The Invention of Hugo Cabret
Age 9-11: Concept 3 - Discovery and Survival: Unit 2

Travel through the streets of Paris with an orphan boy on a journey of discovery. Along the way, explore the early history of movie making and the role of magic tricks in the early movies. Analyze an ancient Greek myth and how the moral of the story applies to the main character. Write your own creative story inspired by an unusual or curious person you have learned about in history.

This unit can be used independently, but it is also designed to be used concurrently with the science and social studies unit, Technology and Inventions.


  • Able to read and comprehend novels at a late 5th or 6th grade reading level
  • Able to write multiple paragraphs on a topic
  • Usually used by children in fifth grade

Table of Contents

  • Lesson 1: Train Station in Paris (2 Days)
  • Lesson 2: Magic Tricks
  • Lesson 3: Memories
  • Lesson 4: The Key
  • Lesson 5: A Box
  • Lesson 6: Prometheus (2 Days)
  • Lesson 7: Six Months Later (2 Days)
  • Final Project: Hugo Mini-Projects (2 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze various imaginative forms of literature including myths. (Language Arts)
  • Articulate and discuss themes and connections that cross cultures. (Language Arts)
  • Compare and contrast print, visual, and electronic media. (Language Arts)
  • Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant supporting details. (Language Arts)
  • Connect, compare, and contrast ideas, themes, and issues across text. (Language Arts)
  • Demonstrate effective communications skills. (Language Arts)
  • Describe how illustrators' choice of style, elements, and media help to represent or extend the texts' meanings. (Language Arts)
  • Interpret and evaluate the ways visual image makers, such as graphic artists, illustrators, and news photographers, represent meanings. (Language Arts)
  • Interpret speakers' messages. (Language Arts)
  • Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meanings of complex words. (Language Arts)
  • Listen critically and respond appropriately to oral communication. (Language Arts)
  • Make and confirm predictions about text. (Language Arts)
  • Make oral and written presentations. (Language Arts)
  • Organize knowledge about a topic in a variety of ways. (Language Arts)
  • Produce research projects and reports in effective formats. (Language Arts)
  • Provide a context that enables the listener to imagine the circumstances of the event or experience. (Language Arts)
  • Provide a context to enable the reader to imagine an event or experience. (Language Arts)
  • Provide insight into why the selected event or experience is memorable. (Language Arts)
  • Quote or paraphrase information sources, citing them appropriately. (Language Arts)
  • Read aloud in ways that reflect understanding of the text and engage the listener. (Language Arts)
  • Recite brief poems (i.e., two or three stanzas), soliloquies or dramatic dialogues, and stories using clear diction, tempo, volume, and phrasing. (Language Arts)
  • Recognize that authors organize information in specific ways. (Language Arts)
  • Relate ideas, observations, or recollections of an event or experience. (Language Arts)
  • Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions. (Language Arts)
  • Spell correctly words that contain common prefixes and suffixes. (Language Arts)
  • Understand and explore literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, and tall tales. (Language Arts)
  • Understand the major ideas and supporting evidence in spoken messages. (Language Arts)
  • Use concrete sensory details. (Language Arts)
  • Use effective rate, volume, pitch, and tone for the audience and setting. (Language Arts)
  • Use media to compare ideas and points of view. (Language Arts)
  • Use multiple sources, including electronic texts, experts, and print resources, to locate information. (Language Arts)
  • Use planning strategies such as brainstorming and mapping to generate topics and organize ideas. (Language Arts)
  • Use simple and compound sentences in speaking. (Language Arts)
  • Use structural analysis to identify root words with prefixes and suffixes. (Language Arts)
  • Use technology as a tool to gather, organize, and present information. (Language Arts)
  • Use traditional structures for conveying information. (Language Arts)
  • Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing. (Language Arts)
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