The Shattered Lens

The questions and activities that follow are intended to enhance your reading of Brandon Sanderson’s Alcatraz novels. The guide has been developed in alignment with the Common Core State Standards; however, please feel free to adapt this content to suit the needs and interests of your students or reading group participants.

Brandon Sanderson turns readers’ understanding of literary genres upside down and backward in this lively adventure series. In the world of thirteen-year-old Alcatraz Smedry, “Librarians,” with their compulsions to organize and control information, are a source of evil, and “Talents” can include breaking things, arriving late, and getting lost. Add an unlikely teenage knight named Bastille, flying glass dragons, wild battles, references to philosophers and authors from Heraclitus to Terry Pratchett, and plenty of hilarious wordplay, and you have a series to please book lovers of all ages. And one that will have readers reflecting deeply about the nature of knowledge, truth, family, and trust, all while laughing out loud.

In the introduction to the first book in the series, Alcatraz vs. the Evil Librarians, the narrator, Alcatraz Smedry, claims that his story is true, even though it will be shelved as “fantasy” in the world to which his readers (you) belong.

Fantasy is a literary genre that often includes:

• Characters who are magical, inspired by mythology, or who have special powers

• Settings that include unexplored parts of the known world, or new and different worlds

• Plot elements (actions) that cannot be explained in terms of historical or scientific information from our known world

While reading the books in this series, note when the author uses some of these elements of fantasy to tell his story. Students can track their observations in reading journals if desired, noting which elements of the fantasy genre are most often used by the author.

Older readers (grades 6 and 7) may also consider the way the author incorporates elements of the following genres into his novels, as well as how these genres relate to the fantasy components of the series:

Science fiction, which deals with imaginative concepts such as futuristic settings and technologies, space and time travel, and parallel universes. Science fiction stories frequently explore the effects of specific scientific or technological discoveries on governments and societies.

Steampunk, a subgenre of science fiction, which is often set in an alternative history or fantasy and features the use of steam as a primary power source. Steampunk features technologies which seem simultaneously futuristic and old-fashioned, or beings which are combinations of mechanical and biological elements.

After reading one or more of the Alcatraz books, invite students to reread the “Author’s Foreword” to Alcatraz vs. the Evil Librarians and discuss why they think the author chose to begin the series by explaining where the books will be shelved in a library.

Technical Study: Structure and Literary Devices

The Alcatraz series can be viewed as the author’s exploration of the idea, concept, and value of books themselves as both a way information is shared, and the way it is contained. One way Brandon Sanderson accomplishes this is to question the very structure of the novel. Invite students to look for the following elements in the stories and share their reactions to these literary devices and structures.

• Point of View. In this series, the point of view through which the reader sees the story is in the first-person voice of Alcatraz Smedry. He also claims that he is using the name Brandon Sanderson as a pseudonym, thus this is an autobiography or memoir. Is Alcatraz Smedry a reliable narrator, giving readers an unbiased report of the events of the story, or is Al an unreliable narrator, making false claims or telling the story in such a way as to leave doubts in the reader’s mind? In what ways is Alcatraz reliable and/or unreliable? How might the series be different if Bastille or another character were telling the story? (Hint: For further examples of unreliable narrators in children’s and teen fiction, read Jon Scieszka’s The True Story of the Three Little Pigs, E. Nesbit’s The Story of the Treasure Seekers, Justine Larbalestier’s Liar, or Harper Lee’s To Kill a Mockingbird.)

• Asides. At times, the narrator directly addresses the reader, suggesting how s/he should interpret a comment or how to best enjoy the novel (e.g. reading aloud or acting out scenes). Does this change the reader’s sense of his or her relationship with the book? If so, how does this relationship feel different?

• Chapter Breaks. Discuss the unusual ways the author begins, ends, numbers, and sequences chapters. Is this pleasant or unpleasant? Have readers read any other works of fiction (or nonfiction) that explore chapters in this way?

• Wordplay in World-Building. To explain Free Kingdoms ideas, technologies, and objects in terms of the Hushlander (readers’) world, the author uses similes, metaphors, and analogies. To reflect protagonist Alcatraz’s own confusion and frustration, Brandon Sanderson employs invented words, puns, and even text written backward or in other unusual ways. Find examples of these uses of wordplay in the text. How does the use of these literary devices enrich the text?

Character Study: Families and Friends

Having been raised in foster homes convinced that both of his parents were horrible people, Alcatraz Smedry is often uncertain as to what it means to like, love, and trust other people. Since he is the narrator of the series, Alcatraz’s uncertainty affects readers’ perceptions of the characters he describes. In a reading journal or in class discussion, have students analyze the physical traits, lineage (parents, relationships), motivations, and concerns of major characters in the novel. How is each character related to Alcatraz? What is especially important about the idea of family relationships in this series? Does Alcatraz’s view of certain characters change in the course of single books? Do recurring characters develop or change over the course of more than one book in the series? If so, how and why do the characters evolve?

English Language Arts Common Core Reading Literature Standards

RL.3.3-6, 4.3-6, 5.3-6, 6.3-6, 7.3-6

THEMES AND MOTIFS: DISCUSSION TOPICS for the ALCATRAZ SERIES

Sanderson’s Alcatraz novels can be read on many levels, including as adventure stories, as musings on the nature of knowledge, and as fantasies incorporating elements of science fiction and steampunk. Here are some themes you may want to watch for and explore with your classmates or students.

• Talent. How does Sanderson use the word talent in traditional and nontraditional ways? Is talent important, valuable, even essential? What does Sanderson really mean by “talent”? How might students incorporate Sanderson’s unique interpretation of the word talent into their own sense of self?

• Heroism. Throughout the novel, Alcatraz claims to be “bad,” “a liar,” “a coward,” and “not a hero.” What makes a “hero” in a novel, a movie, and in real life? Does it matter if a person acts heroically on purpose or by accident? What do you think is the most important reason Alcatraz denies his heroism?

• Knowledge, Learning, Thinking. Find instances in the stories when Alcatraz admits to acting before thinking ahead to consider all possible outcomes of his plans. In these instances, is he simply being careless or does he lack some important information since he was raised in the Hushlands? Compare and contrast the way people acquire knowledge in the Hushlands versus the Free Kingdoms.

• Opposites. Throughout the novels, the narrator refers to the ideas of the ancient Greek philosopher Heraclitus, whose doctrines included (1) universal flux (the idea that things are constantly changing) and (2) unity of opposites (the idea that opposites (objects, ideas) are necessary and balance each other). The philosopher also believed that “Much learning does not teach understanding,” (The Art and Thought of Heraclitus, ed. Charles H. Kahn, Cambridge University Press, 1981). How might the series be read as an exploration of Heraclitus’s doctrines?

English Language Arts Common Core Speaking and Listening Standards

SL.3.1, 4.1, 5.1, 6.1, 7.1

SL.3.3, 4.3, 5.3, 6.3, 7.3

RESEARCH AND WRITING PROJECTS

Keep a Reading Journal.

Use the journal to record:

• Favorite quotations, funny lines, exciting scenes (note page numbers).

• Situations in which the main character is in crisis or danger, and notes on what advice readers might offer.

• New vocabulary words and/or a list of invented words.

• Sketches inspired by the novels.

• Questions readers would like to ask the author or characters from the novels.

Explore Glass.

From Oculators’ Lenses to unbreakable glass buildings, glass is a core substance throughout the series. Go to the library or online to learn more about glass. Create a PowerPoint or other multimedia presentation discussing the physical properties, history, practical, and creative uses of glass. Or create a presentation explaining how glass works in the Free Kingdoms. Include visual elements, such as photographs or drawings, in your presentation.

Silimatic Technology.

This part scientific, part magical technology powers much of the Free Kingdoms. Using details from the novels, create an outline or short pamphlet explaining the rules and functions of silimatic technology as you understand it. If desired, dress as you imagine a Free Kingdoms scientist might choose to dress and present your findings to classmates.

Choose a Talent.

Many of the characters in the Alcatraz series have talents that seem more like problems. Think of a personality or quality you consider a fault in your own life, such as messy penmanship, bad spelling, or the inability to catch a baseball. Imagine how that talent might prove useful in the world of Alcatraz. Write a 3–5 page scene in which you encounter Alcatraz and help him using your “talent.”

English Language Arts Common Core Writing Standards

W.3.1-3, 4.1-3, 5.1-3, 6.1-3, 7.1-3

W3.7-8, 4.7-9, 5.7-9, 6.7-9, 7.7-9

DISCUSSION STARTERS AND WRITING PROMPTS FOR INDIVIDUAL TITLES

The Shattered Lens

The island of Mokia is under siege by the Librarians, and its fate may tip the scales for the Librarians’ conquer of all the Free Kingdoms … unless Alcatraz can sort out family, enemies, friends, talents, and the power of exploding teddy bears.

QUOTES

Discuss the following quotations in terms of what they mean in terms of the novel; in terms of your thoughts about books and libraries; and in terms of their relevance to the real lives of readers.

Most members of my family, it should be noted, are some kind of professor, teacher, or researcher. It may seem odd to you that a bunch of dedicated miscreants like us are also a bunch of scholars. If you think that it means you haven’t known enough professors in your time.

That’s how they win. By making us give up. I’ve lived in Librarian lands. They don’t win because they conquer, they win because they make people stop caring, stop wondering. They’ll tire you out, then feed you lies until you start repeating them, if only because it’s too hard to keep arguing.

Something stirred inside of me, something that felt immense. Like an enormous serpent, shifting, moving, awakening.

“I want everything to make sense again!” I screamed.

The Librarians … They try to keep us from changing. They want everything to remain the same inside the Hushlands.…

In this case, it’s not because they’re oppressive. It’s because they’re afraid. Change frightens them. It’s unknown, uncertain, like Smedrys and magic. They want everyone to assume that things can’t change.

WRITING EXERCISES

Reading Journal Entry: Who Is Right?

By the end of the fourth novel, Alcatraz believes that his mother, Shasta, is in the right while his father, Attica, is on a dangerous path. Write a journal entry describing how you think this new perspective will affect Al’s relationships with his parents. Have you ever felt caught between two parents or other adults in your life? How might you use this experience to offer advice to Al about handling his situation?

Reading Journal Entry: Mokia

Imagine that you have arrived in Mokia along with Al. Write a journal entry describing the sights, sounds, smells, and emotions you experience those first moments on the island nation.

Explanatory Text: Hushlands vs. the Free Kingdoms

Imagine that you are a scholar from the Free Kingdoms assigned to instruct Alcatraz about the two worlds that coexist on Earth. Prepare a speech, including an introduction of yourself, your name, and your relationship to Al, then address the following questions: What are the key distinctions between these two worlds? How do characters move between the worlds? Can all characters do so? What do you think would happen to the Hushlands if they were made aware of the Free Kingdoms? Why are the Free Kingdoms so anxious to remain free from the Hushland society created by the Librarians?

Literary Analysis: Character Comparisons

Using information from the novel, create a chart comparing and contrasting the characters of Bastille and Draulin, Shasta and Attica Smedry, or another pair of characters of interest to you. Write a paragraph or essay describing the importance of including both of your chosen characters in the book. How does the contrast between the characters represent a larger conflict in the story?

Literary Analysis: An Alcatraz Handbook

From exploding teddy bears to myriad powerful lenses to terms like “stoopiderific,” the Alcatraz novels have a vocabulary of their own. Create an Excel spreadsheet, graphic index, or other type of chart or booklet in which you list and define the language of the Alcatraz series.

Genre Exploration: Poems, Song Lyrics, and Beyond

In the course of the series, Alcatraz’s talent is described as the most powerful, dangerous, and dark, yet he is a legend and a hero. With the complex descriptions in mind, write a poem, song lyrics, or a four-panel cartoon celebrating (or denouncing) Alcatraz Smedry.

English Language Arts Common Core Standards

RL.3.1-4, 4.1-4, 5.1-4, 6.1-4, 7.1-4

SL.3.3-4, 4.3-4, 5.3-4, 6.3-4, 7.3-4

W.3.1-3, 4.1-3, 5.1-3, 6.1-3, 7.1-3; W3.7-8, 4.7-9, 5.7-9, 6.7-9, 7.7-9