COMMON CORE-ALIGNED TEACHER GUIDE

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.

STOKER & HOLMES NOVELS

By Colleen Gleason

table of contents

Pre-reading Activities
Discussion Questions
Literary Analysis and
Creative Writing
Mina
Activities
Evaline
Holmes Stoker
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PRE-READING ACTIVITIES
Have students complete an anticipation guide structured in the following manner:

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.

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.

Once students have had the opportunity to complete the guide, the teacher reads each statement aloud and has
students who agree show it by standing or raising their hands. Each student should be permitted to provide their
rationale for agreeing if they wish.

Correlates to CCSS RL. 7.2, SL. 7-10.1, SL. 7-10.2, SL. 7-10.3.

Through references to the famous family members of Evaline Stoker and Mina Holmes, readers get a brief
introduction to two important characters in the literary canon. Using library resources and the Internet, have
students research either Arthur Conan Doyle, creator of the character Sherlock Holmes, or have them discover
more about Bram Stoker, author of Dracula. Then, using the information they have discovered, have students
prepare a presentation 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

• A 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 CCSS W. 7-10.7, W. 7-10.8.

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DISCUSSION QUESTIONS
The following questions may be utilized with any/all of the novels as reflective writing prompts or, alternatively,
they can be used as targeted questions for class discussion and reflection.

1. At the beginning of the series, 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.” What is the
mood or atmosphere, and how is it conveyed?

2. Describe the setting of the series. How is the setting true to the historical era? In what ways does it differ?

3. Using evidence from the text, characterize the two protagonists, Mina Holmes and Evaline Stoker. How do they
develop over the course of a single book, or the entire series?

4. How would you characterize Evaline and Mina’s relationship at the beginning of the series? Discuss how it develops
over the course of the three books.

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

6. The Stoker & Holmes series is told in first person point of view, from the alternating perspectives of Mina and
Evaline. How would this series be different if it were told in third person? Discuss what is gained by using
alternating first person point of view, or if it were told only from either Evaline’s or Mina’s perspective.

7. Research characteristics of steampunk fiction, and discuss how the series fits or does not fit with what you find.
How would this series be different if it were not steampunk? Provide examples from the novel(s) as support.

8. How would you describe Dylan Eckhert? How do you think his being from the future affects his relationship with
Mina? In what ways do you think they work well, or poorly, as a romantic couple?

9. How would you describe Pix? Is he a likeable character? Considering his actions over the course of the series, do
you believe that he is a good match for Evaline? Why or why not?

10. What traits do Inspector Grayling and Mina Holmes have in common? Does their relationship remind you of any
other pairings you have seen, in other books, television shows, or movies?

11. Both Mina and Evaline have famous relatives. Why don’t they ask them for more assistance? What can be inferred
about Mina’s and Evaline’s personalities by their choice not to do so? Do you agree with their decisions? Why or
why not?

12. Consider the covers for each of the three novels. Discuss alternative design options for any one of the three, and
explain why that cover would be appropriate.

13. In your opinion, what are the biggest challenges that Evaline and Mina face in each of these three novels? What
further questions do you still have about the series?

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DISCUSSION QUESTIONS (continued . . . )

14. The Ankh appears in two of the three Stoker & Holmes books. What makes the Ankh an interesting or compelling
villain? What makes the Ankh a villain at all?

15. Discuss the ending of The Chess Queen Enigma. Is this ending satisfying or frustrating, and why? What
possibilities exist at the end of the story? Discuss alternate endings to the story.

Correlates to CCSS RL. 7-10.1, RL. 7-10.2, RL. 7-9.3, RL. 7.5, RL. 7-10.6, W. 7-10.1, W. 7-10.2, W. 7-10.3.

LITERARY ANALYSIS AND CREATIVE WRITING ACTIVITIES

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 CCSS RL. 7-10.1, RL. 7-10.5, RL. 7-10.6.

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 CCSS RL. 7-10.1, RL. 7-10.5, RL. 7-10.

essential quotes analysis: The language that authors use in their work is essential to getting across the
intended meaning. Select four quotes fromany of the novels that seem to signify key ideas that the author hopes
readers take from the text. These might be quotes spoken by characters or 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 CCSS RL. 7-10.1, RL. 7-10.5, RL. 7-10.6.

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LITERARY ANALYSIS AND CREATIVE WRITING ACTIVITIES (continued . . . )

character report card: Ask students to examine the ethical nature of a character’s actions and choices
in the Stoker & Holmesnovels. Have them set up a “report card” using a chart and include the following eight
categories: respect, responsibility, cooperation, caring, integrity, self-control, honesty, and effort. Using evidence
from any, or all of the novels, have students 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 CCSS RL. 7-10.1, RL. 7-10.5, RL. 7-10.6.

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:

1. Throughout the course of the novels, readers are offered great insight into both Mina’s and Evaline’s points 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 Ws (who, what, when, where, and
why). Remember to write in first person and give special attention to sensory imagery (what you saw, smelled,
heard, etc.).

Correlates to CCSS RL. 7-10.1, W. 7-10.1, W. 7-10.2, W. 7-10.3.

2. In 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.

Correlates to CCSS RL. 7-10.1, W. 7-10.1, W. 7-10.2, W. 7-10.3.

3. 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 CCSS RL. 7-10.1, W. 7-10.1, W. 7-10.2., W. 7-10.3.

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About the Author

About the Books COLLEEN GLEASON is an award-
winning, New York Times and USA Today
the clockwork scarab bestselling author best known for her
urban fantasy series The Gardella
Evaline Stoker and Mina Holmes never meant to get Vampire Hunters and Stoker & Holmes,
into the family business. But when you’re the sister of
a YA steampunk series.
Bram and the niece of Sherlock, vampire hunting and
mystery solving are in your blood, so to speak. And Colleen lives in the midwest United
when two young society girls disappear—one dead, one States with her family and two dogs and
missing—there’s no one more qualified to investigate. is always working on her next book.
Now fierce Evaline and logical Mina must resolve their
rivalry, navigate the advances of not just one but three
BOOK 1 mysterious gentlemen, and solve a murder with only
978-1-4521-1070-7 • $17.99 HC one clue: a strange Egyptian scarab. The pressure is
978-1-4521-2873-3 • $9.99 PB
Ages 12 and up • Grades 7 and up on and the stakes are high—if Stoker and Holmes don’t
Guided Reading Level: Z+
Lexile® Measure: 880L
figure out why London’s finest sixteen-year-old women
are in danger, they’ll become the next victims.

the spiritglass charade

After the Affair of the Clockwork Scarab, Evaline
and Mina are eager to help Princess Alix with a new
case close to her heart. Seventeen-year old Willa Aston
is obsessed with spiritual mediums, convinced she is
speaking with her mother from beyond. What seems
like a case of spiritualism fraud quickly devolves into
something far more sinister: someone is trying to
make Willa ‘appear lunatic,’ using an innocent-looking
spiritglass to control her. The list of clues piles up—an
unexpected murder, a gang of pickpockets, and the
return of vampires to London—but are these events
praise for
connected? As Uncle Sherlock would say, ‘there are no The Chess Queen Enigma
BOOK 2
coincidences.’ A STOKER & HOLMES NOVEL
978-1-4521-1071-4 • $17.99 HC
978-1-4521-2885-6 • $9.99 PB
“Gleason has vamped up the familiar world
Ages 12 and up • Grades 7 and up
F&P Text Level Gradient: Y the chess queen enigma of Holmes and Watson...to paranormally
Lexile® Measure: 840L exhilarating effect.”
Evaline and Mina have reluctantly agreed to act
as social chaperones and undercover bodyguards —The New York Times
for Princess Lurelia of Betrovia, who has arrived in “This book has it all...the vivid setting and the
London to deliver a letter with the location of an finely drawn, compelling heroines make this
ancient chess queen that’s been missing for centuries. a fine choice for readers who like their stories
But when the letter—which will heal a centuries-old with steampunk spice and smart, strong
rift between England and the Betrovians—is stolen, women.”
the two girls are forced into a high stakes race to —School Library Journal
ensure they find the chess queen before anyone else
“Popular tropes (steampunk! vampires!
does . . . including their foe, the Ankh. For the chess
Sherlock Holmes!) will bring readers in, but
queen is not only a historic symbol of a woman’s it’s the friendship between the two girls that
political power, but it has literal power as well—the will keep them.”
queen will unlock the chessboard, revealing both —Kirkus Reviews
jewels and ancient secrets. It will take Mina’s smarts
and Evaline’s strength to beat the thief and untangle “If Buffy the Vampire Slayer and Sherlock
this mystery before it is too late. Holmes ever met, this book would be the
result. If you loved ‘Nancy Drew’ or ‘The
BOOK 3 Hardy Boys’ as a kid, you’re going to love
978-1-4521-4317-0 • $17.99 HC
Ages 12 and up • Grades 7 and up this sci-fi/fantasy mystery series.”
F&P Text Level Gradient: Z —Alexis C., age 18, SLJ Teen
Lexile® Measure: 920L

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.

STOKERANDHOLMES.COM