Book Review of THE HIGHER POWER OF LUCKY

Bibliography:

Patron, Susan. 2006. The higher power of Lucky. Ill. by Matt Phelan. New York: Atheneum Books for Young Readers. ISBN1416901949


Plot Summary:

The Higher Power of Lucky is the story of ten year Lucky Trimble; a young girl who never knew her father, whose mother was electrocuted after a thunderstorm, and who is currently living with her guardian in a trailer in the small desert town of Hard Pan, California. Lucky enjoys her life with her guardian Brigitte; her dog, HMS Beagle; her best friend, Lincoln; five-year old Miles; and the other interesting citizens of Hard Pan (population 43). In addition to going to school, Lucky has a job cleaning up after the various 12-step programs held at the Found Object Wind Chime Museum and Visitor Center. When Lucky is finished with her job, she stays to eavesdrop on the sessions in order to learn how the twelve-steppers found their “higher power”. Lucky wants to find her own “higher power” in order to secure a mother to care for her. Although she loves Brigitte, she worries that Brigitte will return to France, and then Lucky will be sent to an orphanage in Los Angeles. One day Lucky finds Brigitte’s passport and assumes Brigitte is planning to leave her, so Lucky makes a plan to run away. However, Lucky’s plan to hide in the desert caves hits a few snags when a big dust storm develops and Miles gets lost in it. Lucky and Miles are found by Lincoln, Brigitte, and the rest of the town. Lucky discovers that Brigitte is going to stay in Hard Pan and adopt her.


Critical Analysis:

Susan Patron’s The Higher Power of Lucky is a realistic fiction book that will entertain young readers. The story of Lucky, a budding scientist without a family, draws readers in because they want to discover if Lucky finds her “higher power” and the life she is hoping for. Susan Patrons’ well-written, humorous book provides readers with another realistic character to know and love.

Although the story is intended for children who are nine to eleven years old, Susan Patron’s style of writing is eloquent. She does not try to simplify Lucky’s problems or to condescend to her readers by spelling out exactly what she is trying to relay. Instead, she presents Lucky’s worries about being abandoned and sent to an orphanage from Lucky’s point of view. For instance, when Lucky is talking about being a ward of the state, Patron writes, “And this is how Lucky became a ward, which is the person a Guardian guards. A ward must stay alert, carry a well-equipped survival kit at all times, and watch out for danger signs - because of the strange and terrible and good and bad things that happen when you least expect them to” (page 16). This sentence succinctly relays to the reader why Lucky carries a survival backpack kit and why she is worried about Brigitte leaving. In addition, when Patron introduces Lucky’s best friend Lincoln, she explains, “When he was about seven, Lincoln’s brain had begun squeezing out a powerful knot-tying secretion that went through his capillaries and made his hands want to tie knots. He’d learned how to tie about a million different ones, plus bends and hitches” (page 17). Instead of just stating that Lincoln was an expert knot tyer, the author treats her readers to this descriptive statement which truly captures the essence of Lincoln’s personality. Patron’s expressive writing allows readers to become involved in the story and to enjoy quality writing at the same time.

In addition to treating her readers as equals, Patron creates a likeable, humorous central character. Lucky is not the normal girl who likes to play with dolls. No, she is a girl who collects bugs and wants to be a scientist. She even named her dog HMS Beagle, because “the actual original HMS Beagle was a beautiful ship that took the scientist Charles Darwin all around the world on exciting discoveries. Lucky’s dog - who was neither a ship nor a beagle - got her name because of always being with Lucky on her scientific adventures” (page 8). Readers enjoy learning about Lucky’s plan to “turn herself into a famous Hard Pan scientist” (page 43) by creating a museum display that will bring visitors to Hard Pan. Patron shares Lucky’s museum display descriptions, and readers are bound to laugh out loud as they read the following about the Tarantula Hawk Wasp: “By the way even though these wasps are pretty big and scary looking, don’t worry. Human beings are a total waste of their time” (page 46). By revealing these humorous insights in to Lucky and her life, Patron makes Lucky someone that kids can relate to. After all, although she may be living in unusual circumstances, she is still a normal ten year old that does the same things and feels the same way as the children who are reading this book.

While readers are entertained by the story of Lucky’s search for her “higher power”, they are also treated to beautiful illustrations which bring the characters and the town to life. Illustrator Matt Phelan’s simple pen and pencil drawings are scattered throughout the story and enable readers to see for themselves what is happening to Lucky. Phelan also includes drawings of the town and the desert. This is especially helpful to children who have never lived in a desert environment. For example, when the author describes Short Sammy’s water tank house with its cactus-lined sidewalk, Phelan draws the scene so readers no exactly what the author is talking about. Although the story would still be entertaining without the drawings, the artwork adds to the story and brings the characters to life.

Although some readers may be drawn to read The Higher Power of Lucky because of the controversy surrounding it, they will soon discover that this 2007 Newbery Medal winner is wonderful story in itself. As readers are introduced to Lucky, Brigitte, Lincoln, Miles and the other citizens of Hard Pan, California, they will become caught up in their lives. Susan Patron’s book is sure to entertain children for many years to come.


Review Excerpts:

Winner Newbery Medal, 2007

Winner ALA Notable Books for Children, 2007

Horn Book Magazine (January 2007) - “Author Patron's tale of a grieving, insecure little girl is never heavy-handed or maudlin, due in part to quiet bursts of humor. Quirky supporting characters include future presidential hopeful and knot artist Lincoln Clinton Carter Kennedy, Lucky's best friend; and recovering alcoholic/hippie/cowboy Short Sammy. The book's brief chapters reflect the cyclical, episodic nature of life in Hard Pan, while meandering yet meticulously crafted sentences illustrate Lucky's natural curiosity and the importance of storytelling in her life. Patron's sensory descriptions of Hard Pan and the surrounding desert, supported by Phelan's gentle spot art, animate this unique community.”

School Library Journal (December 2006) - “This character-driven novel has an unusually complicated backstory, and a fair amount of exposition. Yet, its quirky cast and local color help to balance this fact, and the desert setting is fascinating. Lucky's tendency to jump to conclusions is frustrating, but her struggle to come to terms with her mother's death and with her new life ring true. Phelan's cover and line drawings are simple and evocative, a perfect complement to the text. Fans of novels by Deborah Wiles and Katherine Hannigan will be happy to meet Lucky.”


Connections:

After reading the story, discuss the problems that occur when people make assumptions about others actions without talking with the people. Brainstorm different ways that Lucky could have handled her fear of being deserted by Brigitte.


Read BUD, NOT BUDDY by Christopher Paul Curtis (ISBN 0553494104). Have students discuss the similarities between the two stories. For example, both main characters are ten-years old; are orphans; never knew their fathers; lost their mothers when they were young; tried to solve their situations by running away; etc. Then, discuss the differences which include time difference (1930s versus present time); setting (Michigan versus California); eventual homes; etc.


Use this book when discussing a social studies unit on the desert. Read through the book to find examples that describe the desert environment. Have students look for words used in the story that they might not be familiar with, such as cholla (page 115). Have students find out what the various terms mean and present the information to the class.


Create a readers theater script from one of the chapters, such as “Tarantula Hawk Wasp” and have the students perform it.