove (138)

pewter (100) dire (138)
diaphanous (109) gamely (140)
medieval (109) archaic (146)
concede (112) sycophant (150)
Luddite (113) shrewd (152)
shunt (116) palpable (136)
deranged (116) ruefully (156)
inhospitable (122) bulbous (157)
irresolute (122) gilded (159)
sexist (125) portend (162)
inordinate (125) quell (162)
sutured (126) raucous (164)
pervasive (126) derelict (166)
robust 9128) averted (169)
vexed (130) cinched (171)
cloying (132)

Discussion Questions
1. By gathering clues from Lias’ appearance and the things he says, Where do you think Lias is from? Why do
you think he has come to Gran and Nieve?
2. Theme: The Quest
In this section, Nieve and Lias set out on a quest against evil forces. What other popular stories can you
think of that involve similar quests? What other similarities are there between the stories?
3. Fantasy quest stories often begin with the main character discovering he or she has a special power. If you
found out you had a special power, what do you think it would be?
4. On page 117, Nieve says that Lias returns “Cheshire-Cat style.” What does this mean? Where does this
description come from?
5. a)Nieve tells us that her name means “fist” (p. 93). In what ways is Nieve like a fist?
b)Research the meaning of your name. What language does it come from? Are there any ways that the
meaning of your name describes you? Explain.
6. Make a list of character names that are introduced in this section. Think about the way they sound. What
do these names suggest about the characters? What kind of reaction is the author trying to get from the
reader by giving her characters these names?
Social Sciences
Choose:
1. When talking about Lias, Nieve makes reference to the Middle Ages and the Dark Ages, and describes Lias’
clothing as “medieval.” What period of time do these terms refer to? Do some research, and write a short
report on this time period.
OR
2. Gran often talks about the “Old Country.” In the glossary in the back of the book, the author tells us that
many of the words in the book come from the author’s “Glaswegian mother.” Where, then, do you think
the “Old Country” is? Do some research and write a paragraph explaining where Gran comes from.

Creative Writing
1. “Magical Thinking”
“Nieve liked the sound of that, because there was something magical about thinking, how you could make
interesting things happen in your head when they weren’t happening in real life.” (p. 110).
Question:
Use “magical thinking” to imagine what you would do if you had a fern seed or magic shoes like Lias and
Nieve.
2. Lias describes the Black City as a “kind of net . . . that the present passes through as it flows into the past,”
and that it “catches things.” While visiting the Black City, Nieve sees a porcelain cat from her past which
seems to have been “caught.”
Question:
If you visited the Black City, what is one thing you might find there from your past? Describe it, including
details that identify it as your own.
 Part 3: Chapters 24-35

Vocabulary

belligerence (p. 172) acrid (197)

surmised (173) insolence (197)
sconces (173) resignation (197)
sinew (175) ignoramus (198)
indignant (176) cavorted (199)
bide (178) bemused (203)
impish (180) denizens (220)
gristly (180) chassis (225)
nettled (181) gesticulating (230)
gauche (181) alchemy (234)
coyly (184) industrialist (234)
subservient (184) trice (238)
fastidious (190) comeuppance (247)
steeling (195)

Discussion
What events in this section were foreshadowed in earlier chapters?

Creative Writing
Lias disappears at the end of the novel. Where do you think he goes, and what does he do? Write a short story
about Lias’ further adventures.

Class Project
Students can make Nieve character cards similar in format to baseball trading cards. Begin by making a list of
characters, animals and other creatures that appear in the book (see page 1 for a starter list). Then have
students choose one or two characters/creatures and make cards for them. Encourage students to decide as a
class on the format and size of the card. For example, the cards might include the name, a picture, a short
statement about the character, and any facts or figures students find in the story or wish to make up. Students
can compile their finished cards into a class set and then work together to make up a game based on the cards.

Group Project: Welcome to the Black City

Have students work in groups to create brochures for the Black City as a vacation destination. Students will
need to use their imaginations to give the City a positive spin. Group members can then choose to write,
illustrate, design and produce their brochures. Encourage each group to present its brochure to the class.

Science
In the final chapters, we learn that Professor Manning invented the serum by accident while working on a
formula for something different. Investigate and write a report on a real scientific discovery that was made
while trying to work on something else.