Critique:
Jonas’ journey throughout this book is heartbreaking as well as illuminating. Unsure of what he wants out of life but excited about his given task, this young boy is forced to grow up much more than his peers. When he is first assigned to be the Receiver, he is upset; he does not know what to think except separation from those around him. Jonas has been handed an immense responsibility, one that will affect his entire community. The more he learns, the more confused he becomes. What he has always known becomes foreign to him; the truths he has been told turn into lies, and he must decide what is best for not only his community, but himself. Lowry’s description of Jonas’ is so wonderful; she really shows us how difficult his task is emotionally. As readers, we feel Jonas’ pain when the Giver transfers the memories to him. We see what he sees when colors begin appearing. We understand his conflict of either continuing life as he has always known it or using his newfound knowledge to make his life, and the lives of those around him, better. Jonas’ questioning shows his depth of knowledge even at the young age of twelve, and it is this questioning that proves Jonas was chosen for the right position during the ceremony. Through his connection with the Giver we see how important the past is, and through his connection with Gabe we see how truly important the future is. Jonas is the connection between both, and we learn just how important that connection becomes through his character.
The town Jonas lives in is so multi-dimensional. I love how Lowry shows us both what everyone sees, and then what Jonas sees once he learns the truth behind the scenes. Everything seems too perfect, and that creates a really chilling atmosphere. People are too in sync with each other, and they truly fabricate life around them to be what they consider perfect. I reference George Orwell’s 1984 earlier, because I think the two communities are similar. Both thrive on conformity, both give the appearance that everything is fine; but ultimately, the details that people don’t see (or choose to ignore) are what destroy the bubble that people are used to. People see their lives as jobs, as tasks they must fulfill to keep the community going. When Jonas sees his father releasing the baby, and realizes that releasing is a synonym for killing, he is horrified; and yet his father seems so calm. To his father, releasing is just something he does. The community Jonas lives in and later decides to leave is twisted in so many ways. Because of this occurrence, Jonas realizes that the chance to give life to Gabe is more important than his own, risking everything he has ever known to let Gabe experience a real life.
This is such an incredible book. I never read it as a child, reading it for the first time last year. I was impressed with Lowry’s writing before, having read Number the Stars when I was younger, so I knew I would enjoy this book. I had read 1984 for the first time about 3 months beforehand, and I think doing that enhanced the experience of The Giver even more. The surreal world Lowry creates for Jonas to live in is both comforting for those in it and eerie for Jonas once he learns the truth. The plot is so well-crafted and creative, and it gives new meaning to passing down knowledge from generation to generation.
Sunday, March 28, 2010
Synopsis: The Giver by Lois Lowry
The Giver. ISBN 0-440-23768-8. Lois Lowry. 1993. Newberry Medal. Fantasy. Ages 11 +. Secluded Caucasian community.
Synopsis:
With a premise eerily like that of George Orwell’s 1984, The Giver is a fantastical and yet frighteningly realistic telling of a young boy growing up out of place who eventually uncovers knowledge that forever changes his life. In a world where there is no color, no choice, no real independent thought or action, Jonas is chosen to replace the Giver as the Receiver of Memory, the only keeper of record in the community. Blessed and burdened with this task, Jonas sees the world around him shift as he is shown the past through an almost torturous process. The Giver transfers his memories to Jonas by touching his back and connecting with the boy’s mind, the most extraordinary element of the story. In a place where no one is allowed to lie, the town itself turns into a lie once Jonas finds out its secrets. Knowing what he now does, Jonas has to make a decision that will not only save his own life, but the ones he has grown up thinking he knows. Although it is not allowed, Jonas transfers some of the memories to Gabe, the infant his family has taken care of since birth. In the end, the two of them must flee the community to embark what amounts to be a very serious and strenuous journey in order to ultimately save themselves as well as everyone they know.
Synopsis:
With a premise eerily like that of George Orwell’s 1984, The Giver is a fantastical and yet frighteningly realistic telling of a young boy growing up out of place who eventually uncovers knowledge that forever changes his life. In a world where there is no color, no choice, no real independent thought or action, Jonas is chosen to replace the Giver as the Receiver of Memory, the only keeper of record in the community. Blessed and burdened with this task, Jonas sees the world around him shift as he is shown the past through an almost torturous process. The Giver transfers his memories to Jonas by touching his back and connecting with the boy’s mind, the most extraordinary element of the story. In a place where no one is allowed to lie, the town itself turns into a lie once Jonas finds out its secrets. Knowing what he now does, Jonas has to make a decision that will not only save his own life, but the ones he has grown up thinking he knows. Although it is not allowed, Jonas transfers some of the memories to Gabe, the infant his family has taken care of since birth. In the end, the two of them must flee the community to embark what amounts to be a very serious and strenuous journey in order to ultimately save themselves as well as everyone they know.
Critique: The Latehomecomer by Kao Kalia Yang
Critique:
Kao Kalia Yang is a wonderful writer. Although Yang did not experience the lives of her young parents or her grandmother, and does not remember enough of her earliest years, Yang paints a picture of them as if she had through her family’s stories and photographs. One of the family members most focused on is Yang’s grandmother, with whom she has a very loving relationship. Yang writes of her grandmother’s determination to keep her family together during times of war and hardship, of her work as a shaman as she cures Yang of a bladder infection, of her understanding that she knew she wasn’t going to learn new things in America but was willing to try anyway. Yang’s relationship with grandmother is depicted as one of constant care and loving sacrifice. The way her grandmother held on to her family and pushed through difficult transitions shows her strength and her wisdom.
Yang’s descriptions of both the refugee camps in Thailand are very realistic, bringing to life the hardships she and her family, as well as thousands of other displaced Hmong, experienced. Between sleeping on the concrete flooring of a room only separating each family by a curtain and the small room used to educate Hmong children of all ages, Yang really shows what the conditions were like.
All the stories Yang’s grandmother tells her of Hmong tradition are wonderful. Starting with how Hmong children come to their families out of the sky, to the woman taken by the tiger who eventually fell in love with him, to grandmother’s sister’s spirit being taken by a witch, grandmother’s stories pull together Yang’s life in Thailand with her life in America.
I first learned about the Hmong culture when I worked for the Minnesota Literacy Council almost four years ago, but I did not truly get to know any Hmong people until I began working at Battle Creek Elementary School in 2008. Battle Creek is about 65 percent Hmong, and it has been a joy to learn about such a fascinating group of people. Whether the students I work with need ELL services, or their English is great but their parents’ English is not as developed, language is a crucial part of their lives. Their parents and grandparents, and often older brothers and sisters who lived in Laos, Thailand, China, or other Asian countries tie them to a culture they did not live in themselves; they grew up Hmong American, and with that breeds its own culture. The mix of both cultures is fascinating to witness, especially when I hear bilingual children running through the halls, wearing traditional Hmong dress and singing traditional Hmong songs during the talent show, and teaching me Hmong words and phrases on the bus.
The Latehomecomer was recommended by a friend about six months ago and I purchased it because it sounded lovely. I had so many other books to read, however, that I hadn’t gotten to it, which is why I was so excited to read it for this class. Overall, this book is a beautiful reflection of the Hmong culture and their journey to the United States. It shows the emotional as well as the psychological and physical struggles many of them endured to find a country they could call home. I absolutely loved this book, and when I told some of the 5th-grade girls at Battle Creek that I had just finished it, they were excited to hear more about it. Great pick!
Kao Kalia Yang is a wonderful writer. Although Yang did not experience the lives of her young parents or her grandmother, and does not remember enough of her earliest years, Yang paints a picture of them as if she had through her family’s stories and photographs. One of the family members most focused on is Yang’s grandmother, with whom she has a very loving relationship. Yang writes of her grandmother’s determination to keep her family together during times of war and hardship, of her work as a shaman as she cures Yang of a bladder infection, of her understanding that she knew she wasn’t going to learn new things in America but was willing to try anyway. Yang’s relationship with grandmother is depicted as one of constant care and loving sacrifice. The way her grandmother held on to her family and pushed through difficult transitions shows her strength and her wisdom.
Yang’s descriptions of both the refugee camps in Thailand are very realistic, bringing to life the hardships she and her family, as well as thousands of other displaced Hmong, experienced. Between sleeping on the concrete flooring of a room only separating each family by a curtain and the small room used to educate Hmong children of all ages, Yang really shows what the conditions were like.
All the stories Yang’s grandmother tells her of Hmong tradition are wonderful. Starting with how Hmong children come to their families out of the sky, to the woman taken by the tiger who eventually fell in love with him, to grandmother’s sister’s spirit being taken by a witch, grandmother’s stories pull together Yang’s life in Thailand with her life in America.
I first learned about the Hmong culture when I worked for the Minnesota Literacy Council almost four years ago, but I did not truly get to know any Hmong people until I began working at Battle Creek Elementary School in 2008. Battle Creek is about 65 percent Hmong, and it has been a joy to learn about such a fascinating group of people. Whether the students I work with need ELL services, or their English is great but their parents’ English is not as developed, language is a crucial part of their lives. Their parents and grandparents, and often older brothers and sisters who lived in Laos, Thailand, China, or other Asian countries tie them to a culture they did not live in themselves; they grew up Hmong American, and with that breeds its own culture. The mix of both cultures is fascinating to witness, especially when I hear bilingual children running through the halls, wearing traditional Hmong dress and singing traditional Hmong songs during the talent show, and teaching me Hmong words and phrases on the bus.
The Latehomecomer was recommended by a friend about six months ago and I purchased it because it sounded lovely. I had so many other books to read, however, that I hadn’t gotten to it, which is why I was so excited to read it for this class. Overall, this book is a beautiful reflection of the Hmong culture and their journey to the United States. It shows the emotional as well as the psychological and physical struggles many of them endured to find a country they could call home. I absolutely loved this book, and when I told some of the 5th-grade girls at Battle Creek that I had just finished it, they were excited to hear more about it. Great pick!
Synopsis: The Latehomecomer by Kao Kalia Yang
The Latehomecomer: A Hmong Family Memoir. ISBN 978-1-56689-208-7. Kao Kalia Yang. 2008. Minnesota Book Awards. Ages 13 plus. Non-fiction memoir. New American Hmong Immigrants.
Synopsis:
In this beautifully written memoir, Kao Kalia Yand delves into the lives of her Hmong family to ensure their history isn’t erased, like it is in American textbooks. Gathered from her parents, aunts, uncles, cousins, and most of all her paternal grandmother, the stories she acquires are filled with the hardships of change — through war, death, displacement, and starting over countless times. Displaced from Laos because of the Vietnam War, Yang’s family escapes to the mountains. Swimming across the dangerous Mekong River to Thailand’s Ban Vinai Refugee Camp, Yang’s family struggles to find peace, health, and positive reassurances from their surroundings. Holding on to the few possessions they still have, Yang’s family travels to the United States; some of her family goes to California, but she and her family end up in St. Paul. Her grandmother, a vital part of Yang’s life, fights to keep her family together in Laos, Thailand, and now the United States, which proves extremely challenging for someone so set in her ways and traditions. The relationship between Yang and her grandmother is written so beautifully, giving life to the spirits of Hmong tradition brought to life through her grandmother’s wise mind. Interspersed with pictures of her past and present, Yang’s memoir truly shows us the way family can pull each other through anything: war, death, poverty, displacement, transitioning, and learning a new culture and language.
Synopsis:
In this beautifully written memoir, Kao Kalia Yand delves into the lives of her Hmong family to ensure their history isn’t erased, like it is in American textbooks. Gathered from her parents, aunts, uncles, cousins, and most of all her paternal grandmother, the stories she acquires are filled with the hardships of change — through war, death, displacement, and starting over countless times. Displaced from Laos because of the Vietnam War, Yang’s family escapes to the mountains. Swimming across the dangerous Mekong River to Thailand’s Ban Vinai Refugee Camp, Yang’s family struggles to find peace, health, and positive reassurances from their surroundings. Holding on to the few possessions they still have, Yang’s family travels to the United States; some of her family goes to California, but she and her family end up in St. Paul. Her grandmother, a vital part of Yang’s life, fights to keep her family together in Laos, Thailand, and now the United States, which proves extremely challenging for someone so set in her ways and traditions. The relationship between Yang and her grandmother is written so beautifully, giving life to the spirits of Hmong tradition brought to life through her grandmother’s wise mind. Interspersed with pictures of her past and present, Yang’s memoir truly shows us the way family can pull each other through anything: war, death, poverty, displacement, transitioning, and learning a new culture and language.
Sunday, March 7, 2010
Critique: The Invention of Hugo Cabret: Brian Selznick
Critique:
Although the majority of Hugo Cabret’s storyline is shown through its illustrations, Brian Selznick’s character developments are beautifully scripted. Each character is revealed through snapshots of their lives, whether through glances into their thoughts or into their eyes. Hugo struggles with hardship from the very beginning, wondering how is going to survive on his own. He struggles with morality and survival, having to steal food and milk just to live. He steals toy parts from Papa Melies’ stand, but panics if he does not keep the clocks running in the train station. Although this is mostly so the inspector won’t find out his uncle is dead, Hugo also has a sense of responsibility to the clocks; as if he associates his clever mind ticking in conjunction with the clocks he surrounds himself with.
Papa Georges goes from a seemingly bitter old man to a man filled with secrets of his own, and his character is also very well developed. We know he is hiding something, but it doesn’t come together until Hugo and Isabelle get into quite a bit of mischief. Realizing how passionate Papa Georges was about filmmaking and how putting it all behind him affected his life is such a powerful way of addressing success, age, and life’s challenges, and Selznick does a great job of showing us not only the joys of love, but also the pains.
There is a sense of wonder throughout the book, especially with the setting. We do not see much beyond the train station, but we are taken into the secrets it holds as we venture through the walls with Hugo. We see what he sees from behind the clock faces, which is even more intriguing once we realize that Isabelle has also been watching Hugo without him knowing. Both children have strong personalities and an equally fascinated desire to figure out mysteries and secrets. Although they are used to figuring things out individually, they realize they need each other to piece everything together about the automaton and Papa Georges’ true identity.
When I was younger my father showed me Georges Melies’ film A Trip to the Moon. I loved the Smashing Pumpkins and their video for “Tonight, Tonight,” which was based off the film, and I was interested to see it. To have Papa Georges actually be Georges Melies was such a wonderful surprise, and a very creative one. I had never heard of automata before, and reading up on it through a Web site Brian Selznick put together was quite fascinating.
The drawings in this book were captivating. The seemingly simple pencil strokes turn into beautiful pieces of art; some of my favorite pieces are the ones strung together that become more and more focused on a certain element (such as Hugo’s eyes). Framing the book using black paper was such a small detail and yet made me feel as if I was truly experiencing the book and not just reading it. The black and white images complemented each other so well, almost coming together like a small flip book of motion at times. The emotion of the characters is well written, but better described through the detail in their faces. And I absolutely loved how Selznick broke up his own images with photographs and film stills from Georges Melies’ real life. This book is so well crafted, each detail thought of with extreme intention. The suspense of figuring out how each character contributed to the plot, and more specifically, the automaton, is framed so simply with the drawings, and yet they are my favorite part of this book. Selznick truly brings the characters to life, and although the drawings stand on the page, they feel as if they dance.
Although the majority of Hugo Cabret’s storyline is shown through its illustrations, Brian Selznick’s character developments are beautifully scripted. Each character is revealed through snapshots of their lives, whether through glances into their thoughts or into their eyes. Hugo struggles with hardship from the very beginning, wondering how is going to survive on his own. He struggles with morality and survival, having to steal food and milk just to live. He steals toy parts from Papa Melies’ stand, but panics if he does not keep the clocks running in the train station. Although this is mostly so the inspector won’t find out his uncle is dead, Hugo also has a sense of responsibility to the clocks; as if he associates his clever mind ticking in conjunction with the clocks he surrounds himself with.
Papa Georges goes from a seemingly bitter old man to a man filled with secrets of his own, and his character is also very well developed. We know he is hiding something, but it doesn’t come together until Hugo and Isabelle get into quite a bit of mischief. Realizing how passionate Papa Georges was about filmmaking and how putting it all behind him affected his life is such a powerful way of addressing success, age, and life’s challenges, and Selznick does a great job of showing us not only the joys of love, but also the pains.
There is a sense of wonder throughout the book, especially with the setting. We do not see much beyond the train station, but we are taken into the secrets it holds as we venture through the walls with Hugo. We see what he sees from behind the clock faces, which is even more intriguing once we realize that Isabelle has also been watching Hugo without him knowing. Both children have strong personalities and an equally fascinated desire to figure out mysteries and secrets. Although they are used to figuring things out individually, they realize they need each other to piece everything together about the automaton and Papa Georges’ true identity.
When I was younger my father showed me Georges Melies’ film A Trip to the Moon. I loved the Smashing Pumpkins and their video for “Tonight, Tonight,” which was based off the film, and I was interested to see it. To have Papa Georges actually be Georges Melies was such a wonderful surprise, and a very creative one. I had never heard of automata before, and reading up on it through a Web site Brian Selznick put together was quite fascinating.
The drawings in this book were captivating. The seemingly simple pencil strokes turn into beautiful pieces of art; some of my favorite pieces are the ones strung together that become more and more focused on a certain element (such as Hugo’s eyes). Framing the book using black paper was such a small detail and yet made me feel as if I was truly experiencing the book and not just reading it. The black and white images complemented each other so well, almost coming together like a small flip book of motion at times. The emotion of the characters is well written, but better described through the detail in their faces. And I absolutely loved how Selznick broke up his own images with photographs and film stills from Georges Melies’ real life. This book is so well crafted, each detail thought of with extreme intention. The suspense of figuring out how each character contributed to the plot, and more specifically, the automaton, is framed so simply with the drawings, and yet they are my favorite part of this book. Selznick truly brings the characters to life, and although the drawings stand on the page, they feel as if they dance.
Synopsis: The Invention of Hugo Cabret: Brian Selznick
The Invention of Hugo Cabret. 978-0-439-81378-5. Brian Selznick. 2007. Caldecott Medal. Ages 13-15. French working class.
Synopsis:
The Invention of Hugo Cabret by Brian Selznick is intriguing from the moment it’s opened. With its striking black pages that emphasize the beautifully crafted drawings inside, its style truly invites the reader into an experience as bold as the characters inside. Growing up with little more than his father’s love and his knack for intricate puzzles, Hugo is a content boy with a growing sense of wonder. But when his father dies in a museum fire, Hugo must learn to cope with loneliness, fear, and injustice in order to survive. His obsession, what keeps him determined to live, is the automaton his father was repairing before he died. Using his father’s notebook, Hugo begins to reassemble the machine in hopes it might script a message from his father; but when he is caught stealing parts from a local toy maker, Hugo’s reason for living seems that much more crucial. Determined to get his notebook back, which has been taken as payment for the toys he has taken, Hugo befriends the toymaker, who we learn later to be early filmmaker Georges Melies. Through Melies’ goddaughter Isabelle, Hugo discovers what it means not to be isolated anymore. He discovers that what he needs to fix the automaton is within him, and that the two of them can literally unlock its secrets. Once the two children realize who Papa Georges really is, outbursts of emotional self-discovery and painful reality bring everyone together to appreciate not only the craft and clockwork of film, but of life.
Synopsis:
The Invention of Hugo Cabret by Brian Selznick is intriguing from the moment it’s opened. With its striking black pages that emphasize the beautifully crafted drawings inside, its style truly invites the reader into an experience as bold as the characters inside. Growing up with little more than his father’s love and his knack for intricate puzzles, Hugo is a content boy with a growing sense of wonder. But when his father dies in a museum fire, Hugo must learn to cope with loneliness, fear, and injustice in order to survive. His obsession, what keeps him determined to live, is the automaton his father was repairing before he died. Using his father’s notebook, Hugo begins to reassemble the machine in hopes it might script a message from his father; but when he is caught stealing parts from a local toy maker, Hugo’s reason for living seems that much more crucial. Determined to get his notebook back, which has been taken as payment for the toys he has taken, Hugo befriends the toymaker, who we learn later to be early filmmaker Georges Melies. Through Melies’ goddaughter Isabelle, Hugo discovers what it means not to be isolated anymore. He discovers that what he needs to fix the automaton is within him, and that the two of them can literally unlock its secrets. Once the two children realize who Papa Georges really is, outbursts of emotional self-discovery and painful reality bring everyone together to appreciate not only the craft and clockwork of film, but of life.
Monday, March 1, 2010
Cubing Strategy: Hugo Cabret
Cubing Strategy
Source: Tompkins, pages 28-30
The Cubing Strategy is a really interesting, interactive way for students to think about how multidimensional the characters they have read about are. This strategy usually gets written down on pieces of paper and formed into a cube, but for the blogs we can just write them out as a list. There are six sides to the cube, and the class would be divided into these groups and assigned a character to write about. Each member of the group would draw a number that is assigned one of the following: describe (appearance, personality, etc.); compare (and contrast to a different character in the book); associate (character with a character from another book or someone you know); analyze (the motivations of the character); apply (what you’ve learned from this character); or argue (for or against character’s actions, give support).
This activity is great for students because they work collaboratively in groups, they are engaged in the content that they are learning, and they create a visual object to support their learning. It can be used either as an informal learning tool or a more formal writing tool that gives students the opportunity to use the writing process to draft, revise, and edit their writing. Students also use higher-level thinking and deepen their understanding of the character.
Think about these questions as you pick which character to describe: Why did you choose the character you did? What intrigued you about that character? Can you relate to that character?
Pick a character from The Invention of Hugo Cabret to analyze. Choose any 4 categories you want to write about, but at least think about how you would answer the other 2. Here is an example of just a few categories for Isabelle:
The six dimensions of Isabelle:
• Describe the character (including appearance, personality, likes/dislikes, habits, etc.)
Isabelle is 12 years old. She has straight, short, dark hair, with bangs. Her parents died in a car accident, and she was sent to live with her godparents, Jeanne and Georges Melies, in Paris, France. Isabelle is quiet mischievous, whether she’s picking locks or sneaking into movies she has been told to stay away from. But she is also very loyal to her family, and to her new friend Hugo.
• Compare and contrast the character to another character in the book
Compare/contrast to Hugo: Both Isabelle and Hugo are young and intelligent. They both have an immense curiosity that consumes their attention once captured. The difference is that Isabelle is much more reactive and therefore doesn’t think as thoughtfully about consequences as Hugo, who seems to have a plan for his conquest. Both, however, know how to survive difficult situations that often place them in compromising positions; Isabelle knows how to pick locks and go through back alleys, and Hugo knows his way around the train station better than anyone. Both children hold secrets in their past, but Isabelle is much more willing to discuss them than Hugo.
• Associate the character to someone else, either someone you know or another character from a different book you have read. Also, explain why the character makes you think of that other person.
Isabelle reminds me of myself when I was younger. I always wanted to figure out puzzles and solve problems I didn’t fully understand. I respected and love my parents, but I also tried to cheat the system by staying up late to watch Homicide: Life on the Streets even though they didn’t want me to (just as Isabelle sneaks into the movies). I was clever and most of the time thoughtful, but often I would jump into something without really knowing what I was doing or having a back-up plan. Just like Isabelle, I thought I knew what was best for everyone; and even if things didn’t turn out the way I wanted them to, my heart was always in the right place.
• Analyze the character and what motivates him/her. Why does the character make the choices he/she does?
• Apply what you have learned from this character and tell how that information can be used. What can you learn from this character's actions, thoughts, or life?
• Argue for or against the character. Take a stand either for or against the character's actions or motivation and list reasons to support your stand.
Source: Tompkins, pages 28-30
The Cubing Strategy is a really interesting, interactive way for students to think about how multidimensional the characters they have read about are. This strategy usually gets written down on pieces of paper and formed into a cube, but for the blogs we can just write them out as a list. There are six sides to the cube, and the class would be divided into these groups and assigned a character to write about. Each member of the group would draw a number that is assigned one of the following: describe (appearance, personality, etc.); compare (and contrast to a different character in the book); associate (character with a character from another book or someone you know); analyze (the motivations of the character); apply (what you’ve learned from this character); or argue (for or against character’s actions, give support).
This activity is great for students because they work collaboratively in groups, they are engaged in the content that they are learning, and they create a visual object to support their learning. It can be used either as an informal learning tool or a more formal writing tool that gives students the opportunity to use the writing process to draft, revise, and edit their writing. Students also use higher-level thinking and deepen their understanding of the character.
Think about these questions as you pick which character to describe: Why did you choose the character you did? What intrigued you about that character? Can you relate to that character?
Pick a character from The Invention of Hugo Cabret to analyze. Choose any 4 categories you want to write about, but at least think about how you would answer the other 2. Here is an example of just a few categories for Isabelle:
The six dimensions of Isabelle:
• Describe the character (including appearance, personality, likes/dislikes, habits, etc.)
Isabelle is 12 years old. She has straight, short, dark hair, with bangs. Her parents died in a car accident, and she was sent to live with her godparents, Jeanne and Georges Melies, in Paris, France. Isabelle is quiet mischievous, whether she’s picking locks or sneaking into movies she has been told to stay away from. But she is also very loyal to her family, and to her new friend Hugo.
• Compare and contrast the character to another character in the book
Compare/contrast to Hugo: Both Isabelle and Hugo are young and intelligent. They both have an immense curiosity that consumes their attention once captured. The difference is that Isabelle is much more reactive and therefore doesn’t think as thoughtfully about consequences as Hugo, who seems to have a plan for his conquest. Both, however, know how to survive difficult situations that often place them in compromising positions; Isabelle knows how to pick locks and go through back alleys, and Hugo knows his way around the train station better than anyone. Both children hold secrets in their past, but Isabelle is much more willing to discuss them than Hugo.
• Associate the character to someone else, either someone you know or another character from a different book you have read. Also, explain why the character makes you think of that other person.
Isabelle reminds me of myself when I was younger. I always wanted to figure out puzzles and solve problems I didn’t fully understand. I respected and love my parents, but I also tried to cheat the system by staying up late to watch Homicide: Life on the Streets even though they didn’t want me to (just as Isabelle sneaks into the movies). I was clever and most of the time thoughtful, but often I would jump into something without really knowing what I was doing or having a back-up plan. Just like Isabelle, I thought I knew what was best for everyone; and even if things didn’t turn out the way I wanted them to, my heart was always in the right place.
• Analyze the character and what motivates him/her. Why does the character make the choices he/she does?
• Apply what you have learned from this character and tell how that information can be used. What can you learn from this character's actions, thoughts, or life?
• Argue for or against the character. Take a stand either for or against the character's actions or motivation and list reasons to support your stand.
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