Lunch Lady and the Cyborg Substitute

BIBLIOGRAPHY
Krosoczka, Jarret J. 2009.  Lunch Lady and the Cyborg Substitute.  New York:  Knopf Books for Young Readers. ISBN  978037594683-7

PLOT SUMMARY
Suspicious when Mr. O’Connell is absent for the first time in twenty years, Lunch Lady begins investigating Mr. Pasteur, the new substitute. While she is testing a sample of his hair, Dee, Terrence, and Hector are bogged down with all the work Mr. Pasteur has been assigning. They also start wondering about the Lunch Lady’s life outside of school and decide to follow her. As the Lunch Lady finally solves the mystery of the strange sub, the kids stumble upon the heroism of their lunch lady.

CRITICAL ANALYSIS
Krosoczka created another action-filled adventure that readers of all ages can enjoy. He adds elements of suspense and humor throughout the novel. Keeping with the cafeteria inspired spy tools, Betty makes a spatu-copter and later, when fighting the robots, she uses fish stick nun-chucks. At the end of the story, Betty creates an electronic Bananarang. The lunch humor is an added bonus, when Lunch Lady is inquiring about Mr. O’Connell’s absence and the custodian announces it might be due to her Shepherd’s Pie.  She quickly tells him to “can it.”

Each novel incorporates a big fight scene. In this book, the odds are stacked against her as she fights a horde of cyborgs. This series also portrays the kids as heroes in their own right. They always have a pivotal role in solving the conflict. In this book, Hector was the hero, using his science project to help defeat the cyborgs.

The illustrations fit in with the rest of the series, incorporating muted tones of yellow, gray, and white. He uses bold black lines around the illustrations and text bubbles, making the text easy to follow. While the illustrations are not overly detailed, they adequately support the text and help create a visual of the main plot events.

REVIEW EXCERPT(S)

*Starred review in Booklist:  “There is a nice twist in the surprise ending, and the kids’ ability to stand up to the school bully shows off their newfound confidence in a credible manner. Little details invite and reward repeat readings with visual as well as verbal punning.” Grades 2-4. --Francisca Goldsmith

*Student Review: “I love how Lunch Lady’s spy weapons! This story made me wonder about some of the substitutes at our school.” Gavin S. 4th grade

CONNECTIONS
*Invite students to create their own graphic novel and share with the class.

*Invite students to read other books by Jarrett Krosoczka:

2010. Lunch Lady and the Summer Camp Shakedown. ISBN 978-0375860959

2009. Lunch Lady and the League of Librarians. ISBN 978-0375846847

Lunch Lady and the Author Visit Vendetta

BIBLIOGRAPHY
Krosoczka, Jarret J. 2009.  Lunch Lady and the Author Visit Vendetta.  New York: Knopf Books for Young Readers. ISBN  9780375-86094-2

PLOT SUMMARY
After a strange author, Mr. Scribson, visits their school for a book signing, their beloved Coach Birkby goes missing. Dee, Terrence, and Hector are excited about the visit until they realize that the author isn’t a very nice guy. Lunch Lady begins investigating and finds out that the author isn’t quite what he seems. Will she be able to save their coach?

CRITICAL ANALYSIS
Krosoczka masterfully create suspense as we watch the mystery of the missing coach unfold. Poor Terrence desperately wants to try out for the soccer team, but the school jocks mercilessly tease him and tell him he doesn’t have a chance. The story is well-developed as each character plays an important role in the plot. The author is portrayed as a mean spirited man, as he complains about having to set up in the cafeteria instead of the library. Later, he refuses to sign the torn cover of Hector’s book. The kids are caring and protective, as they concoct a plan to force the author to sign Hector’s book.

During her investigation of Coach Birkby, Lunch Lady and Betty end up at the author’s mansion, where the finally solve the mystery. I love how the lunch lady’s spy tools are all food related such as: the Cannoli-oculars, spork phone, and the Fancy Ketchup Pack Laser. She is a master with the tools of her trade!

The comic illustrations use muted colors and bold lines, which keeps the emphasis on the text. The drawings are not very detailed, but they directly support the text by showing the setting and key events. For example, the lunch lady is grateful when she falls through a trap door, landing on a bunch of floppy bunny toys. However, as the author yells, “Attack!” she finds that they are ready to pounce!

Krosoczka does a great job tying everything together in the end by allowing Hector to get his book signed and Terrence saving the day with his winning soccer kick. The best part is the bullies learning a lesson about picking on others!

This is an excellent book for younger and older readers. The text is easy to read, and the vocabulary is straightforward. The large text bubbles make the dialogue easy to follow.

REVIEW EXCERPT(S)
*Starred review in Booklist:  “Krosoczka has created a clever diversion this round, with appeal not just for kids but also for other children’s authors. “
*Starred review in School Library Journal: “The illustrator uses a fine line of pen and ink with touches of yellow. Balloon call-outs are large and clear and work well for beginning readers and those new to the graphic-novel format” –Lisa Gieskes

CONNECTIONS
*Invite students to design their own spy tool for the Lunch Lady.

*Invite students to read other books by Jarrett Krosoczka:

2009. Lunch Lady and the League of Librarians. ISBN 978-0375846847

Roller Girl

BIBLIOGRAPHY

Jamieson, Victoria. 2015. Roller Girl. New York: Penguin Group. ISBN 978-0803740167

PLOT SUMMARY

Astrid and Nicole, her best friend, have been best friends since kindergarten. Then one summer, Astrid decides to sign up for roller derby, after watching it for the first time and falling in love with it. Nicole isn’t interested and decides to go to dance camp. This will be the first time they do everything together. Adding to the problem, Nicole becomes friends with Rachel, whom Astrid does not like. On top of everything else, roller derby does not come naturally to Astrid. Will Astrid overcome her struggle with roller derby and gain her best friend back?

CRITICAL ANALYSIS

Jamieson did an excellent job developing Astrid and Nicole’s friendship, which plays a big role in the plot of this story. She gives us a glimpse into the beginning of their friendship and the many things they enjoyed doing together. It helped create a picture of the closeness of their relationship. We see that Astrid is adventurous, as she is intrigued by the derby and decides to sign up for camp. On the other hand, we notice that Nicole does not seem enthusiastic about roller derby and she’s distracted by boys in the audience. Their friendship begins to change when Astrid assumes that Nicole will join her at derby camp. The reader can’t help but hurt for Astrid when she recounts the time that Nicole “saved her life” after she encounters a dead squirrel.

The author cleverly used different styles of text boxes to discern between the dialogue in the story and Astrid’s personal thoughts. This will help the readers follow the action in the story, but the amount of text might be too much for younger readers. With Astrid being in middle school, I think this book is better suited to older readers.

While at the roller derby camp, Astrid finds that she is not a natural at skating. She struggles to fit in with the girls, meanwhile her friendship with Nicole is on the rocks. She spends weeks at camp and still struggles. This is a great lesson about perseverance, as Astrid keeps trying and doesn’t give up. It was evident when Astrid compared herself to Lawrence of Arabia, struggling to survive the desert. The full color pages are eye catching and detailed. Jamieson was spot on when she created this unique story, incorporating roller derby. I am sure this book has inspired many readers to look into joining a team!

REVIEW EXCERPT(S)
 Newbery Honor Award

2016-2017 Texas Bluebonnet Award winner
*Starred review in School Library Journal: “While at times some panels are a bit text-dense, the story will engage readers who will identify with Astrid as she deals with frustrations and disappointments. It will especially appeal to those whose aspirations fly in the face of convention.” -Barbara M. Moon

CONNECTIONS
*Invite students to create a new book jacket for Roller Girl.

*Invite students to read other books by Victoria Jamieson:

2016. Olympig!. ISBN 978-1101997796

Flora & Ulysses: The Illuminated Adventures

BIBLIOGRAPHY

DiCamillo, Kate. 2013.  Flora & Ulysses:  The Illuminated Adventures.  Ill by K.G. Campbell. Somerville, MA:  Candlewick Press. ISBN  9780763660406

PLOT SUMMARY
Flora struggles to fit in with her family and the world around her. After her parent’s divorce, she tries to ease her loneliness by immersing herself in her comic books. After a crazy encounter with a vacuum and a squirrel, Flora finds that her loneliness is replaced with a close friendship between her and her new superhero squirrel, Ulysses. Even though Flora’s mom worries about her with Ulysses, she is determined to protect him. Will Flora find her place in her family?

CRITICAL ANALYSIS
DiCamillo’s fantasy tale begins with a crazy vacuum accident. We meet ten-year-old Flora, who feels misunderstood by her mom and ignored by her father, after her parent’s divorce. Flora loses herself in her comics as a way of escaping her reality. One day a squirrel is almost sucked into the neighbor’s vacuum and Flora saves his life, opening a new wave of adventure and friendship into her life. They soon discover the squirrel, Ulysses, has superpowers. He and Flora develop a close friendship, despite her mom’s fears about her inability to make friends.

Throughout the story, we see the struggle between Flora and her mother. Her mother worries about the comic books and her lack of friends. Flora feels like her mom does not love her, but during the story we see that she worries and only wants the best for her. The fantasy ties in many realistic situations, and offers a great mix of fantasy elements to catch young reader’s attention.

The comic book like illustrations give the reader a glimpse into the mind of Flora. DiCamillo creatively uses a mix of comics and standard narrative form to tell the story. Ulyssess’ superhero feats are told in the comics which helps keep the text organized. Dialogue is predominant throughout the book, which might make it hard for younger readers to follow.


REVIEW EXCERPT(S)
2014 Newbery Medal
2014 Texas Bluebonnet Award
*Starred review in Booklist:  “Kate DiCamillo is a master storyteller.”
*Starred review in School Library Journal: “Amusing glimpses at the world.”

CONNECTIONS
*Invite students to make their own graphic novel, utilizing elements of fantasy.

*Invite students to read other books by Kate DiCamillo:

2015. The Miraculous Journey of Edward Tulane. ISBN 978-0763680909

Turtle in Paradise

BIBLIOGRAPHY

Holm, Jennifer. 2010. Turtle In Paradise. New York, NY: Random House: ISBN 978-0375836886

PLOT SUMMARY

This story is set during the days of the Great Depression. The main character, Turtle, has to go live with her aunt in Florida, whom she’s never met, because her mom is going to work as a housekeeper, and she can’t take Turtle with her. Feeling like her mom is always dreaming of Hollywood happy endings, Turtle is not as optimistic. Once in Florida, she encounters new experiences and the grandmother she thought was dead. During a visit with her grandmother, she discovers a treasure map, which leads her and her cousins to go on an adventure. They end up being stranded on the island where they find the treasure, but are soon rescued. Just when things seem to be looking up, Turtle and her family soon learn what is truly important.

CRITICAL ANALYSIS

Turtle in Paradise takes place during the Great Depression, in the 1930’s. Holm’s includes real events, such as the Labor Day hurricane and the Dust Bowl, that adds to the authenticity of the book. He also mentions famous people of the time such as Ernest Hemingway, Shirley Temple, and Annie. Details such as the Ford Model A that belongs to Mr. Edgit, which gives the reader a clear picture of the time period. She utilizes the characters and their dialogue to support the mindset of that time, as shown when she writes, “Mr. Edgit has a lot of opinions. He says folks in the Dust Bowl wouldn’t be having so much trouble if they’d just move near some water. He says he doesn’t think President Roosevelt will get us out of this Depression and that if you give someone money for not working why would they ever bother to get a job?” This adds to the desperation that the people felt during this time, as they fought to survive.

During the time of the Great Depression, parents worked a lot to make ends meet, leaving many children to fend for themselves. Although Turtle fell in this same category, there was a deeper loneliness to her character. She describes her mom as always falling in love with men that are like “dandelions.” After arriving in Florida, Turtle finds that she is not alone. The extended family she’s never met shows her there is more to life, supporting the family theme throughout the story.

Holm’s descriptions of Key West are vivid as she says, “It’s the green peeping out everywhere that catches my eye…like Mother Nature is trying to pretty up the place” (pg. 14). The imagery her details create help the reader feel like they are actually there with Turtle. Her character development is important to the story, as it helps the reader understand Turtle’s inner thoughts and emotions.

A detailed author's note is included at the end of the book which gives some background information about Holm’s family and the inspiration for her book. She includes photographs that provide authenticity and supports her text. She also gives a list of resources and websites that she used and can be a source for further research.   

REVIEW EXCERPT(S)

Newbery Honor Award

*Starred review in Booklist: “ Holm uses family stories as the basis for this tale, part romp, part steely-eyed look at the Depression era. Reminiscent of Addie in the movie Paper Moon, Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure.”

*Starred review in the School Library Journal: "This richly detailed novel was inspired by Holm’s great-grandmother’s stories. Readers who enjoy melodic, humorous tales of the past won’t want to miss it." 

CONNECTIONS

*Invite students to read other books by Jennifer Holm:

Penny from Heaven. ISBN 030793151X

Our Only May Amelia. ISBN 0064408566

*Invite students to read other historical fiction books:

Vawter, Vince. Paperboy. ISBN 0142405965

Tarshis, Lauren. I Survived the Sinking of the Titanic, 1912. ISBN 0545206944

Nory Ryan's Song

BIBLIOGRAPHY
Giff, Patricia Reilly. 2000. Nory Ryan’s Song. New York: Scholastic: ISBN 0439329493


PLOT SUMMARY
During the time of The Great Famine in Ireland, 1845, Nory Ryan begins working for an elderly woman, Anna, to help make ends meet when her father is gone on a long fishing job. The English landlords, with battering rams in hand, are threatening the residents with eviction, in order to collect the rent. With their potato crops failing, Nora is struggling to stay hopeful and take care of her family. Nory begins helping the local healer and finds friendship rather than fear. Will her father ever return or will they lose everything?

CRITICAL ANALYSIS
Written from the point of view of Nory, the details make the reader feel like they are right there amongst the action. We get an up close and personal look into Nory as Giff shares her personal thoughts throughout the text. For example, when Nory is first talking to Anna she is nervous and starts thinking to herself, saying, “Think about green leaves. Think about the sun in the sky and Da fishing on a big ship.” Nory Ryan is a genuine and caring character. She takes care of her little brother while her father is away on a fishing job and cares for her elderly neighbor, Anna Donnelly, even though she fears her supernatural healing initially. Even though her circumstances seem hopeless, Nory perseveres, lending to the theme of never giving up.

The author includes a glossary at the beginning of the novel to help the reader understand key Gaelic words that are used throughout the text. Giff’s use of the dialect, adds authenticity to the characters and their cultural nuances. Giff’s detailed description of Ireland in the mid 1800’s helps the reader picture what the surroundings would have been like during that time period. In the beginning, she describes “the mist coming up from the sea,” and later details, “It had been a strange fall, lovely in the mornings, with heavy rain and fingers of clouds reaching down from the cliffs every afternoon.”

Giff also does a great job showing the reader the desperation of the Irish people as she describes them living on scraps of bread, seaweed soup, and boiled sea snails. As a reader, you can’t help but think of yourself living in that kind of situation. Superstition also plays a role in this tale, which is true to the Irish culture of that time. Nory is afraid of the trickster spirit and thinks the potato fields are turning black, due to a curse.

At the end of the book, Ms. Giff includes a letter to the reader that explains, in more detail, The Great Famine. She also makes a personal connection to the text, explaining that many of her great-grandparents lived through the famine. The character’s inspiration developed as she traveled through Ireland to see her family’s home.   

REVIEW EXCERPTS
*Starred review in School Library Journal: “Nory's observations of the land, cliffs, sea, and people in her community are woven with poignant memories and realistic conversations that vividly re-create this tragic period in Ireland's history. The child grows in strength and courage as she seeks food for her family and friends...”

*Starred review in Booklist: “A beautiful, heart-wrenching novel that makes a devastating event understandable.”

CONNECTION

*Invite students to read other books about The Great Famine:

Conlon-McKenna, Marita. 2009. Under the Hawthorn Tree: The Children of the Famine. ISBN 978-1402219061

*Invite students to research The Great Famine and create a Prezi over what they learned.

One Crazy Summer

BIBLIOGRAPHY

Williams-Garcia, Rita. 2010. One Crazy Summer. New York, NY: Amistad. ISBN 978-0-06076088-5

PLOT SUMMARY

Eleven year old Delphine and her two sisters, Vonetta and Fern, are forced to travel to California, for the summer, to visit the mother that left them behind. Not knowing what to expect, the girls soon find out that nothing has changed. Their mother, Cecile, is too caught up in her own life to be a mother. Delphine and her sisters learn that their mom is involved with the Black Panthers and end up attending their summer camp, where they learn a lot about the group and themselves.

CRITICAL ANALYSIS

This novel is told from the point of view of eleven year old Delphine. Although she is just a child herself, she is forced to play the role of mom to her two younger sisters. Her character is very believable and the relationship between the sisters is heartwarming. Even though the story is mainly told from Delphine’s perspective, the two sisters add a comical element. The emotional relationship between the girls and their mother is something that many readers could relate to. In one part, Delphine reflects on the relationship with her mother and says, “I didn’t want to say Big Ma was right. Cecile was no kind of mother. Cecile didn’t want us. Cecile was crazy. I didn’t have to.” 

Williams-Garcia provides a detailed look into the racial struggles during the 1960’s. Set in Oakland California, the Black Panthers played a big role during the time, lending authenticity to the plot. During the story, the author makes references to famous African Americans such as Martin Luther King Jr. and Huey Newton, which adds more context for the historical aspect of the text. While attending the summer camp, the girls helped make “Free Huey” posters. The inclusion of this real event adds more detail to help the reader make connections to the time period. Williams-Garcia also uses the characters to add a genuineness to the plot when she writes, “Cecile made it sound like it was no big deal. "I've been fighting for freedom all my life." But she wasn't talking about protest signs, standing up to the Man, and knowing your rights. She was talking about her life. Just her. Not the people.” This gives a personal aspect to the feelings during the racially charged 60’s.

Some of the wording might be geared more towards an older reader, as the novel deals with racial issues.

REVIEW EXCERPTS

*Scott O’Dell Prize for Historical Fiction

*Coretta Scott King Award Winner

*Newbery Honor Book

*Starred review in School Library Journal: "Emotionally challenging and beautifully written, this book immerses readers in a time and place and raises difficult questions of cultural and ethnic identity and personal responsibility."

*Starred Review in Booklist: "Set during a pivotal moment in African American history, this vibrant novel shows the subtle ways that political movements affect personal lives; but just as memorable is the finely drawn, universal story of children reclaiming a reluctant parent’s love.”

CONNECTIONS

*Invite students to read other books that deal with similar themes:

Lai, Thanhha.  Inside Out and Back Again.  ISBN 978-0061962783

Dean Myers, Walter. Mouse Trap. ISBN 9780064403566

*Invite students to do an author study and read other books written by Rita Williams-Garcia:

P.S. Be Eleven. ISBN 978-0061938627

Like Sisters on the Homefront.  ISBN 978-0140385618

Dash

BIBLIOGRAPHY

Larson, Kirby. 2014. Dash. New York, NY: Scholastic Press.  ISBN 978-0-545-41635-1

PLOT SUMMARY

In this historically accurate story, Larson introduces us to Mitsi Kashino, an eleven year old Japanese-American girl forced to go to an incarceration camp during WWI, following the attack on Pearl Harbor. She is unable to take her dog, Dash, with her so she has to find him a place to stay while she is gone. Thankfully, her elderly neighbor, Mrs. Bowker, is willing to help. As if being separated from Dash was not bad enough, the camp is nothing like her home. It is crowded, dirty, and surrounded by barbed wire fences. While in the incarceration camp, Mitsi receives letters written from Dash’s perspective, helping her and others in the camp to cope with the situation. When the war ends, will Dash and Mitsi be reunited?

CRITICAL ANALYSIS

Larson does an excellent job of making the characters in this novel come to life. The character of Mitsi is based on a real woman, Mitsue Shiraishi, which experienced the incarceration camps. Larson also based many of the plot events on Mitsue’s account of events, so the story line has a good mix of fact and fiction, which engages the reader. Larson includes Japanese language to add to the authenticity of the characters and their interactions. Dash plays a pivotal role in the story as he represents the love between a child and their pet. He gives hope to Mitsi and the other characters in the story as she shares his letters with the camp throughout the story. Larson develops Dash’s character through the letters, as seen when Dash describes making a “wish on a  lamp post” when he went out for a walk.

The anti-Japanese sentiment in the book accurately reflects how Japanese-Americans were viewed, following the bombing of Pearl Harbor. In the book, Mitsi’s friends treat her differently and she no longer feels like she belongs. In one part, she is chased by a group of children through the street and ends up falling. They taunt her and ruin her books.

Larson provides great details, which support the real life events as they played out during WWI.  For example, he gives us a glimpse into the moment Pearl Harbor was bombed, describing the moment when Mitsi and her family were listening to the radio one evening and heard them announce the bombing. This gives authenticity to the action in the story. Larson also includes an accurate portrayal of the internment camps, which were not fit to house all of the people that were forced into them. The conditions were poor and unlivable. Larson describes their “apartment” as having, “Five army cots lined up in the middle of a space smaller than their kitchen at home.”

This book includes several themes, but the most prevalent is never giving up. Throughout the story, Mitsi is faced with struggles, but remains hopeful. Readers of all ages could relate to this novel about cultural differences, fear, and prejudice.

REVIEW EXCERPTS

*Scott O’Dell Historical Fiction Award

*School Library Journal: “Larson’s latest is historical fiction at its best.”

*Starred review in Booklist: "Larson creates a masterful picture of the homesteading experience and the people who persevered." 

CONNECTIONS

*Do an author study and invite students to read other books by Kirby Larson:

Larson, Kirby. Duke. ISBN 0545416388

Larson, Kirby. Dear America: The Fences Between Us. ISBN 0545224187

*Read another historical fiction about the Japanese incarceration camps:

Mochizuki, Ken. Baseball Saved Us. ISBN 978-1880000199