COMMON CORE ALIGNED TEACHER’S GUIDE FOR

the Spiritglass CharadeA S T O K E R & H O L M E S N O V E L

the Clockwork ScarabA S T O K E R & H O L M E S N O V E L

Evaline Stoker and Mina Holmes never meant to get into the family business. But when you’re the sister of Bram and the niece of Sherlock, vampire hunting and mystery solving are in your blood. Whether solving the mystery of society girls gone missing or protecting a friend from villainy for Princess Alexandra, the two heroines confront danger and intrigue around every corner.

EXPLORING THE CLOCKWORK SCARAB AND THE SPIRITGLASS CHARADE THROUGH RESEARCH

Through references to the “famous” family members of Evaline Stoker and Mina Holmes, readers get a brief introduction to two important pieces of literary canon. Using information from library resources and the Internet, have students research either Arthur Conan Doyle or his most famous character, Sherlock Holmes. Alternatively, have them discover more about Bram Stoker, author of Dracula, and prepare a Glogster poster (www.glogster.com), which details the following:

• Biographical information about the author

• Specific information regarding the inspiration for his work and what work he is most known for

• Three examples of adaptations of the author’s work that have been produced in the past fifty years

• Student-selected favorite quote from the author’s work to share with the class

• Why they believe this author’s work has withstood the test of time

Correlates to Common Core Standard Writing: Research to Build and Present Knowledge W. 7.7-7.8, W. 8.7-8.8, W.9-10.7-8

By Colleen Gleason

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EXPLORING THE STOKER & HOLMES NOVELS THROUGH WRITING AND RESEARCH

The following questions may be utilized throughout the novel study as reflective writing prompts or alternatively, they can be used as targeted questions for class discussion and reflection.

1. At the beginning of The Clockwork Scarab, Mina Holmes tells readers, “There are a limited number of excuses for a young, intelligent woman of seventeen to be traversing the fog-shrouded streets of London at midnight.” Consider the London of 1889 in either (or both) novels; how is this setting portrayed?

2. Describe the setting of either novel. Compare and contrast the novel’s setting with the historical era in which it is written. How is the setting true to the historical era? In what ways does it differ?

3. Characterize the two central protagonists: Evaline Stoker and Mina Holmes. Using evidence from the text, explain each girl’s strengths and weaknesses. Discuss how each character develops over the course of the book(s).

4. How would you characterize Evaline’s and Mina’s relationship at the beginning of The Clockwork Scarab? Discuss how it develops over the course of either story (or both).

5. Describe Mina’s and Evaline’s world views and values. How do they complement one another? How do they create tension?

6. Both Stoker & Holmes novels are told in first person point of view by both Mina and Evaline. Choose one of the novels and discuss how the story would be different if it were told from third person point of view. Discuss what is gained by using an alternating first person point of view. How would the novel be different if it was told in third person? How would it be different if it was only told by Mina or Evaline?

7. Discuss how either Evaline or Mina interact with other key characters and how their interactions advance the plot of either book. What makes them dynamic characters? Are they individuals you’d want to befriend? Why or why not?

8. Consider the unique blend of genres present in either of the novels. Though both novels have historical character-istics, the element of steampunk is present as well. Identify three or four scenes containing elements of steam-punk. Discuss how these elements affect the atmosphere and setting.

9. Research characteristics of steampunk fiction and discuss and/or write about how either novel is representative of this evolving genre. In what ways does steampunk manifest itself as the story develops? Provide some specific examples from either or both novels as support.

10. How would you describe Dylan Eckhert? Why does Mina trust him so quickly? In what ways does he seem mysterious? How does his being from the future put him at an advantage and disadvantage in their world? Describe his role in either or both novels. How would the story be different without him? Predict his role in future novels.

11. How would you describe Pix? Is he a likeable character? Why or why not? Why does Evaline find herself so drawn to him? How does their relationship develop over time?

12. How would you describe Mina’s relationship with Inspector Grayling, and how does it evolve over the course of one novel (or both)?

13. In your opinion, why do Evaline and Mina choose not to confide in their famous relatives for assistance? What can be inferred by their choice not to do so? Do you like their decision? Why or why not? How might the novel(s) be different if their famous relatives played more prominent roles?

14. Which characters in this series are most fearless? Use evidence from the novels to support your response. What are theadvantages and disadvantages to feeling fear?

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15. If you could select one character from either novel to learn more about, who would it be? What is it about this particular character you find interesting or intriguing?

16. Consider either novel’s cover. Discuss alternative cover design options for one novel and explain why these covers would be appropriate.

17. Consider either novel’s title; in what ways does it capture the themes of the book?

18. Consider the variety of settings for The Clockwork Scarab or The Spiritglass Charade. Name the three places you believe to be most important to either story. Using textual evidence from the story, explain why you find them to be significant to the overall story structure.

19. Discuss the ending of either story. Is the ending satisfying or frustrating? Why? What possibilities exist at the end of the story? Why do you think the author chooses to end the story as she does? Discuss alternate endings to either story. Do these endings offer an opportunity for a sequel? Why or why not?

20. Using the phrase, “This is a story about . . .” Supply five words to describe The Clockwork Scarab or The Spirit-glass Charade. Explain your choices.

21. In your opinion, what are the biggest challenges Mina and Evaline face in The Clockwork Scarab? In The Spirit-glass Charade? What do you predict will happen in the next installment of the Stoker & Holmes books? On what do you base your prediction?

Correlates to Common Core Standard Reading Literature: Key Ideas and Details: R.L.7.1, R.L. 8.1, R.L 9-10.3, Craft and Structure R.L. 7.5, R.L. 8.5, R.L.9-10.5, R.L. 7.6, R.L. 8.6, R.L. 9-10.6, Integration of Knowledge and Ideas R.L. 7.9, Writing: Text Types and Purposes W.7.1, W. 8.1., W. 9-10.1., W. 7.2., W. 8.2., W 9-10.2., W. 7.3., W. 9-10.3.

CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING

As a pre-reading activity, have students complete an anticipation guide structured in the following manner:

Instruct students to complete the guide by placing a “+” sign in the box next to the statements for which they agree, and a “0” next to those for which they disagree. They must commit to agreement or disagreement—there are no conditional responses. Students should be assured that there are no correct or incorrect positions.

BEFORE READING AFTER READING STATEMENTS

It is better to trust your instincts than listen to those around than you.

It is acceptable to keep secrets from those closest to you if it protects them.

No matter the situation, you should always be able to count on your loved ones.

You should always put others before yourself.

EXPLORING THE STOKER & HOLMES NOVELS THROUGH WRITING AND RESEARCH (continued . . . )

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Once students have had the opportunity to complete the guide, read each statement aloud and have students who agree stand or raise their hands. Each student should be permitted to provide their rationale for agreeing if they wish.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.2.; Speaking and Listening: Comprehension and

Collaboration S.L. 7.1, S.L. 8.1, S.L. 9-10.1, S.L. 7.2, S.L. 8.2, S.L.9-10.2, S.L. 7.3, S.L. 8.3, S.L. 9-10.3

CONSIDERING THE STOKER & HOLMES NOVELS THROUGH LITERARY ELEMENTS ANALYSIS

Use the following activities to allow students to show their understanding of various literary elements present.

create a character t-shirt: One of the strengths of The Stoker & Holmes novels is the number of fully realized characters. Have students select a favorite character and create a character analysis T-shirt. Have them identify the literary elements used by the author to describe the character, and then create a visual representation of the character traits. They might compare and contrast the traits on their T-shirts with their peers. Use the work-sheet found at: http://printables.scholastic.com/printables/detail/?id=38948

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8,1., R.L. 9-10.1 and

Craft and Structure R.L. 7.6, R.L. 8.6, R.L. 9-10.6

character to-do list: Remind students that, like us, literary characters have tasks they need to complete. Selecting a character of their choice, students are to create a list of the most important tasks at hand for that char-acter with explanations as to why those tasks are so necessary. Have students discuss the differences in their to-do lists to contrast the points of view of various characters.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8.1, R.L. 9-10.1 and

Craft and Structure R.L. 7.6, R.L. 8.6, R.L. 9-10.6

thematic connections: Allow students to consider the following themes: loyalty, courage, ingenuity, perseverance, friendship, jealousy, and victimization. Have them select one of the themes and find examples from one of the stories that support this theme. Create a sample Life Lesson Chart using the model at: http://www.readwritethink.org/lesson_images/lesson826/chart.pdf

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.2., R.L. 8.2, R.L. 9-10.2

haiku of love: Play matchmaker! Write three valentine haikus from one character to another, from you to a character, or from one book’s character to another book’s character.

Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8,1., R.L. 9-10.1 and

Writing: Text Types and Purposes W. 7.3, W. 8.3, W. 9-10.3

CLASSROOM CONNECTIONS: READING, WRITING, AND RESEARCHING (continued . . . )

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advice column: Ask students to describe one of the problems faced by a character and write advice to him/her. Students may choose to be serious or humorous. Use the letter format common to newspaper advice columns, where the person with the problem writes for advice and the advisor writes back. Often the person seeking advice “disguises” his or her name with a descriptive name associated with the problem.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1, R.L. 7.2, R.L.

8.2, R.L. 9-10.2

fortune cookies: Have students imagine they are dining with three characters from either novel. Have them create fortune cookie statements for each character, making sure they tell you which character received the fortune and why it is fitting.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8.1, R.L. 9-10.1

gift giving: Have students select five or more gifts that would be perfect to give to one of the main characters. While these gifts can be tangible or intangible, they should be things that he/she would really want or need. Be sure they include an explanation for each gift and why it is appropriate.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1, R.L. 7.2, R.L.

8.2, R.L. 9-10.2

if these walls could talk: Ask students to create a conversation between one of the main characters and some intangible thing (justice, love, goodness, greed, etc.) or his/her conscience. Have them script the conversation making sure they use appropriate punctuation.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1, R.L. 7.2, R.L.

8.2, R.L. 9-10.2

essential quotes analysis: The language that authors use in their work is essential to getting across the intended meaning. Select four quotes from either novel that seem to signify key ideas that the author hopes that readers take from the text. These might be quotes spoken by characters or might be from the narration, and page numbers should be included with the quotes. Have students develop a chart with the following four columns:

1. Quote 2. Page Number 3. Relevance to the Novel 4. Intended Meaning for Readers

The intended meaning should have relevance not only to the characters in the text, but to the lives of anyone who reads the book.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1, R.L. 7.2, R.L. 8.2,

R.L. 9-10.2, R.L. 8.3, R.L. 9-10.3

CONSIDERING THE STOKER & HOLMES NOVELS THROUGH LITERARY ELEMENTS ANALYSIS (continued . . . )

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character report card: Considering the novel, ask students to examine the ethical nature of a character’s actions and choices in the Stoker & Holmes novels. Have them set up a “report card” using a chart and include the following categories: respect, responsibility, cooperation, caring, integrity, self-control, honesty, and effort. Using evidence from either, or both novels, have them assign a grade for each category. In addition, have them cite the specific incident from the book which they graded in one column, and also provide feedback to the character under a “comments” section.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L.8.1, R.L. 9-10.1 and

Craft and Structure R. L. 7.5, R.L. 8.5, R.L. 9-10.5, R.L. 7.6, R.L. 8.6, R.L. 9-10.6

diaries, letters, and social media: The complexities of the characters, their relationships, and the situations in which they find themselves provide opportunities to dig deep into the text and examine and answer one of the following prompts:

• Throughout the course of both novels, readers are offered great insight about Miss Holmes’s and Miss Stoker’s point of view. Assume the role of one of the secondary characters in either novel and draft a diary entry detailing what you experienced and witnessed. To prepare, create an outline using the five W’s (who, what, where, when, and why). Remember to write in first person and give special attention to sensory imagery (what you saw, smelled, heard, etc.).

• Journal Response: Throughout The Stoker & Holmes novels, many characters exhibit acts of great bravery. Consider the individual actions of these characters. Who do you believe to be the most courageous? Write a letter to that character explaining why you believe his/her actions are so brave.

• Though the major players in The Stoker & Holmes novels live in a steampunk parallel version of Victorian London, if they lived in our time (like Dylan), they would likely use the same social media that is popular in our world. Select a character of your choice and create a faux Facebook page for that character, being sure to complete all the pertinent information, like education, relationships, groups to follow, pages to like, as well as 2 or 3 status updates.

Correlates to Common Core Standard Reading Literature: Key Ideas and Details R.L. 7.1, R.L. 8.1, R.L. 9-10.1 and

Writing: Text Types and Purposes W. 7.3, W. 8.3, W. 9-.10.3

CREATE ORIGINAL INSPIRED ART

Previews of coming attractions in the movie industry are known as trailers. Have students design an original book trailer for The Clockwork Scarab or The Spiritglass Charade. They should begin by creat-

ing a storyboard, detailing which scenes they intend to incorporate in their trailer. Students should use a moviemaker program of choice such as www.animoto.com. Post their finished trailers to www.youtube.com.

Music is often used to connect people to each other and the world at large. Have students select a favorite character from the novels and create a CD with an

original playlist that is representative of the experiences that the character under-goes throughout the novel. Students should create original art for the jewel case and the interior, and after including appropriate artist information, have students offer an explanation for the selection of each song.

CONSIDERING THE STOKER & HOLMES NOVELS THROUGH LITERARY ELEMENTS ANALYSIS (continued . . . )

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Correlates to Common Core Standard Writing Types and Purposes R.L. 7.1, R.L. 8.1, R.L.

9-10.1, W. 7.1, W. 8.1, W. 7.2, W. 8.2

BOOK 2978-1-4521-1071-4 • $17.99 HCAges 12 and up • Grades 7 and upGuided Reading Level: Y

This curriculum guide was written by Pam B. Cole, PhD, Associate Dean and Professor of English Education and Literacy, Kennesaw State University, Kennesaw, GA and by Dr. Rose Brock, who holds a PhD in Library Science, specializing in children’s and young adult literature.

About the AuthorCOLLEEN GLEASON is the award-winning author of more than twenty novels, including The Gardella Vampire Chronicles series and the historical vampire series, The Regency Draculia. She currently lives in the Midwest with her family and loves to hear from readers. For updates and sneak peeks about her next project, visit her website at ColleenGleason.com.

STOKERANDHOLMES.COM

praise for The Clockwork Scarab:

A STOKER & HOLMES NOVEL

“The Clockwork Scarab is pure, delicious fun from beginning to end.”

—Rachel Hawkins, New York Times bestselling author of the Hex Hall series

“Thank you, Colleen Gleason, for giving the world the teenage female equivalent of Sherlock Holmes! Where has she been all these years?”

—Sophie Jordan, author of the Forgotten Princesses and the Firelight series

“Two strong, intelligent heroines who establish themselves as worthy of the legends that surround each of their families, come together to solve a most dangerous mystery.”

—Kady Cross, author of The Girl in the Steel Corset

“Charming, addicting, and oh-so-much-fun! I absolutely couldn’t put it down!”

—Kristi Cook, author of Haven

“Victorian-inspired girl power at its finest. Daring young ladies born of famed literary legacies are beautifully written and artfully woven into a historical past with fascinating futuristic elements.”

—Leanna Renee Hieber, author of the Magic Most Foul series

“Colleen Gleason manages to twine together steam-punk, Holmesian mystery, Egyptian mythology, and even time travel into a seamless and fun read.”

—Leah Cypess, author of Nightspell

About the BookTonight, I ask, on behalf of her royal highness, the princess of wales: will you do what no other young women are called to do, and place your lives and honor at the feet of your country?

Evaline Stoker and Mina Holmes never meant to get into the family business. But when you’re the sister of Bram and the niece of Sherlock, vampire hunting and mystery solving are in your blood, so to speak. And when two young society girls disappear—one dead, one missing—there’s no one more qualified to investigate. Now fierce Evaline and logical Mina must resolve their rivalry, navigate the advances of not just one but three mysterious gentlemen, and solve a murder with only one clue: a strange Egyptian scarab. The pressure is on and the stakes are high—if Stoker and Holmes don’t figure out why London’s finest sixteen-year-old women are in danger, they’ll become the next victims.

About the BookCoincidence? My uncle claimed that was impossible, but for once, I wasn’t certain.

Evaline Stoker and Mina Holmes never meant to get into the family business, but after the Affair of the Clockwork Scarab, they are eager to help Prin-cess Alix with a new case close to her heart. Seven-teen-year-old Willa Ashton is obsessed with spiritual mediums, and is convinced she is speaking with her mother from beyond. While Mina is determined to prove Miss Ashton is the hapless victim of fraud, Evaline senses there is something more sinister—or otherworldly—at work. The list of clues piles up—an unexpected murder, the return of vampires to London, and a mysterious spiritglass—but are these things connected? As Uncle Sherlock would say, “there are no coincidences.” It will take all of Mina’s wit and Evaline’s muscle to keep London’s sinister underground at bay.

BOOK 1978-1-4521-1070-7 • $17.99 HC978-1-4521-2873-3 • $9.99 PBAges 12 and up • Grades 7 and upGuided Reading Level Z+