Set in the 1800’s, The Night Gardener is a thrilling adventure with just the right amount of spooky! Two orphan siblings leave behind a dying land, Ireland during the potato famine, to become servants at a crumbling mansion with an evil reputation and a black tree growing through the walls. They quickly learn that there is something quite off about the family they have come to work for. Everyone seems to be getting a gift from the tree, but at what cost to each individual in the story. What is the real price of living in the cursed house?
Students are often looking for scary stories and The Night Gardener does not disappoint, it is creepy and atmospheric. This book is appropriate for Middle Grade readers who enjoy a bit of scare. It may start out a bit slow for some students but it builds well and the story is well told. The characters are well-developed and all struggle with deep moral questions. Auxier weaves a perfect tale, slowly revealing pieces of the mystery and then bringing them perfectly together in the end.
Themes: Truth, Lies and Stories;Desire; Finding Courage; Ghosts, Magic and the Supernatural; Siblings
Recommended Grades -Grade 5 and up; could be a bit scarier for some younger readers.
Reading Level - Grade 4.3 Equivalent, Scholastic Guided Reading Level X
Thoughts when deciding how you want to use this book.
Recommended Grades -Grade 5 and up; could be a bit scarier for some younger readers.
Reading Level - Grade 4.3 Equivalent, Scholastic Guided Reading Level X
Thoughts when deciding how you want to use this book.
- It is a great addition to any classroom library Grade 5 and up. The Night Gardener would be a great read-aloud (for October or anytime), where middle grade students are encouraged to sketch the perfectly described world into reality. It would also work very well in literature circles. It is also just a great book to hand over to the student craving more books in this genre. If they loved the creepiness of Coraline than they will love this.
- I believe that the greatest point of this book is that does a great job of addressing the difference between stories and lies. It really makes you ponder where is the line between the truth, a story, and a lie? The main character, Molly, says at one point in the novel - "Both lies and stories involved saying things that weren't true, but somehow the lies inside the story felt true." Eventual she come to the conclusion that lies hurt people, but stories help them. One of the other characters asks her, "But helps them to do what?" Molly continues to consider this and eventually comes to the conclusion that "A story helps folks face the world, even when it frightens 'em. And a lie does the opposite. It helps you hide stuff." This powerful conclusion is the greatest power of this novel. The characters in the book find themselves walking the line between stories and lies and we see clearly how the lies we tell ourselves lead us down a dark path. - Even just using these series of quotes in a lesson about stories and lies would be valuable
- All the charters make the reader think about "What do our deepest desires say about whom we are?" As the tree tries to fulfill the desire of each of them, while taking away apart of them.
- A great theme also woven through this story is of finding courage and your own voice. Kip has a clubfoot and has used a crutch since he was a little boy. He actually calls his crutch, courage. As the book unfolds Kip and his sister Molly must find courage to face the supernatural forces and more importantly do what is right, not what is easy. Kip, who appears physically weak, is in the end the one who shows the greatest courage.
The novel starts with the following two quotes:
"Of Man's first disobedience, and the fruit of that forbidden tree, whose mortal ase brought death into the world, and all our woe" ~John Milton Paradise Lost . Book 1
"We would often be sorry if our wishes were gratified."
~ Aesop
~ Aesop
These two quotes are really the path that the book takes. The chances to tie back to these are endless. . .
Literature Circles: Although not a classic Mystery, The Night Gardener fits well in a Mystery Theme, because of the mystery surrounding the tree and the Night Gardener
Mystery
Lockwood and Company: The Screaming Staircase - Jonathan Stroud (for the spooky element) The Blackthorn Key - Kevin Sands Mr. Lemoncello's Library - Chris Grabenstein The Westing Game - Ellen Raskin From the Mixed up Files of Mrs. Basil E Frankweiler -e.l. konigsburg The London Eye Mystery - Siobhan David Chasing Vermeer - Blue Balliet |
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Activities:Writing from the Cover and Title - The cover of this book is AMAZING. Even if you never read it to your class the picture and the title will spark amazing creative writing opportunity. It will also intrigue many a student to read it independently! Figurative Language in The Night Gardener: (PDF Version) One of the strongest features of this book is the language. He writes a beautiful story and there are many amazing examples of figurative language throughout the book. Even if you don't read the book with the class, these phrases from the novel will enhance a unit in which you are focusing on using figurative language. They'd also be excellent to use around Halloween time since many of the phrases enhance the spooky air of this book. One suggestion for using the figurative language sentences and phrases is to have students first of all decide what type of figurative language is being used. Then I would have them sketch all or some these phrases. Character Study - The characters in this novel are truly dynamic. This book lends itself well to an in-depth study of characters and how to effectively write dynamic characters. You can use this chart to help students record the changes in the Windsor Family. I also love these templates for character analysis that I found a few years ago. You will see that I have linked this site for most of the novels featured here. There are a variety of options here for all ages and grades. The activities that compare two characters are perfect. You can compare the characters in the novel to each other. Or compare them to other novels your students have read. Responding to Chapter Titles (PDF Version) A very effective strategy I have used with other novels that have chapter titles is to have students complete a response log after each chapter based on the chapter title. Basically, they need to ensure that their response clarifies why the author used that chapter title and its significance to the greater story that is unfolding. I have prepared a list of just the chapter title here. Comprehension and Critical Thinking Questions (PDF Version) I have prepared a set of questions for the entire novel. Edit as you please, it is a word document. |
Responding to Quotes
(PDF Version) Great quotes to have students respond to after they have finished the novel. Have them provided evidence from the text to support their answers. Have students answer the following prompts using evidence from the text “Molly slowed the cart and observed the woman from a safe distance. She was singing about an old man and a tree; her voice was surprisingly sweet.” Why is this this quote an example of foreshadowing? The tree was enormous and looked very, very old. Most trees cast an air of quiet dignity over their surroundings. This one did not. Most trees invite you to climb up into their canopy. This one did not. Most trees make you want to carve your initials into the trunk. This one did not. This quote is an example of parallel structure. Notice that the structure of the underline sentences is the same structure. What is the effect of this structure on the mood of the story? “Molly thought to herself that it (the bag of money) sounded more like a bag of chains.” Explain what the simile is implying about the money and Master Bertrand. “She (Molly) lifted a curl from her cheek, and the strands of hair broke away from her head, falling limp between her fingers like dead weeds.” Why is this simile significant? Hester gave a light chuckle. “You asked me for a story; now you call it a lie…so tell me, then: What marks the difference between the two?” How would you answer the question? “[Molly] thought about the letters from her parents. She had been given what she wanted. But what did she need?” What is the difference between what one wants and what one needs? How can what one wants be harmful? “The creature that buried your folks is comin’ back, sir. Tonight. It’s time to choose…You can take this (key), go back in the house, and wait for your miracle…or you can come with us and live.” What does this text teach the reader about temptation and choice? |