The ideal circumstances in which you can create include ample free time, an absence of worries, and at least one enthusiastic supporter cheering you on. You might experience that lucky combination—or even two of the three components—once in a very long while.

In your actual life, things break, neighbors need help, and work-as-obligation fills up the hours and then the calendar. The concept of “balance” becomes a glittery myth.

You do what you can. You attend to the broken things. You take care of your neighbors (and we are all neighbors). Joyfully (or sometimes begrudgingly), you pay your dues. You wedge your creative spurts into the cracks, and you relish each happy slice.

You learn to recognize those glorious moments when everything falls into place in spite of the circumstances, and then you get busy. You make hay—or poems or paintings or pots—while the sun shines.

You do your best. And you know what, kiddo?

That’s enough.

The quarry road tumbles toward me
out of the early morning darkness,
lustrous with frost, an unrolled bolt
of softly glowing fabric, interwoven
with tiny glass beads on silver thread,
the cloth spilled out and then lovingly
smoothed by my father’s hand
as he stands behind his wooden counter
(dark as these fields) at Tilden’s Store
so many years ago. “Here,” he says smiling,
“you can make something special with this.”

Ted Kooser, Winter Morning Walks: One Hundred Postcards to Jim Harrison

Book Giveaway reminder:
Enter by September 26 for a chance to win an autographed copy of Barbara Krasner’s picture book biography Goldie Takes a Stand!

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I can't resist answering April's question about paper and pen vs. computer using her "Scribble-Dee-Dee." I'm so used to (and comfortable with) paper and pen that I almost never begin anything new on the computer. For me, most ideas form not in my head but in spiral notebooks with purple pens. In my usual approach, more polished, closer-to-final drafts belong on the computer.

I mentioned my habit of carrying a pocket notebook and pen in a post from four summers ago. Here's a little more on the subject.

I was surprised to see how many Teaching Authors go straight to the keyboard to record their thoughts. How about you?

Pat K. won the autographed copy of Sandy Brehl's middle grade novel Odin's Promise.

The Poetry Friday Roundup is at Check It Out: Life and Books in a K5 Library School Setting. Enjoy!

JoAnn Early Macken

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Guest Teaching Author Sandy Brehl visited with us on Friday to share some background about her middle grade novel Odin's Promise. (We're giving away an autographed copy--see Friday's post for details!) Sandy also provided today's Wednesday Writing Workout.

Thank you so much for joining us, Sandy! Would you share a favorite writing exercise for our readers?

Since Odin’s Promise released, I’ve heard two comments most often. One reflects appreciation of the fact that characters, particularly the German soldiers, are not treated as caricatures or stereotypes. This wasn’t a conscious decision or my original intent, but my research made it clear that there were wide and varied motivations and reactions among the Norwegians and the occupiers. Surface behaviors were not necessarily indicators of genuine feelings. While the overt story may have been “good Guys VS. Bad Guys” the SUBTEXT reveals more complex dynamics at work.

I’ll suggest a favorite exercise that helps in reading AND writing with an increased awareness of SUBTEXT. I first read about SUBTEXT STRATEGY exercises in an article and later in a book created by developer Jean Anne Clyde and co-authors Barber, Hogue, and Wasz: BREAKTHROUGH TO MEANING: Helping Your Kids Become Better Readers, Writers, and Thinkers.

Here’s one strategy I use: Think of a crime drama or other dramatic series that is familiar to all. A full page print advertisement works well, too. Suggest a scene with simple dialogue (better yet, play a short YouTube clip like this one which does some of the work for you!)

Then quickly survey: “What was _________ really thinking when s/he said that?”  “How could you tell? (Body language? Earlier actions? Facial expression? Previous experience with the character?)

Since I advocate the use of picture books for all ages as compact, concise and compelling tools for sophisticated lessons, here’s one of my favorite activities: Share Chris Raschka’s picture book Yo! Yes? by reading aloud or sharing the YouTube video.

Working through the brief text page by page, discuss what each character is REALLY saying (and thinking) as he speaks; then explore the other’s reaction.

It’s likely not all will “read” the subtext identically. Some may “read” anxiety, others hostility, still others shyness or confusion, depending on their preconceptions. Keep in mind the words on the page are identical for all.

Once the story has been thoroughly explored, challenge writers to compose a story passage from a full double-page spread (or the whole story, if there’s time) with the dialogue restricted to the original text. Narration alone must do the important work of the illustrations. The finished piece should suggest the subtext but still allow for some interpretation among different readers. This might be conveyed by body postures, gestures, expressions, actions, tone of voice, etc.

If working in a group of three, two can reenact a portion of the story, replaying sections to allow full discussion. A recorder helps the team generate the best way to describe, phrase, and imply the emotions and attitudes intended without stating them outright. The finished text is then read aloud and enacted by the players, comparing to the original impact of the illustrated pages.

This exercise can be adapted to reveal underlayers of character personalities before writing:  If you know your story will have two teen boys, a mother, a younger sister, and a crabby old neighbor, imagine their responses to a single page color advertisement--perhaps a lingerie ad. Develop an internal script for each character’s thoughts when viewing the same ad. Is the crabby old neighbor a lecherous man or does he think about his wife deteriorating with Alzheimer's and remember how she looked on her wedding night? Does the mother worry about her son being hounded by aggressive young girls, or worry that he doesn’t even seem interested in girls, but his friend is drooling? Does the young girl have body image issues suggesting early anorexia, or does she disdain such images because she’s 100% tomboy?

Your interpretation of your characters’ responses might reshape your own story and its development.

As for that other frequent comment? Readers ask when they can expect the sequel so they can find out what happens next to Mari and her family. Odin’s Promise was written as a stand-alone title, but apparently there is enough subtext to generate emotional investment in my characters, which is the best compliment I could wish for. Research is well underway, with fingers crossed that this won’t be a thirty-year process.

Thank you again, Sandy! 
Readers, be sure to enter the book giveaway! The deadline is August 23.

JoAnn Early Macken

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I first met Sandy Brehl as the super-efficient contact person for one of the best-planned school visits I've ever experienced. Later, I had opportunities to meet Sandy again through a number of SCBWI-Wisconsin events, also efficiently organized. When I was Regional Advisor, I knew that anything I left in her capable hands could be crossed off my list.

I'm happy to welcome Sandy today as a Guest Teaching Author. Look below for details about the giveaway of her new middle grade novel, Odin’s Promise.

Sandy Brehl retired after forty years of public school teaching in Milwaukee-area schools. Since then, she’s been an active member of SCBWI, devoting most of her time to writing and reading. Sandy enjoys gardening, art, and travel (to Norway, of course). Visit her website to learn more about Odin’s Promise and follow her blog. She also posts reviews and commentary about picture books at Unpacking the POWER of Picture Books. You can follow her on Twitter: @SandyBrehl and @PBWorkshop.

How did you become a Teaching Author?

Teaching came first. I began teaching right out of college and never stopped. For four decades I worked in elementary schools at many grade levels, leading writers throughout those years. The use of mentor text (before it was called that) and the “links to life” approach I used in leading kids to write more successfully, effectively, and with greater engagement meant I was always writing with and for students. This included writing across content areas.

I was always a competent writer, and I wrote often, but I only shared my writing with students and family. It wasn’t until an odd holiday circumstance and my own ignorance of the publishing industry that I gave any thought to submitting my work. I wrote a blog post about this uninformed and inauspicious start to becoming an author.

I had some encouraging successes, with poetry appearing in Spider Magazine and articles published in professional journals.  I eventually joined SCBWI (Society of Children’s Book Writers and Illustrators). With the help of workshops, conferences, and critiques, my writing efforts more consistently approached publishable quality.

Since retiring from full time teaching, I conduct workshops for educators, sharing ways to use the highest quality children’s literature to improve reading and writing instruction.

Odin’s Promise is compelling historical fiction for middle-grade readers. How did you balance the fiction and nonfiction aspects of your story?

I love reading historical fiction, and now writing it, too. Fact and fiction are like the opposite sides of a strip of paper, but they can be skillfully connected, like a mobius strip, making it hard to distinguish where each begins and ends. The story should be so compelling that readers aren’t distracted by the fact/fiction question – until the story ends. That’s when they start asking questions (and pursuing answers) about how much of the story is real.

A secondary plot in this book was inspired by actual events I heard about while visiting in Norway many years ago, told to me by the people who lived them. From the moment I heard their story, I was certain it should be in a book. I knew even then that it would be fictionalized, but wanted to tell it as authentically as possible. It turns out there was a very stubborn part of my brain that was unwilling to move more than a smidgeon away from the actual events and characters.

This story has a history nearly as long as my writing life does. It’s the cumulative result of years and years of continuing research and revisions guided by increasingly knowledgeable sources on a story that wouldn’t let me go. The more research I did, the more fictionalized but credible my story became.

Eventually a particular piece of research opened my mind to an entirely new approach. By then the factual content was as real to me as the characters who emerged.

How can teachers use your book in the classroom?

In a guest post for Alyson Beecher’s blog, Kid Lit Frenzy, I used the mobius strip comparison and suggested the benefits of historical fiction as a tool for launching research to answer personal questions. Typically research is used in a linear approach: start with a topic or other prompt, do research, organize results, then produce expository writing or answer factual questions.

Historical fiction often provides an author’s note addressing the fact/fiction elements. Many books, including mine, provide a list of resources for further investigation and related titles. Websites and digital resources allow students to examine maps, read and create timelines, and access guided questions.

I recommend that teachers introduce historical fiction as a genre and suggest using picture books for a model lesson. The interweaving of fact and fiction, which is the nature of this genre, can be examined in these shorter examples. Encourage readers to use sticky notes or notebooks to actively raise their questions while reading. After the book is complete, readers can pursue and compare their questions. They might offer and justify personal opinions as to the fact/fiction status of the content marked. Back matter and other resources can then be used to seek and share reliable answers to those questions.

Once students develop understanding of the interplay of fact and fiction in this genre, teachers might read aloud the timeless Number the Stars, by Lois Lowry, to develop background knowledge. Then Odin’s Promise can be offered to literature study groups along with other titles about Norway’s occupation: Shadow on the Mountain, by Margi Preuss, Snow Treasure, by Marie McSwigan, and The Klipfish Code, by Mary Casanova.

Could you describe your research process?

My research started pre-internet. That meant pursuing hard-to-find sources through the library, then noting the references used to create them. Those served as launching points for further searches. Of course, my notes were all hand-written, the books were often out-of-print (making them expensive or unavailable), and my dedicated research and writing times were limited to summers.

Once I began using online sources to expand my searches, technology made it possible to store and revisit my notes and writing attempts across all those years.

Each time I made a new run at the story or received another critique, I’d dive into further research. Along the way it became clear (to everyone but me) that my ideal audience would be middle-grade readers. I just couldn’t loosen my mental grip on the original inspirational story, which centered on older characters. Only when research led me to a scholarly work that incorporated journal entries, some written by younger people, was I able to see a middle-grade story.

As I read those passages, the fictional voice of Mari, my main character, helped me release my older approach. She shared her thoughts and views of the occupation. As she led me through her own concerns, fears, courage, love, and loyalty, she introduced me to her family and community. She was even generous enough to make space for portions of my original story in her life.

Could you share a story about a funny, moving, or interesting writing or speaking experience?
The most surprising thing to me is that this story includes a dog. I am an animal lover, and I even worked for some years in wildlife rehabilitation. I avoid reading realistic stories about animals, particularly dogs, because I may find myself deeply invested in a story but unwilling to finish reading for fear of injury to the animal. I might not even pick up and read this book if someone else had written it.

Earlier versions didn’t have a dog. I realized some potential readers might feel the same as I do about stories with animals. Mari gave me no choice. She needed Odin in her life, and the events that unfold were essential to her own growth and change.

Another surprising aspect to this book is that it was a “work-in-progress” for more than three decades. Once Mari’s voice came to me the story went from draft and revision to contract, further revision, and release in only two years.

Thank you, Sandy!
Readers, you can hear Sandy talk about Odin's Promise in a Milwaukee Public Radio interview.

Book Giveaway
Enter for a chance to win an autographed copy of Odin's Promise! The book giveaway ends on August 23.

Use the Rafflecopter widget below to enter via 1, 2, or all 3 options specified. If you choose the "comment" option, share a comment to today's blog post about your experience with writing or teaching historical fiction. And please include your name in your comment, if it's not obvious from your comment "identity." (If you prefer, you may submit your comment via email to: teachingauthors [at] gmail [dot] com.)

If you've never entered a Rafflecopter giveaway, here's info on how to enter a Rafflecopter giveaway and the difference between signing in with Facebook vs. with an email address. Email subscribers: if you received this post via email, you can click on the Rafflecopter link at the end of this message to access the entry form.

Good luck!

JoAnn Early Macken a Rafflecopter giveaway

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Wait—what day is it? I’m supposed to post today, right? I’m happy to say that we're having a busy, active summer so far with more adventures planned. Here’s what I’ve been reading:

• Road maps. I have practically no sense of direction, but given enough time, I can figure out which way to go with a decent map, especially if it comes with step-by-step instructions. We just returned from a two-week trip to Colorado, and I took advantage of Map Quest and other smart phone apps for the first time.

• Monarch butterfly information. Home from our trip, we found our backyard milkweed plants loaded with monarch eggs and caterpillars. I joined the Monarch Butterfly discussion list, where people post fascinating updates about current research as well as their own observations. In the past four days, I’ve gathered about 75 eggs and 15 caterpillars. Two chrysalises also hang in our backyard mosquito net tent. (A neighbor kept an eye on them while we were gone.)

• Draft after draft of the monarch manuscript I’ve been revising since we've been home. I am getting closer—I hope!

• Research on multiple topics for future books of my own and a couple freelance fact-checking projects.

• An adult book (gasp!) I borrowed from my husband because I didn’t make it to the library before we left town. I’m finding it a bit too long and convoluted, but I’ve grown attached to the characters, so I’ll probably finish the book just to find out what happens to them.

Happy reading!
JoAnn Early Macken

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In a recent blog post, Marion Dane Bauer addressed a topic important to all writers who hope to have their work accepted for publication. “When I begin a new manuscript,” she says, “especially one that will require a major commitment of time, I pause to consider whether what I want to write will be marketable.” In the series of posts that starts today, we Teaching Authors discuss our own experiences with and thoughts about the question of marketability.

For five summers now, I’ve been gathering monarch butterfly eggs and caterpillars and raising them in our backyard, protected from predators by a mosquito net tent. Last winter, I finally—finally!—found a way to write about the process in a series of haiku. Sidebars include facts about monarchs and tips for readers who might want to raise them, too. I call the poems “butterflyku” and the collection Butterflyku and Monarch How-To.

Here’s an excerpt:


As I organize my thoughts in this new direction, I’m still learning. I attended a symposium last week at the Chicago Botanic Garden with brilliant speakers who elaborated on the urgent issues affecting monarchs today. I soaked up every word, took pages and pages of notes, and collected handouts to study.

To prepare for this year’s monarch project, I started three varieties of milkweed from seeds we collected last fall.

top to bottom: common, whorled, and butterfly milkweed

Now the monarchs are back! Eggs are hatching! Caterpillars are growing! Today's tally includes 4 eggs and 7 caterpillars. I’m heading back outside to keep an eye on the amazing creatures and their awe-inspiring transformation so I can try, try again with a topic that’s not only important but also fascinating and dear to my heart.

Wish me luck!

Don’t forget to enter our current giveaway for a chance to win an autographed copy of Joan Bransfield Graham's new book, The Poem That Will  Not End: Fun with Poetic Forms and Voices!

JoAnn Early Macken

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I enjoyed reading Esther’s, Laura’s, and Jill’s posts about their clipping habits. Although I listen to Public Radio in the car and follow the news online and on TV, I rarely read newspapers or magazines. Instead of clipping paper, I keep too many tabs open in my browser. I periodically devote an hour or two to skimming, bookmarking, and adding links to don't-forget-to-read-later lists until I reduce the number to something more manageable.

This actually appeared on my computer screen once:



It’s a bit much, isn’t it? I know. I don’t want to miss anything.

Today’s post is a look at some of the many tabs currently open in my browser. Here are the latest I couldn’t resist but haven’t yet made time to explore fully:

The Metropolitan Museum of Art Releases 400,000 Images Online for Non-Commercial Use by Christopher Jobson on May 20, 2014:
The Metropolitan Museum of Art has released a vast archive of 400,000 (mostly) hi-resolution digital images online that you can download and use for non-commercial purposes.

Make Way for Monarchs: a June 6 research symposium at the Chicago Botanic Garden. I’m registered! Several varieties of milkweed grow in our backyard, I've raised monarchs there for the past four summers, and I plan to do it again this year. Last fall, my husband and I collected milkweed seeds and scattered them in hospitable locations all over the city. I've already started seeds in pots to give away, and I'm revising a monarch manuscript. I can’t wait to soak up everything I can at this meeting--I'm hoping for an on-the-brink-of-disaster recovery.

Never, Ever Give Up: Long-distance swimmer Diana Nyad's TED Talk about motivation, sent by my sister Eileen, who knows I need it!

Nonfiction in Picture Books: A Panel Discussion by Matia Burnett, May 08, 2014

Today’s Poetry Friday Roundup

These topics might seem random, but they are all parts of a big picture that includes everything from research for current projects to random things I’m curious about. I can never know all there is to know, but I’m always searching. I start by collecting everything I can, trying my darnedest to gather every last snippet of information.

Then I narrow it down to what’s usable, eliminate redundancies, and focus, hoping to locate that one magic nugget.


Framed above my computer is a birthday card from my sister Judy with a Gertrude Stein quote:

There ain’t no answer.
There ain’t going to be any answer.
There never has been an answer.
That’s the answer.

I may never have The Answer, but I won't stop looking.

JoAnn Early Macken

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Throughout April (National Poetry Month), I'm posting poetry-themed Wednesday Writing Workouts. Today's form is a Fib, a counted-syllable form with an increasing number of syllables per line, following the Fibonacci sequence. Each number in the series (1, 1, 2, 3, 5, 8, 13, and so on) is formed by adding the two previous numbers. The Fibonacci sequence can “describe an amazing variety of phenomena, in mathematics and science, art and nature.”

Greg Pincus visited the Teaching Authors last year. He explained the origin of the Fib form on his blog. The New York Times article “Fibonacci Poems Multiply on the Web After Blog's Invitation” describes the form’s increasing popularity. According to the Poetry Foundation, “These short, straightforward poems are that rare thing capable of crafting a bridge between the often disparate souls of art and science.”

When I tried writing Fibs, I found that the lengthening lines seemed to suit a subject that unfolds gradually or a conclusion that slowly dawns on a narrator and/or reader.

In this poem, my early drafts stopped at seven lines. Then I realized I had more to say, so I reversed the pattern and counted back down.

Signs of Spring

I
walk
my dog
cautiously
through our neighborhood
in spring, when warning signs crop up
on lush green smooth-as-carpet lawns: Pesticides! Keep off!

How on our dear troubled planet did poison become
an acceptable lawn care tool?
Is grass truly green
if nothing
else can
thrive
there?

Today is the last day to enter to win one of five Teaching Authors Blogiversary Book Bundles! Details are here.

On my own blog, I'm posting more poetry writing tips and assorted poetry treats on Fridays, including giveaways of Write a Poem Step by Step. Be sure to stop by!

JoAnn Early Macken

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Throughout April (National Poetry Month), I'll be posting poetry-themed Wednesday Writing Workouts. For today's workout, why not try a book spine poem?


Remember to enter to win one of five Teaching Authors Blogiversary Book Bundles! Details are here. 

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We Teaching Authors are celebrating National Poetry Month by posting recordings of us reading some of own favorite poems.

Today is my turn--lucky me! I spent a few days at a writing retreat with Teaching Authors Jill Esbaum and April Halprin Wayland, who generously helped me try something I've wanted to do for a long time: read a poem in rounds.

Here's our recording of Mary Ann Hoberman's "Counting-Out Rhyme" from The Llama Who Had No Pajama.

What fun! Thank you, Jill and April!

If you're reading this post via email, you can view the video on YouTube.


Poetry Friday
Today's Poetry Friday Roundup is at Today's Little Ditty. Enjoy!

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Throughout April (National Poetry Month), I'll be posting poetry-themed Wednesday Writing Workouts.

Today's form is a triolet, which contains eight lines. Two of the lines repeat (one of them twice), so a poem includes only five different lines. Some variation is allowed within the repeating lines.

Because of the repetition, it's a good form to use when you want to remind readers of  a certain point or make a strong impression. The form looks like this:

A
B
a
A
a
b
A
B

A and B are the repeating lines.
a rhymes with A.

Self-Referential Encouragement

A tricky form, the triolet,

relies on two lines that repeat,

reinforcing what they say.

A tricky form, the triolet—

keep trying, and you’ll find a way

to manage this poetic feat.

A tricky form, the triolet

relies on two lines that repeat.

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.
Howdy Campers ~  Happy Poetry Month!  Happy Poetry Friday!  And...

Happy 5th Blogiversary to us!

On April 22, 2009, powered by the dazzlingly bright solar power of Carmela Martino, we started this blog.

Five years--what a fabulous ride it's been!

Five candles.  And when there are candles, someone makes a wish and blows them out. So you could say that this image represents the six active TeachingAuthors. (We're celebrating all TeachingAuthors who have been part of our blog biography.)

Campers, thank you from the bottom of our candles for reading, following, commenting and encouraging us. You're why we do this. You're why I'm terrified everytime a post is due. We want to add something meaningful and merry to the party! In celebration of You, this month's drawing is for one of FIVE "blogiversary book bundles." Each bundle is a set of five books hand-selected by a TeachingAuthor and contains at least one autographed TA book. Yay You! (Details below.)

This month, inspired by the Chicago Favorite Poem Project, each of us will share a favorite poem. One of mine is "Liberty" by Janet Wong, from her book, The Declaration of Interdependence--Poems for an Election Year and also included in Caroline Kennedy's Poems to Learn by Heart) read (and reproduced below) with Janet's kind permission:



LIBERTY
by Janet Wong from DECLARATION OF INTERDEPENDENCE – Poems for an Election Year

I pledge acceptance
of the views
so different,
that make us America

To listen, to look,
to think, and to learn

One people
sharing the earth
responsible
for liberty
and justice
for all.

Wow, right?  So much substance packed into 12 lines.

This month is overflowing with poetry!  Three TeachingAuthors are celebrating in three ways:

• Laura is writing riddle-me haiku;
• I'm in love with metaphors, so I'm having a metaphoraffair this month;
• JoAnn will be posting poetry-themed Wednesday Writing Workouts here, while on her own blog she's adding more poetry writing tips and assorted poetry treats, including giveaways of Write a Poem Step by Step.

Also, Sylvia Vardell's Texas Women University students chose poems from the The Poetry Friday Anthology for Science: Poems for the School Year Integrating Science, Reading, and Language Arts and have made "poem movies" of them.  They'll appear on Sylvia's blog all this month. My poem "Old Water" will be featured on April 6.


--You have a chance to win one of FIVE "blogiversary book bundles." Each bundle is a set of five books hand-selected by a TeachingAuthor and contains at least one autographed TA book.

--Books will be mailed directly to the winner, so winners must have a US mailing address.

--You have 3 entry options, and can enter via 1, 2, or all 3 options to increase their chances. (We DO verify that you've met all the criteria for each option. Incomplete entries will be disqualified.)

1) Tell us how you follow the blog (by "follow" we mean some sort of automated subscription service, such as via email, Facebook, Bloglovin', etc.) We have links in the sidebar to make it easy to start subscribing if you haven't already.

2) Leave a comment on THIS blog post. If you have difficulty commenting, you can submit comments via email to teachingauthors [at] gmail [dot] com. For this giveaway, you need to include in the comment either a) the title of a favorite poem OR b) the title of a favorite TeachingAuthor blog post.

Please be also sure to include your name in the comment so we can verify you've fulfilled this option. [Some folks don't comment with their real name and we have no way of knowing who they are!]

3) Help spread the word. Share a link back to this blog post from your own blog, or from Twitter, Pinterest, or any other way we can verify online. You must include the URL of the link in the space provided.

And good luck!
a Rafflecopter giveaway

posted with love by April Halprin Wayland.  Monkey's on vacation.

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Throughout April (National Poetry Month), I'll be posting poetry-themed Wednesday Writing Workouts.

On my own blog, I'll add more poetry writing tips and assorted poetry treats, including giveaways of Write a Poem Step by Step.

Be sure to check out what the other Teaching Authors are working on this month! April is posting daily metaphors, and Laura is writing a riddle haiku every day. For more Poetry Month delights, check out the list of 2014 Kidlitosphere Events on Jama Kim Rattigan's Alphabet Soup Blog. You could start reading the links above and continue for days. Just be sure to come back here on Friday for a special announcement!

For today's workout, give yourself a writing assignment. If you keep writing in the same old forms all the time, try a new one.

How about a limerick? They are silly, lighthearted, and fun. As a challenge, I decided to write one using the name of the place where I live. I first tried to rhyme with "Shorewood," but the stress is on the wrong syllable. Does anything rhyme with "Wisconsin"? I don't think so, but I didn't let that stop me!


(Note that this poem is not autobiographical. I would never do such a thing!)

A traditional limerick typically starts out by naming a person from a place:

• There was an old man from Seville.

• There once was a girl from Cancún.

To write a limerick, read a few first to get the anapest rhythm in your head: da da DUM da da DUM da da DUM. Lines 1, 2, and 5 each have three anapests (with some variation allowed), and lines 3 and 4 each have two.

Edward Lear made limericks famous. You can read many of his poems and see his accompanying illustrations on the Project Gutenberg site. Or look for a poetry collection in the library--most of the limericks online are vulgar!

One thing that helps is to choose a two-syllable place name with the stress on the second syllable, such as Madrid or Green Bay. Remember that you have to find two words that rhyme with the place name. Brazil might be easier to work with than Detroit. Have fun!

I'll be highlighting a whole slew of forms on this blog and my own web site throughout the month. So after you stop here on Friday (You are stopping here on Friday, right?), visit me there for more poetry fun!

Oh, and feel free to post your limericks here--we'd love to see them!

JoAnn Early Macken

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parking on both sides,

















Go outside and look.
It's safe now.
Here comes spring!

I had planned to post a poem today about sticking my neck out. As I recall, it had a really good comparison between the way a giraffe might plunge in headfirst and an amoeba slides its foot forward. Alas, I cannot find the poem on my computer. Did I ever even write it, or was it just one of those lingering ideas that never found its way onto paper or from paper to keyboard? Maybe I'll write it one day.

In whatever we write, though, our own experiences shine through. Wisconsin's winter has been the coldest in thirty years or so. Spring? We're so ready!

Today's Poetry Friday Roundup is at The Drift Record. Enjoy! 

JoAnn Early Macken

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Today, I’m starting a new series of Teaching Author posts on a topic I hadn’t previously thought about much: writing rituals. An article by Debra Eve, “How to Create a Three-Phase Writing Ritual,” is our inspiration.

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National Bullying Prevention Month

As April and Mary Ann have pointed out in their moving and helpful posts, October is National Bullying Prevention Month. Resources for parents, teachers, students, and communities are available at PACER’s National Bullying Prevention Center.

Wednesday, October 9, is Unity Day, when people who care will wear orange to show their support. More information is on UNITY DAY, 2013's Facebook page.

When I started exploring what to write about for this post, I began (as I often do) with a search on the Milwaukee Public Library's web site. The subject "Bullying" brought up 53 categories of books about bullying, including Bullying in Schools, Bullying Juvenile Fiction (477 titles!), and Bullying Prevention Juvenile Literature.

Overwhelming, isn't it?

I decided to focus on one classic book, Bootsie Barker Bites by Barbara Bottner, illustrated by Peggy Rathmann. I've always liked the satisfying way the young narrator triumphs in the end.

At first, her mother tells her she has to play with Bootsie. When the girl resists, her mother tells her she has to "learn to get along with all kinds of people."

When the poor girl "can't stand it anymore" and shouts, her mother looks surprised. (Ack. How clueless can we parents be sometimes?) The girl goes to her room to think over her response to her mother's suggestion that she tell Bootsie she doesn't want to play that game.

A light bulb flashed when I reread the book after seeing what an expert on disruptive behavior said in April's post:

1. Bullies pick on people who are weaker than they are.
2. You need to stand up to a bully.
3. Be empathetic.
4. Create clear boundaries.

In her room, the girl in Bootsie Barker Bites invents her own creative way to handle the situation. She stands up and looks Bootsie in the eye. She's not exactly empathetic, but empathy is a lot to ask of a kid who's been tormented. She does create a clear boundary by refusing to play along with the bully's demands. What's satisfying about the conclusion is that she solves the problem for herself. I love books that inspire kids to take control when they need to. How I wish all bullied kids could find one book or person or piece of advice that would empower them to stand up for themselves. I hope these resources help.

Book Giveaway

Enter by October 9!
Check out the details in April's September 27 post for the Teaching Authors Book Giveaway, featuring The Kite That Bridged Two Nations by Alexis O'Neill.

Birthday Sale

Besides being Unity Day and the last day of the Book Giveaway, October 9 is my birthday—mine and my twin sister Judy's, that is. I'm celebrating with a Birthday Sale: Order Write a Poem Step by Step from Lulu.com  through Wednesday and save 20%! Here's a poem from the book, written by a third grader in one of my poetry workshops. This is what today looks and sounds like in Wisconsin.

Poetry Friday

Today's Poetry Friday Roundup is at Dori Reads. Enjoy!

JoAnn Early Macken

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The Dot is a story about encouragement: A generous teacher refuses to give up on a student she believes in. It’s also about determination: The student realizes she can do better, goes back, and tries again. And persistence: Over and over, she faces the blank page, experimenting with colors and sizes.


Today’s Wednesday Writing Workout, inspired by The Dot, focuses on encouragement.

As writers, we have to be our own cheerleaders, coaches, and fans.

Here are some suggestions for remaining positive about your work:

• Print your title page. Frame it. Hang it above your desk or computer.

• Write yourself an encouraging note. Remember to be kind to yourself. Writing is hard!

• Get enough sleep. As my mom used to say, everything looks better in the morning.

• As Julia Cameron says in The Artist’s Way, fill the well! Visit a museum. Hike through the wilderness. Paddle around with a pal.

• Celebrate every victory, no matter how tiny. Invite writer friends who understand to join the party, and be sure to celebrate their victories, too!

Happy writing!

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September 15 is International Dot Day! The celebration began four years ago when a teacher read The Dot by Peter H. Reynolds to his students. In this gentle picture book, a teacher who cares helps a student find her own way to be creative. More than a million people are registered to celebrate International Dot Day this year. Read all about it:

• International Dot Day
•  “Celebrating the 10th Anniversary of The Dot”
• Skype in the Classroom: International Dot Day 2013

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It's the start of a new school year here in the United States. Many students have been back to school for several weeks already, and almost all will have returned by the end of this week. Below, I share about a writing challenge some of you, our readers, may be interested in. But first, I want to announce our own new beginning here on the TeachingAuthors' blog. Jeanne Marie posted a few weeks ago that she's stepping away from blogging with us for awhile. We will miss her unique perspective as a working writer and teacher who is also the mother of young children. We hope that she'll be able to rejoin us again in the not-to-distant future. Meanwhile, we're happy to welcome back JoAnn Early Macken!

With JoAnn's return, we're modifying the posting schedule a bit. JoAnn will return to her former Friday posting spot, which will allow her to participate in Poetry Friday. And Jill will take over Jeanne Marie's Monday spot. We hope you enjoy our new rotation!

Now, for a "new beginning" opportunity for you, our readers: Today I discovered that award-winning author Laurie Halse Anderson has shifted her annual Write Fifteen Minutes a Day (WFMAD) challenge from August to September. If you've slacked off in your writing over the summer, or you've been in a slump and you'd like some help getting back into a writing routine, I recommend you join the challenge. You can work on a project of your choosing, or write responses to one of two prompts Anderson provides each day. She also provides bits of inspiration each day. In today's post, Your Abundance of Time, she shares a link to an interesting article about why we allow the Internet to absorb so much of our valuable time.

But wait! Before you head off to write your fifteen minutes for today, be sure to enter for a chance to win a copy of Lisa Morlock's terrific rhyming picture book, Track that Scat! (Sleeping Bear Press).  

Happy Writing!
Carmela

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Congratulations to Jan Godown Annino, whose entry was chosen by the Random Number Generator to win an autographed copy of Write a Poem Step by Step!

Thanks to all your helpful suggestions, I'm adding a number of books to my Must Read list. Here are the titles contributed in the Book Giveaway entries:

Wild About Words said, "The book that influenced my writing was STORY by Robert McKee -- really helped with story structure and character arcs."

Robyn Hood Black said, "One of my favorites . . . now is Georgia Heard's AWAKENING THE HEART."

Joyce Ray said, "I also love poemcrazy by Susan Goldsmith Wooldridge."

moonduster said, "The Artist's Way was required reading for a class of mine in college and it was wonderful at helping me embrace my creativity."

jan godown annino said, "In addition to poem crazy, which I shared last year with my poetry critique group, I am grateful for several titles. One I'd like to be bold & mention is THE CREATIVE HABIT by Twyla Tharpe. This choreographer & dancer of great stature provides us a lively guide that I try to reread every year. When she talks about collecting her posse, it makes sense for children's literature folks to especially note that this group of her advisors included Maurice Sendak. Her tips lift me up."

Linda said, "Another book I still refer back to is Lee Bennett Hopkins' Pass the Poetry, Please."

skanny17 said, "One of a number of books that influenced my teaching of writing was Write from the Start by Donald Graves and Virginia Stuart. (An oldie but a goodie.) After that all of Nancie Atwell's work and Lucy Calkins's early works such as The Art of Teaching Writing and Living Between the Lines were very helpful. Georgia Heard's books also were a big influence. Naming the World: A year of poems and lessons by Atwell is very helpful for teachers."

Karen said, "One book that influenced my writing is Seeing the Blue Between: Advice and Inspiration for Young Poets by Paul B. Janeczko."

Lisa said, "The book I love to use for teaching about using one's unconscious mind when writing is Writing the Natural Way" by Gabriele Rico."

Thanks again to all who entered--I'm glad to see so much support for writing and teaching poetry! And thanks again to the Teaching Authors for inviting me here for the Write a Poem Step by Step Book Giveaway and guest post!

JoAnn Early Macken

TeachingAuthors Schedule

The TeachingAuthors will be taking a winter break until January 2, 2013. They'll return with a special announcement regarding the blog in 2013.

Happy holidays, everyone!

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In other words, Opportunity knocks often and loudly in the Children’s Book World.
 
Check out the following pots o’gold waiting for you should you answer your door:


(2)  the Highlights 2013 Fiction Contest

This coming year, the judges welcome stories of any genre (mystery, historical fiction, sports, humor, holiday, etc.) as long as the stories are intended for kids ages 6 to 8.
Three prizes of $1,000 or tuition for any Highlights Founders Workshop will be awarded.
Entries must be postmarked between January 1 and January 31, 2013.

(3)  The 12x 12 Picture Book Writing Challenge

This is the perfect follow-up to PiBoIdMo.  
Participants will be encouraged to write one picture book draft a month, for 2013’s twelve months.
Registration is now open.
You’ll receive support, motivation and accountability, not to mention insights and instruction from authors, illustrators, editors, art directors and agents.

Please note: NaNoWriMo participants can continue learning at the challenge's blog.

Good Luck! – and – Happy Holidays!

P.S.
Don’t forget our TeachingAuthors  autographed Book Giveaway of former TA JoAnn Early Macken’s newest, Write a Poem Step by Step: A Simple, Logical Plan You Can Follow to Write Your Own Poems.

To enter our drawing, you must follow the TeachingAuthors blog. If you’re not already a follower, you can sign up now in the sidebar to subscribe to our posts via email, Google Friend Connect, or Facebook Network blogs.

You may enter the contest one of two ways: 1) by posting a comment below OR 2) by sending an email to teachingauthors [at] gmail [dot] com with "Book Giveaway" in the subject line.

Whichever way you enter, you MUST give us your first and last name AND tell us how you follow us (via email, Google Friend Connect, or Facebook Network blogs). If you enter via a comment, you MUST include a valid email address (formatted this way: youremail [at] gmail [dot] com) in your comment.

This contest is open only to residents of the United States. Incomplete entries will be discarded. The entry deadline is 11 p.m. (CST) Tuesday, Dec. 18, 2012. I'll announce the winner on Wednesday, Dec. 19. Good luck!

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Write a Poem Step by Step is available now from Lulu, amazon, Barnes & Noble, and bookstores. You can read more about it on my web site. Enter the Book Giveaway for a chance to win an autographed copy!

Book Giveaway!

For a chance to win an autographed copy of Write a Poem Step by Step: A Simple, Logical Plan You Can Follow to Write Your Own Poems, tell us about a book that influenced your own teaching or writing.

To enter our drawing, you must follow the TeachingAuthors blog.  If you’re not already a follower, you can sign up now in the sidebar to subscribe to our posts via email, Google Friend Connect, or Facebook Network blogs.

You may enter the contest one of two ways:  1) by posting a comment below OR 2) by sending an email to teachingauthors [at] gmail [dot] com with "Book Giveaway" in the subject line.

Whichever way you enter, you MUST give us your first and last name AND tell us how you follow us (via email, Google Friend Connect, or Facebook Network blogs). If you enter via a comment, you MUST include a valid email address (formatted this way:  youremail [at] gmail [dot] com) in your comment.

This contest is open only to residents of the United States. Incomplete entries will be discarded. The entry deadline is 11 p.m. (CST) Tuesday, Dec. 18, 2012. I'll announce the winner on Wednesday, Dec. 19. Good luck!

It's Poetry Friday! Today's Roundup is at READ, WRITE, HOWL.

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As we consider our fond retrospective in honor of JoAnn, the post I choose to share is about the day that forever makes me think of her.

JoAnn is perhaps the hardest-working writer I know.  Simply reading her to-do lists leaves me exhausted.  Among the 'read, write, revise, organize,' there's always: shoveling snow for a neighbor or cleaning up litter in the park or marching at a rally with her equally hard-working sons and husband.  All of this is accomplished with good cheer and a sunny, 'Wish me luck.' 

JoAnn doesn't need luck.  She's got guts and gumption.  Further, she always takes time to stop and smell the flowers -- literally, and usually with the dog's leash in hand.

At Vermont College, I remember trekking around campus with JoAnn in that first glorious summer.  I said to her one day, 'I don't know why I keep wanting to call you Judy.'  She replied, 'Well, I do have an identical twin named Judy.'  At the time, I was working on Mind Games, which has semi-psychic identical twins among its cast of characters.  It was one of those providential moments that made me feel both lucky and inspired.

So, in honor of JoAnn, let us March Forth into spring with big plans, big motivation, and big smiles. We are lucky to know you, JoAnn! --Jeanne Marie      

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Howdy Campers--and happy Poetry Friday!

JoAnn's poetry and photos sing.  Though we had hoped to talk about different posts from JoAnn's tenure, I was so struck by her poetry in the same post Mary Ann chose, I have to share JoAnn's photo and poem, "Landscape with Dog Nose":

I'll miss blogmate JoAnn's unique view of the natural world, her kindness, her beautific smile, her poetry...and so much more.

If you missed her post with this poem, you'll find it here. Because it's an old post, you won't be able to comment on it, so share your thoughts below, or email them to the TeachingAuthors via this link.


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