Six of Crows

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. In literature, characters often grapple—literally, figuratively, and morally—with the question “What makes a monster?” In what ways might human beings be described as “monstrous”? Consider historical figures that match that term. In what ways do they portray “monstrosity”?

Teaching Suggestion: This prompt will be useful in introducing the novel’s theme What Makes a Monster. Students might begin by listing characteristics of well-known “monsters” such as mummies, zombies, werewolves, vampires, and Frankenstein’s monster. After responding to the prompt, students can meet in pairs and analyze the monster characteristics they brainstormed against the historical figures they consider “monstrous” to discuss any comparisons that might be made.

• “What Is a Monster?” is an article from Cambridge University that details the various aspects of what humans may call a “monster,” whether it be a mythological creature or a human without moral values. Students might use the ideas in this resource to create a Venn diagram between the two depictions of “monsters” and incorporate specific mythological or historical individuals to analyze.
• “For The Love of Frankenstein, We’re All Monsters” is a TED Talk discussing the various scars and life experiences that—like Frankenstein’s creation—make us all metaphorical monsters. (Teacher-appropriate; not student-facing without teacher guidance due to mature content)

2. The novel Six of Crows is often considered a heist story. What plot and character elements commonly form a heist story? Reference heist movies, fiction, or television shows in your answer. As an extension, consider how fantasy elements may affect this subgenre.

Teaching Suggestion: Pre-reading analysis of the common structural and characterization elements of heist stories can increase interest and provide a stronger contextual foundation. As a way to connect introduction of the novel’s themes, students might discuss how Vengeance or The Search for Home can be motivating factors for the members of a group in a heist mission.

• “Heist Movie Genre: 13 Iconic Heist Movies” is a Masterclass article detailing the structural components of a heist (or “caper”) in popular culture along with various movie examples and the history of this genre.
• “How to Pull Off the Perfect Heist Film” is a 3-minute video utilizing various popular culture examples of heist films while detailing the structure, motivations, and characters of the genre.

Short Activity

There are six main members of the heist in Six of Crows, and each is responsible for a different role or part of the job on the mission. Make predictions about the characters by listing 3-5 specific traits each one likely possesses in order to fulfill their job or role.

When you are finished, consider this quote: “We are all someone’s monster” (Chapter 41). While the traits you compiled might help the characters fulfill their mission, how might the same traits be seen as “monstrous” in the opposition’s perspective? Record your thoughts in a brief paragraph in your notes or a reading journal.

Teaching Suggestion: The following list reveals the main characters and their roles in the mission. For a jigsaw approach, consider assigning one character per student to make predictions. Groups can post their predictions for whole-class comparison and discussion.

• Kaz Brekker: Mastermind and leader
• Inej Ghafa: Spy and infiltrator
• Nina Zenik: Magic user
• Matthias Helvar: Soldier/muscle
• Jesper Fahey: Sharpshooter/gunslinger
• Wylan Van Eck: Explosives/demolitions expert
• “How To: The Jigsaw Method Revisited” is an Edutopia article that details various strategies to employ the jigsaw strategy to maximize student engagement. (Teacher-appropriate; not student-facing)
• “What Are Character Archetypes?” is an article from BBC Maestro that explains various archetypes in literature, their significance, and their roles. This may be a resource to provide students with prior to the activity to introduce them to literary character tropes.

Differentiation Suggestion: For visual learners, it may help to project or provide visual examples, drawings, or depictions of each character for further context on each one’s role in the heist. Students seeking an opportunity to practice artistic skills might use the compiled traits to envision and sketch an original image of each character.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Describe a time when you felt a strong sense of belonging or sense of “home.” How did that feeling impact your actions and decisions? Conversely, consider a time you wished for that feeling of “home.” How might a feeling like this affect the decisions made by characters in a novel?

Teaching Suggestion: This prompt relates to the theme The Search for Home. It may be helpful to discuss possible definitions for the term “home” for students and create a common definition for the class to use.

• “What Does Home Mean to You” is a short article by Habitat for Humanity that provides a brief explanation of the term “home” and multiple quotes from readers giving their own personal definitions. Students might in turn create their own one-sentence definitions of the term in their notes or reading journal.
• “Home Is So Sad” is a 2-stanza poem by Philip Larkin depicting the emotional state of a home without anyone to occupy it, implying that those living under the roof are the ones who make the structure a “home.” Students might read the poem in conjunction with the prompt or as an extension for analysis.

Differentiation Suggestion: Due to the sensitive nature of this topic, students who prefer an optional topic for the Personal Connection Prompt might address this question instead: Often, main characters exemplify heroic traits as they pursue the object of their literal or metaphorical quest. A main character who displays significant flaws and questionable morals is sometimes called an anti-hero. Name an anti-hero from a book or film with which you are familiar and discuss whether you find that character likeable; provide your rationale. Why do you think audiences often find anti-heroes just as likeable or sympathetic as traditional heroes?