Lunch Lady and the Cyborg Substitute by Jarrett Krosoczka

Bibliographic Information:  Krosoczka, J. (2009). Lunch Lady and the cyborg substitute. New York, NY: Scholastic.

Annotation:  The graphic novel goes through the school lunchroom and the school.  This book follows two lunch ladies, Mr. Edison, a teacher, and students.  The two lunch ladies wanted to see if the teacher was real, and realized he was a robot.  So, they followed Mr. Edison back home and caught him.  At the same time, the students were following the lunch ladies to see what they do.  In the end, Mr. Edison was captured, and everyone was safe.

Genre:  Contemporary Realistic Fiction, Graphic

Grade Level:  2nd Grade – 5th Grade

Interested Readers:  Readers who are interested in Graphic Novels, school setting and fun action like books could be interested in this book.

Personal Response and Rating:  I enjoyed this book, I feel that this book is a good book for students who are starting to read graphic novels, and is also a well writing and interesting book.  I feel based on the action pack book and the subject of school, many students could be interested in this book.  I would give this book a 5/5 star rating.

Text-Dependent Question:  Where did the lunch lady hide when the teacher came into the classroom?

Reading Strategy:

a.)     Book Talks Strategy from Gail Tompkins (Strategy #6)

b.)     Book Talks Books Strategy is a strategy when the teacher introduces a new book to students and interest them in reading the book.  To hook the students interest and desire, the teacher shows the book and summarizes it, without giving much details.  Students could also model this when giving book talks as well.  This strategy is bested used for any grade while focusing on context areas, oral language and comprehension.

c.)     With regards to this book, I would use the Book Talk Strategy to help students understand graphic novels and what they are.  After explaining what graphic novels are, I would also use the strategy help engage students in reading the book.  This strategy would also help improve students oral language skills, comprehension and content area if they would do the same after they finish reading the book.

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