JOEY PIGZA LOSES CONTROL

1.  BIBLIOGRAPHY

Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York, NY: Farrar, Straus and Giroux.  ISBN 0-374-39989-1

2.  PLOT SUMMARY

Joey Pigza finally gets the chance to get to know his father, a man he has never known, when Joey goes to spend the summer with him and Joey’s grandmother. After recruiting Joey to pitch for his baseball team and then convincing Joey to quit taking his good medicine for his hyperactivity disorder, Joey’s hard-drinking father spawns trouble.

3.  CRITICAL ANALYSIS

In Jack Gantos’ contemporary realistic fiction, Joey Pigza, though raised by his loving mother, longs for the approval and love of his estranged father. When his father claims to be sober and living on the straight-and-narrow, he convinces Joey’s mother to allow Joey to visit. Initially, Joey is hopeful and idealistic, though noticing that his father is also “hyper.” Since going on his “good-meds” for ADHD, Joey is more self-aware and is enjoying life. This changes as his father flushes Joey’s medicine down the toilet to eliminate the “crutch.” Joey’s voice and the author’s vivid style are revealed as Joey’s character confides to the reader: “I lay in bed and all I could imagine was the worst part of me getting on a train a long ways off. That old Joey was coming to get me and I couldn’t do anything about it. Day by day he would get closer. Even if I got up and started running away, he would catch me.”

Joey’s character comes across as believable as he talks to himself and others in a manner consistent with a young boy in his position. His character is much more honest and self-aware than his father, and by the end of the story, Joey accepts, though understandably does not celebrate, who is father really is, acknowledging that they are very different from one another. Even if one is not estranged from an alcoholic father and does not have ADHD, certainly most students know someone who shares these challenges. Though the hyperactivity and alcoholism are central to the story, it is the relationships that drive the plot. When Joey’s father encourages Joey to pitch for his baseball team, Joey seizes an opportunity to get his dad’s approval and help his father feel like a “winner.”  Trouble ensues as Joey’s father drinks more and Joey’s “good-meds” wear off.

Gantos paints Joey’s father as a flawed man without completely vilifying him. (Note alert: Joey’s father does drink and drive.) Joey, though torn and sad, maintains a quirky sense of humor, an honest heart, and a tremendous loyalty to his mother and dog. With honesty, sensitivity, and humor, Gantos relates a story with realistic characters and problems. Certainly, readers will feel a range of emotions while reading this tale and will grow in compassion for children growing up in similar situations.

4.  REVIEW EXCERPTS & AWARDS

Newbery Medal/ Honor Book  2001

Notable/Best books (A.L.A.)  2001

BOOKLIST starred, September 2000: “Few children these days don’t know someone wrestling with ADHD; meeting up with Joey is a fine way to gain insight into the problems ‘hyper’ children face. But the story is more than message. Ganto’s skillful pacing, sly humor, and in-depth characterization make it a truly memorable read.”

HORNBOOK starred, Spring 2001: “Spending the summer with his father, a bigger vesion of his ‘wired’ self, Joey finds himself ill-prepared to cope with his self-destructive and alcoholic parent. As in Joey Pigza Swallowed the Key, the story’s tension and sadness are tempered by Joey’s often humorous, sometimes hilarious, narrative.”

5.  CONNECTIONS 

Additional information about ADHD:

Children and Adults with Attention Deficit/Hyperactivity Disorder website

http://www.chadd.org/

Create a Jack Gantos author display including other books by Jack Gantos

Check out website:   http://www.jackgantos.com.vhost.zerolag.com/

HEADS OR TAILS: STORIES FROM THE SIXTH GRADE

JACK’S NEW POWER: STORIES FROM A CARIBBEAN YEAR

DESIRE LINES

JACK’S BLACK BOOK

JOEY PIGZA SWALLOWED THE KEY

JACK ON THE TRACKS: FOUR SEASONS OF FIFTH GRADE

JOEY PIGZA LOSES CONTROL

LUNCH LADY AND THE CYBORG SUBSTITUTE

1.  BIBLIOGRAPHY

Krosoczka, Jarrett. 2009. LUNCH LADY AND THE CYBORG SUBSTITUTE. New York, NY: Random House.  ISBN 978-0-375-94683-7

2.  PLOT SUMMARY

The school lunch lady, who is really a secret crime-fighting superhero with a sidekick who creates super-gadgets, uncovers a wicked plot to substitute all of the school’s favorite teachers one-by-one with robots.

3.  CRITICAL ANALYSIS

Classmates Terrence, Dee, and Hector repeatedly speculate about the life of the school’s lunch lady in Kroskozka’s super silly graphic novel Lunch Lady series. Set in an elementary school that includes the stereotypical bullies who take lunch money from wimpy kids, the secret superhero lunch lady, thought to “live with 100 cats,” uncovers a plot by an evil teacher to replace the school’s favorite teachers with cyborgs. The lunch lady’s sidekick, Betty, creates gadgets such as a helicopter-spatula that, with the help of the three curious students, aid in her crime fighting pursuit. With very few words on each page and simple bold drawings in black and yellow ink, this comic-strip story still manages to deliver character development as Hector’s experience fighting the robots enables him to develop the courage to face up to the lunchroom bully. The graphics in the climax of the story are reminiscent of the 1960’s Batman and Robin television show with the words BOOM! or CRASH! splashed across the page as the heroes fight the villains. Written for seven to ten year olds but on a first grade reading level, the humorous puns give the otherwise predictable story a much-needed boost, and the suspicious prison visit at the end leaves the door open for future mysterious mischief.

4. REVIEW EXCERPTS

REVIEW: KIRKUS: “Filled with goofy puns and grayscale art with cheery yellow accents, this is a delightfully fun escapist read.”

LIBRARY MEDIA CONNECTION: “ With only a few words per page, this cute graphic novel would make an excellent read-aloud.”

PUBLISHERS WEEKLY: “With plenty of silliness and slapstick in the text and panel art alike, this comic should alleviate lunch-line boredom with visions of servers wielding fishstick-nunchucks and growling, ‘today’ special is a knuckle sandwich.’”

5. CONNECTIONS

Though oversimplified, the text has the elements of a mystery, which could easily be pointed out. Students could then complete a prewriting graphic organizer to create their own mini-mysteries, after which they would compose their own brief graphic novel mysteries. Later, the students read more complex mysteries suitable to each student’s reading level.

Learn more about the author and his works at:  http://www.studiojjk.com/

Others from the Lunch Lady series:

LUNCH LADY AND THE FIELD TRIP FIASCO, ISBN:  978-0375867309

LUNCH LADY AND THE AUTHOR VISIT VENDETTA, ISBN: 978-0375860942

LUNCH LADY AND THE BAKE SALE BANDIT, ISBN: 978-0375867293

LUNCH LADY AND THE LEAGUE OF LIBRARIANS, ISBN: 978-0375846847

LUNCH LADY AND THE SUMMER CAMP SHAKEDOWN, ISBN: 978-0375860959

ELIJAH OF BUXTON

1. BIBLIOGRAPHY

Curtis, Christopher P. 2007. ELIJAH OF BUXTON. New York, NY: Scholastic Press.

ISBN 978-0-439-02344-3

2.  PLOT SUMMARY

With the distinction of being the first baby born into the Buxton Settlement of Canada, a safe-haven community for slaves who fled America in 1859, tenderhearted eleven-year-old Elijah longs to show his parents that he is no longer "fragile." When a tragic injustice takes place, not only does Elijah display courage and maturity, but his tenderheartedness becomes a great strength.

3.  CRITICAL ANALYSIS

Set in Buxton, Canada, in 1859, the historical fiction relates folksy episodic stories of a young boy’s life and adventures in his community, charming accounts written in period dialect about a community with the creed: “One helping one to uplift all.” Readers will relate to Elijah’s sense of adventure, his love of family and friends, and his longing to be courageous. The residents’ appreciation of freedom and commitment to the success and cohesiveness of the community mirror the life and truth of this historical village of former slaves. With tenderness and humor, Christopher Curtis communicates through the voice of his “fragile” protagonist.  Younger readers not accustomed to the period dialect may struggle with fluency; for that reason, and the episodic structure of the text, this would be a terrific book for a teacher read-aloud. The primary plotline moves slowly until two-thirds of the way through the text when not only does the plot explode into action, but also Elijah’s experiences surrounding his encounters with five shackled slaves simultaneously inspire and sicken the reader. The author weaves fact and fiction together into a tapestry reflecting a love of freedom juxtaposed with the horror of slavery.  Author’s notes wonderfully support the story with a historical basis for the narrative.

4.  REVIEW EXCERPTS & AWARDS

Coretta Scott King Medal Award

CLA Book of the Year for Children

Newbery Honor Books 2008

Scott O’Dell Award for Historical Fiction

SCHOOL LIBRARY JOURNAL, October 2007: “Curtis’s talent for dealing with painful periods of history with grace and sensitivity is as strong as ever.”

LIBRARY MEDIA CONNECTION, January 2008: “Curtis deals with the difficult topic of slavery from a youthful perspective, allowing Elijah to learn of its sadness and pain first hand. This is done without overwhelming the reader, by infusing the novel with humor.”

5.  CONNECTIONS

* Read ELIJAH OF BUXTON as part of a study on the Underground Railroad.

* Read other award-winning books by Christopher P. Curtis:

            BUD, NOT BUDDY, ISBN 978-0553494105

            THE WATSONS GO TO BIRMINGHAM- 1963, ISBN 978-0440228004

* Explore the following sites to discover more about the Buxton Settlement:

http://www.buxtonmuseum.com/

http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-discussion-guide

http://buxtonarchaeologicalsurvey.blogspot.com/

TURTLES IN PARADISE

1.  BIBLIOGRAPHY

Holm, Jennifer. 2010. TURTLE IN PARADISE. New York, NY: Random House. ISBN  978-0-375-83688-6

2.  PLOT SUMMARY

During 1935, an eleven-year-old girl named Turtle is taken to live in the Florida Keys with her aunt’s family because Turtle’s single mother got a new job as a housekeeper for a woman who did not want children living on the property. Weary from her mother’s choices, while simultaneously concerned about her mother, Turtle begins a new life in a completely foreign setting and discovers the love and security of family, which finally provides a not-so-Hollywood-like happy ending.

3.  CRITICAL ANALYSIS

Rich with reflections of 1935 Americana, including cloth diapers, Ford Model A cars, Little Orphan Annie, and Sears mail-order houses, young Turtle must be strong for her mother. Turtle’s tough shell covers her tender heart after eleven years of living with her butterfly-like mother who makes poor choices in the name of romance. Moving alone to the relatives’ place in Key West, Turtle describes Key West as: “the place looks like a broken chair that’s been left out in the sun to rot.” Turtle’s additional distain for Shirley Temple reflects the cynicism that took root in her heart from constant disappointments. Slowly, the companionship of her rascally cousins and the care of her aunt and uncle, Turtle finally experiences being a vital part of a family in which she can be a child.

Holm weaves stories passed down from her own relatives who lived in Key West during the Great Depression. The author tells the story from Turtle’s point of view and employs dialogue as a primary device to communicate the relationships. The antics of the Diaper Gang along with the extended relationships in Key West create a sense of small town community. Children will relate to the sense of mischief in the barefoot Diaper Gang and Turtle’s desire to included and loved. Children from single parent homes may also relate to the protective shell Turtle had to build to protect her heart from further hurt. The author’s style includes unexpected twists that keep the reader engaged to the last page. Though the story is historical fiction, it is based upon real characters during a real time period in history. Author’s notes and photos are included and informative and fascinating.

4.  REVIEW EXCERPTS & AWARDS

Newbery Medal/Honor Award, January 2011

Children’s Choices for 2011

Teachers Choice 2011

PUBLISHERS WEEKLY, May 2010: “Two-time Newbery Honor author Holm again rafts a winning heroine who, despite her hardened exterior, gradually warms to her eccentric family members, including her unruly cousins and waspish grandmother.”

HORN BOOK, May/June 2010: “The episodic novel includes details, events, and figures from history, and Turtle’s narrative is peppered with references from the time...”

SCHOOL LIBRARY JOURNAL, April 2010: “This richly detailed novel was inspired by Holm’s great-grandmother’s stories.”

5.  CONNECTIONS

Create a Venn diagram and compare and contrast the cultural markers of America in 1935 to some of the cultural markers of our day. (Example: paper dolls and marbles vs. computer games and X-Box) Discuss some of the positives and negatives of changes. Discuss aspects of life that have not changed. (Example: hurricanes still endanger lives, people still need family, etc.)

Internet Research Extension Topics:

1935 Florida Keys Hurricane

The Great Depression

Comics of the Great Depression Era

History of Paper Dolls

“The Shadow” Radio Show

Sears Mail-Order Houses

President Roosevelt

Necco Wafers

Fred Astaire and Ginger Rogers

Shirley Temple

THE EARTH DRAGON AWAKES

1.  BIBLIOGRAPHY

Yep, Laurence. 2006. THE EARTH DRAGON AWAKES. New York, NY: HarperCollins.  ISBN 978-0-06-027525-9

2.  PLOT SUMMARY

Living in San Francisco in 1906, young boys Henry and Chin love reading “penny dreadfuls,” cheap paperback action stories with bigger-than-life heroes. The boys consider their fathers pretty dull and non-heroic compared to the protagonists in the stories.  Everything changes when the devastating San Francisco earthquake of 1906 ensues. Through the harrowing events that followed, Henry and Chin discover the real heroes are their own parents.

3.  CRITICAL ANALYSIS

When the ravaging San Francisco earthquake and fires of 1906 destroy Henry and Chin’s homes and neighborhoods, these boys’ fathers challenge and impress the boys with their valiant and selfless acts in the midst of great loss and tragedy. Many young readers will identify with Henry and Chin’s familiarity with parents’ seemingly routine and uneventful lives. A young boys’ fascination with heroes remains constant from generation to generation. Much like today, children of different cultures and social statuses often bridge social relationships among the adult caregivers.

Laurence Yep paints a vivid description of the neighborhoods and districts of San Francisco and the bay area of the time period. Chin is a Chinese immigrant whose father works as a houseboy for Henry’s wealthy Caucasian family. Typical of the period, Chinese Americans lived in Chinatown, a separate part of the city; segregation was the practice of the day. Yep’s family history and upbringing in the San Francisco Bay area lend additional credibility to this historical fiction. The alternating chapters that rotate between Chin and Henry’s perspectives enable the reader to understand the diverse experiences of the same historical events. The author’s style of short sentences and endless vivid metaphors and similes create cliff-hanging anticipation that makes this historical fiction impossible to put down.

Note that the author includes an extensive Afterword section with biographical references, additional historical facts, additional selected readings, and selected black and white actual photos of the aftermath of the 1906 San Francisco earthquake.

4.  REVIEW EXCERPTS & AWARDS

Texas Blue Bonnet Award Nominee 2007-2008

SCHOOL LIBRARY JOURNAL: “Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes.”

BOOKLIST: “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.”

5.  CONNECTIONS

CHILDREN’S LITERATURE IN ACTION suggests reading and comparing other children’s novels based on the same event:

Gregory, Kristina. EARTHQUAKE AT DAWN.  ISBN: 978-0152046811

Hopkinson, Deborah. INTO THE FIRESTORM.  ISBN: 978-0440421290

Karwoski, Gail Langer. QUAKE: DISASTER IN SAN FRANCISCO.  ISBN: 978-1561453108

Kudlinski, Kathleen C. EARTHQUAKE! A STORY OF THE SAN FRANCISCO EARTHQUAKE. ISBN: 978-0140363906

Resources for follow up activities related to science and earthquakes:

O’Brien-Palmer, Michelle.  HOW THE EARTH WORKS: 60 FUN ACTIVITIES FOR EXPLORING VOLCANOES, FOSSILS, EARTHQUAKES, AND MORE

ISBN: 978-1556524424

Christian, Spencer & Felix, A. SHAKE, RATTLE, AND ROLL: THE WORLD’S MOST AMAZING VOLCANOES, EARTHQUAKES, AND OTHER FORCES

ISBN: 978-0471152910

Connection Ideas Resource:

Vardell, Y. M. 2008. CHILDREN’S LITERATURE IN ACTION, A LIBRARIAN’S GUIDE. Westport, CT: Libraries Unlimited Inc. ISBN: 978-1-59158-557-2