Monthly Archives: July 2018

#ILA18 “A Sense of Place: Middle-grade Novels on Loss and Connection.”

Among our basic needs is a place of safety and belonging, yet many children face situation where their communities are under threat. A panel of middle-grade author/educators will model how they use literature to spark conversations on home and community, security, and identity. Three brief lesson plans, centered on exploring the meaning of place and designed to appeal to students with different learning styles, will be presented, followed by an opportunity for attendees to try out these activities in small groups.

Ruth W. Freeman, South Portland School Department, South Portland, ME
Karina Yan Glaser, Houghton Mifflin Harcourt, New York, NY
Janet Sumner Johnson, Capstone Young Readers, Logan, UT
Laura Shovan, Random House Children’s Books, Ellicott City, MD
Tricia Springstubb, Balzer and Bray, Cleveland Heights, OH

HANDOUT INFORMATION

A Sense of Place: Middle-grade Novels on Loss and Connection

Ruth Freeman: ruthfreemanbooks.com
Karina Glaser: Karinaglaser.com
Janet Sumner Johnson: janetsumnerjohnson.com
Laura Shovan: laurashovan.com
Tricia Springstubb: triciaspringstubb.com

Mentor Texts (Books that deal with loss & connection in regards to place):

Crenshaw (Katherine Applegate)
Home Of The Brave (Katherine Applegate)
Front Desk (Kelly Yang)
The War That Saved My Life (Kimberly Brubaker Baker)
14 Hollow Road (Jenn Bishop)
The Epic Fail Of Arturo Zamora (Pablo Cartaya)
Counting Thyme (Melanie Conklin)
It Ain’t So Awful, Falafel (Firoozeh Dumas)
City Of Ember (Jeanne Duprau)
Last Day On Mars (Kevin Emerson)
One Good Thing About America (Ruth Freeman)
The Vanderbeekers of 141st Street (Karina Glaser)
Refugee (Alan Gratz)
The Night Diary (Veera Hiranandani)
The Last Great Adventure of the PB&J Society (Janet Sumner Johnson)
Amina’s Voice (Hena Khan)
Inside Out And Back Again (Thanhha Lai)
Listen, Slowly (Thanhha Li)
The Exact Location Of Home (Kate Messner)
The Stars Beneath Our Feet (David Barclay Moore)
A Long Walk To Water (Linda Sue Park)
A Different Pond (Bao Phi, Illustrated By Thi Bui)
The House That Lou Built (Mae Respicio)
The Shadow Cipher (Laura Ruby)
Esperanza Rising (Pam Munoz Ryan)
The City On The Other Side (Mairghread Scott)
Paper Wishes (Lois Sepahban)
The Last Fifth Grade of Emerson Elementary (Laura Shovan)
Every Single Second (Tricia Springstubb)
What Happened on Fox Street (Tricia Springstubb)
Locomotion (Jacqueline Woodson)

LESSON PLANS CENTERED ON EXPLORING THE  MEANING OF PLACE

Mapmaking Mini-lesson

Place shapes a child’s experiences, relationships, and perceptions of both herself and the wider world. This exercise helps students consider the places they live in a concrete, visual way, and allows them to take ownership of their environments.

—Children think about where they live, usually their street and streets nearby. Children unable to explore their neighborhoods can think about their houses or apartments. Some children may not consider where they live now home and want to draw another place. Encourage students to picture where they most feel “at home”.

—Children draw maps that include their house in relation to places important in their lives: school, homes of friends and relatives, a playground, favorite shops, places of worship….Drawing skills are not important–this is their map!

—Children annotate places where they’ve made observations/discoveries or had memorable experiences. Later, these notes can serve as catalysts for writing personal narratives.

—Children share and discuss their maps. Encourage questions, comparing and contrasting.

Kinetic Discussion Activity

Discussion of a text is always a great way to help students reflect on what they value in their homes and communities. Those discussions are more fun and memorable when a kinetic element is added. One example is an exercise called “Crossing the Line.”

  1. Prepare agree/disagree statements on the themes from the text you wish to discuss.
  2. Make a line, and have all students start on one side of the line. If they agree with the statement, they cross the line. If they disagree, they stay.
  3. Prepare follow-up questions to help them process what they learned/felt through the kinetic activity.
    (Classroom Activities: Discussion With Your Feet, TeachHub.com, Referenced 17 July 2018 from http://www.teachhub.com/classroom-activities-discussions-your-feet)

Additional online resources with ideas for kinetic discussions:

  • The Big List of Class Discussion Strategies by Jennifer Gonzalez: https://www.cultofpedagogy.com/speaking-listening-techniques/
  • 5 Ways to Make Class Discussions More Exciting by Dr. Richard Curwin: https://www.edutopia.org/blog/make-class-discussions-more-exciting-richard-curwin

Ode to Place Mini Lesson

Goal: Students will write an ode to a favorite or important place in their lives.
Literary skills: Use hyperbole and imagery to create the celebratory tone of a poetic ode.
Materials: Baggies of everyday objects for hyperbole exercise. (Paperclip, crayons, tissue, etc.) Copies of model poem, such as “Harlem Is the Capital of My World.” (Tony Medina, Love to Langston)

1. Introduce concept: Odes are poems of praise and celebration.
2. Review key tools of an ode: Description/imagery of the five senses, simile, hyperbole.
3. If time: Hyperbole exercise
Groups: examine an everyday object.
Give three reasons why this object is amazing. Exaggeration encouraged!
4. Read and discuss mentor text.
Reactions.
Share description, simile, hyperbole that jumps out at you.
5. Write an ode.
Cross out and replace key words in the model poem to create an ode.
Share drafts with class

ILA 2018: Where You’ll Find Me

Going to ILA 2018 in Austin this weekend? I’ll see you there!

This is where you’ll find me.

Sunday, 7/22, 12 pm — Autograph session at the Random House Children’s Books booth.

 

 

Sunday, 7/22, 5 pm — Panel session, “A Sense of Place: Middle-grade Novels on Loss and Connection.” With author/educator Ruth Freeman, and middle grade authors Karina Yan Glaser, Janet Sumner Johnson, Tricia Springstubb, and me. Come join in this important conversation.

 

 

Poetry Friday: Adjusted Curriculum

This week’s Poetry Friday host is Heidi Mordhorst at My Juicy Little Universe. I hope she’s serving some rhymonade.

Business first, then a poem.

First, Tabatha Yeatts, you are the winner of the NITA’S FIRST SIGNS book giveaway! Congratulations!

Second, I am heading to the ILA conference this weekend. Look for a post later this afternoon with details about my panel session with MG authors Tricia Springstubb, Karina Yan Glaser, Janet Sumner Johnson, and Ruth Freeman. I’ll also be signing copies of my new middle grade novel, TAKEDOWN.

Third, I had a lovely time participating in Margaret Gibson Simon’s blog tour for BAYOU SONG earlier this week. If you haven’t had a chance to read that post yet, you’ll find it here.

Now, a poem.

It comes with a trigger warning.

My friend, the poet Tim Singleton, wrote this piece on February 15, 2018, in response to the Stoneman Douglas High School shooting.

“Adjusted Curriculum” was recently published in Dragonfly Arts Magazine. This is a literary journal put out by HopeWorks,  our local rape crisis and domestic violence center. After the poem, you will find more information about HopeWorks.

Adjusted Curriculum, 15 February 2018
by Tim Singleton

Math Class: today we learn to count… bodies.

In Physics, we’ll discuss if heated metal sings
as it tears through air, or is the first sound it makes
that scream into flesh, the blood sizzle?

The skeleton in the back of Biology
is mute with horror:

…what those with meat on their bones do.

The Guidance Office wants the smoke to clear
before you start on college applications.

In Home Economics, we’ll find the best way
to get the stain of a friend’s laughter
out of the air.

All that is left to do in Gym
is pick up and re-rack the balls,
maybe close a few lockers,
swab the floor.

The ink of History is blood;
the next chapter of the textbook
is always empty, waiting to be written.
Everyone have a pen?

In Art class, be quick when you draw from memory,
get the idea on to paper before the person you knew
fades away, disappears.

How many eulogies must we turn in to receive full
credit for this English assignment?

Dragonfly Arts Magazine Cover Art “Portrait D” by Michelle Nguyen

HopeWorks is our local rape crisis and domestic violence center. Dragonfly is one of their many projects that recognize the arts’ role in healing.

Click on the image for more information about HopeWorks.

A Visit to the Bayou

Welcome, readers. We’re going on a field trip today!

Don’t worry, there are no planes, trains, or automobiles involved in this trip. To join me on Louisiana’s Bayou Teche, all you need to do is open the pages of a book.

Bayou Song was published in June by University of Louisiana at Lafayette Press. You can find it on Indiebound.

We have two tour guides to the plant and animal life, the sights and sounds of the bayou. Poet and educator Margaret Gibson Simon and illustrator Anna Amelia Cantrell. The book also includes photography by Henry Cancienne. (Note: The photographs were not available in my review copy of Bayou Song.)

From the opening poem and images of our Bayou Song experience, Margaret and Anna invite us to read, explore, write our own poems, sketch, and learn about the natural world of this unique landscape.

Although I have traveled to many states and a few countries, I have never been to Louisiana. As a lifelong resident of the Mid-Atlantic states (New Jersey and Maryland, specifically), I found this poetic field guide to the bayou fascinating. For each animal, plant, and tree featured in the book, the reader is treated to brief informative text and photos, a poem and accompanying illustration, and a “you try” spread with prompts — and extra space — for writing and drawing.

Let’s take a peek at one stop on the tour: Bald Cypress Trees.

From Bayou Song: Creative Explorations of the South Louisiana Landscape. Click on the picture for a better view.

You’ll find photographs of Bald Cypress trees at the National Forest Foundation’s Sentinels of the Swamp page. Now let’s look at the poem and illustration.

Click on the image to get a closer look.

Cypress Zeno
by Margaret Gibson Simon

They stick up like a woody weed
grounding cypress
roots that
hold
sculpted figures
growing
bold.
Not really knees
so I’m
told.

Do you ask questions when you’re on a tour? I usually do. Here are a few things I wanted to ask Margaret:

You have not always lived near the bayou. What were your first impressions of it?

I grew up in Jackson, Mississippi.  Purple Creek ran behind my childhood home. It was a small body of water, but I remember taking walks in the woods over the “waterfall” which was actually a group of concrete scraps.  The sounds of nature and the animals that lived near water have always attracted me.  My parents currently live on a lake.  The herons, ducks, and Canada geese on their lake have all made their way into my poems. Waterways have always been a part of my life.

My first impressions of the bayou were more cautious and fearful than they are now.  After spending time out canoeing with my husband, I am not so worried about the creatures there.  I once watched a snake back away from our canoe as it tried to ingest a large fish.  It was actually more fascinating than frightening.

How has this setting influenced your writing?

I don’t think I have yet exhausted the ways I can write about the bayou.  As I answer your questions, I am looking out at the setting sun beaming a light on a cypress tree and listening to the loud cicadas.  Poetry allows me to capture this amazing setting over and over.

If you were playing tour guide for a friend who had never been to the bayou, where would you take them? What would you want them to see? 

We have taken visitors on canoe trips on the bayou.  I would not take them in any other kind of boat.  A canoe makes you one with the water.  You become part of the bayou.  The experience is slow and peaceful.  I would show them grandmother oak in our backyard, a live oak that is one of the oldest in New Iberia, 250+ years. I would also show them the fields of sugarcane and the old mill down the bayou.  I’d take them to a boardwalk off Main Street or on a walk in City Park.  We have a plantation home, The Shadows on the Teche, where I’ve taken students on a writing marathon.  The grounds are beautiful and make you feel like you are walking in a different time. I hope you will come someday, Laura.

I would love that, Margaret. “A canoe makes you one with the water” is tugging at my heart already.

Margaret Simon is a Mississippi native who married into a Louisiana life.  She lives on the Bayou Teche in New Iberia, Louisiana with her husband, Jeff.  Their now empty nest once housed three daughters, Maggie, Katherine, and Martha.  Margaret has been an elementary school teacher for 31 years, most recently teaching gifted students in Iberia Parish.  She has published poems in the journal The Aurorean, anthologies for Today’s Little Ditty, in Poetry Friday Power Book Here We Go, and in National Geographic’s the Poetry of US.  Border Press published her collection of poems with her father’s Christmas card art, Illuminate in fall of 2013.  Blessen, a novel for young readers, was published in April 2012, also by Border Press. In her teaching profession, she has a Masters degree in Gifted Education and certification by the National Boards for Professional Teaching Standards.  Margaret writes a blog regularly at http://reflectionsontheteche.com.

Would you like to know more about Bayou Song? Continue your tour at these blogs, where you’ll find more poems and illustrations from the book, interviews with Margaret Gibson Simon, and other surprises.

Friday, June 22: Michelle Kogan
Tuesday, June 26: Catherine Flynn at Reading to the Core
Friday, July 6: Kimberly Hutmacher at Kimberly Hutmacher Writes
Friday, July 13: Linda Mitchell at A Word Edgewise
Tuesday, July 17: Laura Shovan 
Tuesday, July 24 Amanda Potts at Persistence and Pedagogy
Friday, July 27: Carol Varsalona at Beyond LiteracyLink
Monday, July 30 Linda Baie at Teacher Dance
Friday, Aug. 3 Dani Burtsfield at Doing the Work that Matters

Poetry Friday Giveaway: Nita’s First Signs

It’s Poetry Friday! Hooray for Sylvia Vardell, who is hosting this week’s blog roll at Poetry for Children. Thanks, Sylvia!

Hi, friends and poets. Happy Poetry Friday!

A few weeks ago I went to a friend’s book launch. I’ve blogged about YA author Kathy MacMillan before, when her debut novel SWORD AND VERSE published. (Read my post about SWORD AND VERSE here.)

Kathy’s latest book is something completely different: A board book story that teaches children and families how to use basic American Sign Language (ASL) together. In addition to being a fun read with great illustrations, NITA’S FIRST SIGNS has the *coolest* design. Hidden sliding pages reveal illustrations of how to make signs like “ball,” “love,” “more,” and “milk.”

NITA’S FIRST SIGNS is published by Familius Press.

Be sure to leave a comment if you’d like to be entered into a giveaway: A signed copy of NITA’S FIRST SIGNS, plus some other fun ASL-related treats.

Kathy and I have talked a few times about posting an ASL poem for Poetry Friday. I’m so glad to welcome her to the blog today. We’ll be taking a look at the poem “Dandelion” by Clayton Valli. As Kathy, who is an ASL interpreter and trainer,  pointed out, “This will be a new way of experiencing poetry for most of your readers.” It certainly was for me.

Welcome, Kathy!

When Laura asked me to select a poem to go with her post about my book, Nita’s First Signs, I was so excited to share some American Sign Language (ASL) poetry with her readers.

ASL poetry does not have a written form; it is composed and performed entirely in American Sign Language.  While I could give you a rough transcript of what the poem means, that would not do justice to the cleverness and beauty or the interplay of form and meaning that an ASL poet shapes. ASL poetry simply must be experienced in a visual medium. For that reason, I will give you a description of the events and meanings in the poem, and then let you experience watching it for yourself.

Meter, alliteration, rhythm, and rhyme are used in an entirely different way in a visual language. For example, a rhyme in ASL may consist of using two signs with similar handshapes to create a pleasing association, or adjusting the movement of the signs to lend visual harmony to the poem.

The poem I have chosen is a classic of ASL literature: “Dandelion” by Dr. Clayton Valli. Dr. Valli was a pioneer in ASL poetry and linguistics, and was one of the first people to analyze the characteristics of ASL poetry.

The poem, which is a little over a minute long, addresses the centuries-long oppression of Deaf people by the hearing world, which has long tried to eradicate deafness. Valli uses the image of dandelions to represent Deaf people and sign language itself.  The man who pulls up and mows down the dandelions represents the hearing world trying to destroy Deaf culture. Valli uses various linguistic tools called classifiers to show the shape and movement of the dandelions as they grow and change. In the end, just like dandelions, the Deaf community has demonstrated a will to survive.

I chose this poem because it emphasizes the intrinsic value and beauty of ASL and the Deaf community. While Nita’s First Signs can be enjoyed by any families — hearing, Deaf, or hard-of-hearing — it is, at its heart, a story about the value of communication. Some readers have told me they think that Nita is Deaf, and some say hearing.  The truth is, it doesn’t matter — because the most important gift any parent can give their child is the gift of communication.  Giving a child the tools to communicate sends the message that we truly value what they have to say.

***

Thanks for visiting, Kathy, and for sharing Dr. Valli’s poem.

Kathy MacMillan is a writer, American Sign Language interpreter, librarian, signing storyteller, and avowed Hufflepuff.  Nita’s First Signs, the first book in the Little Hands Signing board book series from Familius Press, was praised as “a wonderful introduction to the world of American Sign Language…for ALL infants, toddlers children AND adults” by Marlee Matlin. She is also the author of eight resource books for educators, librarians, and parents, including Little Hands and Big Hands: Children and Adults Signing Together (Huron Street Press, 2013). Her debut young adult novel, Sword and Verse (2016) was a finalist for the Compton Crook Award, and its companion novel, Dagger and Coin (2018) has been called a “complex feminist fantasy” by author Heidi Heilig. Kathy serves as the co-Regional Advisor for the Maryland/Delaware/West Virginia Region of the Society for Children’s Book Writers and Illustrators.  She lives near Baltimore, MD. Find her online atwww.kathymacmillan.com or on social media @kathys_quill.

Check out some of my favorite photos from the NITA’S FIRST SIGNS book launch at Baltimore’s Ivy Bookshop. Remember to leave a comment for a chance to win a signed book and goodies. I will draw a name on Thursday 7/19 and will announce the winner next Poetry Friday, 7/20.

Kathy signs alongside Renee Bertaux, an ASL interpreting intern.

Kathy signs “eat” with a young reader.

Find out more about Kathy’s Stories by Hand workshops here.

NerdCampJR: Choreographing an Action Scene

I’m on the road today, heading back to Maryland from NerdCampMI. One of the best parts of NerdCamp happens on Day 2 in the afternoon, nErDCampJr. That’s when the kids arrive and have mini-sessions with authors.

Because my new book, TAKEDOWN, is about a boy and a girl on a competitive wrestling team, it is full of action. Unlike my first middle grade novel, THE LAST FIFTH GRADE OF EMERSON ELEMENTARY, I had to create believable action scenes.

What a challenge that was! I had to relearn the lingo of the sport, study moves a middle school athlete would know, watch wrestlers in competition, and think about how the characters’ bodies move in space and interact with each other. In other words, I had to choreograph action scenes!

This year, the focus of my session with 6th grade NerdCampers was how to create an action scene with words.

The materials for this mini writing workshop are: A pair of Nerf swords, two willing volunteer actors, writing notebooks, and our imaginations.

One important rule we followed as we tried out these scenes comes from the sport of fencing: All practice blows with the sword had to fall between the shoulders and the hips. No swiping at people’s heads or below the belt — not even for play.

Before we got started composing our scene, the kids and I talked about how an author helps a reader picture action in their imagination.

We agreed on: action verbs, descriptive adjectives and adverbs, naming specific body parts as they move, and using the five senses. Oh, and dialogue was a key element in each group’s scene.

Each set of kids was about 20 people. We broke into groups for the initial writing — about six kids in charge of the scene’s beginning, six in charge of the middle, and six writing the end. The actors and one or two additional 6th graders wrote the dialogue. If they needed information, groups were allowed to send “spies” (really, emissaries) to ask what the other groups were coming up with.

This group exercise was a lot of fun. A surprise to me — it turned out to be a good lesson in revision! First, we wrote down ideas. Next, we tested those ideas out on our sword-wielding actors. Then we realized we had to make a few changes, use more specific language, or move a line of dialogue. We rewrote and ran through the scene with two new actors, to see how well it was working.

Here are the fight scenes that my three groups of sixth graders choreographed, wrote, and enthusiastically acted out in just 20 minutes!

Group 1: MM (5:30-5:55 pm)

Felicia:  “You may be rich but you cannot buy skill!  You will never defeat me!”

Skylar lunges at Felicia with her sword, but it’s a fake out. When Felicia goes to block the sword, Skylar punches her in the shoulder.  Felicia falls to the ground.

Skylar:  “I may not have skill, but I am much smarter!”

Skylar lunges at Felicia, but as she does so, Felicia does a roundhouse-kick to Skylar’s sword. The sword goes flying.

“What am I supposed to do?  Fight with my feet?” yells Skylar as she kicks Felicia in the stomach.

Felicia stabs Skylar in the stomach. Skylar falls over and dies.

***

Group 2: LL (6:00-6:25 pm)

There  is a brother and sister on the roof of Knight School.

Brother: “Why are we up here?”

Sister: “I’m through with all this nonsense of boys are better than girls.”

Brother: “That still doesn’t answer my question why are we on the roof.”

Sister: “Enough talking. En garde!”

The girl lunges, slips, and falls to the ground. The sword falls.

Sister: “Oh no! My sword.”

Brother: “Not all boys may be better than girls. But I know I am better than you!”

The brother stabs her in her foot and she dies.

***

Group 3: KK (7:30-8 pm)

There is a fencing tournament at Medieval Times. When Brent steals Macy’s lucky cape, she challenges him to a duel.

Macy: “You stole my cape, give it back!”

Brent (holding the lucky cape behind his back): “You’re not getting it back!”

Macy tries to bribe Brent with a fake cape.  She holds it out and as he goes to get it from her, she reaches around to grab her cape.  She holds it up in the air, then lunges and stabs Brent in the shoulder.

Brent fake lunges at Macy. She tries to block the blow and he punches her in the belly.

Macy falls. Brent stands over her with an evil laugh but she pops up in surprise and stabs him in the collarbone.

He falls to the ground and breaks his back.

Brent: “You cannot hurt me, I’m a god!”

***

Thanks to volunteers Pernille Ripp and Brittney Bones for helping everything run smoothly with my groups. Couldn’t have done it without you!

nErDCampMI 2018

It’s my second year at nErDCampMI and I’ve been having a blast! My favorite thing about this event is that authors and educators are learning together — sharing our best practices, concerns, and experiences with connecting students and books.

As promised, I am posting the slide presentations for both Day 1 panels I participated in.

 

Nine of the 12 members of #BookExpedition led the panel. Top row left to right: Mike Grosso, Brooks Benjamin, Katie Reilly, Amy Wiggins, Cara Newman, Cheryl Mizerny. Bottom row: Laura Shovan, Lorie Barber, Erin Varley. Members not pictured: Susan Sullivan, Patrick Andrus, Alexa McKenrick.

NerdCamp DAY 1: July 9, 2018

Coast to Coast Reading with #BookExpedition

In this session, author/educators Brooks Benjamin (MY SEVENTH-GRADE LIFE IN TIGHTS), Mike Grosso (I AM DRUMS), and I — along with several other members of our ARC reading group — talked about how to start up your own reading circle and how reading together has positively impacted our teaching. The title of the panel recognizes the fact that our group stretches from New York to Tennessee on the East Coast, has several Midwest representatives, and one member from California. This gives us all a broader view of what’s going on in education across the country.

Breaking Down Stereotypes and Stigmas 1 Day at a Time

Stereotypes silence and shame our most vulnerable population—children. As authors, librarians, and educators, how can we create an inclusive environment where every student’s voice is valued? Children’s authors, Elly Swartz (FINDING PERFECT, SMART COOKIE), Laura Shovan, and Karina Glaser (THE VANDERBEEKERS OF 141st STREET, THE VANDERBEEKERS AND THE HIDDEN GARDEN) discuss using books to breakdown stereotypes, battle stigmas, celebrate differences, build compassionate communities, and create change. You’ll find the recommended reading list session attendees generated at the end of the slides. Huge thanks to educator Lorie Barber for taking notes when we were sharing all of these great book titles.

NerdCamp DAY 2: July 10, 2018

Fractured Fairy Tales with Bridget Hodder (THE RAT PRINCE) and Laura Shovan.

Find the session notes and handouts here!