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TEACHERS’ GUIDE
Written by Suzanne Walker and Illustrated by Wendy Xu
AB O U T T H E B O O K
Teen witch Nova Huang lives in New England with her grandmothers,
helping them in their bookshop that houses an impressive collection of
books on magic and spells. One night, while investigating a report of a
white wolf in the woods, Nova unexpectedly reunites with her childhood
crush, werewolf Tam Lang, who is single-handedly attempting to battle
a Horse Demon. They soon realize that they must combine their special
powers, while strengthening trust and ties with family, friends, and other
allies, to contend with dark forces that seek to unleash a dangerous new
entity on the earth. As they work together, Nova and Tam’s old feelings and
attractions resurface, adding an element of romance to this enchanting
story.
R AT I O N A L E F O R U S I N G G R A P H I C N O V E L S
Though the popularity of graphic novels has increased dramatically over the last 10-15 years, teaching them is still a
new experience for many educators. Moreover, despite a growing body of scholarly research validating their quality
and sophistication, lingering skepticism from the historical demonization of comic books can cause some teachers
to hesitate to explore this medium. Like traditional selections included in the “canon”, graphic novels employ similar
story-telling devices and provide opportunities to expand vocabulary, improve reading comprehension, and promote
critical thinking. However, the addition of visual elements introduces an additional modality and allows for deeper
levels of analysis and interpretation, aligns with Multiple Intelligences and Universal Design for Learning, entices and
scaffolds reluctant readers, and encourages reading across a variety of genres. For additional research, information, and
inspiration, please visit the following website where you will find links to articles, videos, and other resources:
https://educators.lionforge.com/
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L E A R N I N G S TA N D A R D S
Mooncakes is a YA novel that can be used to address many of the Reading Literature Common Core standards for grades
9-12:
RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.5, RL.9-10.7, RL.11-12.1, RL.11-12.2, RL.11-12.3, RL.11-12.5, RL.11-12.6
The novel and activities in this teaching guide may also be used as a springboard for addressing numerous Common
Core standards for Writing, Speaking, and additional related ELA-Literacy standards.
PRE-READING
ELEMENTS OF GRAPHIC NOVELS
Though most readers are very familiar with traditional novels and illustrated children’s books, there are some aspects
of reading graphic novels that should be explicitly clarified. This link will take you to a helpful handout that you can
use as part of a pre-reading activity: http://www.lionforge.com/wp-content/uploads/2018/09/How-to-Read-Comics-
Bookmark.pdf . Though not all of the elements presented may be evident in Mooncakes, it is important to establish a
common vocabulary for discussing the visual aspects of the work. Another key point is the concept of recognizing what
is happening between the panels. The art in graphic novels allows the author to advance the story without explicitly
expressing every thought or action via text. Students will have to consider what is not shown and use the provided
textual and visual cues and clues, as well as their imaginations, to fill in the gaps.
INTRODUCING THE NOVEL
Mooncakes fits well within the genre of fantasy where the fictional settings and character development are often inspired
by myths and folklore, in this case witches and werewolves. Students may already be familiar with such works of
fantasy as The Wizard of Oz, Harry Potter, and the Lord of the Rings, which may be cited in order to connect their previous
knowledge to this new book.
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INTRODUCING THE NOVEL CONTINUED
CULTURAL CELEBRATIONS
The title of the book comes from a traditional food item that is served during the Chinese Mid-autumn Festival, which is
also referred to as the Harvest Moon Festival, and takes place in late September or early October coinciding with a full
moon. The round shape of the mooncakes symbolizes the moon itself, unity, completeness, and family ties. All of these
are central to the novel. Mooncakes come in many regional varieties with distinctive flavor combinations and symbolic
decorations. More information about mooncakes can be found here: https://www.youtube.com/watch?v=fpVd822yr7M
Though the main characters are Chinese-American, there is also mention of a Jewish harvest festival and
commemoration of God’s protection called Sukkot that is also celebrated around the same time of year and sometimes
coincides with the Mid-autumn Festival. Part of the Sukkot celebration involves the construction of a temporary dwelling
called a “sukkah” where meals are consumed. More information about Sukkot can be found here: https://www.youtube.
com/watch?v=IUJt7l5zGpk
CHARACTERS AND RELATIONSHIPS
There are a number of characters introduced in the novel and their relationships are important for comprehending major
events of the story. For that reason, some readers may find it useful to keep a character list that includes important traits
and relationships. Potential entries in a character list for the novel include: Tam, Nova, Nova’s grandmothers (Nechama
and Qiuli), Tatyana, Pam Crawford, The Shins, Cousin Terry, Nova’s parents, and Tam’s stepfather
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INTRODUCING THE NOVEL CONTINUED
FACILITATING DISCUSSIONS
Teachers should be advised that Mooncakes features a same-sex
relationship, as well as a character with a preference for gender-neutral
pronouns, and another who uses a hearing aid. These topics may be
brand new or even slightly uncomfortable for some readers, depending
on their backgrounds and experiences. Therefore, it would be prudent to
establish ground rules or guidelines to ensure inclusive and respectful
classroom discussions and activities. Helpful suggestions to consider
may be found at the following link:
Guidelines for Discussing Difficult or Controversial Topics
http://www.crlt.umich.edu/publinks/generalguidelines
SAMPLE DISCUSSION AND REFLECTION QUESTIONS
FORWARD
1. What do the creators reveal about the main characters, Nova and Tam, in the Forward? What aspect are you most
curious about and why?
CHAPTER ONE
1. Describe what you see in the first panel on page 5. What does the illustration tell you about the setting?
2. What information is conveyed on pages 5, 6, and 7, through both text and illustration? What questions do you have as
the novel begins?
3. The character of Nova is introduced on page 8. Look carefully at how she is drawn. What details do you notice about
her?
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
4. Page 9 contains a single illustration. In comics and graphic novels,
this is called a splash page. They can be used to introduce or focus
special attention on particular places, characters, or events. Why do you
believe that the illustrator chose to make this event a splash page?
5. What other characters are introduced in this first chapter? Describe
them. How are they connected?
6. Describe the artistic style and explain the use of the splash illustration
on page 18. Then, in your own words, describe what is happening in the
wordless or almost wordless panels in the following three pages.
7. In the second half of Chapter One, what do we learn about Tam and
why she has come back?
8. Explain what Tam means when, on page 26, she says, “I use ‘they’
pronouns now.”
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
CHAPTER TWO
1. At the beginning of Chapter Two, Tam reminisces about her childhood. Have you ever returned to a place that you had
not visited since you were little? How did that make you feel?
2. Describe Nova’s relationship with Tatyana.
3. What is a “double entendre”? Who uses this device on page 44? What
is the reaction of the other characters?
4. In this chapter, we are introduced to a new character named Pam
Crawford. What do we find out about her?
5. Describe what happens when Nova’s grandmothers first arrive at and
enter into Witchwood State Park.
6. Describe the artistic style and explain the use of the splash page
illustration on page 51. Then, describe what is happening in the wordless
panels in the following three pages.
7. What is revealed about Tam and Nova’s relationship at the end of the chapter?
CHAPTER THREE
1. Describe what happens when Nova’s grandmothers meet the Demon. How do they react? What message do they
convey to the forest spirits?
2. In Chapter Three, Tam, Nova, and the grandmothers prepare for and
celebrate the mid-autumn Festival and Sukkot, both of which focus
on family relationships. What is revealed about Tam’s family? What is
revealed about Nova’s family?
3. Describe the unique qualities of Cousin Terry and Nova’s parents.
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
CHAPTER FOUR
1. What conflict arises between Nova’s parents and grandmothers?
2. How does seeing her parents affect Nova? How do you think you
would react if you could briefly meet with a deceased loved one on
special occasions?
3. What is the relationship between Tam and Mrs. Crawford? Between
Nova and Mrs. Crawford? What are the repercussions of those differing
relationships?
4. Describe what happens in the wordless or nearly wordless panels on
pages 109 to 112.
CHAPTER FIVE
1. How do Tam and Nova strengthen their magical connection?
2. What does Tatyana witness at the beginning of the chapter?
3. What is revealed about Mrs. Crawford on pages 142 to 144?
4. Describe the artistic style and explain the use of the splash illustration
on page 145.
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
CHAPTER SIX
1. Discuss the illustrator’s use of color in Chapters Three through Six to convey different moods and meanings. Provide
specific examples to support your ideas.
2. Describe Tam’s issues with trust. What are some specific examples
shown so far in the novel?
3. What secrets does Tam finally reveal in this chapter?
4. Why do you think Tam disobeyed the grandmothers and tried to face
the Demon alone? What are the consequences?
CHAPTER SEVEN
1. How does the artwork in Chapter Seven convey Nova’s different emotions as she tries to locate Tam?
2. Where is Tam and why?
3. How does Tatyana’s friendship help Nova?
CHAPTER EIGHT
1. Provide examples of how the theme of “unity” is shown throughout the novel? How does this theme connect to the
events surrounding Tam’s rescue?
2. Describe what happens in the wordless or nearly wordless panels on pages 213 to 218.
3. Explain the significance of Tam’s conversation with the Wolf Demon on pages 218 to 220.
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
4. How and why does Nova finally reach Tam?
5. What happens to the Wolf Demon?
6. How does the chapter end? What happens to the heroes? To the
villains?
EPILOGUE
1. What decisions do Tam and Nova make about their futures and why?
2. Speculate about what the future holds for Nova and Tam individually
and/or together?
3. Do you think that Tam will reunite with her mother? Why or why not?
4. Did you like how the book ended? Why or why not?
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SAMPLE DISCUSSION AND REFLECTION QUESTIONS
CONTINUED
BONUS MATERIALS
1. What additional insights about Nova are revealed in the
correspondence on pages 253 and 254? How many major book
characters can you think of with a disability? What other kinds of people
are underrepresented? Why?
2. What did you learn about the creative process for how graphic novels
are created from a writing perspective? From an illustration perspective?
3. What did you learn about the collaborative process between writers
and illustrators?
SAMPLE EXTENSION ACTIVITIES
EXPLORING MYTHOLOGY
Fundamental traits of the major characters in Mooncakes are
based on the mythology of witches and werewolves. Some of
these characteristics align well with popular imagery, such as
riding broomsticks and transforming during a full moon. Others
are less traditional, such as Nova’s use of technology to amplify
her magic (also see Bonus Material at the end of the novel), as
well as Tam’s ability to fight demons. Exploring the mythology
of witches and werewolves may offer students deeper insights
into the characters, as well as the ability to more effectively
critique the literary elements of the novel..
For Readers Below Grade Level:
Assign pairs or small groups of students to research the
origin of a specific popular myth or image about witches or
werewolves (e.g. riding broomsticks, wearing pointed hats,
vulnerability to silver bullets, etc.) using library and/or Internet
sources. Students will then present the results of their research
as a short oral presentation, illustrated poster, or infographic.
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| Mooncakes | T E A C H E R ’ S G U I D E | lionforge.com/educatorSAMPLE EXTENSION ACTIVITIES CONTINUED
For Readers at Grade Level:
Assign individuals, pairs, or small groups of students to research the origin of two or three common specific popular
myths or images about witches or werewolves, including depictions in film and television, using library and/or Internet
sources and compare them to Mooncakes. Students will then present the results of their research as a short oral
presentation, essay, illustrated poster, and/or infographic.
For Readers Above Grade Level:
Assign individuals, pairs, or small groups of students to research the origin of four or five common specific popular
myths or images about witches or werewolves, including depictions in film and television, and from at least one other
culture, using library and/or Internet sources and compare them to Mooncakes. Students will then present the results of
their research as a short oral presentation, essay, illustrated poster, and/or infographic. (W.9-10.2, W.11-12.2)
Information on creating infographics can be found here:
University of Pennsylvania Library Guide
https://guides.library.upenn.edu/infographics/creating
FUN WITH PUNS
Several of the characters in Mooncakes use puns, either purposefully or inadvertently, which makes for a great
opportunity for students to identify those puns, and also extend their knowledge and use of puns beyond the novel.
Teachers may wish to explain one or more of the different types of puns. Definitions and examples can be readily
found on the Internet, including here: http://www.literarydevices.com/pun/ . Puns are used frequently in cartoons
and advertisements, which are also readily found on the Internet via Pinterest and other sites. These can be used for
discussion, analysis activities, and/or inspiration for students to create their own pun projects.
CREATIVE WRITING
The bonus materials provided by the creators at the end of Mooncakes
provide concrete examples of various steps in the process of writing
and illustrating a graphic novel. These materials can be used to guide
students as they work individually, in pairs, or small groups to make
their own original illustrated stories using similar steps from outlines
to scripts and concept drawings to storyboards (see Resources section
below) and final drafts. If appropriate resources are available, digital
tools could also be used for these sorts of projects.
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| Mooncakes | T E A C H E R ’ S G U I D E | lionforge.com/educatorA D D I T I O N A L R E F E R E N C E M AT E R I A L A N D R E S O U R C E S
COMICS AND GRAPHIC NOVELS
Eisner, W. (1985). Comics & sequential art. Tamarac, Fla: Poorhouse Press.
Eisner, W. (2008). Graphic Storytelling and Visual Narrative. New York, NY: W.W. Norton.
McCloud, S. (1994). Understanding Comics. New York, NY :HarperPerennial.
McCloud, S. (2000). Reinventing comics. New York, N.Y: Paradox Press.
STORYBOARDS
Education World
https://www.educationworld.com/tools_templates/template_strybrd_8panels.doc
Template Lab
http://templatelab.com/storyboard-templates/
THE AUTHOR
Suzanne Walker is a Chicago-based author and editor. Her short fiction has been published in
Clarkesworld, and she is a former contributor to Women Write About Comics. She is a frequent
speaker at conventions on a variety of topics ranging from disability representation in sci-fi/
fantasy to the importance of fair compensation for marginalized sci-fi/fantasy creators.
T H E I L L U S T R AT O R
Wendy Xu is a Brooklyn-based illustrator and comics artist. Her work has been featured in
Here We Are: Feminism for the Real World, Shattered: the Asian American Comics Anthology, as
well as numerous blog sites. She currently works as an assistant editor curating young adult
and children’s books.
TEACHING GUIDE AUTHOR
After many years as a classroom teacher, Robyn A. Hill received her Ph.D. in Education, Culture, and Society at the
University of Utah and has been a teacher educator for the last twenty years. Her research interests include English
Learner education and using comics and graphic novels in the classroom. She has been involved in numerous literacy
outreach projects through her local Rotary International club since 2005.
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| Mooncakes | T E A C H E R ’ S G U I D E | lionforge.com/educatorMORE GRAPHIC NOVELS FROM LION FORGE!
NO IVY LEAGUE H A P H AV E N GENDER QUEER WITCHY
978-1-5493-0305-0 978-1-5493-0411-8 978-1-5493-0400-2 978-1-5493-0481-1
Mooncakes © 2019 Wendy Xu and Suzanne Walker. No Ivy League © 2019 Hazel Newlevant. Gender Queer © 2019 Maia Kobabe. Haphaven © 2019 Karate Petshop, LLC. Witchy © 2019 Ariel Ries.
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