Jim the Wonder Dog--Writing About Pets

guest post by Marty Rhodes Figley

My newest book, Jim the Wonder Dog, is about a Depression Era Llewellin setter that many believed was either a genius or possessed of clairvoyant skills. This hunting dog predicted seven Kentucky Derby winners, the winners of the 1936 World Series and presidential race. He could also take direction in foreign languages (Italian, French, German, Spanish), shorthand, and Morse code—and recognized both colors and musical instruments. After a thorough examination by veterinarian scientists at the University of Missouri the mystery of Jim remained.  No one could ever figure out how he did those things. 

In the back of my book I have an extensive discussion of oral history. We have a much better understanding of Jim the Wonder Dog and the town where he lived because of the oral history created by the Marshall, Missouri Chamber of Commerce and the Missouri Valley College. In 1997, those two organizations conducted video interviews of people who had known Jim when they were children or young adults. Their recollections have details about Jim and Marshall, Missouri that would otherwise have been lost to time.

Classroom discussion: Discuss what an oral history is, its strengths and weaknesses.

Oral histories capture a moment in history that might have otherwise been lost.

In the case of my book, these personal stories, from people who are no longer with us, about their experiences with an amazing dog they could not forget, let history come alive. Their enthusiasm and love for Jim the Wonder Dog are apparent, as is their obvious enjoyment in having an opportunity to give their honest account of their treasured memories of Jim from so long ago.

Some disadvantages of oral history are: The person who is giving the firsthand account might not have been able to observe everything that happened or his perspective might have tainted what he saw. That person also might not have made an accurate observation because of his location, the surrounding circumstances (such as darkness, rain, or smoke), or his personal circumstances (such as excitement, sleepiness, or poor eyesight).  Finally, that person might not remember accurately.  Memories can fade with time or be influenced by hearing other accounts of the same event. 

Your students can make history come alive by creating their own oral histories by interviewing family members.

It’s important to conduct the interview in an informed manner.

Ask questions one at a time.

Give time for an answer before you ask the next question.

Try to ask questions that can’t just be answered with a yes or no.  Get more detailed responses.

Be a good listener.

Here are some questions  students could ask family members about their experiences with pets.  

Did you have pets when you were growing up?

How old were you when you got your first pet?

What kind of animal was it?

Where did you get it?

Who named it?

Who took care of the family pet?

Where did your pet sleep?

How did your pet show you love?

Did any of your pets have special talents?

What was the most interesting thing your pet did?

Did you feel your pet understood you? Why?

Did you have a favorite pet?

If so, why was this pet your favorite?

What did your favorite pet look like?

Did you ever have more than one pet at the same time?

If so, did they get along?

Bio: Marty Rhodes Figley is the author of several picture books including Emily and Carlo, Santa’s Underwear, Saving the Liberty Bell, and The Schoolchildren’s Blizzard. She grew up in Missouri and now lives in Virginia with her husband and Airedale terrier. She is a graduate of Mount Holyoke College where she earned a bachelor's degree in American Studies. Besides writing for kids Marty enjoys making pies and playing the guitar. Visit Marty online at /http://www.martyrhodesfigley.com/

FRIENDSHIP POEMS AND WRITINGS

by Mary Quattlebaum

The Beatles song says it all:  “I get by with a little help from my friends.”

I certainly feel that way when I’m writing and teaching.  Just recently I gleaned new insights from fellow bloggers Laura Krauss Melmed and Pam Smallcomb from their posts on using folksong and tall-tale prompts.  Thanks much!

Another friend whose creative work is informing my teaching is Debbie Levy.  Debbie’s The Year of Goodbyes (Disney Hyperion, 2010) is an exemplary novel in poems, perfect for writing teachers working with grades 4 through 9 and for college and graduate students interested in the form.

Debbie chronicles a year in the life of her mother, Jutta Salzberg, a Jewish girl growing up in Germany.  It is 1938, a time of horrifying change for Jutta, 12, and her country.  In free-verse poems, Debbie personalizes the sweep of historical events with details from her mother’s youthful perspective:  the click-clack of Nazi boots, her father’s desperate pleading “like tears” for the visas that will allow the family to leave for America.

One of the few things that Jutta was able to take to America was her poesiealbum—an autograph book filled with the inscriptions, verses and drawings of family and friends.  Each poem in the book is introduced by one of these inscriptions, and they offer a variety of voices (some soon to be silenced by the Nazis).  These poesiealbum entries might be jumping off points for your own students’ reflections and writings.

The Poesieablbum Project at http://www.debbielevybooks.com/:  Debbie’s website includes a discussion guide, video and writing project invaluable to educators who plan to share The Year of Goodbyes with students.

Beginning a Classroom Poem on Friendship:  Everyone seems to have strong feelings about friends.  Teachers might begin by having students talk about their reactions to Jutta’s friends and have them name some of the things the girls did together.  Students might share their reactions to Jutta’s losses and their own experiences on losing friends whether to moves, different schools, changing interests, and death.

Writing the Class Poem:  Teachers might have each student contribute one line about a friend or friendship.  The line should not include the name of the friend.  Before they write, first have students close their eyes and focus on the friend and some of the things they do together.  Then ask students to think of and write about one time when this person was a true friend and why.  Teachers can collect these lines, keep them anonymous, and arrange them into one long classroom poem, which he/she might read aloud and post on the bulletin board.

Individual Poems on Friends:  In a journal or during private writing time, students might be encouraged to pen additional thoughts about friends or their loss.  It’s important to honor the sensitivity of the topic and any students’ desire for privacy by not mandating that these pieces be read aloud.

The Friendship Continues:  Students might also discuss the power of writing to connect friends, including their own texts, emails, and Facebook pages.  It was Debbie’s article in the Washington Post that helped some of Jutta’s childhood friends (now women in their 70s) to find one another and re-connect.

Oral History Poem or Writing:  Debbie’s blog http://www.debbielevybooks.com/ references her extensive research and the many talks she had with her mother as she tried to re-create Jutta’s story through poems.  Students might “interview” an older family member about a childhood activity or incident and write this up.  This might become a treasured piece of writing to share with other family members.  Examples of questions:

1. What was your favorite activity when you were (same age as student)?
2. Who was your best friend?  What kinds of things did you like to do together?
3. Tell me something that made you angry or sad when you were my age.
4. What was your favorite subject in school?  Least favorite?  Why?
5. Tell me about a time when you got into trouble.

www.maryquattlebaum.com