Murder in Midwinter by Fleur Hitchcock

Murder in Midwinter by Fleur Hitchcock - Review for Primary Teachers

This is a brilliant, fast-paced, hard-hitting, edge-of-your-seat crime novel for children aged 9+.

Synopsis

Sitting on the top deck of a bus days before Christmas, Maya accidentally photographs a couple arguing in the middle of a crowded Regent Street. They see her. Maya is convinced she has seen one of them pull a gun and goes to the police. They send her away. Then a body turns up. Now she seems to be a vital witness to a crime and is placed in a witness protection scheme for her own safety and sent  to rural Wales. She resolves to get to the bottom of the mystery. Then the snow comes and no one can get out but....what if someone can still get in?

This a gripping story, full of drama, mystery and excitement that will capture the imagination of any young reader.

Characters

The story is told in the first person by Maya, who is sharp, witty, strong and brave. Her anxieties, fears and thoughts come through clearly. Her relationship with her cousin Ollie is an interesting one to explore and investigate as the story progresses. His views of her change and as such provide opportunities for pupils to make 'comparisons within ... books'. Children will need to infer how and why his views change and this could be achieved through activities such as diary writing and hot-seating. Primary school children could be introduced to the concept of the 'hero's character arc' through the study of Maya. This would then allow them to make links with other stories/films with which they are familiar.

Other characters in the story worthy of study are Auntie V, Gethin (Ollie's friend) and Peter Romero.

Setting

The story begins in bustling streets of London just before Christmas. All of the places can be researched by children. Those who have never been to London would benefit from searching images of Regent Street, particularly at Christmas. The other locations in London could be plotted on a map of London and again an internet search would help children visualize the different scenes.

The location in Wales, Ty Fach, is very different from what Maya is used to. The novel itself provides a lot of detail for children to compare and contrast the different locations, which could be supplemented with additional independent research. 

Language

The book has an AR book level of 4.6 and as such should prove to be well within the capabilities of most in years 5 and 6. Nevertheless, there are a few specific items of vocabulary which will be challenging for many children in upper KS 2. These tend to relate to items at the farm in Wales such as 'eiderdown'. As such, children can practise their skills of working out the meaning of words from the context. 

The style of the writing is exciting and fast paced. Children will be able to explore how sentence length, sentence starters and use of language all contribute to create this effect. (Some of which we often discourage in children's own writing such as beginning repeated sentences with 'I'). Close study of the action passages would develop children's comprehension skills and also provide models for short 'slow' writing activities.

Plot

The plot of the story develops quickly from the opening pages. Exciting and dramatic events pile on top of each other. It is episodic but has a number of twists. All the events in the story make the reader (along with Maya) ask the question 'what was it that she saw/photographed?' Why did such an innocent act on her part seemingly put her life in so much danger? 

The book would make a good class novel (either to study or as a 'reading for pleasure' novel), group novel or one for independent reading.

It was the winner of the Leeds Book Award 9-11, 2017 and shortlisted for the Stockport Children's Award 2017.

Advisory Note

There are two instances where the word 'bloody' is used. The first is on page 61. The second is on page 229. Also, it may be worth mentioning that the scenes in chapter 24 do involve a great deal of gunfire.

Publisher: Nosy Crow
First Published: Oct 2016
ISBN: 978-0-85763-638-6

Moondial by Helen Cresswell

Moondial by Helen Cresswell. Review for primary teachers.

Moondial is a ghost story, a time travel novel and a book about contemporary issues all rolled into one. It will appeal to readers aged 9+ and would work well as a class novel for children in years 4 or 5.

The protagonist of the novel is Minty, short for Araminta. She has been sent to  stay with her aunt over the summer as her recently widowed mother had to work. Her aunt lives across the road from a former manor house which is now owned by the National Trust and open to the public. 

Minty believes herself to be a witch, 'or something very like it.' She is aware of her own sensitivity: to the 'pocket of cold air on the landing of the back stairs', 'She had woken at night to see shadowy presences gliding across the floor.'. So, she is not really surprised when the sundial/moondial in the garden of the old house takes her back in time. She visits 19th century 'suntime' where she meets Tom (a young boy who suffers from tuberculosis and longs to be reunited with his sister) and 18th century 'moontime' where she meets Sarah who is tormented and bullied by others because she has a birthmark and is known as the 'Devil's child'. Throughout the book,Minty faces two challenges; 1) she feels she needs to save the children and 2) she needs to bring her mother out of a coma.

The book is listed as having an ATOS book level of 4.4, and therefore could be read independently by most children half way through year 5. The story is beautifully written and many of the descriptive passages could be used to develop children's own writing. e.g. the personification on p 151 "The little icy tongues of wind licked her face..."; the alliteration on pa 162 "the lazily falling flocks of snow" and the description of the scene on p 193 could be used as a model for children's own descriptions. 

"The street was thinly washed with gold and the shadows were icy. A cockerel crowed from the farm beyond the church, tearing the dawn hush. The graveyard was drenched with dew and littered with cats, strayed from the night."

The story is told in the third person, but through the eyes of Minty. We get a clear insight into her thoughts as she endeavors to fulfill her missions.

There are a couple of questions raised in the story which don't have clear answers. We are never told were the children from the past go to nor is it clear who the mysterious and ominous Miss Raven is. Nevertheless, these provide opportunities for pupils to come up with their own ideas which could provide a stimulus for writing activities.

The themes in the story are family and friendship, loneliness, bullying (the way in which Sarah is taunted and labelled because of her birthmark)

The story would work well alongside a topic on the Victorians. The differences between Minty's time and Tom's time are interesting to compare and contrast. The story is set in the National Trust owned Belton House and for those within travelling distance a visit to the property would be interesting as the features of the property described by Minty including the garden, the sundial, the orangery and the yellow room are all there. Helen Cresswell was asked to write a story set in one of the National Trust's properties and she chose Belton House. There are some activity notes for teachers based on the sundial which were inspired by the National Gallery's Take One Picture Programme. Click on the image of the sundial to take you through to this link.

For those not close enough to visit Belton House, the story could still be used as a model/stimulus for children to write their own story based in another National Trust property. 

The story is reminiscent of other time travel classics such as 'Tom's Midnight Garden' by Philippa Pearce and 'A Traveller in Time' by Alison Uttley. The book was serialised for television by the BBC soon after it was published and the complete series is now available on DVD.

Published by Faber & Faber

Originally published: 1987

ISBN: 978-0-571-32290-9

       

Fleeced by Julia Wills

Fleeced by Julia Wills is the first novel in a trilogy about the ram who once was the proud owner of the famous 'golden fleece'. However, it doesn't really fall into the category of historical novel. It is actually a modern day adventure story full of drama, suspense and humour.

We are first introduced to characters from the Greek Underworld: ghosts from the Ancient Greek Myths. Aries (a ram) is disgruntled because Jason has stolen his precious Golden Fleece. He siezes the opportunity to return to Earth in an attempt to retrieve his fleece and he and his friend Alex are transported to modern day London. From this point on, the story contains all the elements you would expect from quest: drama, suspense, excitement and intrigue.

As a long novel, (almost 400 pages) it would suit most pupils in years 5 and 6. However, some pupils who are developing their reading stamina in year 4 would also enjoy reading this independently. Teachers may feel that a novel of this length is too long to read as a class text. Nevertheless, I would recommend it for individual/group reading. Each individual chapter is relatively short and fast paced. 

The main theme of the novel is friendship and loyalty. Throughout the story, the close friendship of Alex and Aries is explored, in particular Aries' perception of friendship. Pupils will be able to track how his character develops and pinpoint events which are critical to that development. If the text is used for group/guided reading, the discussions focusing on Aries' development would provide useful evidence for teacher assessment. 

The structure of the story is a quest and as you would expect, there are many events along the journey: some positive, others negative. Many of the Greek Myths themselves are quests and it would be interesting to encourage pupils to compare and contrast the structure of this modern day quest with one from Greek Mythology, in particular Jason and the Golden Fleece. Pupils could also make links with other contemporary stories about characters from mythology such as the Percy Jackson books by Rick Riordon.

Julia Wills' style is interesting. The book is written in the third person and the author takes on the role of the omniscient narrator. However, rather than being the anonymous, unseen narrator, she becomes a character in the story. One who provides a commentary on events, useful snippets of information and humorous asides. You really do get the feeling that she is personally telling the story to you.

The detailed descriptions help the reader visualize the different settings. One of my favourites is that of Medea's shop. Although detailed, the descriptions aren't long and drawn out and do not distract from the pace of the story at all. Even, if the text is not being used as a class novel, any of these descriptions of setting can be used as models for writing. Other descriptions, such as in chapter 25 not only help you visualize the scene but also help you 'hear' it.

The book would complement a history topic of Ancient Greece, as not only do you learn about the myths but also about the architecture. Rose's mother works at the British Museum and as such Rose spends much of her time there. Chapter 7 describes in detail the exhibits in the Parthenon room of the museum and provides a short history lesson about the Elgin marbles. This is done in a very natural way from Roses's perspective and is not at all didactic. In the same way readers learn about important aspects of conservation and restoration.

The book is likely to appeal equally to both boys and girls, in that there are two protagonists: one male and one female plus of course Aries the ram. Also, the drama, action and humour ensure that readers are swiftly carried through the story which will help children who tend to lean towards shorter texts. Definitely, one for the class library.

Publisher: Picadilly Press

Publication Date: 2014

ISBN: 978-1-84812-476-9

The Mozart Question by Michael Morpurgo and illustrated by Michael Foreman

The Mozart Question is a short illustrated novella, suitable for pupils in Years 5 and 6.

It is the story of a young journalist, set in Venice in approximately the year 2000. She has been sent to interview the world renowned violinist Paolo Levi with strict instructions not to ask 'the Mozart Question'. During her visit, we learn not only of Paolo's life but that of his parents who were prisoners in Auschwitz during the Second World War. Secrets which have been kept for almost 50 years are revealed as Paolo recalls being told that all secrets are lies, and now 'the time has come...not to lie anymore'.

The book would make an excellent class read for any year 5 or year 6 class who are studying World War II or as part of a class collection of books linked to the topic such as A Candle in the Dark, Goodnight Mr. Tom, When Hitler Stole Pink Rabbit and Carrie's War. Taken as a group these stories each provide a slightly different perspective on World War II. This allows children to vicariously experience the war through different eyes.

The story ends up being 3 stories in one, a little like a set of Russian dolls. We begin with Lesley's story: the young journalist who is given the assignment of interviewing Paolo. Next we hear Paolo's story as told to Lesley and finally the story of Paolo's parents as told to Paola. This makes the structure of the story an interesting one to examine as it involves two specific time slips as the different stories are told. We are never throughout the story told what the actual 'Mozart Question' is, although we can infer what it might have been by the end of the book.

Despite its short length, this book may still prove to be a challenging read for some pupils in year 5 and 6 due to the vocabulary that is used such as machinations, incongruous, obsequiousness, reticent and tutelage. This though, makes it ideal for developing pupils vocabulary, particularly during small group discussion such as guided reading.

The book is set in three different places: London ,briefly at the beginning, Venice and Auschwitz. The latter two settings contrast starkly and these are depicted beautifully in Michael Foreman's illustrations. Pupils could use these detailed images as stimuli for descriptive writing.

The book does not contain Lesley's newspaper article and this would make an interesting follow-up piece of writing for the children. Lesley has been given a great deal of detail in her interview with Paola and pupils will need to decide what to keep and what to discard. This would necessitate a careful examination of the difference between newspaper reports and biography/narrative.

At the end of the book Michael Morpurgo includes an Author's Note. This provides a brief factual summary about how some Jewish prisoners were selected to play music in the concentration camps and a short paragraph about his stimulus for the story.

Publisher: Walker Books 

Publication Date: 2015 (this edition)

ISBN: 978-1406366396

Operation Eiffel Tower by Elen Caldecott

Operation Eiffel Tower is a modern day, family drama. The story and characters are all believable and as a reader you very quickly get drawn in and involved in the family that is at the heart of this story and the events that unfold. 

In the first chapter we are introduced to the family, who live in a seaside town, where, Jack (the main character) helps out at the crazy golf course. The story opens as Jack hits his golf ball triumphantly into the final 18^th hole, right between the feet of the Statue of Liberty, whilst his older sister Lauren sits nearby, engrossed in Teen Thing magazine. Caldecott's style in this opening chapter lulls you into thinking that this might be a likeable, lightly amusing tale of a family with little money to spare. However,  the final sentence though suggests otherwise 

“Her shift was officially over. She smiled and waved at Jack and Ruby. Now they could all go home. Jack felt his heart sink.”

We soon learn that the children's parents argue. Sometimes it's so bad that Ruby gets afraid and goes to sleep in Jack's bed. In fact it becomes so bad that Dad moves out. Then, the four children fear that Dad will never come home and so they launch Operation Eiffel Tower - a surefire plan to get their parents back together...

Jack's email correspondence with Paul and the concluding events in the story make some interesting points about conflict and reconciliation.

The story itself is beautifully told. Caldecott really does use her style of language to create mood and emotion. As a reader, through the writing you can at one minute be relaxed and enjoy the gentle and often touching scenes between brother and sister, next you are jolted into a sudden foreboding much in the same way as a film watcher anticipates events through the music. For example, in chapter 10 Caldecott creates a light, fun-loving atmosphere, in her description of Jack.

'Jack Froze. He was stiller than a moon rock. He was more frozen than a moon rock in a fridge-freezer. He was more silent than a sulking moon rock in a fridge-freezer.'

Next, when the children return home, the use of the short sentence - 'Then Jack stopped' - creates a sudden and abrupt change in mood. At this point, and throughout the whole book, Caldecott uses style of language to echo Jack's emotions. This makes the book ideal for using in years 5 and 6 not only for guided/independent reading but also as a model for children's own writing when looking at varying sentence length for effect.

This book is just so brilliantly observed. Each of the children react slightly differently to the crisis in their parents' marriage. Jack, the central character, is old enough to fully understand the implications for the family and he is in denial. He wants his parents to stay together at all costs and he'd do anything to make that happen. Ruby, on the other hand,  is much younger and still jealous at being supplanted by Billy as the baby of the family. So her idea to raise cash for the trip to Paris is simply to sell Billy to a prospective adopting couple. Again, the characterisation throughout the book lends itself to whole class and/or group discussions. As a read, the book is accessible and a relatively easy read but this is what makes it the ideal text to use when discussing more complex issues such as author's use of language, themes and characterisation.

It is easy to read and it is funny at times and desperately sad at others: a real roller coaster for the emotions. Eventually though, despite a change of plan, the book arrives at what is probably the best ending possible;a note of realistic hope for everyone.

The cover of the book includes a booksellers caption ' perfect for Jacqueline Wilson fans'. Whilst I do not disagree with this, there is a chance that children who are not Jacqueline Wilson fans (and many boys aren't because the protagonists of most of her stories are female) might be put off. This book will appeal to a wider range of readers, boys and girls alike, as the protagonist is male; the drama is fast paced and there are references to the army as well as themes that many contemporary children will be able to relate to.

Publisher: Bloomsbury

Publication date: 2011

ISBN: 978-1-4088-0573-2

A Candle in the Dark by Adele Geras

A Candle in the Dark is an historical story set on the brink of  the Second World War.

It follows the story of two young Jewish children: refugees who came from Berlin to England on the Kindertransport after their family have been persecuted for being Jewish.

Geras, captures the fears and anxieties the two children experience whilst travelling alone on their long journey and how they acclimatize to life in a different country. During the few short months Clara and Maxi are living with their English family, they encounter preconceived stereotypical beliefs about them being Jewish and German and readers are invited to empathise with Clara as she deals with the comments made by her English hostess' best friend.

The book is truthfully grounded in historical fact and children will be able to research the events that are referred to in the novel, in particular how the Kindertransport brought almost 10 000 refugee Jewish children to Great Britain from Nazi Germany between 1938 and 1940. Another historical fact that will need to be researched is the concentration camp at Dachau, as Clara and Maxi's father has been taken there. For these reasons the book would make an excellent text to read for any class studying World War II.

Likewise, readers will learn about the Jewish religion. As we read we learn about the festival of Hannukah and the importance and significance of the Menorah.

The book is relatively short, only 78 pages long and organised into 8 short chapters. Each chapter is set during a specific date between 9th November 1938 and 20th December 1938. This makes the book ideal for guided reading. In addition to developing their comprehension skills, the book is a good stimulus for developing different types of writing. Chapters could be re-presented as diary accounts written in the first person from either Clara or Maxi's point of view: they could also be  presented as newspaper articles, particularly chapter 3 which recounts the Kindertransport journey. In chapter 4, Clara writes a letter home to her mother and again this provides a model and a stimulus for pupils to compose their own letters.

Publisher : A & C Black
Publication Date: 1995
ISBN: 0713674547