Mentor Texts, Guest TA Interview, and Hedy Lamarr Book Giveaway with Laurie Wallmark

Hello everyone!
Today I'm thrilled to bring you a guest TeachingAuthor interview with award-winning picture book author Laurie Wallmark. See the end of this post for details on how you can enter to win a copy of her newest book, Hedy Lamarr's Double Life: Hollywood Legend and Brilliant Inventor, which was released from Sterling Children's Books just last week! And, in honor of Poetry Friday, I'll also be sharing a poem from Laurie's book Grace Hopper: Queen of Computer Code.

This post kicks off a new topic: how we TeachingAuthors use "mentor texts" as part of our writing and revision process. In case you're not familiar with the term, mentor texts are published books we study to learn how to become better writers. To elaborate, I'd like to share a definition from Lynne Dorfman, co-author of several books on using mentor texts, including Mentor Texts: Teaching Writing Through Children's Literature, K-6 (Stenhouse) In an interview for the National Writing Project, Dorfman said:

"Mentor texts are pieces of literature that you—both teacher and student—can return to and reread for many different purposes. They are texts to be studied and imitated...Mentor texts help students to take risks and be different writers tomorrow than they are today. It helps them to try out new strategies and formats."

Although Dorfman is referring to using mentor texts in the classroom, adult writers can experience the same benefits by studying published works on their own, whether they're writing fiction or nonfiction. For example, while working on Playing by Heart, I read and studied numerous historical novels set in the 18th-century, especially those featuring musicians and composers. Now that I'm working on a nonfiction picture book biography, I'm studying recently published picture book biographies. That's how I discovered Laurie Wallmark's books. When I learned she had a new book coming out this month, Hedy Lamarr's Double Life: Hollywood Legend and Brilliant Inventor, illustrated by Katy Wu (Sterling Children's Books), I invited Laurie to do a guest TeachingAuthor interview. (If you'd like to read more about how writers can use picture books as mentor texts, check out the Reading for Research Month (ReFoReMo) Challenge.)

Before I get to the interview with Laurie, here's a bit about her: Laurie Wallmark, author of Hedy Lamarr’s Double Life (Sterling Children's Books), writes picture book biographies of women scientists and mathematicians. Her books Grace Hopper Queen of Computer Code (Sterling Children's Books) and Ada Byron Lovelace and the Thinking Machine (Creston Books), have together received five starred reviews and several national awards. Laurie has an MFA in Writing for Children and Young Adults from Vermont College of Fine Arts as well as degrees in biochemistry and information systems. When she's not writing, she teaches computer science at Raritan Valley Community College. She also teaches courses on writing for children. Find out more about Laurie on her website and follow her on Twitter here.

Laurie's newest book, Hedy Lamarr's Double Life: Hollywood Legend and Brilliant Inventor, tells the story of the actress’s hidden life—movie star by day, inventor by night. She co-invented the technology that helps keep our electronic devices safe from hacking. The Bulletin of the Center for Children's Books says of Hedy Lamarr's Double Life:

"Many STEM-for-girls biographies fan excitement over women's achievements, but this title actually brings the central scientific concept within middle-grade reach."

See the end of this post for details on how you can enter to win a copy of this terrific new book!

But first, be sure to read this interview with Laurie:

Laurie, you're so busy as a TeachingAuthor, teaching computer classes and courses in writing for children while writing and researching your own books. How do you balance your writing and teaching?

All writers have other responsibilities, whether they are related to work, family, or themselves. Writers need to take advantage of those interstitial opportunities in our lives. You can think about your story while: standing in line; washing in the shower; exercising, etc. You can write while: on hold on the telephone; waiting for your flight at the airport; between meetings on a business trip. You get the idea.

Today we’re celebrating your latest release, the picture book biography Hedy Lamarr's Double Life: Hollywood Legend and Brilliant Inventor illustrated by Katy Wu (Sterling Books). I’ve seen some of Hedy Lamarr’s movies but never knew about her “double life.” Please tell our readers about the book and how you came to write it.

I like to shine a spotlight on women in STEM (science, technology, engineering, mathematics) whose achievements have been overlooked. Hedy co-invented a technology known as spread-spectrum frequency hopping. This discovery is used in our Wi-Fi, phones, Bluetooth, and other technologies to help prevent people from listening in on our private communications. (For more on how this book came to be, and a sneak peek at some of the illustrations, see Laurie's interview with Kathy Temean.)

Hedy Lamarr’s Double Life is a great follow-up to your two other picture book biographies: Grace Hopper: Queen of Computer Code, also illustrated by Katy Wu (Sterling Books), and Ada Byron Lovelace and the Thinking Machine illustrated by April Chu (Creston Books). What drew you to writing these biographies as picture books? 

Growing up, I experienced several instances where I was discouraged from pursuing my interest in math and science. The most infamous of these was when the principal of my high school told my mother she didn’t have to worry about the availability of advanced math classes, since I was a girl and wouldn’t take them. I want girls (and boys!) to realize that careers in STEM are open to everyone. (Laurie shares more on her path to writing these books in this essay.)

Wow! I'm glad you didn't let your principal's comments keep you away from math and science, since that ultimately led to your writing these great biographies.  How did you sell your first book?

Several years ago, I had an editorial critique at a New Jersey SCBWI (Society of Children’s Book Writers and Illustrators) conference with agent Ginger Harris-Dontzin of the Liza Royce Agency. She loved my manuscript and shared it with her partner, Liza Fleissig. They had a particular editor, Marissa Moss of Creston Books, whom they thought would be interested. She was. Marissa bought my Ada Lovelace book, and Liza and Ginger are now my agents. Anyone who is interested in writing books for children needs to join the international organization, SCBWI.

What advice do you have for other writers working on picture book biographies?

Research. Research. Research. For me, research is part of the fun of writing biographies. Often you find out that something everyone knew about the person isn’t really true. The challenge in doing research is when sources differ.

What’s next for you?

I have a picture book biography, Numbers in Motion: Sophie Kowalevski, Mathematician (Creston Books) about a women mathematician coming out in 2020. After that, I have another woman in STEM biography, but it hasn’t been announced yet. Even as we speak, I’m writing another picture book biography.

Your productivity is inspiring, Laurie! In studying your books as mentor texts, I've noticed that they're recommended for grades Kindergarten-3 even though they’re at a fourth-grade reading level. Do you write your biographies with a particular age student in mind? In what grades do you see your books being used? 

The publisher always says K-5. I actually think grades 3-5 is the sweet spot for them, but I just write. The Hedy Lamarr book skews higher because it has more science in it.

Readers, if you're a classroom teacher, you'll want to check out the Curriculum Guides for Laurie's books on this page of her website, where you'll also find links to STEM activities. 

Laurie, thanks so much for taking time from your busy schedule for this interview. Thanks, also, for giving our readers a chance to win a copy of your new book. 

Readers, below I've listed some resources for finding and using mentor texts, followed by the book giveaway instructions. But first, I want to share a poem from Laurie's book Grace Hopper: Queen of Computer Code, as I promised at the beginning of this post. This poem appears on the front end pages, before the book's title page. On Wednesday, February 20, Laurie will be back to share a writing exercise related to the poem.

I chose the clock background above because in Grace Hopper: Queen of Computer Code, young Grace tinkered with clocks until she "understood what made them tick." Explaining how the moth is tied to the book would be a "spoiler" for those who haven't read it yet, so you'll have to get a copy to see for yourself.

Before I provide the giveaway instructions and a link to this week's Poetry Friday roundup, here are some additional resources for those of you looking for advice on writing picture book biographies and/or for more on mentor texts:

• Horn Book article: What Makes a Good Picture Book Biography?
• Horn Book article:  Today’s Picture Book Biographies: Back Matter Matters
• School Library Journal's Fuse#8 blog by Elizabeth Bird: 2018 Unique Biographies
• Nancy Churnin article: Tips & Tricks for Writing a Picture Book Biography
• NF 4 NF Nonfiction Children's Writers Facebook group: great discussions and information about writing nonfiction for children
• Reading for Research Month (ReFoReMo) Challenge, which was founded in 2015 to help picture book writers reform writing by reading and researching mentor texts in the month of March.

Now, at last, are the Book Giveaway Instructions:
To enter our drawing for a chance to win Hedy Lamarr's Double Life: Hollywood Legend and Brilliant Inventor, use the Rafflecopter widget below. You may enter via 1, 2, or all 3 options.

If you choose option 2, you MUST leave a comment on TODAY'S blog post or on our TeachingAuthors Facebook page. If you haven't already "liked" our Facebook page, please do so today!

In your comment, we'd love you would share either the title of a picture book biography you'd like to recommend or the name of a person who would make a good subject for a picture book biography.

(If you prefer, you may submit your comment via email to: teachingauthors [at] gmail [dot] com.)

Note: if you submit your comments via email or Facebook, YOU MUST STILL ENTER THE DRAWING VIA THE WIDGET BELOW. The giveaway ends March 1 and is open to U.S. residents only.

P.S. 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.

Don't forget to visit today's Poetry Friday hosted by Jone at Check It Out. 

Finally, remember to always Write with Joy!

Carmela

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READ ALL ABOUT IT! ANN WHITFORD PAUL REVISES AND EXPANDS WRITING PICTURE BOOKS! + BOOK GIVEAWAY!

I’m happy to report: award-winning author, poet, teacher and mentor Ann Whitford Paul has revised and expanded her 2009 go-to hands-on guide on writing picture books, aptly named WRITING PICTURE BOOKS! Writer’s Digest releases this 2018 edition November 13.
I’m even happier to report:  YOU can win a free copy in our Book Giveaway!  Be sure to check the entry details at the end of this post.

This news is truly headline-worthy for anyone writing a picture book today.  Our world and thus children’s book publishing have changed in ways that impact both the stories we tell and how we tell them in the picture book format.
Think: the turbulent financial times 2008 brought us.
Think: WeNeedDiverseBooks.  STEM.  Common Core. Graphic illustrations.  Herstory. #OwnVoices. Meta books.
Pete the Cat’s Misadventures still appeal to young readers.  Mo Willems’ fans grow mightily on an annual basis.  Tomie DePaola remains beloved.
Our stories still need to offer Universal Truths and recognizable sentiments so they connect with readers.
The picture book, however, has changed with the times.

Fortunately, Ann’s attention to the process, from story creation to publication, hasn’t lessened. (Note: read my 2009 Thumbs Up review.)
Idea generation.  Character creation.  Point of View.  Beginnings and Endings.  Plotting. Word count. Rhyme and more.  Ann’s easy-to-grasp instruction once again shines.
As for the rich and relevant examples and hands-on revision exercises, again, Ann understands HOW we as writers learn – and hone – our craft.

“What’s new?” you ask, "..revised...expanded?"
That is but one of the questions Ann graciously answers in the interview that appears below.
You have my word: the 2018 edition of WRITING PICTURE BOOKS is every bit as right-on and write-on as the first edition.  Be sure to enter our Book Giveaway so you might win a copy. And if you don't, you can always pre-order. :)

I offer Ann my sincere thanks - for sharing the details of her newest edition with our TeachingAuthors readers, for donating two copies for two Book Giveaways but more importantly, for writing this invaluable textbook. She makes a challenging task – i.e. writing picture books, easier.

Happy Reading and Picture Book Writing!

Esther Hershenhorn
P.S.
Thanks to A JOURNEY THROUGH THE PAGES for hosting this week’s Poetry Friday Roundup..


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What prompted you and Writers Digest to revise your 2009 edition of WRITING PICTURE BOOKS?

Writer’s Digest approached me about a revision, because we were approaching the ten-year
anniversary. We’ve both been thrilled with the response to the first edition and I jumped at the opportunity because so many changes have occurred in the business since the first edition. Also, I’ve learned a lot of things through my own writing and wanted to share this new knowledge with writers.

How did your revision reshape the book’s organization as well as content? What additions and/or enhancements can the reader expect to find? What subtractions might they miss?

The organization remains the same but with additional chapters—on basic plots, page turns, finding an agent, the business of publishing. In addition, all book examples were replaced with books published within the last ten years. I also rewrote all the examples and quizzes so that writers who might have read the first book, would have additional illustrations of concepts to help solidify their knowledge. The one thing you won’t find in the new edition of the story is the No-no’s in a Manuscript Quiz. There simply wasn’t room. But I also did write a new one and will post it on my web-site after the book comes out.

IMHO: WRITING PICTURE BOOKS is the #1 go-to text on how to write a picture book. I’ve used it with my students and writers since 2009.  Can you share a few glowing responses, a few Fan Letters you’ve received from writers who learned and honed their craft via this book? 

Oh, darn! I should have saved some fan letters, but sadly I have not. I can tell you that periodically people e-mail me about how the book has helped them, how they’ve done the exercises, and sometimes even sold a book. I LOVE getting those notes and probably should have saved some of them. I do respond to each one, but, unfortunately, I have a niece who is a professional organizer and she has taught me to purge, purge, purge! I’m grateful though to anyone who writes—the truth is that a positive letter makes my day and spurs me to keep writing. So please don’t be shy. Let me know how my book has impacted you.

You noted in your 2009 edition that you wrote WRITING PICTURE BOOKS in memory of the unforgettable Sue Alexander and that a portion of the proceeds of this book would help fund the SCBWI Barbara Karlin Runner-Up Grant.  How has this support “recognized and encouraged the work of aspiring picture book writers” and how will it continue?

I’ve spoken to many recipients of this award and they all say how much it boosted their self-confidence and sometimes even led to publication. It was a pleasure to be able to support picture book writers.

In honor of the publication of this new edition, Writer’s Digest Books and I are establishing through SCBWI the Ann Whitford Paul-Writer’s Digest Most Promising Picture Book Grant of $1,000 to be awarded yearly.
After judging non-specific genre children’s books contests, it became obvious to me that picture book manuscripts were easily ignored. I think the prejudice that short must be simple to write is responsible for that. Writing picture books with their focus, brevity and lyrical prose can be terribly difficult. I struggle sometimes for years to get my stories right. I wanted to recognize that struggle and honor those who write these short, but challenging, manuscripts.

Can you share news of the latest Ann Paul picture books?

 The same year that the first Writing Picture Books came out, so did another book of mine titled IF ANIMALS KISSED GOOD NIGHT. Its sales were good, not spectacular, but still I was surprised when FSG took it out-of-print. Then much to my even bigger surprise, they republished it as a board book with a new cover. The sales sky-rocketed. And then, the publisher asked me to do another IF ANIMALS SAID I LOVE YOU and IF ANIMALS CELEBRATED CHRISTMAS. And next year there will be a fourth IF ANIMALS WENT TO SCHOOL. So I’ve been busy with these.

Finally, picture books do indeed do important work.  Today’s picture books bring so much to the page: diversity, social justice, activism, gender equality.  Yet there still remain bedtime stories, tales of forever maternal love, first-day-of-school titles, just to name a few.  What is your take on the important work this format does and why sales of picture books are again on the rise?

I LOVE this question! I came to writing picture books after years of bed-and-nap time reading to my children. In our too-busy world, those quiet times, sitting skin-to-skin reading together, were a gift to all involved. Adult and child alike were fully committed, focused on the same thing. We shared the tactile experience of the smooth pages, the quiet whoosh of the page turns, the bright visuals and of course, the words, the glorious musical words. No wonder sales of picture books are on the rise! We need those moments of togetherness more than ever.

Picture books are the first introduction for children to reading. They are enticed in by the pictures. The words sneak up on them and suddenly, they are saying them along with us and even pointing specific words out. Studies show that children who are read to come to elementary school well ahead of those who haven’t had those experiences.

Our books let children know they’re not alone when dealing with a bully, that other parents divorce, too, and that there are places in the world where people live differently. When they develop empathy for the characters in our books, they can translate this to real lives.

But it isn’t enough to write just any old book. If our words aren’t compelling and lyrical and tell a powerful story, children’s interest in reading will wither and die. We are the first step on the road to becoming a life-time reader who can discern fact from fiction, and that is an awesome responsibility.
               
                                                                    * * *

So, readers, to enter our drawing for a chance to win your very own copy of Ann Whitford Paul’s 2018 edition of WRITING PICTURE BOOKS (Writer’s Digest), use the Rafflecopter widget below.  You may enter via 1, 2, or 3 options.
If you choose option 2, you MUST leave a comment on TODAY’S blog pose below or on our TeachingAuthors Facebook page, sharing your Favorite Picture Book published between 2009 and 2018.

(If you prefer, you may submit your comment via email to: teachingauthors [at} gmail [dot] com.)

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.

NOTE: if you submit your comments via email or Facebook, YOU MUST STILL ENTER THE DRAWING VIA THE WIDGET BELOW.  The Giveaway ends November 8 and is open to U.S. residents only.

P.S. 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.

Remember: there will be TWO lucky winners!


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Interview with Jean Reynolds and Book Giveaway for 30 People Who Changed the World

Today's post is an interview with editor, Jean Reynolds, and book giveaway for

30 People Who Changed the World:

Fascinating Bite-Sized Essays from Award-Winning Writers.  

Instructions on how to enter the giveaway 

for this book are at the end of this post.

It is my privilege to introduce you to our guest today.  Jean E. Reynolds co-founded The Millbrook Press in 1989, where she served as Executive VP and Publisher.  She developed Millbrook’s trade imprint, Roaring Brook Press, winner of two Caldecott awards.

Before founding Millbrook, she had been Editor-in-Chief of Young People’s Publications at Grolier and Editor in Chief of The Book of Knowledge and, prior to that, Senior Vice President / Editorial Director and a member of the Board of Franklin Watts, Inc.

Now retired, more or less, she edits a blog called The Nonfiction Minute consisting of daily postings of 400-word essays by 30 award-winning nonfiction writers for young readers.  She has edited two books based on this blog, 30 People Who Changed the World, and 30 Animals That Share Our World.

In the spirit of full disclosure, I’ve come to know Jean as an editor recently because I’m part of the group of authors that make up iNK Think Tank, who produce The Nonfiction Minute.  Also, one of my essays appear in 30 People Who Changed the World. 

Congratulations on the book you edited, 30 People Who Changed the World, which was selected as a Notable Social Studies Trade Books for Young People 2018 by the NCSS-CBC Notable Social Studies Committee.  Can you tell us how this book came to be?

Vicki Cobb first started iNK Think Tank in 2009 when the Common Core Standards had just been implemented, requiring more reading of nonfiction. A number of her fellow nonfiction writers were pleased that the importance of their genre was being recognized by the education community.  But they also knew that most teachers had very little awareness of the trove of excellent nonfiction books related to their required curricula and that those books were actually sitting idly on their school library shelves. Vicki approached a number of her favorite award-wining nonfiction authors and convinced them to join with her in creating a database aligning their books to the new Standards.  They created a website, which launched under the domain name of www.inkthinktank.com (now www.inkthinktank.org)  in October 2009. All 22 member-authors donated money to make it happen.

These authors used their combined strength to purchase electronic equipment and learn how to do two way virtual classroom visits.  But as they got to know each other, they all realized that they wanted to do something more to introduce fine nonfiction writing to the classroom.  Thus the idea of The Nonfiction Minute was born.  And this is the point where I was brought into the organization.  I was a newly-retired editor who had worked with many of the iNK Think Tank authors over the years.  I know it’s hard to believe that a group of authors voluntarily called in an editor, because as a group we do tend to create a lot of work for a good author – but that’s what they did!

The plan was for each member of the iNK group, which had grown to more than 30 at this point, to create multiple 400-word nonfiction essays with the intention of posting one each day for use in the classroom.  It was my job to organize the effort, sometimes suggest the topics, edit the articles, illustrate the articles with free materials, solicit and edit an mp3 of the author reading his/her essay, and prepare a description of the author’s latest book to be included at the end of the essay.  The first year, academic 2015-16, was a gargantuan effort for all of us in that we were all in unfamiliar territory.  I had to learn how to work not only as an editor but as a fact checker and copyeditor – the latter being the most difficult.  I had had a staff of copyeditors overseeing my work for decades, and it was very difficult to not only edit but copyedit the essays.  Fortunately I was working with authors who were the best of the best in the field, but I literally wore out my Chicago Manual of Style. 

I was worried that without the power of a major publishing house who was going to pay an author on the completion of the work, there were no carrots to keep the very busy volunteer authors on track.  But to my delight, I discovered that their carrot was not money at all, but rather their true belief in what we were giving to children.

How is this book different from other books on the market today? 

There may be other anthologies in the children’s book market – although the only ones that occur to me now are poetry collections in which different poets are paid by the piece to be included in a single volume.  But I don’t believe that anything else exists that is based on the premise of good nonfiction writing.  I think such a volume would be very difficult to put together because the selection would be so subjective.  Also, the expense of paying for 30 essays would be major.  Remember that all of our authors are doing this without payment, which makes this book possible.

One of the many unique things about 30 People is that each of the 30 biographical essays is done with a different style and different approach.   It was an interesting experience for me as an editor transformed into an author to work with our very excellent copyeditor at Seagrass.  Coping with the work of 30 different authors was a real challenge for a copyeditor whose job is to assure uniformity of style -- and it was kind of fun for me as the author-once-children’s-book-editor to have to argue on behalf on inconsistency!

30 People Who Changed the World is interesting especially since it is a compilation of articles by different authors.  Can you tell us how it works to edit this type of book? 

Josalyn Moran, the Seagrass publisher who discovered The Nonfiction Minute online chose the topic.  She felt that introductions to new subjects or new details about old subjects would be helpful to upper elementary and middle school students who were involved in the inevitable assignment “Write an x-hundred word biography of a person you admire.”  Our Nonfiction Minutes fill that bill beautifully.  So for me, who was familiar with all of the Minutes, it was a question of picking 30 out of the 60 or so biographical Minutes.  I wanted to use not only all different approaches by different authors, but also a wide variety of subjects balanced between the well-known and the virtually unknown.  I wanted people from different eras, which we definitely achieved by including Imhotep of 2600 BCE and present-day Malala Yousafzai!  Also we wanted a balance between male and female, and of course, racial diversity. By the time these factors were all considered, the choices were pretty obvious.

Because the Minutes had been published previously and were still available for free on line, I wanted to add some additional factors and the logical thing to do was to help kids who were interested in knowing more to get started on their research by adding a Find Out More section to each Minute.  So I went back to the authors (who had already done a great deal of in-depth research on their respective biographees) and asked them to give me the title of the best book on their subject, the URL of the best introductory website, and the link to an interesting U-tube, all of which were then included at the end of each Minute.

As the book came together, I was very happy that I had been such a strict taskmaster about the length of the minutes.  As you know, I was adamant about the 400 word limit, and that helped the design flow very smoothly because our wonderful designer Marc Cheshire could perform his magic on the total layout even before he had the final text, knowing in advance how much room to allow for each minute.  I’m afraid that many of my free illustrations which worked well on a computer screen were not high enough resolution to work in a book.  So we had a lot of scrambling to find additional art.  It was wonderful to have professional researchers at the publisher working on it rather than me.   Like my copyediting knowledge, my picture research is rusty. I’ve been working with and selecting pictures for years, but always with lots of help from professional researchers.  Also, the publisher gave us a generous budget for pictures, whereas my budget for the illustrations for the online Minutes was zero. 

One problem was that the author’s book promotion could not be placed at the end of each Minute as it was on line.  I felt that information about each author was a must.  I lobbied hard for eight full book pages for author bios, photos, and book mentions.  We even included the author’s home town and email addresses.  I had to keep making suggestions about what photos we could cut, or even text we could cut to keep that eight-page section in tact – but it remained.  I felt that the volunteer authors needed some sort of major recognition in the book, not only for providing the one or two Minutes contained in the book, but for the scores of other Minutes they have produced over the past few years.

So all in all, editing this book and working with a publisher as an author rather than being the publisher myself was a really interesting experience.  Because she knew my extensive background, I think the editor, Josalyn, probably included me in a lot more decisions that the average author might have been able to participate in.  We consulted on the title and subtitle and cover design and cover copy – actually publishing details that I knew a lot more about than being an author.  It was fun.

One final thought on the topic.

Reading this book from an editor’s standpoint, can you give our readers some advice on writing captivating nonfiction? 

 I think captivating is the operative word in that question.  I think in order to captivate your reader, your topic has to have captivated you.  In that case, you do the best you can to share your enthusiasm.

Many years ago, I read an article that really helped form my love for what is called narrative nonfiction.  (Narrative nonfiction means that the author is really telling an interesting story and not presenting a series of facts and figures about the subject.)  The article, which probably was in an educational magazine, quoted two articles on the VietNam war.  The first was from a well-known American history text book, and I remember it began: “Vietnam is a Southeast Asian country on the South China Sea.” In the course of about 300 words it described the location and climate of VietNam, the years the war lasted, a bit about why the US was a combatant country.  I think the article lost me on the opening sentence.

The second article was from Time Magazine and it began with two American soldiers lying under some jungle foliage with artillery fire from the North Vietnamese passing just over their heads.  They had me!

I went on to read the rest of the dramatic story of what brought these Americans to this point, and the subsequent story, I learned a lot about VietNam.

In a widespread educational test, the text book article was given to a large group of students and the Time article was given to a different group.  Both were tested on the information two weeks later.  The textbook group remembered very very little, while the Time group could repeat parts of the story and actually remembered facts about VietNam and the course of the war.

Our aim in the Minutes is to have our writers tell an interesting enough story that our readers may mention something about it later on the playground, or talk about it at home over dinner.

Of course there are many other things about writing good nonfiction, but none are more important than captivating your reader.

Do you have some suggestions about how teachers could use this book in the classroom? 

I am not a teacher.  That’s a very hard job, and I don’t think that I’d be very good at it.  But I do spend a lot of time talking with teachers about how they work with kids and books.  As I mentioned earlier, 30 People is a great resource if there are students having trouble finding a topic for a biographical essay.  Also, I understand that some teachers are using the individual Minutes for (shudder) test prep.

We have added a new Transfer to Teaching section for each minute published this season which has a custom page with creative ideas for using the Minute in the classroom.  Organized by subject area and focused on critical thinking and problem-solving skills, these ideas have been created and organized by certified school librarian Karen Sterling, an iNK Think Tank member.  Each Minute is also categorized according to the Library of Congress Subject Authority headings to increase access points for users. So my suggestion would be for a teacher interested in specific ideas for any of the minutes in the book, use the archives on the NonfictionMinute.org website to find any of the Minutes in the book and click on the T2T link.

Are there more books like this one in the future?  

Absolutely.  30 Animals Who Share Our World is being released by Seagrass on April 4, 2018.  This book has some fascinating science, as well as some delightful stories about animal behavior.  This one has a huge variety of minutes ranging from a poetry collection in praise of vultures to the commuting habits of a British cat.  You’ll learn a lot, but this one is really fun!

We’re talking about a future STEM-themed book, but it is not yet under contract.

Thank you, Jean Reynolds!
Carla Killough McClafferty

Readers, to enter our drawing for a chance to win an autographed copy of 
30 People Who Changed the World, 
written by iNK Think Tank and edited by Jean Reynolds, use the Rafflecopter widget below. You may enter via 1, 2, or all 3 options.

If you choose option 2, you MUST leave a comment on TODAY'S blog post below or on our TeachingAuthors Facebook page. If you haven't already "liked" our Facebook page, please do so today! In your comment, tell us what you'd do with the book if you win our giveaway--keep it for yourself or give it to a young reader?

(If you prefer, you may submit your comment via email to: teachingauthors [at] gmail [dot] com.)

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.

Note: if you submit your comments via email or Facebook, YOU MUST STILL ENTER THE DRAWING VIA THE WIDGET BELOW. The giveaway ends April 6, 2018 and is open to U.S. residents only.

P.S. 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.

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Book Giveaway:TRAIN I RIDE by Paul Mosier

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Howdy, Campers, and Happy Poetry Friday!

This time 'round, TeachingAuthors is posting about our favorite book or books of 2017.

My hands-down pick is the stunning debut middle grade novel Train I Ride by Paul Mosier, which so far has gotten four starred reviews.

Instead of posting a poem for Poetry Friday, I'm recommending this extraordinary book, in which poetry and a classic poetry book play a role.

I'll let the publisher, Harper, and those four star-givers tell you about this book:

From Publishers Weekly Flying Start author Paul Mosier comes a poignant story about a young girl’s travels by train...in which she learns...she can find family wherever she is. Perfect for fans of Rebecca Stead and Sharon Creech.

★ “A harrowing, moving, immersive, and ultimately uplifting debut novel.” — Kirkus Reviews

★ “In this debut novel, Mosier gives middle grade readers a character who battles life’s challenges with extreme honesty and doesn’t sugarcoat her inner battles. A tale that will stay with readers long after they reach the final destination.” — School Library Journal

★ “In his first novel, Mosier offers a cast of well-drawn characters, an unusual setting, and a rewarding reading experience.” — Booklist (starred review)

★ “An emotionally expansive and deeply affecting story. Heartbreaking and unforgettable.” — Publishers Weekly (starred review)

At the end of this post, you'll find instructions on how to enter for a chance to win your own autographed copy. Woo-hoo!

And, whoa--look who's climbing up to the TeachingAuthors treehouse.... author Paul Mosier himself. Come on in and have a cuppa tea, Paul!

 author Paul Mosier

This is usually our first question, Paul: how did you become a TeachingAuthor?

After the release of  Train I Ride, I lined up appearances beginning with Phoenix's Madison Meadows elementary school, my alma mater. I have spoken to as many as 400 students in a gymnasium to a handful of home schooled kids at a public library. Since Arizona is among the nation's worst in education spending, I don't ask for an honorarium. I've extended this to Skype visits with out of state schools. Many kids I visit would never be able to see an author if it came down to money. 

Now I tell schools that while I don’t require an honorarium, I’d love a school mascot t-shirt!

(Maybe someday you'll make them into a quilt?)  And who was your favorite teacher?

When I was a sophomore in high school I had a young and pretty English teacher, Ms.K. On the first day of class, she asked if we would like to be called something other than our actual names; to be a smart-Alec I told her I went by “Smith.” Ms. K called me Smith all year, as she introduced me to the first poem which ever spoke to me–“The Plot Against The Giant” by Wallace Stevens, as we analyzed song lyrics such as “Born To Run,” as we wrote our own stories, as she grieved the death of John Lennon dressed in black, as she talked about the events that shaped her. By the end of the year I had developed such respect and affection for her, I cringed every time she called me “Smith.”

She left Arizona after one year teaching, but I remember things she said. Years later, she became the answer to my bank's security question, Name of your favorite teacher?

Recently I found her on Facebook, in spite of a name change, because I recognized her smile. I told her how much she meant to me, thanked her for being the teacher that she was, and apologized for duping her into thinking I went by the name Smith all year. She wrote back, “Of course I remember you, Smith!” She's still teaching high school and has lobbied for Train I Ride to be included in the curriculum of middle grade classrooms in her home state of Ohio.

When I tell this story to teachers, I say that it is my sincere wish that they have many such experiences with former students, even if mine was too long in being delivered.

This story makes me think about which teacher I'd like to find and thank. What would you tell someone who's banging her head against writers block...or someone who's discouraged about ever getting a book published?

Going with the second part of that question, I believe in my heart that the most important thing about telling a story is telling a story. Or writing a poem. Creative writing is its own reward. I’m fond of saying there are many ways one can make a living–though I’m not necessarily the best person to ask about that–but there aren’t many ways we can come to feel the way we do in giving birth to a novel, or a poem, or a painting.

Getting paid to do it is icing on the cake. I feel very fortunate to now be awash in that icing, but it was the fourth novel I wrote which got me a book deal, which now has become multiple books which will appear around the world in multiple languages.

Maybe I should say it quietly so the universe doesn’t hear, but I was going to keep on writing novels with or without a book deal and everything that arises from that.

Going with the first part of that question, I am fortunate to have had very little experience with writer’s block, but I think it is important to put down whatever the muse is showing you. She knows the correct order you are supposed to write in, even if it doesn’t end up being chronological for the story. Also, move from laptop to pen. Write about what you are writing.

Remember that stories don’t come from inside your head–they come from the muse, from the universe, and when they’re in your head, they’re just passing through. Do your best to love them and raise them well.

I love this answer, especially not having to know everything before beginning the book. And finally, could you share a favorite writing exercise with our readers?

I think it is important for a writer–especially a new writer–to understand that one doesn’t have to see the entirety of a story before beginning. All you need is an idea, a seed, a first line. Train I Ride came from a line in an Elvis Presley/Junior Parker song. Echo’s Sister came from real life. Summer and July came from the sense of place of a seaside town with an ice cream shop and boogie boarding, and I waited for the characters to walk into the scene.

I’d encourage writers to not try to design characters–let the muse, the universe, introduce them to you. I may not understand a character at all until I hear them speaking to another, and what they say may change the course of the story.

But here’s an exercise: Write down whatever song lyric is in your ears at this moment. Then make the next line your own. Follow it to the end of the story. 

Wonderful! Thanks so much for stopping by, Paul--please come again! 

Watch for Paul's next book, Echo's Sister, and many more, coming soon!

Readers, to enter our drawing for a chance to win an autographed copy of Train I Ride (Harper), written by Paul Mosier, use the Rafflecopter widget below. You may enter via 1, 2, or all 3 options.

If you choose option 2, you MUST leave a comment on TODAY'S blog post below or on our TeachingAuthors Facebook page. If you haven't already "liked" our Facebook page, please do so today! In your comment, tell us what you'd do with the book if you win our giveaway--keep it for yourself or give it to a young reader?

(If you prefer, you may submit your comment via email to: teachingauthors [at] gmail [dot] com.)

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.

Note: if you submit your comments via email or Facebook, YOU MUST STILL ENTER THE DRAWING VIA THE WIDGET BELOW. The giveaway ends December 20, 2017 and is open to U.S. residents only.

P.S. 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.

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And for goodness sake--don't forget Poetry Friday!
This week's roundup is hosted by Steps and Staircases

posted with bells on her toes by April Halprin Wayland, with the sleepy assistance of Eli, who was very sick this week but who is getting better, for which even Snot, the cat, is grateful.

Eli

Guest TeachingAuthor Interview and Book Giveaway with Darcy Pattison

Today’s guest TeachingAuthor interview is a nationally known author and writing teacher, Darcy Pattison.  She is the author of fiction and nonfiction picture books, and novels.  Pattison travels all over the country to provide her high acclaimed Novel Revisions Retreats. 

As if that wasn’t enough, here are a few of her accomplishments: 

Storyteller, writing teacher, Queen of Revisions, and founder of Mims House (mimshouse.com) publisher, Darcy Pattison has been published in nine languages. Her books, published with Harcourt, Philomel/Penguin, Harpercollins, Arbordale, and Mims House have received recognition for excellence with starred reviews in Kirkus, BCCB and PW. Three nonfiction nature books have been honored as National Science Teacher’s Association Outstanding Science Trade books. The Journey of Oliver K. Woodman (Harcourt) received an Irma Simonton Black and James H. Black Award for Excellence in Children's Literature Honor Book award, and has been published in a Houghton Mifflin textbook.  She’s the 2007 recipient of the Arkansas Governor’s Arts Award for Individual Artist for her work in children’s literature.

Darcy and I have been friends since the early days of both our careers.  We met when she was the SCBWI Regional Advisor, and since then have supported each other through the ups and downs of building careers as published authors.  We celebrate each other’s accomplishments, and commiserate each other’s disappointments.  I am fortunate to call Darcy my friend. 

Enter for a chance to win Sleepers, Darcy Pattison's new book!  Follow the instructions at the end to enter.       

She has agreed to give away a copy of her brand new novel titled Sleepers.  It is Book 1 in an exciting new trilogy called The Blue Planets World.  Enter the TeachingAuthor book giveaway for a chance to win this excellent book that will be released in July 2017.  Read this interview with Darcy and enter the giveaway at the end. 

Darcy Pattison

Now, here’s Darcy: 

1.     How did you become a TeachingAuthor?

I think I was born a teacher. When I learn new information, my first thought is, “How can I make this easier for a person to learn?”

When I read a book, I think about how I can entice someone to read and enjoy it. How can I set up the story in such a way to make it appealing? Our education system rarely recognizes the importance of reading for pleasure. I want to help kids enjoy the story, first and foremost. What you want is passionate readers, who will jump into discussions because they care about the story and characters. That comes most readily from readers who read for pleasure. That’s the first goal of teaching any book – did the reader enjoy it?

Once they’ve enjoyed a book, students are ready to discuss with passion.

2. What's a common problem/question that your students have and how do you address it?

One problem I see with readers in middle school and high school readers is that they start to self-identify with a particular genre and become unwilling to try other genres. It makes sense in many ways. The task of a middle and high school student is to become their own person. They start the process of deciding for themselves what they like and dislike. When they start to self-identify as a reader of historical fiction, for example, this aligns them with others who have a similar interest. Instead, I keep encouraging students to expand and to read other genres. While I can hardly be convinced to read a war story, I enjoy many other genres and find the variety stimulating. I try to encourage kids to branch out and find at least two or three genres to read.

3. Would you share a favorite writing exercise for our readers?

 When I’m teaching writing with kids, I love to use the Pick and Draw card game (PickandDraw.com), which was developed by my friend, artist and illustrator Rich Davis.

Students using the Pick and Draw card game created by illustrator Rich Davis. 

The card deck has different colored sets. The first option is the head cards, which present six possible head shapes. After the student draws the head shape they were dealt, though, they must decide on a name. A complete name. With a middle and last names. Specificity is the biggest problem of student writers, so I encourage it at every stage.

Next, they draw a card for a hair shape. Davis is brilliant in his choice of facial features, which create their own excitement. This time, they must write down something that the character wants. For older students, they must write three things the character wants.

We continue this way, alternating drawing a body part (eyes, nose, and ears), with a specific trait of the emerging character.  I usually ask students to tell something about what the character hates and fears, something about the family, and the place where they live.

Quickly, within 30 minutes, students have developed a character that excites them. They know enough about the character to write a story with this plot structure:

This is the story about ______, who more than anything else wants ______, but can’t have it because 1) _________(use a fear) , 2)__________ (encounters something they hate), and 3) __________(use something about the family), UNTIL ____________(How do they solve the problem?)

The one-hour class produces great stories. 

4.  How did you come to write your new science fiction series? Do you have any suggestions for teachers on how they might the books in the classroom? 

My forthcoming science fiction series, The Blue Planets World series, is about the first contact with an alien species. Earth finally hears from space: You only live on land; allow us to live in the seas.

If humans occupied the land, and aliens filled the seas, what would the world be like?

The story began when I was researching the plight of puma (cougars) in Brazil. The pumas live within sight of skyscrapers, in an urban landscape. Scientists are working to create corridors, wild places, which connect one bit of forest to the next. The plight of the puma bothered me for a long time. It seems to me that the environmental questions of the next generation have changed. We used to ask, “How can we preserve habitats for wildlife?”

But we’ve failed badly. Our student’s generation will have to answer this question: “How can we make room for wildlife in an urban environment?”

That led me to the science fiction story of the Blue Planets Worlds series. Beginning in July with Book 1, SLEEPERS, I explore the problems of sharing our world with another species. Science fiction is good at putting social or philosophical problems into a story form.

Ask students to think about a specific environmental problem and try to fictionalize it. Depending on the class, write an outline, a short story, a plot summary or character sketches for their environmental story.

Or, read other science fiction stories and discuss the questions that the writer probes in the story. For example, in Ender’s Game, the author explores the limits of war against another species. Is it right to utterly obliterate them before they kill us?

Thank you, Darcy, for sharing your work with TeachingAuthors.com!

Readers, to enter our drawing for a chance to win a copy of Sleepers (Mims House Books), written by Darcy Pattison, use the Rafflecopter widget below. You may enter via 1, 2, or all 3 options.

If you choose option 2, you MUST leave a comment on TODAY'S blog post below or on our TeachingAuthors Facebook page. If you haven't already "liked" our Facebook page, please do so today! In your comment, tell us what you'd do with the book if you win our giveaway--keep it for yourself or give it to a young reader?

(If you prefer, you may submit your comment via email to: teachingauthors [at] gmail [dot] com.)

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.

Note: if you submit your comments via email or Facebook, YOU MUST STILL ENTER THE DRAWING VIA THE WIDGET BELOW. The giveaway ends June 30 and is open to U.S. residents only.

P.S. 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.

Carla Killough McClafferty

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