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.