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age range: 8-12
genre: contemporary fiction from a dog’s point of view
setting: the suburbs
Victoria J. Coe’s website
classroom guide

Readers will relate to Fenway’s impulsivity and delight in descriptions from his dog’s-eye view. Teachers and adults will appreciate generous sprinklings of rich vocabulary. –School Library Journal

Fenway may not understand Hattie’s behavior, but readers looking through his uncomprehending eyes will follow her ups and downs easily as she adjusts to the move. They’ll also wince in sympathy as she tries, with mixed success, to train, or even restrain, her barky, hyper, emotional pet. —Booklist

This perky, pet-centered tale takes readers inside the head of Fenway, an energetic and perpetually hopeful Jack Russell terrier with a deep love for food, intense hatred of squirrels, and undying adoration of his “small human,” Hattie. . . A fun, fresh frolic that animal-loving kids are sure to enjoy.—Publishers Weekly

Please tell us about your book.

 Fenway and Hattie is about a dog named Fenway and his girl Hattie who move from an apartment in the city to a house in the suburbs, where they each struggle with big changes. But you only get Fenway’s side of the story, because the whole book is told from his point of view.

What inspired you to write this story?

I was inspired to write this story when my own family experienced a move and our dog was afraid we’d leave him behind. The move was hard on all of us, but I was especially tuned in to my dog’s fears and insecurities. As we took long walks together, I noticed how he checked everything out and I started to wonder what was going through his mind. That’s how the character of Fenway was born.

Could you share with readers a few interesting tidbits you learned while researching? 

I’ve learned a lot about how dogs experience the world! Here are some interesting tidbits:

Dogs smell! But dogs don’t just smell scents; they use their noses to gather information. By smelling, dogs can tell:

• What’s new vs. what’s familiar
• If a person or another dog is a male or female
• What foods you’ve eaten
• What places you’ve been
• If a scent is faint or strong (that’s how dogs tell time)
• What you’ve touched and what’s touched you
• Dogs can even smell people’s feelings

Dogs make sounds, but they primarily communicate by body language. How dogs carry their ears or tails, whether they’re panting or baring their teeth, and what posture they assume can tell another dog all kinds of information. And dogs read our body language, too. They know from our bodies how we’re feeling and what our intentions are.

Dogs are always studying people. They know our routines – maybe better than we know ourselves! They also pick up on cues, like grabbing the leash comes before going for a walk. Dogs know all of our habits and when something changes, a dog is usually the first to notice!

What are some special challenges associated with writing from a dog’s point of view?

Ha! How long is this blog, Caroline? I like to say that writing from a dog’s point of view is just like regular writing only with both hands tied behind your back!

Seriously though, since dogs don’t understand most human language, I can only write actions, sounds, or observations that a dog would know – I can’t rely on human dialogue.

There are so many elements of the human world that dogs don’t know. Fenway doesn’t know how old Hattie is or what town they live in. And he certainly doesn’t know what she does when she’s not with him — unless he can see, hear, or smell clues, and he often comes to the wrong conclusion!

For instance, early on in the story, Hattie is packing. Fenway remembers that he’s seen her do this before – right before she disappeared and left him alone. And something really terrible must’ve happened to her because when she came back she smelled like burnt marshmallows and squirrels.

What topics does your book touch upon that would make it a perfect fit for the classroom?

Fenway and Hattie is a perfect mentor text for both point of view and inference. My classroom guide contains both POV activities and exercises as well as a discussion guide for the book – which as you can see from the packing example I just described is a lot of inference!

The post Classroom Connections: Fenway and Hattie by Victoria J. Coe originally appeared on Caroline Starr Rose

age range: 10 and up
genre: contemporary fiction
setting: New York City
Melanie Conklin’s website
Preview the first three chapters

Please tell us about your book.

Counting Thyme is the story of Thyme Owens, an eleven-year-old girl whose family moves across the country for her little brother’s cancer treatment. It’s a story about family, friendship, and finding your place in the world when life throws you a curveball.

What inspired you to write this story?

The idea for this story came to me after I read a bunch of middle grade books with protagonists who were facing serious illnesses. I wondered what it would be like to be the sibling of a gravely ill child. I wondered how the conflicts at home would influence the conflicts at school. I thought it would be especially tough if you were just starting middle school, with all of the social pressures involved at that time in life. Thyme’s story grew from there!

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

In my past life as a product designer, I did a ton of research at the outset of every new project. It’s no different for me with books. Once I have an idea, I conduct an audit—which is a fancy way of saying that I cast a wide net and gather research from all of the reputable sources in that subject area. With Counting Thyme, I gathered a tremendous amount of information online, because research hospitals are very interested in sharing knowledge. I also read countless blogs posted by parents of pediatric cancer patients to gain insight into their everyday lives and the ups and downs of treatment. When I had questions, I posted them on discussion forums and parents graciously answered, helping me understand the intricacies of their world.

What are some special challenges associated with writing middle grade?

My favorite thing about MG fiction is the way it explores tough topics in an honest way, while preserving a safe space for young readers. It’s tough to nail that balance. It took many passes of revision to balance the emotion and the information in Counting Thyme, so that readers can understand what’s happening without being bogged down by too much medical information. My favorite books are the ones that manage this balance effortlessly (although I now know that a lot of effort goes into that!).

What topics does your book touch upon that would make it a perfect fit for the classroom?

Because Counting Thyme is set in New York City, there’s a lot going on in the story. Thyme’s family moves into a multiple story apartment building, so she experiences living with close neighbors for the first time, which is a great touchstone for talking about the different ways that people live. There are also characters of many different backgrounds and ethnicities, which is what makes NYC so wonderful. This theme provides an opportunity to talk about different family traditions and cultures. Other themes touch on sibling relationships, honesty versus secrets, what it means to be a friend, and what it means to be counted (in your family, and in the world at large).

The post Classroom Connections: Counting Thyme by Melanie Conklin originally appeared on Caroline Starr Rose

age range: 9-12 years
genre: contemporary fiction
PB&J Society Rules
PB&J Society Bonus Chapter
Janet Sumner Johnson’s website

Please tell us about your book.

Some things are better together. Like peanut butter and jelly. Or Annie and Jason. So when her best friend’s house is threatened with foreclosure, Annie Jenkins is bursting with ideas to save Jason’s home. She could sell her appendix on eBay. (Why not?) Win the lottery. (It’s worth a shot!) Face the evil bankers herself. (She’s one tough cookie, after all.) Or hunt down an elusive (and questionably real) pirate treasure. Whatever the plan, it has to work, or this is undoubtedly The Last Great Adventure of the PB & J Society.

What inspired you to write this story?

I originally started writing this book based on memories from my own childhood. However, that version of the book was all over the place and not very good, so I shelved it. When I read through it many years later, Annie and Jason were so much fun, I couldn’t let them go.

Around that same time, the housing crisis was in full swing, and foreclosures were becoming all too common. I had some friends facing this, and I wondered how it affected their children. It was an easy connection to have Annie and Jason face this conflict, and the book grew out of that.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

My book, while not historical in and of itself, does have bits of history which required research here and there. Most of my research came after the first draft on an as-needed basis. For what I needed, simple internet-based searches worked fine, and I would usually fact check across various sites. However, I did use my Dr. Husband for some medical questions. Very useful to have an expert in the house!

One interesting thing I learned in my research is that Peanut Butter used to be called Peanut Paste. Sounds gross, right? John Harvey Kellogg (Yes, that Kellogg) patented a peanut-butter-making process in 1898. However, even though most information that I found credited Mr. Kellogg as the first patent-holder, a Canadian gentleman named Marcellus Gilmore Edson actually received a U.S. patent for his own peanut-butter making process in 1884. Maybe they ignore him because he’s Canadian? Maybe because his name isn’t as recognizable? I don’t know. But I thought that was interesting.

Another thing I learned is that peanut butter, apparently, wasn’t as tasty back then. It was invented for people with bad teeth who couldn’t chew. Who knew?

What are some special challenges associated with writing contemporary middle-grade fiction? 

I love writing contemporary fiction because it is easy to identify with the characters and their circumstances. They face stuff we deal with in a very recognizable way. But one of the challenges is that time marches on and things change very quickly.

For example, in an earlier draft of my book, I made some references to Twinkies. And then BOOM! Hostess went bankrupt and Twinkies were gone. Just like that. I had to do an emergency edit and cut those references all out.

Of course, we all know that Twinkies are now back, but I decided it was better to keep them out.

Also in an earlier draft, I referenced iPods a lot. My editor rightly suggested that those are now out-dated, and kids have moved on to iPhones. Really, what I should be learning is not to use brand names in my writing!

But even then, you can’t always know what to avoid. In another book, I had one character telling another to “Let it go.” After a certain Disney movie was released, I couldn’t read the passage the same anymore, and had to change it.

In short, it can be tricky to keep a contemporary feel to a contemporary book when it takes years to write and publish it.

What topics does your book touch upon that would make it a perfect fit for the classroom?

There are quite a few discussion topics in my book, both serious and fun.

On the serious side:
-foreclosure
-moving
-making/being a friend
-parent’s job loss
-growing up

On the fun side:
-brain freeze
-pirates
-treasure maps
-ways to earn money
-soccer

Click through to sign up for my quarterly newsletter and you’ll receive a free printable from my novel, Blue Birds. Enjoy!

The post Classroom Connections: The Last Great Adventure of the PB&J Society by Janet Sumner Johnson originally appeared on Caroline Starr Rose

Have you ever wanted to take a trip to the cloud forest? Explore the Andes of Ecuador? Discover a new species? Well, you’re in luck.

With ¡Olinguito, de la A a la Z! / Olinguito from A to Z! travel to the unique world of the cloud forest and discover the bounty of plants, animals, and other organisms that live there as you help a zoologist look for the elusive olinguito, the first new mammal species identified in the Americas since 1978.

But the adventure doesn’t stop there. Anyone can learn to be an explorer in their own backyard with the FREE Olinguito Activity Kit and Teacher’s Guide. Learn more about the cloud forest and other ecosystems, including all of the important animals and the adaptations that help them survive in their environment with the many interdisciplinary ideas, projects, and engaging activities.

Content themes and subjects covered:

• ecosystems and habitats
• biodiversity
• animal classification and adaptation
• vertebrates and invertebrates
• competition and predation
• world geography

Here’s a preview of the types of engaging projects and activities you can find in the Olinguito Activity Kit and Teacher’s Guide:

Observe an Ecosystem!

You will need:

• a notebook
• a pen or pencil
• a camera
• a thick, old paperback book

1. Make note of the time of day you are making your observations. Is it morning, afternoon, or night?
2. Record all the plants and organisms you see, including trees, shrubs, bushes, grasses, ferns, mosses, and lichens.
3. Record all the animals you see in the area, including insects, arachnids, mollusks, reptiles, birds and mammals.
4. Gather fresh leaves of different shapes from trees and shrubs and put each separately between two pages of the paperback book. You may also gather small, colorful flowers or flower petals and put them between pages of the book.
5. Take photos of any animals you see.
6. Once you are back inside, place the paperback book under a pile of heavy books for a week or two to let you pressed leaves and flowers dry.

Design a Cloud Forest Travel Brochure!

Have students research cloud forests in the Andes and create an informative and persuasive travel brochure. Include headings, subheadings, pictures, maps, and informative captions.

• Where are the cloud forests located?
• What plants and animals live there?
• Why are cloud forests valued or important?
• What is the climate like?
• What will people see there?
• What environmental and human threats do they face?
• Why should someone make the cloud forest his or her next vacation destination?

Create a Cloud Forest Alphabet or Glossary Book:

• card stock
• hole puncher
• string or twine
• art decorating supplies (crayons, colored pencils, markers. etc.)

Alphabet Book: include the featured letter, a picture or drawing of the featured plant or animal, and the name of the plant or animal.

Plant/Animal Glossary Book: include the name of the plant or animal, a picture or drawing of the featured plant or animal, and an informative description of the plant or animal: where does it live? what does it eat? how is it classified (plant or animal, vertebrate or invertebrate, etc.)?

For more fun and exciting activity ideas, including I-Spy Fun and learning to create you own pressed leaf print, check out and download the FREE Olinguito Activity Kit and Teacher’s Guide.

You can purchase a copy of ¡Olinguito, de la A a la Z! / Olinguito, from A to Z! : Descubriendo el bosque nublado / Unveiling the Cloud Forest on our website here.

Veronica has a degree from Mount Saint Mary College and joined LEE & LOW in the fall of 2014. She has a background in education and holds a New York State childhood education (1-6) and students with disabilities (1-6) certification. When she’s not wandering around New York City, you can find her hiking or hanging out with her dog Milo in her hometown in the Hudson Valley, NY.

The Last Boy at St. Edith’s
age range: 8-12
genre: contemporary fiction
Lee Gjertsen Malone’s website

This is a funny, emotional book that will quickly become a favorite to many a reader, regardless of age. Sweet, funny, exciting—a spectacular debut. — Kirkus, starred review

Humor mixes with more serious issues in this clever debut. — Booklist

Malone’s debut is a sweet, candid novel about fitting in, messing up, and making amends. — Publisher’s Weekly

Please tell us about your book.

It’s the story of a boy named Jeremy who goes to an all girl’s school that tried to go coed but failed. He ends up being the very last boy left at the school, because his mother works there and won’t let him transfer, so he hatches a plan with his best friend to pull some epic pranks in an effort to get himself expelled.

What inspired you to write this story?

It began with a conversation with my husband. He went to an all-boy’s school that went coed a few years after he graduated, and we got a fundraising newsletter from his alma mater. As a graduate of public schools, I was fascinated with the whole idea – why a previously single gender school would decide to go coed, and, because this is where my mind goes, how would they know it would work? And what would happen if it didn’t work, and instead of there being more and more kids of your gender each year, there were fewer and fewer?

And the same time I was also thinking I wanted to write a book about a strong boy-girl friendship that was tested by growing up, and the combination of those two ideas got me started writing this book.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

I love doing research, even if it’s not obvious in the finished book. I love it almost too much. For this book I researched a lot of things – saint names, the economic development of western Massachusetts, and how doorknobs are put together. Oh, and pranks. Lots and lots of pranks.

What are some special challenges associated with writing middle grade?

First, I think that while it’s true that in any novel every scene has to have a purpose, in middle grade I think it’s even more important – because of the space constraints, every scene needs to do double and triple duty. There’s also the tricky issue of the middle grade voice. It’s not easy to find that balance where your kids sound like kids and the story feels like something they would be interested in without becoming a parody of the way kids talk.

What topics does your book touch upon that would make it a perfect fit for the classroom?

The book touches on a few topics I think would be great for classroom conversations. The first is gender – what does it mean to act like a boy? What does it mean to act like a girl? And why does it matter? Do you need to have friends and role models like yourself in order to know how you are supposed to be?

Secondly, Jeremy, the main character, is a lot of ways a cultural norm in our society. He’s white, male, middle class. He wouldn’t stand out at all in a lot of places. But he definitely does stand out at St. Edith’s. Which leads to the question, what makes something a norm anyway? How can you decide what’s normal without considering the context?

And finally, the main characters make some really bad decisions in the book that seem like good ideas at first. They never intend to hurt anyone with their pranks but they end up causing a lot more trouble than they expected. I think it’s interesting to think about what you should do when something you never intended to cause people trouble backfires.

What do you think of the blog? I’d love to hear from you.
Click through to sign up for my quarterly newsletter and you’ll receive a free printable from my novel, Blue Birds. Enjoy!

The post Classroom Connections: The Last Boy at St. Edith’s by Lee Gjertsen Malone originally appeared on Caroline Starr Rose

In 2009 I stopped teaching without any publishing prospects, but with the burning conviction it was time to put everything behind my efforts to finally sell a book. I did what every other aspiring author was doing then: I started a blog.

A few months later, I signed with my first agent. Four months after that, May B. was under contract. Through highs and lows this blog has been a constant, a place for me to think through ideas, share bits of encouragement, introduce readers to new books, and celebrate my own. Whether you’ve been here from the beginning or are entirely new, I thank you for the ways you’ve added to the conversation and become a key part of my writing life.

Over the next few months I plan to highlight key posts that have risen to the top. Today’s are the posts that are read most often (I wrote this before last week, when this post, now the top post of all time, went live). While my sense is most regular readers are aspiring writers, it’s interesting to note these posts almost exclusively speak to teachers, librarians, and parents looking to share books with their children.

Running a Book Club for Kids

The first post in a series based on my experience running after-school book clubs, this post has been number one around here for years. Included in the post are links to the rest of the series.

The Gift of Friendship

I love knowing that the second most-widely read post on the blog is essentially a love letter to my dear friend, Jamie C. Martin, whose own book comes out later this year. The post touches on the ways friends bolster and inspire us, in this case how Jamie pushed me to be brave when writing Blue Birds.

Third-Grade Book Club Reading Lists

Straight from my after-school book club days, this is the list I used with third-grade readers, plus a run down of everything I included in my Welcome to Book Club handout.

Classroom Connections: Fish in a Tree by Lynda Mullaly Hunt

Lynda’s had a pretty phenomenal year, hitting the NYT Bestseller’s List with her second middle-grade novel, Fish in a Tree, and going on to win the American Library Association’s Schneider Family Book Award, which “embodies an artistic expression of the disability experience for child and adolescent audiences.” This interview includes links to Lynda’s website and educator’s guide.

Fast Five: Novels About Teachers and Their Students

This one’s been a favorite for a long time, with a number of oldie but goodies sure to inspire.

Reading in the Wild: 5 Things Wild Readers Do

Teacher turned author turned Scholastic Press guru, Donalyn Miller, has written two glorious books about reading and teaching that I devoured. This post is one of several that grew out of her second book, Reading in the Wild: The Book Whisperer’s Keys to Cultivating Lifelong Reading Habits. Read our interview based on Donalyn’s first book, The Book Whisperer: Awakening the Inner Reader in Every Child, here.

Click through to sign up for my quarterly newsletter and you’ll receive a free printable from my novel, Blue Birds. Enjoy!

The post Top Posts of All Time originally appeared on Caroline Starr Rose

The Remarkable Journey of Charlie Price
genre: contemporary with magical realism
age range: 8-12
setting: Cincinnati
Jennifer Maschari’s website
discussion guide

Jennifer Maschari’s debut novel is a work-out for the heart. Charlie Price has to make a terrible choice between what has been and what could be, and readers will stick with him every poignant, suspenseful step of the way. Charlie’s journey is more than remarkable. It’s unforgettable.
–Tricia Springstubb, author of Moonpenny Island

What a beautiful book Jen Maschari has written—a brave and big-hearted exploration of the sustaining power of friendship and the infinite treasure of memory our loved ones give us.
— Anne Ursu, author of Breadcrumbs and The Real Boy

Beautifully crafted sentences read almost as if they were poetry…Fans of both fantasy and realistic fiction will appreciate this painful but ultimately triumphant, multilayered novel.
— School Library Journal, starred review

A beautifully written meditation on grief … Reminiscent of Neil Gaiman’s Coraline”
— Booklist

Please tell us about your book.

My book is a middle grade novel about a boy named Charlie who thinks he is doing okay after the death of his mother. He has Mathletes, he has school, and he has his friends. But then his little sister, Imogen, finds a passageway under her bed to a world very much like their own, with one key difference: Mom is alive. But things are not as they seem. Charlie needs to find out the truth of this alternate world before he loses himself, the true memory of their mother and Imogen, forever.

My book has a little bit of everything: magic, math, hope, and a really great dog named Ruby.

What inspired you to write this story?

There are a lot of things that inspired the writing of Charlie’s story. My father passed away when I was younger so I think a lot of those feelings of loss and sadness and trying to find a new “okay” gave this story roots. I wrote the book that my younger self needed.

I also tutor students in math and used to teach fifth grade science. Charlie’s always been a mathematician to me. It was really interesting to contrast Charlie’s love of math (and its unchanging nature) with his constantly evolving feelings, hopes and understandings. Charlie wants there to be concrete answers, but life doesn’t always give them to you.

What are some interesting things you learned when researching for this book?

I did a lot of interesting research for this book. This research involved both using books and the internet to find answers.

Even though I grew up in Cincinnati where the book takes place, I made sure to look at maps of the area where Charlie lived. This added an extra layer of authenticity to his comings and goings (though I did take a few liberties). Google Maps was a great resource for this. Not only did I get to look at the street layouts but I also could look at pictures of the area. I researched the stars, constellation stories, different mathematical terms, and telescopes. An observatory in Cincinnati plays an interesting role in the story, and I e-mailed with the director to get the floor plans and discuss what could actually be seen by the telescopes. I love learning new things.

What are some special challenges associated with writing magical middle grade?

Defining the rules of magic was certainly a special challenge I had to face in writing this book. In an early draft, all kinds of magical things just happened at different times. I had to take a step back and actually write the rules down so I could refer to them as I was revising. It’s just like in real life. For example, take gravity. We know if we jump up, that we will come back down to earth. It’s what we expect. I had to build in that level of expectation with the magic. If this one thing happens, it causes this magical thing to happen, and I had to be consistent throughout.

What topics does your book touch upon that would make it a perfect fit for the classroom?

I truly believe that books act as mirrors (reflecting back our own experiences) and windows (allowing us to see into the lives of others). I hope that this book would reach kids who are facing difficult things in their lives – whether it be a death of a loved one or something else entirely – and let them see it’s possible to come out the other side. Books build empathy and allow safe spaces for kids to experience different emotions and situations. I hope that my book allows for that as well.

I think my book also has a lot of opportunities for cross-curricular connections:
-outer space (stars, orbits)
-math (variables, equations, Möbius strip)
-the constellations (stories and history behind them)

Click through to sign up for my quarterly newsletter and you’ll receive a free printable from my novel, Blue Birds. Enjoy!

The post Classroom Connections: The Remarkable Journey of Charlie Price by Jennifer Maschari originally appeared on Caroline Starr Rose

Cheryl Blackford was born in Yorkshire, England but now lives in a house in the woods in Minnesota where she is entertained by a wide assortment of wildlife, including coyotes. Lizzie and the Lost Baby is Cheryl’s first middle-grade novel. She has written three non-fiction books for young readers, and her picture book Hungry Coyote (inspired by a coyote she saw one winter morning) won the 2015 Moonbeam Award in the category of picture books for ages 4-8.

What typically comes first for you?

Setting is often the first thing I think about with a new story. In LIZZIE AND THE LOST BABY I wanted to set a story in England and I modeled fictional Swainedale on Rosedale in the North York Moors, where my parents owned a cottage for many years. Rosedale is beautiful: wild in some places and pastoral in others. I love hiking across its purple-covered moorland on a sunny day and I worked hard to get the feel of the place into the story. I didn’t set out to write this book as historical fiction, but when Lizzie appeared she seemed to belong to a very specific time and place.

How do you conduct your research?

I usually begin on the web and then migrate to other resources such as the library or a primary source. In LIZZIE AND THE LOST BABY I needed information about English World War II evacuees and about the Gypsy/Traveller culture. I found fascinating BBC online archives of ordinary people’s wartime experiences and my primary source was my parents. My father was an evacuee whereas my mother stayed in her home in Hull and suffered through the bombing blitz. To learn about the Gypsy/Roma/Traveller culture, I began with memoirs, including Rabbit Stew and a Penny or Two: A Gypsy Family’s Hard and Happy Times on the Road in the 1950s by Maggie Smith Bendell. Much of what is written about Gypsies was written by outsiders but this was information from a primary source. Maggie and I have since become friends and she was an early reader of my book. She gave it the thumbs up – which makes me very happy.

What is your favorite thing about research?

Everything! I love falling down the “research rabbit hole.” I always learn far more facts than I ever use! And actually, I shouldn’t have said “everything” because keeping accurate detailed records of my sources isn’t my favorite thing to do.

What’s one of the most interesting things you’ve learned while researching?

For LIZZIE AND THE LOST BABY, the most astonishing thing was that my father and uncle were evacuees — I had not known that before I began writing. The other fascinating things I discovered were all related to the Gypsy/Traveller culture in England . For example, I knew that Gypsies were avid horse traders but I didn’t know that they preferred a specific type of horse (grys in their language) that is sturdy and steady and has a beautiful long tail and feathery hair dangling over its hooves.

Why is historical fiction important?

Modern problems often have historical equivalents and we can all learn from the lessons of the past. Fiction can help readers develop empathy with people or problems they otherwise know little about, such as the Gypsies in LIZZIE AND THE LOST BABY. The prejudice towards the travelling people that Lizzie encountered is nothing new; it has existed for centuries and continues to this day. During World War II, Adolf Hitler and his Nazi regime murdered tens of thousands of Roma in an effort to exterminate a people they deemed inferior. Genocide is an ugly difficult subject and narrative fiction can help us find a way to discuss it with students.

More fabulous books about this time period:

The War that Saved My Life by Kimberly Brubaker Bradley, Dial Books, 2015

A Frost in the Night by Edith Baer, Farrar, Straus and Giroux, 1998.

Number the Stars by Lois Lowry, Houghton Mifflin Harcourt Books for Young Readers, reissued 2011.

The Klipfish Code by Mary Casanova, Houghton Mifflin Harcourt Books for Young Readers, 2007.

Click here to download your own Blue Birds printable. Enjoy!

The post Straight from the Source: Cheryl Blackford on Writing Historical Fiction originally appeared on Caroline Starr Rose

genre: historical fiction
setting: Manzanar, the Japanese internment camp, 1942
age range: 9-12
Lois Sepahban’s website

A superior story of survival and love.
— School Library Journal, starred review

This historical debut speaks volumes of love and longing.
— Kirkus, starred review

Engrossing and heartrending historical fiction.
— Publisher’s Weekly

Please tell us about your book.

Ten-year-old Manami did not realize how peaceful her family’s life on Bainbridge Island was until the day it all changed. It’s 1942, after the attack on Pearl Harbor, and Manami and her family are Japanese Americans at a prison camp in the desert. Manami is sad to go, but even worse is that they are going to have to give her dog, Yujiin, to a neighbor to take care of. Manami decides to sneak Yujiin under her coat, but she is caught and forced to abandon him. She is devastated but clings to the hope that somehow Yujiin will find his way to the camp and make her family whole again. It isn’t until she finds a way to let go of her guilt that Manami can accept all that has happened to her family.

What inspired you to write this story?

My book takes place at Manzanar in 1942. From 1942-1945, it was an internment camp for Japanese-Americans, most of whom were children. I grew up in central California, and I had two classmates whose grandparents were Manzanar internees. My classmates’ mom spoke to us a few times about her parents’ experiences at Manzanar. So, by the time I was seven or eight years old, I was aware of Manzanar. I was too young to understand it, but having something of a personal connection to the camp made me curious to learn more. My research led me to so many heartbreaking and poignant stories, as well as some very strange ones. One strange story was in an newspaper article. The old man being interviewed said that at some point, dogs started showing up at the camp. No one knew where they were coming from or how they got there. When I read that article, I got goosebumps. Suddenly, I knew what my story would be. 

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

Researching my book was a process that stretched over several years. It began, unintentionally, of course, in my childhood. Every time my parents drove past Manzanar on family trips or I listened to someone talk about Manzanar–these moments were layers of research that slowly built over time.

My curiosity really flamed to life in 2013 when I read Heather Lindquist’s book The Children of Manzanar. For the next few months, I devoured Manzanar true stories. I found an archive of oral history video interviews with former internees on Densho.org. My research at that time was deliberate. I knew that I wanted to write a story set at Manzanar. I knew I wanted it to have a love story between an internee and a camp worker. I knew I wanted the story to be from the perspective of a little sister. So I focused my research on the areas that were important to these storylines. I looked at old maps. I read supply lists and building reports from 1942. I drove along Highway 395 in California and tried to imagine how it must have looked to eyes that saw it for the first time. It is a landscape of scrub brush and red dirt. Very different from the lush rainforest of the Pacific Northwest. I continued to research as I wrote–looking for details and facts as I needed them for the story. And I was fortunate that a historian at the Manzanar National Historic Site was willing to read the manuscript to check for historical accuracy.

What are some special challenges associated with writing historical fiction?

The real challenge is that you can’t make certain things up in historical fiction. The characters, yes. The conversations, yes. Known historical events? Not so much. Writers do take liberties with history. I did. But I was careful to point out those liberties in the author’s note. When I speak to groups about my novel, it is not uncommon for me to hear from attendees that they had never before heard about the internment of Japanese Americans during World War II. So I feel a great responsibility to honestly portray this history.

What topics does your book touch upon that would make it a perfect fit for the classroom?

My book is a good fit for 4th grade social studies in California, Oregon, and Washington because these were the states affected by the Exclusion Zone rule. It is a good fit for 5th grade and 8th grade social studies because it discusses U.S. history. This history applies to Canada, too, which also had Japanese internment camps during World War II.

The post Classroom Connections: PAPER WISHES by Lois Sepahban appeared first on Caroline Starr Rose.

age range: 8-12
genre: contemporary fiction with historical flashbacks
Crystal Allen’s website

Please tell us about your book. 

THE LAURA LINE is about Laura Dyson, a thirteen year old, overweight girl who has dreams of being a model…or a major league baseball pitcher.  Because of her weight issues, students make fun of her to the point that Laura begins to believe that she is all of the ugly things her classmates say she is.  It’s not until Laura ventures into an old shack on her grandmother’s farm and finds a ledger filled with documents from the female ancestors in her history, (all of them named Laura)  that she begins to stand up for herself.  Now, Laura Dyson not only knows who she is, but has evidence of all the wonderful things she can become.

What inspired you to write this story?

My mother raised my oldest brother and sister in an extremely small, one-room, family-built house on my grandmother’s farm.  I missed my opportunities to tour this family landmark, but I knew it held valuable history, along with proof of the strength and determination of my mother.  I wanted to honor her, and the house, in some way.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

Talking with family members and memories of growing up on my grandmother’s farm in Indiana were the biggest tools I used when writing THE LAURA LINE.  However, while visiting Boston one summer, a replica of the Amistad was docked in the Naval shipyard, and people were encouraged to tour for free!  Since the Amistad was going to make a “cameo” appearance in THE LAURA LINE, I thought this was an excellent opportunity for some research, and the price was perfect!  With camera in hand and money for snacks, I took off to the shipyard, expecting a fun day in the sun.

But that’s not what happened.

Touring that schooner caused such an emotional stir in me, I was completely caught off guard by its affect from the moment I stepped onboard.  I had no personal ties to anyone aboard the Amistad, yet I wept right there at the shipyard as if I did.  To see pencil-drawn portraits of the captives, some as young as seven-years-old, took all of the fun out of my day. I knew the story of the Amistad, but standing downstairs, in the belly of that schooner, put the whole story in my face.  This was no longer a research project.  It was now personal.

Even though the THE LAURA LINE is based on fictional characters, I felt as if I met the first Laura that day. She was real, and she needed me to feel her pain, her fear, her frustration, her hunger, her tears, her anger. I rushed back to the place I was staying and began to empty out everything I had felt that day, whether it was in complete sentences or not.  I will never forget that experience.

What are some special challenges associated with writing historical fiction?

Making sure each Laura was given a talent that existed in her era, and the materials, left by each Laura, were believable.

What topics does your book touch upon that would make it a perfect fit for the classroom?

THE LAURA LINE teaches its readers:

Love yourself.  Love your “Line.”  Live your dreams.

The post Classroom Connections: THE LAURA LINE by Crystal Allen appeared first on Caroline Starr Rose.

age range: 9-13
genre: contemporary fiction
Operation Pucker Up Discussion Guide
Rachele Alpine’s website

Please tell us about your book.

Operation Pucker Up is about a girl named Grace Shaw who is thrilled when she’s cast as Snow White in her middle school play. That is, until she realizes she’ll have to kiss Prince Charming. And not only is Prince Charming—a.k.a James Lowe—the most popular boy in school, but Grace has never, ever been kissed.  To help, Grace’s two best friends create Operation Pucker Up—a plan for Grace to score a kiss before opening night so she doesn’t make a total fool of herself in front of a live audience. If that weren’t enough to think about, Grace’s father, who left six months ago, suddenly walks back into her life. Grace, her mom and sister have bonded as the “Terrific Three” – and while two of the “Three” welcome Dad back with open arms, Grace isn’t sure she can forgive and forget. As Operation Pucker Up begins to spin out of control, and opening night is approaching, the question is whether Grace will manage to get her happily ever after—both on-stage and off.

What inspired you to write this story?

I did theater and dance classes at a place called The Beck Center for the Arts when I was young all the way into high school.  I called it my home away from home, because sometimes I was there more than I was at my real house!  I was in a lot of shows while I was there, including Cinderella, where I had to dance with a boy.  I remember being so nervous about it because I had never held hands with a boy before. I couldn’t imagine ever having to kiss someone on stage!  I began to brainstorm about that idea and what would happen if that kiss was your first kiss.  Operation Pucker Up was born from that!

Could you share with readers some behind-the-scenes glimpses into your book?

When I was writing this book, I wanted it to be a sort of homage to The Beck Center for the Arts.  Almost ever character is named after someone I acted with (either their first or last name). There are many local places mentioned in the story and one of the main character is even named Beck!  I wanted readers from Cleveland who knew the theater to pick up the book and feel connected to the story through the setting.  The coolest part was that they hosted my launch party in their studio theater!  We filled all 98 seats and had almost fifty more people standing and sitting in the aisles.  Some of my old friends came and acted out a scene from the book and a few of my old directors/teachers were there.  It was so amazing to celebrate my book in the location that inspired it.

What are some special challenges associated with writing middle grade?

I wanted to write a book that was both light hearted and serious, because I think that’s what life for a middle-schooler is like. They are trying to find where they fit within the world, their friends, and family, some of which is in their control and some of which they have no say in. I wanted to find a good balance between the two and make it sound authentic. Grace is trying to handle having her first kiss on stage and the return of her father after her parents’ separation.  Both of these events would be a big deal to a middle-schooler, so I wanted to make sure I treated both as such.

What topics does your book touch upon that would make it a perfect fit for the classroom?

The book includes a lot of topics for discussion such as being yourself vs. trying to be someone you aren’t, forgiveness, bullying, feeling like you don’t belong, the power of friendship, telling the truth instead of keeping your feelings inside, and what family means.  

The post Classroom Connections: OPERATION PUCKER UP by Rachele Alpine appeared first on Caroline Starr Rose.

age range: 8-12
genre: historical fiction
setting: 1871, Michigan
teacher’s guide
Sandy Carlson’s website

Please tell us about your book.

Just how many homes and friends does a kid have to lose in twelve years?

Driven from his neighborhood during the Chicago fire of 1871, Adrian and his parents move to the Michigan wilderness where his father lands a job at the sawmill. The town is called Singapore – as if a name could make a tiny spit of a town into a great seaport.

Back in Chicago, it was easy to keep his hobby a secret, even from his father. But in this small town, will people discover who the true knitter of the family is? Only his best friend, big R.T., keeps him level.

Adrian’s attempts to protect his new – and first – girlfriend, Elizabeth, from the school bully seem to backfire, especially when he hears Jake’s big brother, Otto the Monster, is heading to town.

Then, just as Adrian starts to feel that Singapore is his home, he discovers the moving sand dunes along the Lake Michigan shore are slowly burying his town. He tries to stop it, but how can he fight both man and nature?

What inspired you to write this story?

An elderly friend from church grew up in Saugatuck, Michigan. She remembers running down the sand dunes as a child and diving into the Kalamazoo River. Some days there would be a roof exposed from Singapore, an 1800’s buried town. Other days there might be a different roof. And still other days there was nothing but sand and the river. I couldn’t stop thinking about what it would have been like to have lived through that time – when my town was threatened to be buried by active sand dunes.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

First of all, I need to walk the land where the story takes place, even if it’s 150 years after the time of the story. Each time I return and wander the streets or dune hills or beaches, I feel rather ghostly – imagining what it was like back then. The unceasing waves coming in would be the same. The wind blowing dry sand around the dune grass would be the same. The crying sea gulls would be the same, as well as the quiet stillness in the woods or just a little farther up river from the Lake.

My limit for doing library research (done in various Michigan towns) is about three hours. After that I find myself rereading a line several times. When I start rereading, I scoop up all my notes, pile the books and magazines and news clippings, put everything away, and wait for another day to do more research with a cleared mind.

I especially love staring at old photos of the area in which my book is set…imagining what it would be like to be there, and then I compartmentalize and focus on the photo, ignoring people around me; for I’m sure they think I’m crazy, on drugs, or have fallen asleep.

Sometimes research falls right into my lap. I went to a jeweler to re-clasp a necklace. I noticed a box of watch “guts” on the counter and asked about them. He was a watch man. I told him of my grandfather’s pocket watch. He informed me that real pocket watches weren’t very common because they cost as much as a buggy (or today’s SUV). (A nice historical fact which shoots down all the westerns I’ve ever seen.)

What are some special challenges associated with writing MG historical fiction?

How to get my book into the hands of kids. Actually, I know a lot of my readers are adults, because they are interested in local history.

If a kid is a reader, they’re likely to read anything, especially if they can relate to the characters or are interested in an area or a specific time. Libraries and booksellers often prefer the hottest and latest and most popular books. As long as I continue developing the craft of writing to make my characters, plot, and language golden, well, then, I’m golden, too.

What topics does your book touch upon that would make it a perfect fit for the classroom?

The book begins with a new kid moving to town. Nearly every kid today has either moved, or been in a classroom which received a new student. (Relevant.)

There are several true local stories in the book, as well as description of jobs kids would do, like chopping wood, working in the family store, or knitting. (History.)

There’s a bully in town, but there may or may not be a resolution. You’ll have to read it to find out. (Resolutions.)

Adrian is ahead of his time, trying to find a way to stop the dunes from burying his town. (Environmental Studies.)

The post Classroom Connections: THE TOWN THAT DISAPPEARED by Sandy Carlson appeared first on Caroline Starr Rose.

I ran this post just last month to point readers toward books similar to my Over in the Wetlands: A Hurricane-on-the-Bayou Story. With the tenth anniversary of Hurricane Katrina upon us, it felt like the right time to share it again.

This list includes picture books and novels about Katrina, “the single most catastrophic disaster in US History,” stories about other storms, and a collection of books about the wetlands.

Picture Books about Hurricanes and Storms

Hurricane! by Jonathan London
Blue on Blue by Dianne White
The Storm by Kathy Henderson
Big Wind Coming! by Karen English
Waiting Out the Storm by JoAnn Early Macken

Novels about Hurricanes

Storm Runners by Roland Smith
Dark Water Rising by Marian Hale
The Night of the Hurricane’s Fury by Candice Ransom
The Great Storm: The Hurricane Diary of J. T. King, Galveston, Texas, 1900  by Lisa Waller Rogers

Katrina Picture Books

A Storm Called Katrina by Myron Uhlberg
A Place Where Hurricanes Happen by Shadra Stickland
Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival by Kirby Larson

Katrina Novels

I Survived Hurricane Katrina by Lauren Tarshis
Zane and the Hurricane: A Story of Katrina by Rodman Philbrick
Ninth Ward by Jewell Parker Rhodes
Hooper Finds a Family: A Hurricane Katrina Dog’s Survival Tale by Jane Paley
Upside Down in the Middle of Nowhere by Julie Lamana
Saint Louis Armstrong Beach by Brenda Woods
Another Kind of Hurricane by Tamara Ellis Smith

Picture Books about Wetlands

Deep in the Swamp by Donna M. Bateman
Liza Lou And The Yeller Belly Swamp by Mercer Mayer
Everglades by Jean Craighead George
Here Is the Wetland  by Madeleine Dunphy
Near One Cattail: Turtles, Logs And Leaping Frogs by Anthony D. Fredericks
Babies in the Bayou by Jim Arnosky

Novels about Wetlands

The Wind in the Willows by Kenneth Grahame
The Yearling by Marjorie Kinnan Rawlings
Chomp by Carl Hiaasen
Bayou Magic by Jewell Parker Rhodes
The Healing Spell by Kimberley Griffiths Little
Circle of Secrets by Kimberley Griffiths Little
The Time of the Fireflies by Kimberley Griffiths Little

Here are a few more titles in listings from Publisher’s Weekly and School Library Journal .

The post A Hurricane Katrina Reading List for Young People appeared first on Caroline Starr Rose.

age range: 8-12 years
setting: 1895; Michigan’s Upper Peninsula
teacher’s guide
Alison DeCamp’s website

Please tell us about your book. 

It’s the winter of 1895. Eleven-year-old Stanley Slater finds himself stuck in a lumber camp in the Upper Peninsula of Michigan with his meddlesome cousin, Geri (who insists on diagnosing him with all sorts of 19^th century diseases), his evil granny, his sweet mama and a variety of unsavory characters like Stinky Pete (who may or may not be a Cold-Blooded Killer).

What inspired you to write this story?

I grew up with family stories, as we all do. I have always been particularly fascinated by my Great-Grandmother Cora who made her daughter (my grandmother) get married at 15. My grandmother ended up having a baby, naming him Stan, and then raising him as a single mother, working in a variety of places, including a lumber camp.

I also always thought my great-grandmother was incredibly mean. She was the inspiration for my characters’s crabby granny. Obviously. Click through to see her.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

I researched everything from 19^th century outhouses to 19^th century slang terms. Google, of course, is great for this, but I also contacted people who are experts in the history of lumbering. I read all sorts of books (many no longer in print) and my 86 y.o. father and I took a field trip to Hartwick Pines, a fascinating state park about 1-1/2 hours from my house.

One of the things that I found interesting is that the Paul Bunyan tales may have been oral history in some camps but that they weren’t universally well known until around 1916. For that reason, I chose not to include references to Paul Bunyan in the book. I was also surprised with the hours lumberjacks put in on a daily basis, the fact that alcohol was not permitted in most camps, and that talking wasn’t allowed during meals—too readily this would lead to fights. Also, cooks were paid really well because a good cook would often be a lure to get the best men. And, finally, lumberjacks didn’t really like being called that in the early history of the job—being a “jack” was somewhat derogatory in the 1850s – 1870s—which is why they are also called Shanty Boys. They did embrace the term more toward the end of the 19^th century, however.

What are some special challenges associated with writing historical fiction?

I think it’s challenging to write historical fiction accurately with enough detail and authenticity without being too didactic (as in defining every term or historical event). I also found the little things difficult—how far would it take to get somewhere via wagon, for example. Or how much did 25 cents buy in the 1890s? Some homes had telephones, others didn’t; some streets had electric lights, some didn’t. How were homes heated? Where did water come from? Even if I never specifically used these details in the book, it’s important to at least know the answers since it’s the world where our characters are living.

What makes your book a perfect fit for the classroom? 

One of the things I’m excited about (and what I would have loved as a teacher) is the inclusion of all of the images. Many of them are accessible from the Library of Congress website (loc.gov) and would be a great start-off point for additional research and/or a non-fiction tie-in.

I’ve also included some actual songs and recipes from the time period, which could lend themselves to Common Core standards. And the historical fiction is based on true stories so the connection to CCSS in history/social studies in the middle grades is definitely an option.

The post Classroom Connections: MY NEAR-DEATH ADVENTURES (99% True!) appeared first on Caroline Starr Rose.

age range: 9-14
setting: Prince William Sound, Alaska
genre: survival; coming of age

A Junior Library Guild selection

“…a terrific thrill on the page.” — Kirkus Reviews

“Greci has taken a popular if somewhat shopworn theme of juvenile literature — being marooned — and given it new vitality. You needn’t be a kid to stay up late reading this one.” – Alaska Dispatch

“Surviving Bear Island is a heart-pounding adventure that both kids and adults will enjoy…It follows its hero through a brilliant coming-of-age the likes of which are unlikely to be found anywhere outside Alaska.” — Fairbanks Daily News-Miner

Please tell us about your book.

 Surviving Bear Island is a coming of age wilderness survival story set in Prince William Sound, Alaska. It’s about a boy’s quest for survival with only a small survival kit in his pocket after he becomes separated from his father on an unpopulated island far from civilization.

What inspired you to write this story?

The inspiration for this story was two-fold. First, I am a wilderness fanatic. I love spending time in remote places that I’ve gotten to under my own power by paddling a boat or walking. Prince William Sound is a place I’ve spent a lot of time exploring over the last twenty-five years, and I love it there and I know it intimately. Second, for much of my teaching career I worked with struggling readers and writers. As I both designed writing exercises and chose engaging books for them to read in attempts to engage my students I became focused on writing a book that both enthusiastic and reluctant readers could relate to.

How did you approach the research process for your story?

In 1991, I went on my first sea kayaking trip, which was a nine-week, 500-mile journey in Prince William Sound on the South Central Alaska Coastline where Surviving Bear Island is set. Since then I have returned almost every year to paddle part of the Sound, doing trips ranging from one week to one month both solo and with friends.

On my wilderness trips I have always kept journals. When I decided to try to write a story set in Prince William Sound, my journal entries became much more detailed regarding what I was experiencing at both the sensory and emotional levels. On one trip my wife and I spent several days circumnavigating an island, and that island became the template for the fictional Bear Island in my story. I took very detailed setting notes and was able to use them, sometimes word for word, in parts of the story.

Without creating spoilers for people who may read Surviving Bear Island, many of the experiences that the main character has are inspired by experiences that I have had. Basically, I used my experiences as springboards for some of the trials that Tom faces in the story.

As I started to add new incidents not inspired directly by my experiences, I tried to experience or replicate what I was writing. For example, Tom has an emergency blanket that in damaged in a fire. For research, I burned part of an emergency blanket to see how it would respond to fire and it turned out to be quite different than how I imagined it. Instead of bursting into flames, it melted and made crackling noises.

What roadblocks did you run into when writing Surviving Bear Island?

The main roadblock I ran into when writing Surviving Bear Island was how to write a story with primarily one character and have it have authentic emotional depth and complexity. Early drafts of my story were very plot heavy and episodic. As the years went by and I wrote other stories where characters were interacting with each other, I developed my skills for exploring emotional depth, and also for writing in first person. I think those other manuscripts I wrote gave me the tools I needed to transform a single-character third-person narrative into a single-character first-person narrative that was much more character-driven and emotionally authentic.

What topics does your book touch upon that would make it a perfect fit for the classroom?

Some topics my book touches on that could be utilized in the classroom include, self-sufficiency, courage, what it means to never give up, parent/child relationships, survival skills, emotional growth, coming to terms with things you can’t change, living life in the present moment, learning from observing animals, and learning about Alaska.

You can read more about Surviving Bear Island through the links below:

The post Classroom Connections: SURVIVING BEAR ISLAND by Paul Greci appeared first on Caroline Starr Rose.

In celebration of Over in the Wetlands: A Hurricane-on-the-Bayou Story releasing next week, here’s a list of similar books to inspire your summer reading!

Picture Books about Hurricanes and Storms

Hurricane! by Jonathan London
Blue on Blue by Dianne White
The Storm by Kathy Henderson
Big Wind Coming! by Karen English
Waiting Out the Storm by JoAnn Early Macken

Novels about Hurricanes

Storm Runners by Roland Smith
Dark Water Rising by Marian Hale
The Night of the Hurricane’s Fury by Candice Ransom
The Great Storm: The Hurricane Diary of J. T. King, Galveston, Texas, 1900  by Lisa Waller Rogers

Katrina Picture Books

A Storm Called Katrina by Myron Uhlberg
A Place Where Hurricanes Happen by Shadra Stickland

Katrina Novels

I Survived Hurricane Katrina by Lauren Tarshis
Zane and the Hurricane: A Story of Katrina by Rodman Philbrick
Ninth Ward by Jewell Parker Rhodes
Hooper Finds a Family: A Hurricane Katrina Dog’s Survival Tale by Jane Paley
Upside Down in the Middle of Nowhere by Julie Lamana
Saint Louis Armstrong Beach by Brenda Woods
Another Kind of Hurricane by Tamara Ellis Smith*

Picture Books about Wetlands

Deep in the Swamp by Donna M. Bateman
Liza Lou And The Yeller Belly Swamp by Mercer Mayer
Everglades by Jean Craighead George
Here Is the Wetland  by Madeleine Dunphy
Near One Cattail: Turtles, Logs And Leaping Frogs by Anthony D. Fredericks
Babies in the Bayou by Jim Arnosky

Novels about Wetlands

The Wind in the Willows by Kenneth Grahame
The Yearling by Marjorie Kinnan Rawlings
Chomp by Carl Hiaasen
Bayou Magic by Jewell Parker Rhodes
The Healing Spell by Kimberley Griffiths Little
Circle of Secrets by Kimberley Griffiths Little
The Time of the Fireflies by Kimberley Griffiths Little

*Also releasing next Tuesday with my publisher, Schwartz and Wade / Random House Children’s Books

The post OVER IN THE WETLANDS Read Alikes appeared first on Caroline Starr Rose.

age range: 10 and up
genre: contemporary middle grade
educator’s guide
author’s website

Filled with a delightful range of quirky characters and told with heart, the story also explores themes of family, friendship, and courage in its many forms. . . . It has something to offer for a wide-ranging audience. . . . Offering hope to those who struggle academically and demonstrating that a disability does not equal stupidity, this is as unique as its heroine.
— Booklist, STARRED REVIEW

Mullaly Hunt again paints a nuanced portrayal of a sensitive, smart girl struggling with circumstances beyond her control. . . . Ally’s raw pain and depression are vividly rendered, while the diverse supporting cast feels fully developed. . . . Mr. Daniels is an inspirational educator whose warmth radiates off the page. Best of all, Mullaly Hunt eschews the unrealistic feel-good ending for one with hard work and small changes. Ally’s journey is heartwarming but refreshingly devoid of schmaltz.
— School Library Journal, STARRED REVIEW

Please tell us about your book.

Fish in a Tree is about sixth-grader, Ally Nickerson, who misbehaves in school to hide the fact that she struggles with reading and writing. Since her dad is in the military, she has moved from school to school; this has helped her keep her secret. Having moved so often, she has not had to opportunity to forge strong friendships as well – until she meets Kesiha and Albert. 

It is also very much a school story with eight different student personalities interacting with (sometimes crashing into) each other and their teacher Mr. Daniels.

What inspired you to write this story?

Well, my own life inspired the story. Although I’ve never been tested for dyslexia, I have been suspicious that I have at least a touch of it. I was in the lowest reading group in grades one through six. Mr. Daniels is based on my sixth grade teacher Mr. Christy. I realized about halfway through writing it that Fish in a Tree is a love letter to him and all teachers like him.

I have no doubt that Mr. Christy saved me. I came into sixth grade wondering what would be come of me and left sixth grade with a laser focus on becoming a teacher and helping kids like he helped me. He set a high expectations. Even as a child I knew this was a high compliment and I tried very hard to reach every bar he set for me. He completely changed my perception of myself in on year – a powerful transformation. The man was amazing.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

This book required a lot of research, actually. I had the opportunity to speak with some people who have dyslexia and were not helped until they were older. Unfortunately, even with all the screening in the early grades, kids still slip through the cracks until sixth grade or higher. Being a teacher I know that it is a very difficult job. When a child is very bright, they can often compensate very well and mask their difficulties. Ally Nickerson is such a child. 

I also had to do a lot of research for Albert. He is a walking encyclopedia but that took hours of finding facts that were not only pertinent but interesting as well.

What are some special challenges associated with writing contemporary middle grade fiction?

I think one of the special challenges associated with writing contemporary middle grade are authenticity. At least for me. It takes courage to be honest but middle grade readers respond very well to it – in fact readers of all ages do.

 So, as the writer we have to crawl into our own basement sometimes in order to get it on the page. Both of the books that I have written make me feel very vulnerable in this regard. They’re honest. And they are me. The vulnerability was difficult at first but now I see it as a gift and I’m grateful to be able to share those aspects of myself with readers.

What topics does your book touch upon that would make it a perfect fit for the classroom?

The topics my book touches upon that make it a perfect fit for the classroom are family life, love of siblings, being different is a gift, bullying in the sense that we can’t control the bully’s behavior but we can control how we respond to it, a family struggling financially, and how learning disabilities are not necessarily disabilities – just a different way of learning.

The post Classroom Connections: FISH IN A TREE by Lynda Mullaly Hunt appeared first on Caroline Starr Rose.

Last summer at SCBWI‘s national conference, I struck up a conversation with another attendee while standing in a winding sandwich line. It was absolutely my pleasure to befriend a fellow former teacher turned author, someone who also writes historical fiction and picture books and has even tried her hand at verse. That night I bought a copy of Glenda Armand’s Love Twelve Miles Long, a beautifully moving story. I’ll let Glenda tell you more.

genre: historical fiction
setting: Maryland, 1820s
age range: 6-11
teacher’s guide
Glenda Armand’s website

This poignant story, based on Frederick Douglass’s childhood, tells how his mother, a slave, would walk twelve miles at night for a brief visit with her son. Soothing text describes how she overcomes the monotony and loneliness through songs (joyful and sad), the solace of prayer, and love. Emotional paintings capture moods, especially the joy of reunion that wipes away weariness. — Horn Book

Starting with the boy’s elemental question, “Mama, why can’t I live with you?,” the words and pictures tell the family separation story in all its heartbreak and hope. — Booklist

Share this with young readers as a series of homilies on dreams and a family love strong enough to overcome any adversity. — Kirkus Reviews

Please tell us about your book.

Frederick Douglass was born a slave, escaped and went on to become a great orator and writer who championed the cause of freedom for his fellow African Americans. In his autobiography, Douglass showed the cruelty of slavery from his unique perspective as a former slave. It is a testament to Douglass’s remarkable life that President Abraham Lincoln called this former slave, “my friend Douglass.”

Love Twelve Miles Long takes place long before Frederick Douglass has become famous and successful. The setting is a farmhouse kitchen on a Maryland farm. It is evening and 5-year-old Frederick’s mother, Harriet, a slave who lives on different farm on their master’s plantation, has come to visit. The story allows the reader to peak in on mother and son as they share a few precious moments.

What inspired you to write this story?

When I read his autobiography, I was struck by Frederick Douglass’s strong feelings for his mother despite his having spent so little time with her. In fact, he only remembered seeing his mother at night on the few occasions that she was able to walk the twelve miles to spend time with her son. I believed that there was a story in those visits that spoke to the universal bond between mother and child.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

I read Frederick Douglass’s autobiography while preparing to teach eighth grade US history after many years of teaching in the elementary grades. The passage in which Douglass mentions his mother’s night time visits touched my heart. I could just imagine the love it took for her to walk twelve miles (one way!) to spend time with her son, who lived with the cook who served as babysitter for the slave children who were too young to work.

After reading his other autobiography written later in life, I came up with the way I would tell the story of Frederick and his mother.

I decided to envision Harriet and Frederick in their master’s kitchen, the place where the visits occurred. Then, with pen in hand (literally), I “listened” in on their conversation. There were times when I felt that Harriet was guiding my pen as I wrote. For instance, at one point Frederick asks, “Why did God make us slaves?” After writing the question, I crossed it out because I really didn’t have an answer. But then I heard Harriet’ voice saying, “Let him ask the question.” So I did.

What are some special challenges associated with writing historical fiction?

I love the challenge of writing historical fiction. I like taking events that I know happened to real people (like the visits Harriet paid to Frederick) and imagining things that could have happened (their conversation) and mixing them together to make a story. To me, this makes historical figures interesting, accessible and human. 

My books are introductions to real events and people that I hope invite the reader to find out more about the subjects.

What topics does your book touch upon that would make it a perfect fit for the classroom?

Love Twelve Miles Long lends itself to many classroom discussions/topics:

• United States History/African American History/Black History Month
• Mother’s Day/Families/Mother-child relationships/Love
• Childhood experiences/Memories/Separation
• Frederick Douglass/Abraham Lincoln/Slavery/Civil War
• Dreams/Aspirations/Empathy/Compassion/Esteem/Confidence
• Realistic Fiction/Historical Fiction

The post Classroom Connections: LOVE TWELVE MILES LONG by Glenda Armand appeared first on Caroline Starr Rose.

In this guest post, Sara Burnett, education associate at the American Immigration Council, presents strategies and resources to enrich the classroom with the legacy of César Chávez. This blog post was originally posted at the American Immigration Council’s Teach Immigration blog.

“When the man who feeds the world by toiling in the field is himself deprived of the basic rights of feeding and caring for his own family, the whole community of man is sick.”   — César Chávez

César Chávez was a Mexican-American labor activist and civil rights leader who fought tirelessly throughout his life to improve the working conditions of migrant farm workers. A man of great courage, he championed nonviolent protest, using boycotts, strikes, and fasting as a way to create sweeping social change. Importantly, his work led him to found the United Farm Workers union (UFW).

His remarkable achievements towards social justice and human rights serve as an excellent example to young people of how vital their voices are in bringing about change and championing causes that are as relevant today as they were in his day.

One group of middle school students in Fellsmere, FL has done just that by writing and producing a short news broadcast “The Hands That Feed Us: A Migrant Farm Workers Service Project,” highlighting the unfair labor practices and strenuous conditions of migrant farmworkers who pick oranges in their community. Their teachers are winners of the American Immigration Council’s 2014 community grants program which helped to fund this service-learning opportunity. Their project culminates with a school-wide donation drive for materials sorely needed for migrant farmworkers.

Inspired to enrich your classroom with the legacy of César Chávez? 

Start with a lesson

Interpreting the Impact of César Chávez’s Early Years

In this immigration lesson plan, students will understand how César Chávez’s adolescence as a migrant farm worker influenced his later achievements.  First, students will analyze how an artist and biographer have interpreted Chávez’s legacy.  Then by reading excerpts from Chávez’s autobiography, students will draw connections between how his early years shaped his later beliefs and achievements around organized labor, social justice, and humane treatment of individuals. Once students have read and critically thought about these connections, they will write a response supported with evidence from the text to answer the investigative question on the impact of Chávez’s early years and development.  This Common-Core aligned lesson includes extensions and adaptations for ELL students and readers at multiple levels.

Use visuals and picture books

Appropriate for younger students, but inspirational for all ages, picture books have a unique capacity to captivate and educate. The following books all have linked teacher’s guides.

Poems to Dream Together/Poemas para Soñar Juntos by Francisco Alarcón pays tribute to those who toil in the fields, and to César Chávez. This is an excellent bilingual book to use in your celebration of National Poetry Month in April.

Amelia’s Road by Linda Jacobs Altman explores the daily life of migrant farm working in California’s Central Valley from a child’s perspective. According to the publisher, Lee and Low Books, “it is an inspirational tale about the importance of home.”

First Day in Grapes by L. King Perez follows Chico and his family traveling farm to farm across California where every September they pick grapes and Chico enters a different school. But third grade year is different and Chico begins to find his own voice against the bullies at his school

Calling the Doves / El Canto de las Palomas by Juan Herrera is the poet’s account of his own childhood as a migrant farmworker.  Beautifully illustrated and composed in Spanish and English, Herrera describes the simple joys he misses from his native Mexico as well as detailing his personal journey in becoming a writer.

A brief video Mini-Bio: César Chávez sets the foundation for older students to learn about the major achievements of Chávez’s life.

Initiate a community service project

Chávez was explicit about the need to serve one’s community. As a class, identify a need in your community and then brainstorm ways that students can make a difference from running a donation drive to decorating school walls in order to welcome all students and families.  Take inspiration from the students in Fellsmere, FL for a more intensive project and let us know about it and apply for our community grants.

Extend learning into the present state of migrant farm workers

Read How Inaction on Immigration Impacts the Agricultural Economy (American Immigration Council) and What happens when more than half of migrant workers are undocumented? (Michigan Radio)  Ask students: What is the status of migrant labor today in the U.S.?  How much has changed and stayed the same since Chávez’s early childhood?

Read Interview with a Crab Picker (Public Welfare Foundation) and explore what it is like to apply for U.S. jobs while residing in the home country.  Pair this reading with the short film about a Public Welfare Foundation grantee: Centro De Los Derechos Del Migrante, Inc. available on their website. Ask students:  How do these recent interviews and stories compare and contrast with the conditions facing Chávez and his family? How are some individuals in home countries benefitting from sending migrant workers to the U.S.?

Have more ideas on teaching César Chávez and his legacy with students?  We’d love to hear them.  Email us at [email protected] and follow us on twitter @ThnkImmigration.

Sara Burnett is the education associate at the American Immigration Council, a non-partisan non-profit dedicated to honoring our nation’s immigrant past and shaping our immigrant future. She was a former public high school English teacher in Washington D.C. and Vermont. She holds a MFA in Creative Writing from the University of Maryland, College Park, where she taught a service-learning and creative writing with undergraduates and recently immigrated high school students. Additionally, she holds a MA in English Literature from the University of Vermont, and a BA in English and Economics from Boston College. 

age range: 8-12

setting: 1860 Missouri; retelling of Tom Sawyer

curriculum guide

Jessica Lawson’s website

Please tell us about your book.

The Actual & Truthful Adventures of Becky Thatcher is part origin story, part retelling of Mark Twain’s classic The Adventures of Tom Sawyer. Written from the perspective of Becky Thatcher, it takes the setting and many characters from Twain’s beloved work and forms a new plot that puts Becky in the spotlight as she grapples with the after-effects of her brother’s death and has adventures in his honor. Samuel Clemens (aka Mark Twain), who was actually a riverboat pilot on the Mississippi during the time of the novel (1860), makes several appearances and serves as a reminder that every writer’s stories and characters have an origin.

What inspired you to write this story?

I’ve always admired the wit and wisdom of Mark Twain. His books are among the most treasured of my personal collection. The Adventures of Tom Sawyer caught my eye while I was dusting my bookshelf one day, and I found myself thinking about how, as a much younger reader, I had wanted nothing more than to run around with Tom Sawyer and Huck Finn, making mischief and having adventures. As I thought about the other characters, I considered the fact that I’d never really connected with Becky Thatcher. Why was that? Upon reflection, I think it was because Becky, an iconic female character in her own right, didn’t get to embrace the same things/traits that the boys did. And although her actions and manner fit Twain’s image of the character perfectly, they didn’t really fit the girl I had been. So as an adult, I decided it could be fun to give Becky Thatcher an opportunity to embrace adventure and see what she did with it.

Could you share with readers a lesson learned while conducting research?

During my normal research process for historical fiction, one of favorite things to do is read old newspapers. Not only do I discover a sense of what sort of things were newsworthy, but I get a sense of language and culture. I also like to hunt down academic articles; for a recent Work-In-Progress, an internet search helped me find some article titles that sounded informative, intriguing, and pertinent to my setting/plot. I sent an email to the author, a professor at New York University’s Irish House, explaining who I was and that I was hoping to get access to a few of his articles that were only published in a (very large, very expensive) anthology. I was so thrilled when he responded, attaching the requested articles and wishing me luck with my project. The lesson I learned is that people, even ones that may seem intimidating in skill level/profession, are nearly always willing to help. So ask. ☺

With my Becky Thatcher book, my research was fairly limited, concentrating mostly on finding biographical information about Samuel Clemens’s life. I avoided close re-readings of Tom Sawyer until after I’d written several drafts to avoid any subconscious tendency to try to copy Twain’s voice. I wanted any similarities in tone to come out naturally and not be forced.

What are some special challenges associated with retellings?

I wrote something several months ago about the nature of retellings and how such a large variety of approaches exist, making it difficult to establish “rules.” But my personal guidelines for retellings always involve the following three things:

First, you should love the original work as written and have respect for the author. In my opinion, a retelling shouldn’t be undertaken in order to “fix” something that the original author did wrong, but rather to bring fresh attention and a new perspective to a well-loved tale.

There must be at least one large twist. But the twist should be a playful/thoughtful/deliberate one that has meaning within the original elements, not just a random item. Know why you’re changing a key element of the story and be confident in your reasoning.

Keep the heart of the original in mind and try your best to honor it. While my own retelling of The Adventures of Tom Sawyer alters personalities and changes plot elements, the themes of learning what it means to grow up and struggling with losing pieces of childhood are still there and are recognizable.

What topics does your book touch upon that would make it a perfect fit for the classroom?

I think the inclusion of historical figure Samuel Clemens could promote interesting classroom discussions on who the “real” Mark Twain was as a younger man and how writers form their stories.

Themes touched upon in my book are things that students deal with each day in both home life and school situations (morality, friendship, telling truth and lies, labeling people, decision-making, consequences of choices) as well as a couple of more personal, sensitive themes (loss and grieving).

Simon & Schuster was kind enough to put together a curriculum guide for the book as a standalone and also as a companion to both The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. 

The post Classroom Connections: THE ACTUAL AND TRUTHFUL ADVENTURES OF BECKY THATCHER by Jessica Lawson appeared first on Caroline Starr Rose.

age range: 8-12

setting: Florida, 1974

visit Augusta Scattergood’s website

The cast of lively characters, including spunky and tough Anabel who befriends Theo, come to life under author Scattergood’s talented hand. A heartwarming story of friendship, family, and finding one’s place in the world despite hardship and heartache.   – School Library Journal

Please tell us about your book.

THE WAY TO STAY IN DESTINY, my second middle-grade novel, was recently published by Scholastic Press. It’s the story of a boy named Theo who’s forced to move to a little town called Destiny, Florida, with an uncle he doesn’t really know. Theo’s a resourceful, talented boy. His uncle’s an unhappy Vietnam veteran who doesn’t know how to raise a kid. But there’s a bright ray of sunshine in their new life together— Miss Sister Grandersole, dancer, advisor, and owner of the Rest Easy Rooming House and Dance Studio, where they fortunately have landed.

What inspired you to write this story?

We had recently moved to Florida and I was feeling a little like Theo! Where am I? Why are all these lizards in my garden? Also, as a child, I had some remarkable dance and piano teachers. Not always remarkable in their ability to teach—though some were extremely talented!—but certainly interesting characters. Once I convinced my critique group and my early readers that “Sister” was not a retired nun wearing red tap shoes, Miss Sister Grandersole was the most fun character to write. I guess you could say I was inspired by memories and moving.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching? 

My new book doesn’t focus on one truly important historical event like Freedom Summer, the backbone for my first novel, GLORY BE. The aftermath of the Vietnam conflict plays into the story, and there were details from that time that I wanted to get right. I used veterans’ sites to read of others’ experiences coming back from Vietnam. And I consulted my friends who had served.

I also verified all the baseball facts, but that part was easy. I loved reading about Hank Aaron’s journey. Because of his career milestones, THE WAY TO STAY IN DESTINY is set in 1974. Sometimes that seemed so recent, I had trouble remembering that made it historical fiction!

The hardest part of writing for me is that first draft. I struggle. A lot. But I love the revision process. Generally, I try to break it down and not tackle too many things at once. I’ll revise first for plot and character arcs. Then I’ll get to the fun part, making the language and the dialog read in a way I hope enriches the story.

I could go on and on, but I don’t want to make new writers think it’s not fun to write a book. Even on the days that nothing seems to work, writing really is more than hard, gut-wrenching work. It’s often a joy.

What are some special challenges associated with writing historical fiction?

Make the story sing and make the plot move quickly! Of course, these are challenges all writing presents, no matter the genre.

When creating historical fiction, it’s tempting to dump all the important facts into readers’ laps. But the smallest details like skate keys and 45s (those are musical recordings, for those of you too young to remember!) and anti-war buttons on knapsacks really bring the time period alive.

What topics does your book touch upon that would make it a perfect fit for the classroom?

Quite truthfully, the story behind THE WAY TO STAY IN DESTINY is timeless. A boy finds himself an outsider in a totally new place, meets someone who’s been there forever, makes a friend. Theo’s a kid who’s resilient, in the worst of situations. The post-Vietnam time period, the uncle who can’t quite get past his wartime experiences, families that were split apart by strong feelings during the Vietnam conflict should offer teachers an opportunity to discuss so many things. Perhaps even a few things not too often found in middle-grade novels.

But at heart, THE WAY TO STAY IN DESTINY is really about discovering family, not only the family you are born into, but the family of your heart. Those are the people who come into your life when you most need them.

The post Classroom Connections: THE WAY TO STAY IN DESTINY by Augusta Scattergood appeared first on Caroline Starr Rose.

age range: 12 and up
setting: Missouri en route to California, 1849
Stacey Lee’s website

High drama, tension, romantic longings, and touches of humor will entice historical fiction fans, and will be a perfect tie-in to social studies curriculum.
— School Library Journal

Please tell us about your book.

Missouri, 1849: Samantha dreams of moving back to New York to be a professional musician—not an easy thing if you’re a girl, and harder still if you’re Chinese. But a tragic accident dashes any hopes of fulfilling her dream, and instead, leaves her fearing for her life. With the help of a runaway slave named Annamae, Samantha flees town for the unknown frontier. But life on the Oregon Trail is unsafe for two girls, so they disguise themselves as Sammy and Andy, two boys headed for the California gold rush.

Sammy and Andy forge a powerful bond as they each search for a link to their past, and struggle to avoid any unwanted attention. But when they cross paths with a band of cowboys, the light-hearted troupe turn out to be unexpected allies. With the law closing in on them and new setbacks coming each day, the girls quickly learn that there are not many places to hide on the open trail.

An unforgettable story of friendship and sacrifice—perfect for fans of Code Name Verity.

What inspired you to write this story?

I’d always wondered what life in America was like when my ancestors arrived to California in the late 19th century. When I researched the history of Chinese in America, I learned that the bulk of the Chinese came during the western expansion and California Gold Rush. I don’t speak Chinese myself, so I knew my heroine needed to have a full command of the English language. The story grew from there.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

I’m not a historian, so for me, every book begins with a trip to the library. There are plenty of online resources as well, but I seem to learn better when reading a hard copy. Also, I find the Children’s section of the library to be invaluable for subjects I know nothing about. Children’s books and videos break down the material into easy to understand chunks, not to mention, they’re much more entertaining than the adult stuff.

What are some special challenges associated with writing historical fiction?

One challenge is understanding the geography of the area as it existed during a particular period in time. Cities can change a lot over a few years, and while I certainly believe in taking liberties, I like to know when I’m doing it. I’m starting quite a collection of antique maps and reproductions!

What topics does your book touch upon that would make it a perfect fit for the classroom?

The Oregon Trail and western expansion, slavery, Chinese American history, and the California Gold Rush, and last but not least, cowboys.

The post Classroom Connections: UNDER A PAINTED SKY by Stacey Lee appeared first on Caroline Starr Rose.

age range: 7-12
setting: Wyoming
Tess Hilmo’s website

“Drawing on rich Western lore and creating characters as gritty as the earth itself, Hilmo paints a picture of a town where everyone is connected . . . A heartening, comforting story with enough tension to keep readers hooked.” – Kirkus Reviews

“A robust cast of well-developed characters and a delightful, swiftly moving plot will leave readers wishing for Jade to extend her stay in Wyoming.” – School Library Journal

Please tell us about your book.

Skies Like These is a fun, friendship-filled novel with a cowboy twist! It’s intended for the middle grade audience (ages 7-12).

What inspired you to write this story?

My husband and I celebrated our 40th birthday (which are just a couple of weeks apart) by taking our friends on a bus ride up the canyon by our home for a chuck wagon dinner party. At that party, a fun story about Butch Cassidy was told and I sat there under a breathtaking star filled sky thinking, “Wouldn’t it be fun to write a modern-day twist on a Butch Cassidy story?” And I did! Skies Like These was inspired by that fun night with friends – by the Western skies I am privileged to live under – and by the crazy tales of heroes gone by and heroes longing to be. I also think of it as a nod to The Great Brain series I loved so much growing up. It’s full of hijinx and outrageous fun!

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

Wyoming is a beautiful state, and I got to visit the original Butch Cassidy hide outs and follow his outlaw trail. What fun! One interesting thing I learned is that Butch Cassidy is considered the Robin Hood of the West. His fight was against the big cattle barons and rail road companies that were squeezing the life out of local ranchers. He often supported the less fortunate and he was a man of his word. There is one story where he was in camp and a member of his Wild Bunch gang brought in a stolen horse. When Butch learned the horse was stolen from a young boy in town, Butch made his co-cowboy take the horse back and apologize. He then made him walk many miles back to their hideout on foot as a punishment. He wasn’t just an outlaw cowboy, he was a NICE outlaw cowboy with a cause!

What are some special challenges associated with writing SKIES LIKE THESE?

The challenge for this novel was to write about a historical figure in a modern-day setting….to blend the two worlds of long ago and today and make it feel fresh, fun and interesting.

What topics does your book touch upon that would make it a perfect fit for the classroom?

There are so many! Here are a few great discussion topics:

1. What makes us who we are? Is it our heritage – where we come from and who our family is? Or is it what we do with each day we are given?

2. Roy says a line in the book, “I know you’re hurting and you have a choice. You can cowboy up and climb this tree or you can just lay there and bleed.” What are determining moments in our lives? How can we overcome our hurts and fears and show courage?

3. Is it better to take a risk or avoid all risks? How do we determine which risks are okay and which are too much? Have you ever felt like Jade and thought the perfect summer would be stretching out on the couch and watching old TV re-runs all day?

4. What would be your perfect summer vacation?

The post Classroom Connections: SKIES LIKE THESE by Tess Hilmo appeared first on Caroline Starr Rose.

age range: 10-14 years
setting: Colorado, 1917
Jeannie Mobley’s website

study guide

Pearl’s lively narration reveals her transformation from an old-fashioned, romantic girl into a spirited, courageous champion. Mobley uses the legend of Silverheels to effectively “raise questions about the traditional roles of women and their sources of strength,” as she writes in her author’s note, against the backdrop of wartime Colorado. An engrossing, plausible story of several unlikely feminist heroines with a touch of romance and intrigue. — Kirkus Reviews

Please tell us about your book.

Searching for Silverheels is the story of a romantically minded 13 year old, Pearl, who works in her family’s café in the small mountain town of Como, Colorado in 1917, just after the United States has entered the First World War.  She loves the local legend of Silverheels, a dance hall girl of the gold rush era, who saved a town from smallpox. However, Josie, a cynical old women’s suffragist, scoffs at Pearl for telling the story to the tourists, arguing that Silverheels was more likely a crook after the miner’s gold than a hero. They enter into a bet, each trying to prove their version of the legend, but in the mean time, accusations of sedition and anti-patriotism arise in the town, threatening both Pearl’s family and Josie. Pearl is forced to decide what she really believes in and to act, even if it costs her.

What inspired you to write this story?

I have known the legend of Silverheels for as long as I can remember, being a Colorado native that spent a great deal of time in the mountains in the area where Silverheels lived, and where there is, to this day, a mountain named after her. I hadn’t thought about the legend for a long time, but when I heard it again I realized there are some odd inconsistencies in it that made me think that Silverheels had the perfect set up for a scam–tend the dying miners, seduce them with her legendary beauty, and then take their gold.  As a kid, I had loved the legend for its romantic, tragic beauty, and having this new vision of it as a more cynical adult, I thought, what an interesting story it would be to debate the story from the two sides.

I also realized what a good set up for exploring the roles of women in traditional society, and all the ways that women are called to be strong. So, I chose to set it during World War I so I could bring in the suffrage movement as well as all the things women did on the home front to keep the country going during the war.

Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?

I did very little book research before I started writing this story. Since I’ve known the legend of Silverheels and the area where the story took place since childhood, I tried to draw on deep childhood memories to shape the character of Pearl and her experiences and feelings about her mountain home. While Pearl’s story is entirely fictitious, her feelings and personality are  drawn very much on who I was as a kid.  So, I did a small amount of research about the home front in various wars, and settled on World War I, mostly because the National Women’s party, one arm of the  suffrage movement, came to blows with the authorities over criticizing the president during war time.

I researched details as I wrote, stopping when I needed to fill in a detail–like when the first Liberty Bonds were issued, what they cost and how the program worked, or what the train schedule was like in Como, a railroad hub of the era, or how long it might have taken by train to get from one location to another.  Sometimes those details would draw me into an hour of research, sometimes I’d have to work on research for a day or more. And there were a few times I found things out and had to back up and rewrite things I had gotten wrong. That is a definite problem with my system of research-as-I-go, but I don’t know what I need to research until I get there.

Always, when I am writing a piece of historical fiction, I am “researching” in my time away from the writing desk, too. I watch TV programs or read novels set in that era or written in that era, I listen to period music, and I daydream, to get my mind steeped in the deeper feeling of the time period.

What are some special challenges associated with writing historical fiction?

Of course, there is always the challenge of getting the historical era right and finding the balance of including enough historical detail to get a sense of the era without overdoing it. I think it is also important to hit the right balance of making it feel familiar and also exotic.  Historical fiction appeals to readers for its ability to help us escape into a different world, but at the same time, I think historical fiction has a romantic appeal too. There is something warm about the “good old days,” even if they weren’t all that good in reality. I think many readers like the comfortable warmth of stories set in the late 19th/early 20th century. The sense of family and of home that linger in the memories of adults who read the Little House books as kids, for example. 

So for me, I try to evoke some of those same feelings in my work, while still being true to all the things that made the “good old days” not so good. Because there was a lot of hard work and discrimination and sexism in those days, and there was a struggle to survive. I try to keep all of that present in my work.

What topics does your book touch upon that would make it a perfect fit for the classroom?

My book looks at traditional roles of women, the home front during war, and the suffrage movement, all topics of interest in American History. We are now in the hundredth anniversary of World War I, which began in Europe in the summer of 1914, and continued until 1918. For the United States, the centennial of our involvement in the war doesn’t begin until 2017, but there is a new focus on that war right now, and this book fits into that topic very neatly.

I also think that historical fiction can fit in nicely with the focus of the Common Core on increased attention to informational texts, which include things like non-fiction and primary sources.  One of the intriguing things about historical fiction is it creates a personal interest in history, because it gets the reader emotionally involved with people in the past. And once that emotional involvement is there, it is much more interesting to do the background research (for example, people who never study history often love researching an ancestor). 

So, I think historical fiction can be a wonderful gateway into those informational texts, as readers of the novel say, “Did that really happen?” or “Did people really do that back then?” Those questions can be used as starting points for digging in deeper and finding out the truth. For example, in my book, suffragists are arrested at the White House in July of 1917, which triggers a protest rally on the steps of the State Capitol in Denver. Readers might then ask, did that really happen, and they can turn to the history books or old newspapers to find out. Toward that end, I do include various links to research resources in my teachers guides and on my website.

The post Classroom Connections: SEARCHING FOR SILVERHEELS, by Jeannie Mobley appeared first on Caroline Starr Rose.

age range: middle grade (10 and up)
genre: contemporary fiction
study guide
Tracy Holczer’s website

“A lovely and captivating debut . . . Holczer writes with depth, heart, and a poetic lilt . . . nuanced characters engage from beginning to end.” —Publishers Weekly, starred review

“Holczer expertly crafts the characters and dialogue to create a story readers will identify with, and thoroughly enjoy… More than simply a book about grief and the death of a parent, Grace’s story is about the search for identity. An essential purchase for middle-grade collections.” —School Library Journal, starred review

Please tell us about your book.

The Secret Hum of a Daisy is a story about love and loss and what it means to be a family. It takes place after the sudden death of twelve-year-old Grace’s mother. Grace is forced to live with a grandmother she’s never met in a small town she’s never heard of. A town Mama left years before—with Grace in her belly and a bus ticket in her pocket—and never looked back. It doesn’t take long before Grace desperately wants to leave, too.

Until she finds the first crane.

A mysterious treasure hunt, just like the ones her mother used to send her on, takes Grace on a journey to find home. And it might just be closer than she thinks.

What inspired you to write this story?

I read a blog post recently where it talked about artists being “fundamentally inconsolable.”

This knocked my socks off for about two days while I thought about the reasons I sit in my chair to write. While “fundamentally inconsolable” isn’t the way I would talk about my life—I’m rather happy, actually—I do find that in my artist’s heart, this is very true. I feel compelled to write about themes of love and loss and belonging. These are deep rooted and wind in and out of my earliest memories, so when I sat down to write about Grace, it seemed natural to draw upon these themes that have special meaning to me.

Could you share with readers your writing process?

While I’m writing, my brain resembles something of a Jackson Pollack painting. Actually, even when I’m not writing, my brain tends to look like that. Ha! So, mostly, the writing process consists of me trying to figure out the order of things. As an instinctual writer, outlines don’t particularly work for me, but with my second book, I’m finding Blake Snyder’s beat sheet to be very helpful.

My books always start with a character and a situation. Family comes next and how that character interacts with the world. Once I see whatever it is that particular character yearns for, in their most secret heart, then the story begins to unfold. So the first few months of a book has me chasing down dead end roads and backtracking, and chasing down more dead end roads. It’s a little crazy making, but it’s what I’ve got. I am completely lacking a left brain, it seems.

What are some special challenges associated with writing contemporary middle grade?

Plot is so very tough for me to wrap my mind around. Especially in a contemporary story where the character isn’t questing for anything on the outside, like winning a competition or landing the lead in the school play. I mean, how to you write about yearning for a ten and up audience and keep them engaged? So, what I do is read writers who have mastered this. Kate DiCamillo. Linda Urban. Sharon Creech. Then I pray that things rub off.

What topics does your book touch upon that would make it a perfect fit for the classroom?

There is poetry from Robert Frost and from the main character, brief clips from different poems that felt very true to the themes of the story. I liked the idea of using clips since they can be easier to grasp and might encourage young writers to start small, as Grace does. The poetry also lends itself to the bigger idea that great sadness is always healed little by little, clip by clip.

The book touches on Sadako Sasaki and her thousand paper cranes, how we all have to find our own ways to heal. Magical thinking is part of that and children are so very good at it.

It would also tie in well with abstract art.

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