The Invention of Hugo Cabret

Selznick, B. (2007). The Invention of Hugo Cabret. New York, NY: Scholastic

Appropriate grade levels:

4th-12th grade. The content of this book is interesting and allows for use between a wide range of levels. The pictures provide excellent support for younger readers or struggling readers yet the content and pictures combined allow for high level analytical discussions. The main character is 12 years old so younger students would relate, however, the character's youth is not a turn off for older readers because of the mysterious quality of the story and the interesting plot. This book is highly recommended for use with struggling and non-struggling upper elementary or struggling middle or high school students.

Summary:

Hugo is an orphan who lives secretly in apartment at a train station in Paris in the early 1900's. He mysteriously knows how to operate the clocks in the train station and keeps the clocks running smoothly. He steals food and toys from vendors, including an old man who has a small toy shop. Hugo gets caught by the old man and the old man learns of Hugo's secret and takes his notebook but Hugo refuses to give up any more information. Hugo works for the old man with the hopes of getting his special notebook, which contains notes about his secret, back and the old man recognizes Hugo's talent with his hands and his ability to fix small toys. Hugo also meets a girl, Isabelle, who is mysteriously connected to the old man at the toy shop and she claims she can get the notebook back for Hugo. Hugo and Isabelle become friends but Hugo still doesn't want to share his secret, which he hides in his train station apartment, with anyone.

Classroom Use:

- Use with whole class reading, Literature Circles or for independent reading

- Writing connection: students could create comic strips using ReadWriteThink's comic strip creator. Comic strips could describe a scene from the story (younger students) or could demonstrate a higher level analysis, for example, explain how and why Selznick's use of pictures creates a movie-like feel.

- Writing connection: students could create character analysis and development projects using glogster.

- Reading connection: Making predictions- the mysterious nature of this novel as well as the unexpected twists and turns would be perfect for making predictions, Somebody Wants But So technique for summarizing would work excellent with this novel as well.

- Literature Analysis: analyze the difference between a graphic novel, a movie, and this book and how this book is a combination of elements. Discuss how and why this works for this novel. Character and plot development through pictures would also be an excellent use of this novel as it quite uniquely uses pictures to develop characters and further the plot.

Reader’s Response:

The Invention of Hugo Cabret is a gem of a novel because, like Lawn Boy, this book can be read and understood on many levels. The pictorial support lends itself to use with low level readers in upper grades as well as younger students. The potential for high level analytical discussion about the elements of this unique book (the use of pictures, the movie-like quality, the mysteriousness of the title) allows for use with high achieving students as well. The general mysteriousness of the novel and unanswered questions (Did Hugo's father program the automaton to give a message to Hugo? Why is George Melies pretending to be dead?) will make for amazing discussions bridging higher and lower level readers and a large span of grade levels.

The reader will instantly sympathize with the main character of this book, Hugo. He has no parents and has to steal in order to survive. What gets him through the day is hope, a theme in many novels where people experience hardship like Hugo. His hope lies in the secret that the automaton (a sort of robot that can draw pictures or write messages, often used by magicians at the turn of the century) is holding and he is able to keep going in life because he has a mission: fix the automaton and learn it's secret. The characters are relatable and likable, from Isabelle, Hugo's friend to Etienne, who in many ways saves the day, and even the old man who owns the toy store, George Melies, a famous film maker.

The movie like quality and the use of pictures is one of the most fascinating parts of this novel. When I began reading it I did not quite understand the use of pictures as it is incredibly different then any other novel I've read (and I've read a wide range of graphic novels!) As the story unfolded I became accustomed to the style of this unique book. As the story wrapped up it all came together and the connection between film and the pictures in this book made sense. Many teachers feel that stories with pictures (graphic novels or a book like this) do not have a place in the middle or high school English classroom. Graphic novels and pictorial novels such as this are misunderstood. In some graphic novels (comic books) the pictures simply support the text. In a good graphic novel (still a comic book) or in the case of this novel, the pictures enhance the text and provide another layer of meaning that would not exist without the pictures. Check out some of the resources below for more information on how and why high school teachers should incorporate graphic novels into the classroom.

Bridging the gap between analysis of different forms of media and novels would be an excellent way to draw students in to this novel and would make for excellent discussions. As it explains in the afterward, this book is based on a real film maker, George Melies. His films would be an interesting point of discussion and many are available on YouTube. An important film mentioned in this novel is A Trip to the Moon, Hugo's late father's favorite movie. To watch, click here. Some other excellent Melies films to watch on YouTube are The Vanishing Lady (produced in 1986) and The Magician.

Something Extra:
Read about Gene Luen Yang, the author of American Born Chinese, and his use for comic books and graphic novels in education here. You can also find a wealth of information on his website.
Check out my blog on graphic novel use in the middle and high school classroom as well.
http://lupoknowswhattoread.blogspot.com/2011/07/graphic-novel-use-in-middle-and-high.html

Lawn Boy

Paulsen, G. (2009). Lawn Boy. New York, NY: Random House

Appropriate grade levels:

4th-adult. The content of this book is interesting and allows for use between a wide range of levels. Each chapter title begins with an economic principle which would make for interesting discussions in a high school classroom, especially if studying economics. The main character is 12 years old so younger students would relate, however, the character's youth is not a turn off for older readers because of Paulsen's clever writing and fabulous array of characters. Struggling and non-struggling high school readers would both love this book and take away different things at different levels.

Summary:

The Lawn Boy (nameless throughout the book) is on summer break and has no money. His parents are not wealthy and sometimes he gets picked on at school. He starts mowing lawns for extra money. Due to a recent shortage of lawn mowers in the neighborhood his business becomes immensely popular and grows out of control. He meets an investment banker who invests money for him rather than paying him then helps him build his business and his earnings are unbelievable. The investment banker makes some interesting connections for Lawn Boy bringing some fascinating Paulsen-esque characters in to this delightful story. This book is hilarious, a quick read, and will leave you wanting more (so check out Lawn Boy Returns- the sequel!)

Classroom Use:

- Use with whole class, read alouds, Literature Circles or for independent reading

- Writing connection: students could write a business plan using the economic principles outlined in this book, read nonfiction pieces about economics to draw connections

- Writing connection: students could write about what they would do if they suddenly came into a great deal of money or brainstorm ways that it would change Lawn Boy's family or their own family.

- Writing connection: students could create comic strips about Joey Pow, Arnold, Pascal, or the antagonists who want to beat up Lawn Boy

- Reading strategies: Making predictions is perfect for this novel because of all of the twists and turns. The reader is constantly wondering how Lawn Boy will deal with each of his twists of fate.

- Literature analysis: character development (Paulsen's characters are always creative and richly descriptive), plot analysis (conflict, climax are great to study with this book), authors choice (consider why Paulsen chooses not to name his main character, for example)

Reader’s Response:

This thoughtful written, fun book will instantly be a favorite. Paulsen's talent combined with an uplifting story will not disappoint readers. Lawn Boy is lovable because he is not popular or well loved at school. He is a funny, regular kid with problems and then something amazing happens to him. Students will be able to relate and imagine themselves coming across the good luck that Lawn Boy randomly finds.

Connections with social studies and economics are avenues that many teachers should explore when using this novel. I personally do not have a great understanding of how the stock market works or the true economic structure of our society and this book gives amazingly practical examples that a elementary student could understand and relate to. At the high school level, it would be totally possible to look at businesses and figure out why certain business succeeded or failed based on what is learned from this book. Lawn Boy was able to earn an incredible amount of money because so many tides turned his way. From the shortage of lawn mowers to the chance meeting of an investment banker and his lucky (almost lottery-like) choosing of stocks for Lawn Boy, massive amounts of money was accrued. Students could look at what things need to occur to create a successful business.

The characters in this book are splendid. Paulsen does not disappoint and holds true to his reputation of creating interesting, likable characters. Arnold, the investment banker, is quirky and smart. His motivation for helping Lawn Boy is clear as he earns a percentage of Lawn Boy's earnings but he also seems to be a helpful, caring person. Joey Pow is tough and kind and his extreme protection of Lawn Boy is endearing. The antagonists in the novel are clear bad guys and easy to hate and feel sorry for at the end of the book. Lawn Boy's parents have enough quirkiness to be endearing as well. Paulsen's choice of leaving Lawn Boy nameless and the impact this has on the story is also an interesting point of discussion for a class. This fabulous book will quickly make the top of your list to reread every year for fun!

Something Extra:
Check out a great way to incorporate technology as well as collaborate between a 4th grade and a 12th grade classroom using this book:

Free Technology For Teachers

The Evolution of Calpurnia Tate

Kelly, J. (2009). The Evolution of Calpurnia Tate. New York, NY: Henry Holt

Appropriate grade levels:

5-9. The main character of this book, although only "almost" twelve, is also relatable to older students because of her charm, sophisticated wit, and insights on life that span age ranges. While many high school students would not find this book completely compelling, some older high school students would be drawn to the interesting relationships and historical aspects of this turn of the century novel. I would not be afraid to recommend this book to an older high school student or adult although I would not use it in a literature circle or for whole class teaching beyond 8th grade.

Summary:

The Evolution of Calpurnia Tate takes place at the turn of the century and as a piece of historical fiction, tells a story of a girl and her family while providing insight into life in a small Texas town in 1899. The main character, Calpurnia "Callie Vee" Virginia Tate, is an "almost" twelve year old who forms an interesting relationship with her seemingly distant and grumpy grandfather. Callie and her grandfather are brought together shortly after Callie's failed quest to obtain a copy of Darwin's controversial book and the bond is solidified when Callie discovers that her grandfather owns this book and used to know Darwin. Callie is a scientist at heart and her and her grandfather find similarities among their passions as he teaches her beyond what her appallingly lacking schooling can do. This novel is not strictly about Science, however. Callie's insights into life, her family, her six brothers, love, and what it means to be a woman at the turn of the century are thoughtful and engaging. Callie's intense journal keeping about her observations of the world question things such as whether or not caterpillars have eyelids and lead her to conclusions about the color and evolution of grasshoppers. Callie's stories about childhood are endearing, especially because she is a rebellious tomboy, always in trouble with her mother and she yearns to be a Scientist rather than a housewife despite societal and cultural norms that make her dreams seem impossible.

Classroom Use:

- Use with Literature Circles or for whole class reading in upper elementary or middle school classrooms, independent reading at middle school or high school level is appropriate. A precocious upper elementary student could read this book independently.

- Writing connection: students could create journal entries observing the world around them as Callie has done in the novel.

- Writing connection: students could do research about the evolution of a species and use blabberize to create an image of the animal/bug/mammal, etc to have it explain how it came to be.

- Reading strategies: Connecting historical knowledge to what is happening in the novel. Summarizing would be an excellent strategy to help students stay focused and self monitor comprehension. Students could use the summarizing formula: Who... Did What/What happened/Problem... As a result (e.g. Callie did not want to lose her brother's affections and as a result she told his secret about his older girlfriend to their mother.)

- Literature analysis: standards related to historical fiction, features of reading historical fiction

Reader’s Response:

When I first picked up this novel I did not expect to like it. At first I found it tolerable and then I as I continued reading I really enjoyed it. I am not a Science person and I was not fascinated by all of the scientific observations, discoveries and analysis. I was engaged by the relationships and historical aspects of this novel, however.

Callie's relationship with her grandfather is fascinating and this is what originally engaged me while reading. Theirs was a mutually beneficial, special relationship where both Callie and her grandfather gained something from each other that they could not have gained otherwise. I also enjoyed Callie's family. Her mother, raising seven children, is doing her best to raise her children "right" with piano lessons and attempting to teach Callie to be ladylike but Callie's constant resistance to this will engage young readers. As the novel continues, Callie's resistance increases and she is devastated when her parents finally give her a book for Christmas: The Science of Housewifery.

Kelly has a way of describing childhood events and feelings so that the reader feels like s/he is back in childhood. One of my favorite scenes in the novel is the piano concert. I loved this from start to finish, from all of the mothers fixing their children's hair (torture for the children, of course), to Callie terrified that she'd trip up the steps while walking onto the stage, to Lula vomiting and George falling off the piano stool. Kelly's description is priceless, "It was a massacre" (72).

Callie's exploratory nature does not just leave her questioning insects and nature. She is growing up and she has a lot of questions about coming-of-age type issues. She is resistant to her family changing and her older, favorite brother Harry possibly getting married one day. She is fascinated by kissing and explains to her frightened friend Lula that kissing is "required" by Texas law once you are married. She seeks out further kissing information from her brother Harry but is sadly disappointed by her research and findings.

When teaching historical fiction, The Evoluation of Calpurnia Tate is a must read. Historical fiction is a fantastic way to "humanize" history (Tomlinson) and engage young readers by allowing them to make connections to characters and experiences of a particular time and place in history.

http://www.randomhouse.com/highschool/RHI_magazine/active_citizens/moran.html

When You Reach Me by Rebecca Stead

Stead, R. (2009). When you reach me. New York, NY: Wendy Lamb Books

Summary: When you Reach Me is set in New York City where twelve year old Miranda and her mother live in a small, shabby apartment and dream of winning $20,000 Pyramid, the celebrity partner game in which Miranda's mother was recently selected to be a contestant. Miranda's life long best friend Sal, a 12 year old boy who lives in Miranda's building, suddenly stops talking to Miranda after getting punched by another boy on the street on their walk home from school. Throughout the novel Miranda is writing and receiving mysterious letters which leave the reader wondering who she is writing to and who has sent her these letters from the future. The letters warn Miranda that Sal's life is in danger. Because Sal's ended his lifelong friendship, Miranda is forced to choose a new friend, Annemarie, a classmate who suffers quietly from a disease that Miranda does not know about or understand. Annemarie, Miranda, and Colin, a boy in Miranda's class who makes her stomach flip flop, get jobs during lunchtime at a pizza parlor. Julia, a science fiction lover and time travel expert, is Annemarie's old best friend and Miranda's rival. Miranda finds the boy who punched Sal and seemingly ended Miranda's oldest friendship, but Marcus, like other characters in this novel, is not at all like Miranda expected. Poor and intelligent, Marcus helps Miranda understand the ins and outs of time travel. The book takes twists and turns and leaves the reader wondering about the logistics of time travel and what a person will do to save someone's life. Clues about the ending and what will happen abound but readers are left with the desire to immediately reread the book to understand the details. Miranda learns that throughout the book that things are not as they seem and people are easy to misjudge.

Grade levels: 5-8. The main character is twelve years old and her experiences are easy to relate to for children in grades five through eight. As children mature at different ages there are fifth graders who can relate as well as eighth graders. I personally was twelve when I started eighth grade and I would have loved this book. The reading level certainly could be appropriate for fourth graders but the maturity of the content would be over their heads.

Classroom Use
Before Reading Activities:

• - Journal writing and discussion about friendship, judging people, religious and racial prejudice, dealing with epilepsy and illness as a child, bullying, misjudging people, and popularity
• - Exploration and discussion about time travel
• - Reading a Wrinkle in Time prior to reading this novel

During Reading:

• - Strategy practice with making connections to experiences children have in their lives dealing with bullying, making friends, feeling lonely, having a single mom, liking a boy or girl for the first time, popularity
• - Strategy practice with making predictions using clues in the text. This novel is rich with foreshadowing.
• - Analyzing literary techniques: foreshadowing, characterization, plot structure of non-linear plots

After Reading and Technology connections:

• - Use flabberize to create a conversation between Miranda and Julia ten years later when the girls are in their early 20's.
• - Use glogster to create an interesting book report about the novel.
• - Use Edmodo or Todaysmeet to have an online discussion with classmates who have read the same book.

Reader’s Response
I read this book first because I wanted to get this book "out of the way" because "science fiction" turned me off. When I think about science fiction things like vampires, horror, aliens, human eating plants, and zombies come to mind. When I looked back at many other books that I've enjoyed recently I've realized that many of them could be labeled science fiction: The Hunger Games Triology, Ender's Game, and Alas Babylon. This book has helped me change my perception and accept that science fiction is something that I not only tolerate but seriously enjoy reading.

While reading this book I was brought back to the thoughts and emotions I experienced as a child. "Ever since our foreheads had touched it had made me feel strange. But good strange, not creepy strange" (74.) This reminded me of the first time I liked a boy in elementary school. I love how Miranda's description lacks the experience of knowing what the feeling is.

Overall I felt that this was a wonderful book. It was engaging and there were many nuances and aspects of the plot to hold my interest and keep me wondering what would happen next. I liked the surprising character twists. For example, when Annemarie has her seizure and Julia coaches Miranda in how to handle it, Julia's character is finally seen as heroic and Miranda is finally able to see another side of Julia. I would definitely recommend this book to middle school students.