Lunch Lady and the League of Librarians

1. BIBLIOGRAPHY

Krosoczka, Jarrett. 2009. LUNCH LADY AND THE LEAGUE OF LIBRARIANS. Ill. by Jarrett Krosoczka. New York, NY: Random House Children's Books, a division of Random House, Inc. ISBN 9780375846847

2.  PLOT SUMMARY

This graphic novel tells the story of three students and two lunch ladies who work to thwart the evil plans of the League of Librarians. The students are excited about the upcoming read-a-thon, but are also looking forward to the release of the newest video game. The librarians feel the video games are evil and hatch a plan to destroy all video games and video game consoles. When the students and lunch ladies hear of this plan, they work together to stop the destruction of all video games. Although the librarians have powerful weapons in ferocious book characters, the lunch ladies use their lunch gadgets to fight back. In the end, the librarians are arrested, the video games are saved, and the read-a-thon is a success. The lunch ladies even implement a "read while you wait your turn" policy for all students wanting to play video games in the library (Krosoczka, 2009).

3. CRITICAL ANALYSIS

Krosoczka creates believable characters in the students, librarians, and lunch ladies. It is easy for readers to identify with these characters because they are familiar faces all children interact with at school. Clever naming strategies for the characters contribute to the humor and wit of the book. For example, the league of librarians consists of several committee members, including "Vivian Bookwormer" and "Jane Shelver" (Krosoczka, 2009). Student and adult readers alike are likely to chuckle at these references.

The action packed plot keeps the reader engaged and excited.  Early on in the book, Krosoczka reveals to the reader the secret plot the librarians are planning to execute. "Step one: Destroy all video games" is the first step in the librarians' plan to eliminate video games (Krosoczka, 2009). The plot thickens as the students attempt to involve the lunch ladies in their investigation of the suspicious librarians. The lunch ladies ask the students, "are you trying to blow our cover?" (Krosoczka, 2009). The fantasy nature of this graphic novel is further defined by the students' quest to solve the mystery of the League of Librarians. "We'll gather more evidence […] This could be more dangerous than the last mission" (Krosoczka, 2009). Readers will be excited to venture on this journey with the students as they attempt to save the day by defeating the evil librarians. Finally, the plot is logical and sequential due to Krosoczka's use of transitional phrases to show the passing of time. Phrases such as "after school," "after lunch," or "later" help to signal to the reader the natural progression of the plot (Krosoczka, 2009).

Although Krosoczka creates a fantasy plot in this graphic novel, he emphasizes reality by setting the novel at a school. Students will enjoy reading about a typical school building with the ideas of world dominance, secret powers, and magical gadgets in the mix. Young readers will be very familiar with the locations mentioned in the book such as the library, book fair, and cafeteria, making this an enjoyable book with which students will readily identify.

A theme in this book is the importance and value of reading. Although it is evident that the boys and girls at the school enjoy technology and video games, it is also apparent that reading is another popular pastime. For example, Dee shares her opinion when she mentions to Hector, "everyone's life doesn't revolve around electronics" (Krosoczka, 2009). Dee expresses her excitement for reading when she pledges to "win this Read-a-thon!" (Krosoczka, 2009). Further support of reading is seen in the illustration of the book fair. The reader sees a library full of eager students browsing books for purchase. Students even try to connect their love of video games to reading. "I'm going to see if they have any books on video games" (Krosoczka, 2009). Krosoczka makes it very clear that even though students enjoy technology, reading is still of high importance.

Krosoczka's style is characterized by a significant use of witty humor. Funny scenes give the book a light-hearted feel. For example, the lunch ladies' experimentation with night vision goggles is likely to garner a laugh or two. "It makes everything look like a taco!" the lunch lady exclaims (Krosoczka, 2009). Krosoczka's use of the graphic novel style of writing allows him to incorporate sensory details through the use of onomatopoeias. "FWOMP," "BLEEP, BLEEP," and "RUMBLE" are just a few of the words that allow the reader to experience the sounds of the school. The use of onomatopoeias also contributes to the action packed plot Krosoczka uses to create an engaging storyline. Finally, the use of full page illustrations with supplemental text offers a break in the pattern of the multiple boxes of text found on most pages. These full page scenes emphasize key points in the plot and require the reader to pause momentarily before continuing on in the story. For example, a towering librarian fills the page as she shouts, "The library is CLOSED!" (Krosoczka, 2009).

Krosoczka's use of black, white, and yellow sketches are consistent with that of most graphic novels. However, rather than using harsh features found in the traditional graphic novel, Krosoczka employs more child-friendly illustrations with cartoon like features and rounded edges. Light and dark contrast helps to convey the evil plot of the librarians. As the lunch ladies review their secret footage, the room is black and dark revealing the secret nature of their undercover job. Movement is evident throughout the illustrations by the use of arrows, lines, and exaggerated gestures. For example, as the lunch ladies enter their secret area in the boiler room, the reader sees a hand turning a combination lock. An arrow and the word "click" show that the lunch ladies were able to successfully enter their secret chamber (Krosoczka, 2009). Overall, the action-packed illustrations help create an engaging graphic novel that is likely to hold its readers captive until the last page.

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

I really enjoyed the subtle humor in this book. I found myself entertained by the clever use of library terms such as "Vivian Bookwormer" and "media specialist" (Krosoczka, 2009). However, I felt the book was slightly confusing. I understood that the librarians wanted to eliminate video games, but I was never quite sure why they were so unwelcoming and rude to the students throughout the novel. It seems as though they would have wanted to make the library an inviting place, especially if they were trying to destroy all video games. One other fault was the lack of page numbers. The omission of this access point made the citation of specific examples in the book challenging.

5. REVIEW EXCERPT(S)

"With its appealing mix of action and humor, this clever, entertaining addition to the series should have wide appeal." (SCHOOL LIBRARY JOURNAL)

"This tongue-in-cheek graphic novel series, illustrated in bold black-and-white with vibrant highlighter-yellow accents, is a strong choice for superhero-spoof fans." (HORN BOOK)

6. CONNECTIONS

*Students could read another book in the LUNCH LADY series such as LUNCH LADY AND THE CYBORG SUBSTITUTE (ISBN 0375846832).

*Students could write a persuasive letter to the librarians convincing them to abort their plan to destroy all video games.

*A read-a-thon (like the one in the book) could be held in the school library. Video games, computer games, or board games could be played. Of course students would participate in reading as they waited for a turn on one of the games.

When You Reach Me

1. BIBLIOGRAPHY

Stead, Rebecca. 2009. WHEN YOU REACH ME. New York, NY: Wendy Lamb Books. ISBN 9780385737425

      2.  PLOT SUMMARY

      This book tells the story of a sixth grade girl named Miranda living in New York in the late 1970's. Miranda is an independent girl familiar with the streets of New York. She is learning to adjust to many issues faced by pre-teens such as friendships, relationships, and life at home with her single mother. One day Miranda's best friend, Sal, is attacked in the street and the relationship between Sal and Miranda changes from that point on. Sal avoids her and they begin making new friends. Miranda is responsible for helping her mother prepare to be a contestant on the popular television game show The $20, 000 Pyramid. During this time Miranda begins to receive mysterious notes from an anonymous person in unusual places. Although she dismisses the notes at first, she begins to realize that the person responsible for them knows about events that will take place in Miranda's life even before they happen. Miranda finally is able to put the pieces of the mystery puzzle together and realizes that the note is from the future. A boy her own age now, is writing her letters from the future as a grown man, promising to save her friend Sal's life as well as his own. In the end, Sal and Miranda renew their friendship, but have learned that as they are maturing they will need to branch out to explore new groups of friends as well. 

3. CRITICAL ANALYSIS

The reader easily identifies with the main character, Miranda. Even though this story takes place over thirty years ago, Miranda encounters some of the same events and situations faced by today's pre-teens and teens. The reader catches a glimpse into the everyday life of Miranda when she says, "After-school junk food is another fundamental right of the latchkey child" (Stead, 2010, 5). 

The setting of New York City is highlighted in the care and planning Miranda and her mother take when on the streets of New York alone. "Her key was already in her hand. Mom doesn't like to fumble around in front of the building looking like a target for muggers" (Stead, 2010, 9). Yet another glimpse into the streets surrounding Miranda's apartment occurs when she describes the laughing man. "I had to walk home alone past the crazy guy on our corner" (Stead, 2010, 16). Although Miranda has been independent in this city for some time, it is evident that she still experiences insecurities and vulnerabilities as she deals with the strangers on the street. 

An underlying theme throughout this story is the importance of friendship. The reader witnesses the evolving nature of several relationships between Miranda and her school friends. One example is Miranda's disconnect with Sal. "I used to think of Sal as being part of me: Sal and Miranda, Miranda and Sal. I knew he wasn't really, but that's the way it felt" (Stead, 2010, 17). Although the two have been inseparable for years, they begin to recognize that the adolescent years will cause them to expand their realm of friends. In reference to the day Sal was punched on the street, Miranda makes a valid point related to this shift in her relationship with Sal. "And I didn't know it yet, but it was also the end of my friendship with Sal" (Stead, 2010, 24).

Another development of friendship is seen in Miranda's decision to reach out to the girl named Alice that others often mocked. "And in that moment, I wanted nothing as much as I wanted Alice to feel safe with me" (Stead, 2010, 144). The new experiences and relationships Miranda develops throughout the story makes her more aware of the needs and feelings of others. A final nod to the theme of friendship may be seen in the relationship Miranda tries to mend with Julia. Although the two girls have been vying for the attention of Annemarie, Miranda attempts to resolve the situation. "I leaned forward and dropped the note into Julia's lap. I hadn't had much time-it was just the one word: TRUCE. And underneath I'd written my phone number" (Stead, 2010, 147). Again, this bold step on behalf of Miranda highlights her new level of maturity and desire to make new friendships. 

Stead's writing style is strongly influenced by her experiences growing up in a neighborhood and time period very similar to that of Miranda. This allows Stead to write from personal experience and makes the story very real to the reader. Stead's use of foreshadowing is especially helpful to the reader. "The laughing man was always mumbling under his breath. 'Bookbag, pocketshoe, bookbag, pocketshoe'" (Stead, 2010, 18). Careful attention to clues such as this one is pertinent to the reader's understanding of the story's conclusion. Another example of foreshadowing may be seen as Miranda discusses time travel with Marcus. "Time travel. Some people think it's possible" (Stead, 2010, 49). Although very subtle, this conversation holds significant clues related to the actual time travel that allows Marcus to eventually save Sal's life near the end of the story. 

Although the plot is somewhat convoluted due to the nature of the story, the basic sequence of events is portrayed in a somewhat linear fashion. The first major turn of events occurs when Sal is punched on the street. "He made a fist that came up like a wave and hit Sal right in the stomach" (Stead, 2010, 22). A second major moment within the plot occurs when Miranda realizes the boy who hit Sal, Marcus, attends their school. "My brain started yelling at me: 'It's the kid who hit Sal! He goes to your school?'" (Stead, 2010, 47). 

Another helpful tool for monitoring the passage of time within the plot are the mentions of Miranda's mom preparing for her day on The $20,000 Pyramid. "Mom is getting very good at the speed round. She almost always gets seven words in thirty seconds now" (Stead, 2010, 39). Tension builds as the date of her appearance on the game show nears. Stead's primary strength in plot development is her ability to create a highly realistic story line before introducing the element of time travel near the end of the plot. In the end, Stead reveals that the laughing man has been on a journey from the future with the purpose of saving the life of Sal. "To save Sal. That's why you stood on our corner day after day. That's why you were always doing those kicks into the street-you were practicing" (Stead, 2010, 164). Stead makes these turn of events believable because she has based them in the actions and conversations of characters leading up to this fictional turn of events. 

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

I really enjoyed this book. I think Stead does a great job identifying real life situations that pre-teens and teens experience even today. The use of flashbacks in time and the references to time travel made the plot slightly difficult to follow at times. However, the story is a puzzle to be solved, and I understand that Stead used the complex plot line to create this effect. 

5. REVIEW EXCERPT(S)

2010 Newbery Award

This unusual, thought-provoking mystery will appeal to several types of readers" (SCHOOL LIBRARY JOURNAL)

'"[W]hen all the sidewalk characters from Miranda's Manhattan world converge amid mind-blowing revelations and cunning details, teen readers will circle back to the beginning and say, 'Wow ... cool.'" (starred review, KIRKUS)

"[T]he mental gymnastics required of readers are invigorating; and the characters, children, and adults are honest bits of humanity no matter in what place or time their souls rest." (starred review, BOOKLIST)

6. CONNECTIONS

*Students could read Miranda's favorite book, A WRINKLE IN TIME, by Madeleine L'Engle (ISBN 0440498058). Students can compare and contrast the two books. 

*This book could be used in a book club to discuss topics such as friendships and relationships.

*Students could practice characterization skills by creating a Glog about Miranda. Students could use quotes, notes, and images to describe Miranda's character.

Ship Breaker

1. BIBLIOGRAPHY

Bacigalupi, Paolo. 2010. SHIP BREAKER. New York, NY: Little Brown and Company. ISBN 9780316056212

      2.  PLOT SUMMARY

      This science fiction book tells the story of life in a desolate future about a hundred or more years from the modern era. The story is set on the Gulf Coast in a town of workers that primarily scavenges old oil tankers and ships for remaining parts such as copper wire. Nailor is a teenage boy who works as a scavenger along with other children his age in a group called the light crew. These young men and women are responsible for gathering enough scavenge each day to meet the quota assigned by their leaders or risk losing their job. Although working on a light crew is dangerous, dirty, and grueling, without this job, circumstances would become even worse. One day, Nailor stumbles across a wrecked ship that has enough scavenge to make him independently wealthy for life. He is surprised to find one survivor, a young woman named Nita, still on the ship surrounded by precious gold and silver. Nailor must decide between killing the girl to save his new found wealth or risking everything to allow her to live. Nailor decides to make a deal with the girl to spare her life. He hopes to gain even more wealth in the form of a reward from her clan. This plan is quickly thwarted by Nailor's own drunken father and several other leaders of the scavenge community. Ultimately, Nailor, Nita, and Tool (another member of the community) escape the torture of Nailor's father in hopes of finding Nita's people. The group travels to The Orleans in search of the ship Duantless, which Nita believes will hold members of her clan that will be willing to pay Nailor a reward. In the end, the two must once again defend themselves from Nailor's father who has seized the ship Polestar. Finally, Nailor must kill his own father to save his life and Nita's. Nailor is not able to alter the circumstances of all scavengers, but he is able to provide a comfortable living for himself, Nita, and a few close friends.  

3. CRITICAL ANALYSIS

The reader quickly learns to sympathize with Nailor, the main character, as he struggles to stay alive in a tank of oil he finds while scavenging for supplies. It is immediately apparent that Nailor will have to fend for himself when Sloth, a co-worker, refuses to rescue him when given the opportunity. "He sucked air, flooding his lungs with shining clean oxygen, starved for all the life he'd been sure he'd lost" (Bacigalupi, 2010, 35). While celebrating with Nailor for surviving this nearly disastrous event, the reader begins to root for Nailor as he faces other dangerous situations. Undoubtedly, the reader witnesses a marked change in Nailor throughout the progression of the story. Nailor shifts from constant distrust to nearly falling in love with a member of another class of society. Nailor learns to evaluate a person based on the heart rather than the possession or lack of material items. 

Bacigalupi constructs a highly creative plot in this dystopian story of life after nearly all natural resources have been carelessly wasted. Nailor and others close to him must fight off several villains and face daunting situations as they seek to improve their living conditions. Nailor's first battle is with his own father, Richard Lopez. Nailor and Nita must escape Richard's drunkenness and abusive nature to save their own lives. Later in the story, he must battle him once again when they cross paths with the ship Polestar. Another villain Nailor must stave off is Blue Eyes. The plot is made even more interesting as the reader experiences the inner conflict Nailor feels as he is forced to kill Blue Eyes to save his own life. "A shiver of fear washed over him. He'd killed things before. Chickens. That goat. But this was different" (Bacigalupi, 2010,174). Bacigalupi strengthens the plot by sending Nailor, Nita, and Tool, on a journey to find members of Nita's clan who can pay a reward for saving her life. Bacigalupi forms this quest in a series of logical steps from catching a train, finding a job in the city, and finally escaping to safety after defeating Nailor's father.

The setting is primarily located in a coastal town on the Gulf. The reader gains a glimpse of this area early on in the story. "Bright Sands Beach stretched into the distance, a tarred expanse of sand and puddled seawater, littered with the savaged bodies of other oil tankers and freighters" (Bacigalupi, 2010, 6). It is through this description that the reader begins to understand the horrid living conditions Nailor is surrounded by even though this story takes place years in the future. Although one would hope the future would be hope filled and bright, it appears as though the dystopia Bacigalupi writes about has gone in an entirely different direction. Bacigalupi further enhances the setting with his vivid descriptions of the dangerous work of Nailor and others on the light crew. One example states, "He hit liquid, warm and viscous. Blackness swallowed him with barely a ripple" (Bacigalupi, 2010, 21). Bacigalupi engages the senses so the reader feels as though he or she is sinking down with Nailor into the deep, dark oil. 

The reader can assume the Gulf town where Nailor works as a scavenger is located not far from present day New Orleans, as this is the main city reference in the book. The reader is first introduced to this city as the train pulls into the area. "At last the jungles parted, opening a wide expanse where the trees were lower and the height of the train gave them a view.  Even from a distance, the city was huge. A series of needles, piercing the sky" (Bacigalupi, 2010, 200).

The primary theme in SHIP BREAKER is the importance of loyalty. Loyalty is first highlighted in the trust the crew members place in one another. Nailor reminds Sloth of the commitment they have made to one another as he pleads for her to rescue him from the oil tank. "'We're crew,' he reminded her. 'We swore blood oath'" (Bacigalupi, 2010, 28). This phrase is repeated throughout the novel as the characters remind each other that they are indeed "crew" (Bacigalupi, 2010, 28). Loyalty is also seen in Nailor's relationship with his abusive father. Even as a hurricane approaches, Nailor pleads for help to rescue his drunken father. "'My dad!' He waved back at his own shack, a shadow still miraculously upright. 'He won't wake up'" (Bacigalupi, 2010, 65). Though Nailor's father has caused him immense pain and suffering, he refuses to allow the hurricane to take his father's life. 

Another example of loyalty may be seen by the care and commitment Nailor shows to the girl, Nita, he rescues from the wrecked ship after the hurricane. Although she is extremely wealthy and considered a high class "swank girl," Nailor remains devoted to her throughout the remainder of the book (Bacigalupi, 2010, 108). Nailor eventually kills his father to save himself and Nita. "Nailor's body shook with revulsion. He gave his father one last look then turned away, limping for where Lucky Girl lay bound" (Bacigalupi, 2010, 310). In the end, Nailor's loyalty for Nita trumps his loyalty to his father.

Bacigalupi uses a unique style in writing this work of science fiction. Distinct language is characterized by terms specific to the futuristic setting of the book. Words such as "swank" and "crew" are used to identify classes of people and their economic status within society. "Swanks were different. They came from a different place, lived different lives" (Bacigalupi, 2010, 210). These social rankings appear to carry great weight within this society. Additionally, Bacigalupi creates new terms such as "half-men" to describe a new breed of humans that were part human and part animal, "creatures mixed from a genetic cocktail of humanity, tigers, and dogs" (Bacigalupi, 2010, 212). Furthermore, Bacigalupi creates a specific language and attitude for the crew that contrasts with the more cultured and groomed language of that of swanks such as Nita. Bacigalupi uses figurative language to enhance the imagery of the story. Bacigalupi describes the great storm that hits the coastal town as people scramble for protection. "Shadow people clawing out of the darkness, hunched against curtains of wind and water as they dashed for safety" (Bacigalupi, 2010, 63). This vivid writing style allows the reader to feel as if he or she is in the midst of the storm preparations. Personification allow the ships to come alive to Nailor. "The ships whispered promises of speed and salt air and open horizons" (Bacigalupi, 2010, 46). Although Bacigalupi has created a world that is unfamiliar to present day readers, his clear descriptions draw the reader into this changed world from the beginning. 

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

I personally found this book somewhat unappealing due to the strong language and violent killing scenes. Some reviews even mentioned the fact that this book is borderline between young adult and adult fiction. As a parent or teacher, I would recommend reading this book alongside your student or child so an open discussion of the sensitive material can be maintained.

5. REVIEW EXCERPT(S)

"A fast-paced postapocalyptic adventure set on the American Gulf Coast." (SCHOOL LIBRARY JOURNAL)

"Vivid, brutal, and thematically rich, this captivating title is sure to win teen fans for the award-winning Bacigalupi." (BOOKLIST, starred review)

"This thriller will grab and keep readers' attentions as Nailer and Nita 'crew up' in their fight to survive." (HORN BOOK, starred review)

6. CONNECTIONS

*Students could read another science fiction book related to the future.

*Students could write a personal response about how they would have reacted in Nailor's dilemma between saving Nita or keeping the wealth of the ship for himself. 

*The dire circumstances in this book are attributed to global warming and inefficient use of natural resources. Students could research ways to conserve resources and prevent global warming.

One Crazy Summer

1. BIBLIOGRAPHY

Williams-Garica, Rita. 2010. ONE CRAZY SUMMER. New York, NY: Amistad: An Imprint of Harper Collins Publishers. ISBN 9780060760885

      2.  PLOT SUMMARY

      In 1968 three young black sisters have set out to fly across the country to spend a month with their mother who abandoned them after the birth of the youngest girl. The girls' hopes of welcoming arms and warm hugs are shattered by their mother's irritability and less than pleased attitude concerning their visit. The girls quickly learn they must fend for themselves. The oldest girl, Delphine, takes charge and ensures that all three girls have food, a place to sleep, and entertainment during the day. Their mother insists the girls daily attend the local Black Panther summer camp so they can have a free breakfast each day. Although the girls from Harlem are unfamiliar with the Black Panther culture in Oakland, they quickly learn to mesh with the ideas presented by the camp leaders. The girls eventually establish friendships with the children and adults at the camp. These relationships prove helpful when the girls' mother is arrested for involvement in the Black Panther movement. In the end, the girls are able to open up to their mother and even get to know her a little better. Although the girls are looking forward to returning home, they cannot leave without hugging their mother, whether she likes it or not.

3. CRITICAL ANALYSIS

Williams-Garcia does a good job of creating believable characters with whom the readers can easily identify with. Williams-Garcia makes it easy to experience the tension a young black girl would likely feel during daily routines as the girls are wait to meet their mother at the airport. "A large white woman came and stood before us, clapping her hands like we were on display at the Bronx Zoo" (Williams-Garcia, 2010, 15). Cecile, the girls' mother, is also featured as a character that accurately represents the lifestyle of a young black woman standing up for her rights in Oakland, California in the late sixties. A glimpse into Cecile's free-spirited nature may be seen in the quote, "Our mother wore pencils in her hair, dresses like a secret agent, had a stickly, prickly house, a palm tree when no one else had one" (Williams-Garcia, 2010, 27). Descriptions such as these provide the reader with evidence of the woman's independence that likely drove her away from her children.

A relaxed plot highlights the long, lazy summer days the girls are forced to spend entertaining themselves. However, the plot is not without conflict or tension. The unsettled community and nation as a whole is struggling to ensure equal rights for all. However, this struggle causes citizens and public officials alike to interact with high levels of tension and distrust. This is exemplified in the portion of the text when the girls are confronted by Crazy Kelvin for referring to themselves as "colored" rather than "black" (Williams-Garcia, 2010, 65). The Black Panther rally that the girls attend is another development of the plot that highlights what life was like during this time period. The plot accurately reflects the era by alluding to events such as these that would have been characteristic of the time.

The setting of Oakland, California is accurately detailed throughout the story. One example may be seen as Delphine contrasts the surroundings to her mother's home saying, " I couldn't help but notice that not one yard had a plam tree. Not one" (Williams-Garcia, 2010 34). In addition, Delphenie's uncertainty with her unfamiliar surroundings are noted "we were far from Brooklyn. I didn't know where any of these streets led" (Williams-Garcia, 2010, 34). 

The underlying theme of this novel  is a child's need and desire to be loved and accepted by a parental figure. Although Delphine and her sister do not readily receive this love from their mother, they do not give up and continue to hope their mother will come to show love and affection for them. The love that develops through the story is highlighted in the kitchen stool Delphine's mother provides for her. "There was a stool by the stove. It was like everything else Cecile brought into her green stucco house. Secondhand. Still, it was unexpected, and I welcomed it" (Williams-Garcia, 2010, 146). This quote supports the theme of continued love and devotion the girls show their mother even in the face of less than perfect circumstances. The girls chose to focus on these efforts, however small, attempted by their mother.

Williams-Garcia's writing style creates a timeless story of children trying to earn the love of a parent figure. Although this novel takes place in the late sixties, this story could easily be told in modern times. The language used by the girls, and references to political figures and movements of the time help to make this story specific to the 1960's decade. For example, Delphine refers to her father as pa rather than dad. "We have to call Pa. Let him know we arrived." (William-Garcia, 2010, 33). Calling a father "pa" was more common during this time than in current years. Williams-Garcia gives a nod to the time period by making such mentions as, "I expected to find Dr. Martin Luther King's photograph hanging on the wall, but I was disappointed. Malcolm X and Muhammad Ali were the only faces I could name" (Williams-Garica, 2010, 69). References such as these are used throughout the story by Williams-Garcia as a constant reminder of the turmoil and unrest characteristic of the society within which Delphine and her sisters are growing up. 

Williams-Garcia maintains an accurate portrayal of life for young, black girls living in this time period, while successfully avoiding negative stereotypes.

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

I enjoyed this story and learning more about the Black Panther movement. It was interesting to view the summer camp and rally through the eyes of young, black girls. A significant strength was the detail given to creating a strong character in the oldest sister, Delphine. It is almost as if Delphine has become the mother of her two younger sisters in the absence of their birth mother. In my opinion, a weakness to be noted lies in the lack of background information about why the girls are finally going to visit their mother. I would have enjoyed reading more information about exactly why their father thought that it was necessary to send the girls at this point in time.

5. REVIEW EXCERPT(S)

"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." (SCHOOL LIBRARY JOURNAL)

"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." (starred review, BOOKLIST)

"“Delphine’s growing awareness of injustice on a personal and universal level is smoothly woven into the story in poetic language that will stimulate and move readers.” (PUBLISHERS WEEKLY )

6. CONNECTIONS

*Students can research the history of the Black Panther movement. Students can create a sample edition of the newspaper Delphine read while at the summer camp.

*Students can research and compare and contrast leaders of the Civil Rights movement.

*Students can read another book by Williams-Garcia such as LIKE SISTERS ON THE HOMEFORNT (ISBN 0613053737)

Breaking Stalin's Nose

                                                                1. BIBLIOGRAPHY

Yelchin, Eugene. 2011. BREAKING STALIN'S NOSE. Ill. by Eugene Yelchin. New York, NY: Henry Hold and Company. ISBN 9780805092165

      2.  PLOT SUMMARY

      This book tells the story of a young boy growing up in the Soviet Union under the reign of the Communist leader, Stalin. The boy has been taught all of his childhood to revere and respect Stalin and all that he provides for the boy and other citizens of the Soviet Union. Sasha is at the age where he can finally become a Yong Soviet Pioneer. However, on the eve of his induction into this group, events transpire that cause Sasha to question the loyalty he has put forth in Stalin and the Soviet Union. The capture of his father from their home by State Security is Sasha's first clue that something is wrong. Then the next day at school he is fearful of his school turning him over to the orphanage and State Security. In addition, as Sasha is preparing to carry the banner for the induction ceremony, he accidentally breaks off the plaster nose from the Stalin bust in the school hallway. After realizing that he has been lied to about the reason for his mother's death, Sasha finally musters the courage to escape the Young Soviet Pioneer ceremony. Sasha realizes he no longer identifies with Communist policy and has no desire to become a Young Soviet Pioneer. Sasha makes his way to the prison where his father is likely held captive and joins a long line of other hungry and cold Communist citizens waiting for a chance to see their loved ones as well.

3. CRITICAL ANALYSIS

Yelchin creates a character that is fully loyal to his leader and country. Sasha's enthusiastic embrace of Communism and oblivion to the poor living conditions created by it make him a prime example of a Communist citizen. His whole life has been spent praising and thanking Stalin for his life no matter how dire the circumstances. Communist propaganda is evident when Sasha mentions the poor living conditions of other countries. "I have read how hard the lives of children are in the capitalist countries and I feel pity for all those who do not live in the USSR" (Yelchin, 2011, 2). Sasha is so blinded, like other Communist citizens, that he is completely unaware of the squalor within which he is forced to live. Yelchin's accurate description of the daily life of Sasha contributes to the credibility of this historical novel. For example, Sahsa mentions "In the morning, we often sing patriotic songs together when we line up for the toilet" (Yelchin, 2011, 8). Images such as these give the reader a glimpse into the poor living conditions characteristic of this time.

Yelchin creates a plot that is fast paced. From the snowball fight between school boys, to the planting of the broken nose in the teacher's desk, to Sasha's dramatic escape from the Young Communist Pioneers ceremony, the plot is full of action. The reader is constantly on edge trying to predict if in fact Sasha will be caught and sent to the orphanage. A conversation between the State Security Senior Lieutenant and Sasha highlights the distrust and secrecy characteristic of the Soviet regime of the time. "Speaking in a secretive voice, he continues: 'We're offering you a rare opportunity to pledge assistance to the Soviet State Security. All you have to do is listen in, observe, and report suspicious behavior right here in your own school'" (Yelchin, 2011,134).  Sasha is forced to decide between submitting to the evil powers of Communism or escaping to relative freedom to visit his dad in the prison. 

The setting in Communist Russia is clearly defined through detailed descriptions of crowded living conditions, statues of Stalin, and images of a blanket of snow covering the land during a harsh winter. "[Stalin's] steady eyes track a legion of shiny black dots zipping up and down the snow-white streets" (Yelchin, 2011, 23). This description allows the reader to experience the tension Sasha and the others in his apartment must be feeling as the State Security invades their home in the night to search for Sasha's father. Further descriptions help the reader recreate Soviet Russia in his or her mind. "The sidewalks are crowded. Citizens rush to work, line up for food rations, push into the streetcars. On the corner, a loudspeaker blares our country's anthem" (Yelchin, 2011, 46). Glimpses such as these allow the reader to experience the sights and sounds of the Soviet Union during the communist era. 

The setting is greatly enhanced by Yelchin's inclusion of black and white graphite illustrations throughout the book. It is through these illustrations that the reader catches the first glimpse of a looming statue of Stalin (Yelchin, 2011, 21), the crowded communal apartment (Yelchin, 2011, 6-7), and the snow blanketed Kremlin at night (Yelchin, 2011, 35-36). These images help the reader experience the bleak and gloomy conditions of the Soviet Union during the Communist era. Yelchin adds drama to his illustrations by featuring guards and authority figures as towering over whomever they happen to be interacting with. For example, the Kremlin guard appears almost comical because of the large mitten clad hand he outstretches to prevent Sasha from taking another step (Yelchin, 2011, 35-36). The illustrations support the accuracy and detail of Communist Russia Yelchin attempts to convey to the reader.

The underlying theme of this story is the importance of independence and thinking for oneself. Sasha experiences an epiphany over the 24 hour time period this story is being told. He begins to realize that all he has learned and believed about Stalin and his country since birth has been a lie. It is only after this realization that Sasha is freed from the power of Communism and is able to think for himself. Sasha decides to give up all he has worked for his whole life in search of his father and a sense of freedom. "I take a last look at the banner, turn away, and dash out the back door, down the stairs, and out of the school" (Yelchin, 2011, 141). By the end of the book, the reader witnesses a dramatic change in Sasha's motives, attitudes, and actions that are entirely different from the young boy at the beginning of the book pledging to loyally serve in the Young Soviet Pioneers.

Yelchin's writing style is greatly enhanced by his personal experiences growing up in Russia. Although Yelchin did not grow up in the time of Sasha and Stalin, he did experience many of the same hardships characteristic of the Soviet era. In his author's note, Yelchin states "Like my main character, I wanted be a Young Pioneer. My family shared a communal apartment, My father was a devoted Communist" (Yelchin, 2011, 154). This experience gives Yelchin's writing an honest and unbiased portrayal of life in the Soviet Union. In addition, having experienced these hardships allows Yelchin to write with a deep passion and emotion that is readily apparent to the reader.  

Yelchin avoids negative stereotypes by creating an accurate image of life during the Stalin era in Moscow.                                                                                                                                                                                                                                                                                                                                                                                                             

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

After recently visiting Moscow, I found this book to be very interesting. Yelchin did a nice job of portraying the oblivion in which the citizens of the Soviet Union had come to live. One weakness was a lack of an explanation for Sasha's father's imprisonment. The reader is left wanting to know exactly what the boy's father had done to deserve this punishment. However, this type of captivity without questioning or proof was likely a common occurrence in Communist Russia. 

5. REVIEW EXCERPT(S)

"Picture book author/illustrator Yelchin (Won Ton) makes an impressive middle-grade debut with this compact novel about a devoted young Communist in Stalin-era Russia, illustrated with dramatically lit spot art."  (PUBLISHERS WEEKLY)

"“Yelchin’s graphite illustrations are an effective complement to his prose, which unfurls in Sasha’s steady, first-person voice, and together they tell an important tale.” (KIRKUS REVIEWS)

""Yelchin skillfully combines narrative with dramatic black-and-white illustrations to tell the story of life in the Soviet Union under Stalin.” (SCHOOL LIBRARY JOURNAL)

6. CONNECTIONS

*Students could conduct further research into other Communist leaders of Russia. A chart comparing data of living conditions during the Communist era could be constructed.

*Students could create simple black and white illustrations similar to those of Yelchin to accompany a piece of writing.

*Students could watch a documentary related to the Soviet Union. After viewing the documentary, students could form small groups and discuss how life as a young adult in Communist Russia differs from life in the United States.

The Earth Dragon Awakes: The San Francisco Earthquake of 1906

1. BIBLIOGRAPHY

Yep, Laurence. 2006. THE EARTH DRAGON AWAKES: THE SAN FRANCISCO EARTHQUAKE OF 1906. New York, NY: Harper Collins Publishers. ISBN 0060275243

2.  PLOT SUMMARY

This book tells the story of the San Francisco Earthquake of 1906 through the eyes of two young boys, Henry and Chin. Chin's father works for Henry's family, the Travises, in the Sacramento Street area. Chin and his father live in Chinatown. The families are separated at the time of the earthquake, and the reader is able to view the effects of the earthquake and resulting fires from both the Travises' home and Chin's home. Although the boys and their families are concentrating on surviving this terrible disaster, they both cannot help but worry about the fate of one another. After fleeing the dangers of San Francisco, both families are reunited in Oakland, California. Eventually, each family is able to rebuild and resume their lives. The boys are strongly impacted by their experience in the earthquake and come to recognize everyday heroes in their parents and family friends.

3. CRITICAL ANALYSIS

Yep makes it easy to identify with both main characters, Henry and Chin. The boys are interested in "penny dreadfuls" books that tell the stories of famous heroes such as Marshal Earp (Yep, 2006, 7). In many ways these boys share interests and personalities that are similar to a typical boy of the modern era. Yep tells the perspective from each boy's point of view, so the reader is able to experience a child's fear, worry, and anxiety that would likely occur in the midst of such a natural disaster. Henry's fear is highlighted when he clings to his dog as he is being freed from his bedroom. "Then he scoops up Sawyer. Henry clutches his pet. The crowbar scrapes at the doorframe" (Yep, 2006, 30). It is easy to picture a boy holding his pet dog as he waits for his parents to rescue him. Although this story is set over 100 years ago, readers will easily relate to the characters because of the timeless feelings of vulnerability and fear.

The plot is framed by the actual sequence of events that unfolded the morning of and the days following the earthquake of 1906. Yep signifies the passage of time by stating the location, date, and exact time at the beginning of each chapter. For example, one chapter is titled , "Late evening Tuesday, April 17, 1906 Deep beneath San Francisco" (Yep, 2006, 8). These clues make it easy for the reader to jump back and forth between Henry's neighborhood and Chin's. In addition, the detailed listing of the time sequence down to the minute builds suspense within the plot.

Yep successfully creates a clear setting through the use of detail and careful notation when the setting slightly changes between neighborhoods. A vivid picture of the rolling hills of San Francisco is created by sentences such as "slivery tracks lead up and down hills. On the crests, Chin sees San Francisco spread out before them. Streetlamps glitter like jewels" (Yep, 2006, 12). The use of a simile and imagery make it easy for the reader to imagine the streets of San Francisco. Further descriptions detail the architecture characteristic of the city. "American houses perch shoulder to shoulder like pigeons. Beyond them rise the tall buildings of the business district […] They call them skyscrapers" (Yep, 2006, 8). This mention of the new term "skyscrapers" reflects the time period of the book.

The theme of this book highlights the courage and bravery needed to survive natural disasters such as earthquakes. Both boys act without regard for their own safety, and are able to set aside all fears to help protect their loved ones. Although the story begins by mentioning the boys' admiration for heroes in books, by the end of the story they recognize that they have found everyday heroes within their parents and friends. "'And we don't have to look far for heroes. They were right under our noses all this time"' (Yep, 2006, 105). Throughout the devastation of the earthquake and the harrowing rebuilding efforts the reader witnesses the boys grow in both maturity and wisdom.

Yep uses a vivid writing style full of imagery and figurative language to help the reader experience the sights and sounds of the city of San Francisco after this harrowing event. For example, human characteristics are attributed to the house through personification. "The house is still trembling" (Yep., 2006, 30). Similes also help the reader understand the devastation of the earthquake. "The cable-car tracks have been twisted into strange shapes like shining wire" (Yep, 2006, 31). Another example of a simile may be found in the statement, "the walls crumble like paper" (Yep, 2006, 24). These descriptions allow the reader to recreate the terrible scenes of that day in their mind, and feel as if he or she is actually present during the aftermath of the quake. Yep also intertwines factual information related to earthquakes along with the storyline. "San Francisco is on the edge of the North American Plate. Next to it is the Pacific Plate, which holds the Pacific Ocean" (Yep, 2006, 8). These informative details allow the reader to gain insightful knowledge while enjoying a good book. 

Yep uses detail and description to describe the characters in the book, while successfully avoiding any negative stereotypes that are often wrongly associated with people of different nationalities.  

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

The organization of this book is one of its main strengths in my opinion. The alternating settings between Henry's and Chin's neighborhood make this a quick and enjoyable read. Yep lists several resources that confirm the factual information used in the book that readers may consult. However, this could be improved by including primary sources such as letters or diary entries from those who actually survived the earthquake. I feel this added resource would confirm the historical accuracy of this book.

5. REVIEW EXCERPT(S)

"Its natural disaster subject is both timely and topical, and Yep weaves snippets of information on plate tectonics and more very neatly around his prose." (SCHOOL LIBRARY JOURNAL)

"Told in the present tense, the narration provides a 'you are there' sense of immediacy and will appeal to readers who enjoy action-packed survival stories." (BOOKLIST)

6. CONNECTIONS

*Students can read one of the other books suggested by Yep relating to the San Francisco earthquake of 1906 such as THREE FEARFUL DAYS: SAN FRANCISCO MEMOIRS OF THE 1906 EARTHQUAKE AND FIRE (ISBN 0930235096)

*Students could create a timeline depicting the sequence of events following the earthquake. A color coded map of San Francisco could also be created to show the path of the earthquake destruction and fire damage.

*Students can research earthquakes and fault lines using nonfiction books or online resources.

Balloons Over Broadway: The True Story of the Puppeteer of Macy's Parade

1. BIBLIOGRAPHY

Sweet, Melissa. 2011. BALLOONS OVER BROADWAY: THE TRUE STORY OF THE PUPPETEER OF MACY'S PARADE. Ill. by Melissa Sweet. Boston, MA: Houghton Mifflin Harcourt. ISBN 9780547199450

     2.  PLOT SUMMARY

     This picture book biography tells the story of the Tony Sarg, a famous puppeteer, from the time of his childhood through adulthood. The biography recounts the innovative creations Sarg began making even as a boy. His love of toys, marionettes, and making audiences smile landed him the task of creating the first Macy's Thanksgiving parade. After several years of working on the parade, Sarg had a brilliant idea. He decided to create puppet floats for the parade that functioned as reverse marionettes, with the strings controlled from below. Sarg's idea was a monumental success and is still used each year in the Macy's Thanksgiving Day Parade.

3. CRITICAL ANALYSIS

Sweet's biography is accurate because she includes a complete listing of all bibliographies and sources at the conclusion of the book. She even includes quote sources for exact words taken from the life of Sarg. For example, the quote "Every little movement has a meaning of its own" was directly taken from Sarg in "Takes a Look." Sweet's accuracy is further supported by her avoidance of stereotypes or bias within the biography. Sweet even remained committed to accuracy in her illustrations. Although the toys in the book were created by Sweet herself, she aimed to stay true to the look and design characteristic of Sarg's toys (Sweet, 2011). In addition, Sweet used several illustrations crated by Sarg for his book THE TONY SARG MARIONETTE BOOK (Sweet, 2011).

The organization of this picture book biography is logically sequenced from childhood to adulthood. This layout does lend itself to a cover-to-cover read because it tells an entire story in a relatively short amount of time.

Sweet uses unique illustration techniques to design a book that is both inviting and intriguing to the reader. The colorful and creative watercolor scenes as well as collages and mixed media allow the reader to experience life during Sarg's time. The font used in this book, Museo, is easily readable and contributes to a sense of playfulness in the book. Lots of detailed images are included on each page. However, the placement of text within these images is organized, neat, and easy to follow in logical sequence.

Sweet's writing style tells the story of Sarg in a unique voice and format. Her passion for childhood, play, and innovation are evident in the excitement and eagerness heard in Sweet's tone. Furthermore, Sweet's passion for this topic is conveyed by the immense detail and care she put in to creating collages, toys, and paintings for each page of the book. Sweet does a good job of exposing the reader to a number of facts and details about the life of Sarg without overwhelming the reader with information.

4. PERSONAL RESPONSE: STRENGTHS AND WEAKNESSES

I found this book to be highly engaging and informative. I especially enjoyed the mixed media illustrations. The attention to detail and use of true-to-life objects reminds me of the I SPY books. I did find the lack of access points to be slightly frustrating while reading this book. A lack of page numbers, table of contents, or index does not allow one to easily skip around within the book. Therefore, I found it easiest to read this particular book from cover to cover.

5. REVIEW EXCERPT(S)

"Sweet tells this slice of American history well, conveying both Sarg’s enthusiasm and joy in his work as well as the drama and excitement of the parade. . .This one should float off the shelves." (SCHOOL LIBRARY JOURNAL, starred review)

“This clever marriage of information and illustration soars high.” (KIRKUS REVIEWS, starred review)

“A joyous piece of nonfiction that informs and delights in equal parts.” (BOOKLIST, starred review)

6. CONNECTIONS

*Create a puppet craft. The instructions for the activity may be found on Melissa Sweet's website: http://www.hmhbooks.com/kids/resources/BalloonsOverBroadway_ActivityKit.pdf

*Read other books illustrated by Melissa Sweet such as THE BOY WHO DREW BIRDS: THE STORY OF JOHN JAMES AUDUBON (ISBN 0618243437)

*Students can write about a favorite hobby or pastime they have enjoyed since childhood.