Escape from Mr. Lemoncello's Library

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

Let’s check your library skills savvy! Can you brainstorm a list of the ten Dewey Decimal Classification System categories? Do you know any of the matching number labels? If not, what are ten category headings you would choose to sort books on nonfiction topics?

Teaching Suggestion: Many elementary and middle schools have been required to cut their library skills programming (not to mention librarian, media resource center, and library aide positions), so some readers may be unaware of the knowledge needed to “read” call numbers and find titles in a library. Explain that in the novel, escaping from Mr. Lemoncello’s library, which is highly modernized and filled with technological marvels, relies on characters’ knowledge of Melvil Dewey’s library classification system from 1873—an example of the novel’s theme of The Dichotomy of Old and New.

• “The Dewey Program” introduces a host of pages and information sponsored by the Library of Congress about the Dewey Decimal Classification System.
• “Introduction to the Dewey Decimal System,” from a library skills page sponsored by the United Kingdom’s Newcastle University Library, offers a brief and middle grade-accessible info-overview of the Dewey Classification System, including a 1-minute video, a great page of library skills vocabulary, and—fittingly—a quick beat-the-clock game.
• This “Guide to Call Numbers” at the Illinois Library’s Information Science Virtual Library allows students to see at a glance how each of the 10 main categories in Dewey “opens up” to dozens and dozens of sub-categories.

Short Activity

In your small group, you have 15 minutes to “speed play” the board game your teacher assigns. Document moments of your game experience while you play by taking notes and, if possible, photos with a learning device (like an iPad). Then, in your group, discuss these characteristics:

• game design (Does winning rely more on luck or skill?)
• clarity of directions (Are they too long? Too short? Easy to follow?)
• learning curve (How quickly can a new player come up to speed?)
• effectiveness of game play (What makes it fun? How could the game be improved?)
• unique features (What sets the game apart from other games?)

Brief the class on your game analysis with a short oral report based on your notes, discussion, photos, and experiences while playing. Make sure all group members contribute to the briefing.

Teaching Suggestion: In the novel, characters use elements of games and puzzles to “play” their way out of the library—and the first escapee wins the prize. Providing readers an opportunity to analyze games and gameplay will encourage analysis of characters’ game moves and plot points in the story. Supply a variety of traditional board games like Sorry!, Monopoly, Scrabble, Scattergories, and others for groups of 4 or 5. Try to offer games that rely on strategy and skill, like Scrabble, others that are more luck-of-the-draw or race-to-the-finish, like Sorry!, and some that rely on both luck and strategy, like Monopoly. Also, a few games that appeal to visual learners (like Spot It!) and tactile learners (like Suspend or Connect 4 Shots) would be ideal.

The goal is critical thinking about the structure and design challenges of each game. Through questioning and discussion after briefings, introduce novel themes of The Benefits of Creative Thinking and Open-Mindedness and Fair Play Versus Cutthroat Competition. An alternate activity: Skip the briefings and circulate groups through the games in 10-minute stations; then have groups use a chart or other graphic organizer to record comparison/contrast notes.

• For a long look back at the history of board games, Smithsonian Magazine’s “The Best Board Games of the Ancient World” offers game descriptions and color photos of artifacts.

For those in the class who prefer games of an electronic variety, “24 Mind-Blowing Gaming Industry Statistics for 2021” offers revealing facts for and about gamers.

These prompts can be used for in-class discussion, exploratory free-writing, or reflection homework before or after reading the novel.

Pre-Reading “Icebreaker”

Small group work is a common way to accomplish a goal; ideally, each group member contributes their own skills and ideas to the working process. Often, group members fall into different informal roles when working in a small group, such as:

• the Leader
• the Information-Seeker
• the Encourager
• the Blocker
• the Harmonizer
• the Notetaker/Recorder

Consider a recent group activity in which you participated. Without revealing names or identities, what roles did you recognize among your peers? What actions or behaviors fit those roles? What role do you think you played in this work group? What other roles do you recognize in yourself or others, perhaps with outside-of-school small groups? Respond in a journal-style paragraph.

Teaching Suggestion: You might lead this Pre-Reading Icebreaker session with a small group task so that everyone has a common experience to address (stress anonymity in the writing activity, and collect writings for individual feedback instead of sharing to the group). The small group task can be very simple; for example, in a small group of 4-5, students have 3 minutes to collect a series of objects from their desks or bins, one object for each letter of the alphabet. Assign and complete the task without discussing the potential roles beforehand, but request that students pay attention to the process and each other’s actions as they complete the task. Then reveal the roles and the prompt.

Connect the concept of roles in small groups to Escape from Mr. Lemoncello’s Library by explaining that as the characters attempt to escape, they develop small teams that work together, and members of each group play some of the roles suggested above. As they read, students can anticipate and analyze the roles characters fulfill and record their ideas in a reading log, double-entry notetaking system, or other reader response organizer.

• This list of “Roles in Groups” from the University of Pittsburgh’s Department of Communication offers role names and explanations for students to consider in this writing prompt.

Post-Reading Analysis

Recall that dynamic characters are ones whose personality traits or judgments change throughout a story, and static characters are ones whose traits and judgments do not change. Draw a 2-column chart labeled with “Dynamic” and “Static.” Categorize each character in the novel based on whether or not he or she has changed by the end of the nights spent in Mr. Lemoncello’s library.

Then choose 1 static and 1 dynamic character to analyze. In 1-3 paragraphs, discuss why you categorized each of these 2 characters as you did, using plot and character details to support your thinking.

Teaching Suggestion: If students enjoy this categorization exercise, they might also want to categorize the characters as 3-dimensional (round) or flat and as primary, secondary, or tertiary. Additionally, this is an excellent novel to reference in introducing or reviewing point of view, indirect characterization, and character arcs, especially with characters like Haley and Sierra.

Use these links to supplement and complement students’ reading of the work and to increase their overall enjoyment of literature. Challenge them to discern parallel themes, engage through visual and aural stimuli, and delve deeper into the thematic possibilities presented by the title.

Recommended Texts for Pairing

“The Most Dangerous Game”

• a classic short story by Richard Connell
• Use this tale in the Activity’s Paired Text Extension.
• When comparing the story to the novel, class discussion might center on the shared theme of Fair Play Versus Cutthroat Competition.

“The Best Board Games of the Ancient World”

• Smithsonian Magazine article on earliest board games
• offers game descriptions and color photos of artifacts
• opportunity for discussion of the novel’s theme of The Dichotomy of Old and New

Mr. Lemoncello’s Library Series

• Penguin Random House site with sequels and other books by Chris Grabenstein
• The plotlines offer shared themes of The Benefits of Creative Thinking and Open-Mindedness and Fair Play Versus Cutthroat Competition. 

The Mysterious Benedict Society, Chapter One

• by Trenton Lee Stewart
• Click “Read an Excerpt” to read Chapter One.
• Look for connections to Escape from Mr. Lemoncello’s Library in the shared themes of The Benefits of Creative Thinking and Open-Mindedness.

The Mysterious Benedict Society Series

• The plot of each book in the series incorporates puzzles and brain games.
• These mysteries share the theme of The Benefits of Creative Thinking with the Lemoncello series.

Other Student Resources

“Meet the Author Recording with Chris Grabenstein”

• a 3-minute discourse from the author on his inspiration for the novel

Trailer for Nickelodeon’s film version of Escape from Mr. Lemoncello’s Library

• a 2-minute trailer for the 2017 film

“Dewey Decimal System—A Guide to Call Numbers”

• page on the Illinois Library’s Information Science Virtual Library
• shows how each of the 10 main categories in Dewey “opens up” to dozens of sub-categories

“24 Mind-Blowing Gaming Industry Statistics for 2021”

• revealing facts for and about gamers
• opportunity for discussion of the novel’s theme of The Dichotomy of Old and New

“Roles in Groups”

• from the University of Pittsburgh’s Department of Communication
• role names/explanations for students as they analyze characters’ teamwork in the novel

Teacher Resources

“Response: Ways to Use Games Effectively in the Classroom”

• A collection of teachers and professionals in education contribute strategies and rationale for use of games in the classroom in this Education Week article.

“Crack the Case: Middle Grade Mystery Books”

• an annotated book list of middle grade mysteries from the New York Public Library

“What We’re Reading: Mr. Lemoncello’s Library Olympics”

• a Washington Post review of the sequel to Escape from Mr. Lemoncello’s Library

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

ACTIVITY: Retheming a Classic

In this activity, redesign a classic board game with cohesive and clever theming for Escape from Mr. Lemoncello’s Library.

• Your goal is to “repackage” the idea of a classic board game as a new version with an Escape from Mr. Lemoncello’s Library theme. You do not have to construct the game itself; instead, you will compose original instructions for play and sketch your ideas for the game board, tokens, and special pieces. You will create a name for your game to showcase the theme, and you might share a summary of your game idea with the class.
• Representing the characters, plot points, and library setting of the novel is key!
• First, choose a classic board game to re-theme. Choose a game you have played before, or choose a game whose concept and objective you can learn quickly. (Childhood games like Chutes and Ladders or Candyland would work well in this case.)
• If you have access to the game itself, including instructions, great! If not, research online to find the game’s original instruction sheet (many are available for download or print) and images of the board, tokens, and special pieces.
• Read the original instructions. Analyze the order of steps, headings, and vocabulary.
• Take notes as you read, and brainstorm ideas. How will you represent the novel’s characters? What plot events can you incorporate to show your knowledge of the story? What might the game board and spaces/path look like? What is the goal or objective for players? How might you represent main ideas from the novel like Old Versus New, Creative Thinking, Fair Play, and Cutthroat Competition?
• Draft your instructions for game play, beginning with the players’ objective and organizing directions by numbered steps or sections. Revise and edit for clarity.
• Sketch your game board idea(s) on art paper. Create a name for your game.
• In a 1-paragraph summary, explain how the novel is represented in your re-themed game.

Share your summary and sketches with the class as time allows.

Teaching Suggestion: Critical thinking evidenced by organized, informative writing is the “name of the game” in this activity; actual construction of re-themed games might be offered as a bonus or extension.

If students have difficulty conceptualizing the idea of a re-themed board game, you might briefly share some sites for inspiration. A quick look at original Monopoly compared to, say, Lord of the Rings Monopoly might help students better visualize the retheming of a game.

Paired Text Extension:

Read “The Most Dangerous Game,” a short story by Richard Connell.

• The game played in this short story has much higher stakes than the one Kyle plays in the novel! As you read, keep a running list of words and phrases with connotations and denotations that contribute to the dark plot and suspenseful, dangerous atmosphere.
• On art paper, sketch the image of a game board (either a re-themed classic or your own original game design) for “The Most Dangerous Game.” Add images, colors, and details to represent this short story. Then compare your two game board sketches; how do they contrast? What main ideas or moods are evident, and how are they juxtaposed?

Teaching Suggestion: You might opt to read this classic short story aloud to students; it offers a great opportunity for expressive dialogue, dramatic pauses, and suspense. Class discussion might center on the shared theme of Fair Play Versus Cutthroat Competition.

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Scaffolded/Short-Answer Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the below bulleted outlines. Cite details from the novel over the course of your response that serve as examples and support.

1. Escape from Mr. Lemoncello’s Library is a plot-driven story, but the author still utilizes various characterization techniques. Indirect characterization is achieved through a character’s tone, actions, and decisions, as well as what others say about the character.

• Which 2-3 characters are most effectively developed through indirect characterization? (topic sentence)
• Find 3 examples of indirect characterization in the text. What are the indirect clues, and what traits do they imply in the character(s)? Support your ideas with quotations and evidence from the novel.
• In your concluding sentence or sentences, discuss how 1 or more indirect character traits connect to the theme Creative Thinking and Open-Mindedness or Fair Play Versus Cutthroat Competition.

2. Dramatic irony occurs when the reader knows important story details that some characters do not know.

• In Escape from Mr. Lemoncello’s Library, how does the author use dramatic irony to increase suspense? (topic sentence)
• Detail 3 places in the book in which dramatic irony leads to a rising action complication. Be sure to include how the reader comes to know the information (for example, when a change in point of view occurs to show Charles’s or Haley’s actions).
• In your concluding sentence or sentences, evaluate how dramatic irony in this story impacted your reading experience.

3. Dr. Zinchenko clearly states her most important rule before the children enter the library: “Be gentle. With each other and most especially, the library’s books and exhibits” (Chapter 10).

• Which character breaks this rule continually throughout the novel? (topic sentence)
• Describe 3 ways in which this character’s behavior defies Dr. Zinchenko’s directive, and explain the impact of this character’s rule-breaking on peers.
• In your concluding sentence or sentences, summarize how this character directly or indirectly contributes to the theme of Fair Play Versus Cutthroat Competition.

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least 3 main points supported by text details, and a conclusion.

1. Kyle explains to his doubtful peers, “[…] you don’t ever quit until somebody else actually wins” (Chapter 5). In what ways is this theme represented in the escape game? Select 3 characters whose belief in this message benefits them in some way during the game (Kyle can be one of them). Explain their actions with regard to the quote and discuss how the character’s traits or actions contribute to the theme of The Benefits of Creative Thinking and Open-Mindedness.

2. How do Sierra and Haley each demonstrate that they are dynamic characters? What “old” traits do they abandon or transform for “new” traits, with regard to the theme of The Dichotomy of Old and New? What parallels can you find in the reasons that cause these changes in the girls? What similarities do they share by the end of the story, despite their different personality traits? Add text details to your discussion for support.

3. Each member of Kyle’s team demonstrates a strength area in the ways they learn and think. How is this true of personality traits as well? In other words, what unique, dominant trait does each character present? How does this trait contribute to winning the escape game? Do any of the team members share the same dominant trait? Connect your discussion of the characters (separately or collectively) to the theme of Creative Thinking and Open-Mindedness.

Reading Check, Multiple Choice & Short Answer Quizzes

Reading Check questions are designed for in-class review on key plot points or for quick verbal or written assessments. Multiple Choice and Short Answer Quizzes create ideal summative assessments, and collectively function to convey a sense of the work’s tone and themes.

Chapters 1-8

Reading Check

1. What is the goal of the game Kyle plays with his brothers? What is the result?

2. Which character shows traits of the “quiet bookworm” stereotype in the early chapters?

3. How does Kyle react when Mrs. Cameron tells him she will not accept his improved essay?

Multiple Choice

1. Based on Dr. Zinchenko’s walk-through, how can the reader best describe the new library?

A) It is devoted to modern technology and recently discovered writers.

B) It includes the use of new secret technology, some of which workers have leaked.

C) It showcases attention-getting videos and holograms but respects classic works.

D) It is an ode to crime, crime fiction, and the history of criminal activity in the town.

2. After he emails his essay but before he is chosen as a winner, which adjective best describes Kyle’s attitude toward his friends’ chances of winning?

A) kindly

B) angry

C) suspicious

D) neutral

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. Based on information discovered and explained by Miguel and Andrew, what is Mr. Lemoncello’s emotional connection to the new library?

2. Most of the early chapters are third-person point of view limited to Kyle. In what scenes does the novel break from this viewpoint? What is the probable reason for different viewpoints?

Chapters 9-17

Reading Check

1. How do the children first notice the importance of the Dewey Decimal system to the library?

2. What will the winner of the “Top of the Heap” life-size game receive?

3. When students opt to leave the game, where do they place their library cards?

Multiple Choice

1. How do the events at the toy store indirectly characterize Kyle and Charles?

A) Kyle avoids taking any credit for his selflessness; Charles wants recognition for his generosity.

B) Kyle seeks payback for his kindness; Charles thinks kindness is never worth any price.

C) Kyle and Charles feel the same charity of spirit toward family and friends. 

D) Kyle wants others to share in his prize; Charles promotes self-interest above family.

2. Finding dessert in the library is the second game of the evening. Which theme idea is most strongly represented in how players win the game?

A) teamwork

B) flexible thinking

C) scholarship

D) kindness

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. What is the new library’s number one rule? What do you think Dr. Zinchenko means by the way she words the rule?

2. How are the children awakened in the morning after the night in the library, and what do they discover?

Chapters 18-28

Reading Check

1. What escape attempt does Kyle make that fails, wasting a valuable hour?

2. Who finds the first Staff Pick book?

3. What do Kyle, Akimi, and Sierra plan to do for help in playing the “ultimate version” (Chapter 23) of Mr. Lemoncello’s Bewilderingly Baffling Bibliomania?

Multiple Choice

1. Why does Charles race Yasmeen to the fire exit?

A) to stop her from leaving

B) to make her run faster

C) to get to the door first

D) to hold the door open for her

2. Compared to her behavior in front of others, how can Haley’s internal, personal reasons for winning the game be described?

A) more selfless

B) less polite

C) less desperate

D) more dramatic

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. How does Haley react when Kyle and the others rescue her from the treadmill predicament? What does this show about her character?

2. Once Haley makes an alliance with Charles and Andrew, what is notably different about the intentions of Kyle’s team compared to Charles’s team?

Chapters 29-40

Reading Check

1. Which character realizes that new, special cards probably exist for their playing of Bibliomania?

2. Where does Haley find the crucial clue “crawled”?

3. What book is the recommended read for Kyle’s team while the Dewey rooms are locked?

Multiple Choice

1. Based on his actions when his team still needs four cards, which character is Charles most closely allied with?

A) Haley

B) Miguel

C) Sierra

D) Andrew

2. What is the result of Kyle’s choice to Ask an Expert?

A) It is a waste of an opportunity because Curtis cannot help.

B) Curtis offers several ideas but none of them prove to be helpful.

C) Curtis does not help but the call inspires a lightbulb moment.

D) The call does not go through so Kyle will have a later chance.

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. Describe how Kyle’s team discovers the Bible verse clue, “Thou shalt not steal.”

2. What is Charles’s reaction when Andrew recalls how to find Anne of Green Gables?

Chapters 41-50

Reading Check

1. How does Andrew gain access to Kyle’s team’s conference room?

2. For what purpose did Dr. Zinchenko plan the escape game?

3. What physical danger does Kyle face during the Extreme Challenge?

Multiple Choice

1. What are two direct consequences of Andrew’s entrance to Kyle’s team’s conference room?

A) Charles dismisses Andrew from his team, and Charles gets bonus clues.

B) Mr. Lemoncello reprimands Andrew and Charles, and new rules appear.

C) Haley switches teams, and Andrew is ejected from the game.

D) Charles argues with Sierra, and Kyle’s team gets Andrew’s card.

2. Which set of clues remains impossible to figure out?

A) the meaning of “lodgepole, loblolly, and Rocky Mountain white” (Chapter 45)

B) the five copies of a children’s picture book on the center circulation desk

C) the numbers that appear intermittently on the Wonder Dome

D) the paired titles listed on the back of each player’s library card

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. What must Kyle do for the Extreme Challenge, and who volunteers to help him?

2. Who is James F. Willoughby the Third, and of what significance is he to the story?

Chapters 51-56

Reading Check

1. What kind of a game was Mr. Lemoncello’s “Very First and Worst Idea” (Chapter 52)?

2. Which rule does Charles break, leading to his dismissal from the game?

3. What is the answer to the lock riddle on the basement window?

Multiple Choice

1. What happens when the Dewey Rooms are finally unlocked?

A) Charles rushes to get to the Rooms before anyone from Kyle’s team can.

B) Kyle manages to beat Charles to the 300s Room.

C) Kyle’s team splits up and only the girls go to the Rooms.

D) No one goes to the Rooms as they are focused on other clues.

2. Which of the following strategies contributes to Kyle’s team’s success?

A) They are willing to admit one of their ideas was wrong and try again.

B) They trust the insight of one clear leader on their team.

C) They take advantage of opponents’ weaknesses throughout.

D) They learn more clues in Ask an Expert calls than the other team.

Short-Answer Response

Answer each of the following questions in a complete sentence or sentences. Incorporate details from the text to support your response.

1. Summarize the moment of physical conflict in the 300s Room.

2. What redeeming action shows that Haley’s character has changed since the story’s beginning?