Showing posts with label Poetry. Show all posts
Showing posts with label Poetry. Show all posts

Thursday, September 3, 2020

TAG YOUR DREAMS!!

 

Tag Your Dreams: Poems of Play and Persistence celebrates being active, reaching goals, and learning limits. The poems employ figurative language devices such as alliteration, simile, metaphor, repetition, personification, and onomatopoeia. Each poem tells a story about a young person discovering skills, strengths, and dreams through activity. Team sports are included along with playground games, biking, sledding, swimming, hiking, and simply twirling in the rain.  

To help teachers use Tag YourDreams as a classroom resource, I have developed a teacher's guide with questions to discuss, ways to examine the poetry, and writing prompts. 

To give you a taste, please see the poem and questions below:

TAG YOUR DREAMS

Discuss!

What are your dreams for the future?

Examine the Poem!

Identify verbs which refer to the game of tag, e.g., chase, running, reaching.

Do dreams have strong legs? Is this personification— attributing human characteristics to something that is not human?

Write!

Write about your dreams. Does anything stand in your way? Are you confident you will succeed or are you afraid of failure?


The entire teacher’s guide can be found on my website. 

I am available for virtual visits with students. Please contact me through my website at www.jacquelinejules.com

 

Happy Reading!

 

Wednesday, June 3, 2020

INSIDE OUT: POEMS ON WRITING AND READING



Do you know how to smell a poem? 

In Inside Out: Poems on Writing and Reading Poems, Marjorie Maddox offers the reader a delightful suggestion. “Keep following the trail of scent to sniff out the meaning.”

Maddox also tells us how to befriend a poem. “Invite him home for dinner but don’t insist on rhyme.”

And she explains that “Much of what he has to say lies between the lines.”

This clever collection of poems and writing exercises begins with verses on how to see, hear, taste, smell, and touch a poem and then delves into poetic devices and forms. Teachers should find ample inspiration to motivate student writing.

For example, these glorious lines from “Fishing for Sestinas.”
“the poems themselves sew together our world,
the way fish in waves thread themselves in and out,
the way dreams swim their own stories”

And this couplet invites writers to try a villanelle.
“To write a villanelle, think like a bird
that sings a song that you’ve already heard.”

 The 27 poems in this collection are followed by 9 creative writing exercises including fun suggestions for writing persona poems, clerihews, and sonnets.

A 3 page glossary provides succinct definitions for every term referenced in the poems. Inside Out by Marjorie Maddox is an excellent resource to jump start creativity in the classroom or at home. 

Jacqueline Jules

Monday, January 28, 2019

An Amazing Classroom Resource!



Where can a teacher easily find interesting pieces to share in the classroom? Look no further than Issue 8 of Balloons Lit. Journal.


This magazine for upper elementary and middle school students is an amazing resource of poetry, fiction, and art. What’s more, it includes contributions from all over the world and features student work alongside professional adults. Poems are attractively presented in full page layouts sure to inspire the imagination. I am thrilled that one of my poems,  “Egret” appears on page 41.


I wrote “Egret” while I was out on a brisk walk near a body of water and this beautifully immobile creature stopped me in my tracks. Ask your students to describe an animal or plant so enchanting they couldn’t help but pause for a moment to gaze. Better yet, take your students outside and ask them to stand silently for five minutes, watching the natural world. What did they see, hear, smell? How did they feel? Can they make an effort to pay attention to the grass, the trees, the clouds, the insects, and everything else which flutters unnoticed when we hurry too much? Mindfulness can enrich one’s life as well as one’s writing.   

Listening to an author read their own work can be a meaningful experience for students. Balloons Lit. Journal also offers audio clips on selected pieces. Scroll down the page where Issue 8 appears and you will see an audio section and an opportunity to hear me read my poem, “Egret” as well as three other poets in this issue.  

I highly recommend sharing 14 year old Braxton Schieler’s voice reading his work, “Someday I’ll Be—An Autobiography.” Braxton writes about his life from the age of three till an imagined old age, describing emotional transitions with clarity and insight. Hearing a student read his own personal narrative aloud should jump start many a reluctant pen in your classroom.

Other pieces in Balloons Lit. Issue 8, such as the poems, “I Think My Teacher is a Witch” and  “Pillow Problems” could be great models for humorous writing.

Finally the artwork in Balloons Lit. Issue 8 is stunning. Available in PDF form on the website, images could be projected to present the ekphrastic challenge of providing a written response to and/or description of artwork.

Don’t miss this amazing resource for the classroom! Check out Issue 8 of Balloons Lit. Journal today!


Monday, September 3, 2018

“The Caterpillars Marvelous Transformation…”


“Small, silent,
swelling to
roundness,
I do not yet know
what secrets I hold
what marvels await me.”

Joyce Sidman’s poem is written from the point of view of a butterfly egg, the first chapter in The Girl Who Drew Butterflies – How Maria Merian’s Art Changed Science.


Maria was born in Frankfurt, Germany, in 1647.  Her father ran a publishing shop until he died when Maria was only three years old.  Her mother married an artist who painted flowers and insects, which Maria often collected for him. No one knew at that time how insects grew. Some people thought butterflies flew in from somewhere else; others thought they emerged from dew, dung, dead animals or mud. Maria was fascinated.

She learned to paint and draw from her stepfather. But she also collected insects in glass jars to watch them grow and change – silk worms and then moths and butterflies.  Her interest in art and especially science set her apart from other girls in the 17th century. She was different – she had to be careful and clever about how she worked. 

In 1679, at the age of 32, she published a book with a long and fabulous title, typical of the time – The Caterpillars’ Marvelous Transformation and Strange Floral Food. She engraved every print in the book herself and hand-painted many of them, like this title page. You can see her name in the branches at the bottom. 

First published 1679, digitized by the Universitätsbibliothek Erlangen-Nürnberg

Maria did not have a happy marriage, leaving her husband to live in the Netherlands with her mother and daughters. She even moved to Surinam, a South American country with Dutch colonists.

“She rented a house, cultivated a large garden, and plunged into the work of discovering and breeding caterpillars.”

When she returned to Amsterdam several years later, “Maria’s beautiful, accessible art and text electrified her fellow naturalists. Most of the species she discovered were unknown to Europeans at the time, and her observations were widely quoted and discussed.” 

Joyce Sidman raised caterpillars herself while she was writing about Merian and also read her books, including The Caterpillars’ Marvelous Transformation – a primary source for her research. Sidman wrote a short poem for each stage of a butterfly’s life, from egg to approaching death.

The Girl Who Drew Butterflies is the tale of a young woman who stepped far outside the typical world of 17th century girls to become a botanical illustrator and scientist who “saw nature as an ever-transforming web of connections – and changed our view of it forever.”

Here are several ideas to let Maria Merian’s work spark creativity in modern-day young people.

1.    Take a walk outside.  Ask students to look carefully at any living thing – plant, insect, bird. Write a short poem describing the plant or animal – or written from the point of view of that plant or animal, like Sidman’s poems.  Budding artists could instead draw their chosen creature or plant with all the detail of Merian’s illustrations.

2.    Maria Merian traveled to the Dutch colony of Surinam, also known as Dutch Guyana, and now spelled Suriname. Where in the world would you want to travel and why? What would you want to see or learn there?

3.    Are you passionate about something that you would like to make your career? It’s ok if you have no great passion yet, but if you do, write about why you would like to spend your life working in that field.

In her poem about a butterfly in flight, Joyce Sidman mused,

“How vast
the swirling dome
of the sky!
How strong the wings
I have grown
for myself!!”

Encourage young writers and readers to grow strong wings for themselves by writing, drawing and carefully observing the details of their world.


Sunday, April 22, 2018

Taking Care of the Earth


guest post by Madelyn Rosenberg

Both Earth Day and National Poetry Month fall during April, so it’s a good time to introduce you to Take Care, a rhyming book about taking care of the earth and each other.


I wrote Take Care after watching a series of gut-wrenching events unfold in the news. This particular series of events culminated in the nightclub shooting in Orlando. How can we keep doing this to each other? I thought – and have thought, again, many times since. I have similar thoughts when I see people abusing the planet – when someone throws a cigarette butt out a car window or when they find a whale on a beach in Spain with his stomachfull of plastic.

I react with rage. And sadness. And I try to reassure myself that we can learn to take care of each other and the planet and make things better. Poetry, whether we’re writing it or reading it, can be burn or balm. My book is meant to be a balm, though it’s fueled by burn. It begins:

Take care of the world, of the mountains and trees
Tend to the world, all the bumbles and bees
Color the world, with greens and with blues
Heal up the world with the words that you choose


Following are a few related prompts:

Emotion poems
What makes you angry? What makes you sad? What makes you happy and what makes you heal? All poems convey emotion, and for this writing prompt, we’re going to come at it full throttle. The lesson I try to always teach my kids when it comes to writing is that specifics are important. So urge your class, when they’re writing about a particular emotion, to think really hard about the things that make them feel the way they do. Does their emotion have a color? A temperature? A season? Is it tied to a specific event, like a fight with a friend or the loss of a stuffed animal? (Was anyone else riveted by the search for the rabbit lost on the London Underground?) There are no real rules for this one, but for students who thrive with rules, you can tell them the poem has to be the same number of lines as letters in the type of emotion they’re feeling – or a multiple of that if it’s a short one. Challenge: Can you convey the emotion without mentioning it by name?

A letter to the world
Have the class write a letter to the planet. Maybe it’s an apology note. Maybe it’s a thank you note for a dandelion or a dimpled strawberry or the color green. Again, it’s always great when you can get kids to focus on something specific. Want to get them in the right mood? ? Consider a nature walk around the school for inspiration. Prose or poetry for this one, your pick.

A take-care tree
Ingredients:
A tree branch (a fallen one, please =)
A hole punch
String or yarn
“Leaves” cut from recycled paper. It’s fine if there is printing on one side, as long as the other side is blank. Multiple colors help.
A flower pot
Rocks or newspapers

Place the branch in the flowerpot and use rocks or wadded up newspapers to hold it in place. Have students write their ideas for taking care of the world on the paper leaves. Punch a hole in each leaf and attach it to your branch with the string. Use as a reminder and a classroom decoration for Earth Day, Arbor Day, Tu B’shevat or spring. 

ADAPT IT: If your students do the letters-to-the-world prompt, excerpts on tree leaves also make a nice classroom display.  

BIO: As a journalist, Madelyn Rosenberg spent many years writing about colorful, real-life characters. Now she makes up characters of her own. The author of award-winning books for young people, she lives with her family in Arlington, Va. For more information, visit her web site at madelynrosenberg.com or follow her on twitter at @madrosenberg. And if you try this exercise in your classroom, she’d love to see the results!

Monday, August 21, 2017

Shopping Trip Stories


While many students are reluctant to return to school after a too short summer break, most still love back-to-school shopping. Kids have fun choosing new backpacks, pencils, and notebooks.  In Shopping Trip Trouble,  seven-year-old Sofia Martinez goes school shopping with her two older sisters, Mamá, Tía Carmen, and her four cousins—Hector, Alonzo, Manuel, and baby Mariela. Everyone is excited to pick school supplies in their favorite colors. But when Sofia notices that four-year-old Manuel is missing, chaos ensues as the family races around the store searching to find him.



Read Shopping Trip Trouble out loud to your students and have fun discussing their own shopping trip adventures.

Suggested questions:
Were there too many choices of colors and sizes? Not enough? 
Did you have trouble choosing?
What are your favorite back-to-school items? Are there any you do not like?
Did you accidentally knock something over like Hector and Alonzo?
Did the family stay together? Or did a child wander off?
Have you ever heard an announcement over the loudspeaker calling for a lost child?
Is it more fun to go shopping in a large group? 
Or would you rather shop with one person?
What other elements of Shopping Trip Trouble mirrored your own shopping experience?

Use the discussion to help young writers remember and record details for their own writing. Afterwards, ask your students to do one or more of the following:

1.     Write a personal narrative of a family shopping trip.
2.     Create a fictional story in which a child was lost and found in a store.
3.     Write a poem about a specific school supply. (ie: pencil, notebook, backpack, ruler)
4.     Write a diary entry from the viewpoint of a school supply (ie: crayons, markers, notebook) waiting to be chosen by a shopping student. 

Monday, April 10, 2017

Poetry Power: Poetic Language in Signs

Guest Post by Janet Wong

More people than ever are expressing themselves with art supplies. During the week before the Inauguration and Women’s March(es), people spent $6 million on poster boards and paint markers. While some signs were overtly political, many signs were simple affirmations of our humanity.


With a few Google searches (“protest signs,” “protest art,” “kids protest,” etc.) I found over a thousand examples of inspiring and appealing signs. Many of the most effective signs use poetic devices such as rhyme, repetition, rhythm, alliteration, and wordplay to help them stand out from the crowd—and present learning opportunities for writers. Consider the following examples:

Rhyme: This rhyming text is so much more powerful than, say, “No hatred where I live.”


Repetition: She could’ve said, “No ban, wall, or division.” Would that have been as effective? No, no, no.


Alliteration: “Eighty-nine, feisty, and determined” just doesn’t pack the same punch.



Rhyme, Repetition, and Rhythm: This sign benefits from all three devices: rhyme, repetition, and rhythm. 


And look at these clever examples of wordplay: 


With dozens of favorite signs, it was hard to choose a favorite—but the best sign of all, to me, was probably this one, completely universal in its message and held high:


Which brings me to the point of this piece. Let’s empower kids to make signs. 

   
Look at the pride on these kids’ faces!

Parents can help kids make signs at home, as language arts exercises. The following sign even satisfies a Common Core requirement to teach students about the use of quotes.




I am not a particularly “political” person, but I am making a greater effort to inform myself, to engage, and to volunteer for all sorts of activities in an attempt to make a daily difference. To inspire you to get involved in whatever inspires you, here is a prewriting exercise and the title poem from my latest book with Sylvia Vardell, Here We Go: A Poetry Friday Power Book.  I hope that you are inspired to do something like starting a walkathon at your school—and, if you do, make sure to bring sign-making supplies for everyone!


BIO: Janet Wong (janetwong.com) is the author of 30 books for children and teens, and the co-creator (with Sylvia Vardell) of The Poetry Friday Anthology series and Poetry Friday Power Book series. (PomeloBooks.com).

Monday, March 20, 2017

Comparison Poem--One Minute Till Bedtime


How do you inspire students to write beautiful poetry? Share beautiful poetry in your classroom! A wonderful new resource is One Minute Till Bedtime selected by former Children’s Poet Laureate Kenn Nesbitt. This extensive collection features new poems from Jane Yolen, Jon Scieszka, Nikki Grimes, Jack Prelutsky, Lemony Snicket, Mary Ann Hoberman, Eileen Spinelli, and dozens of other well-known children’s authors. Each poem is a minute in length, perfect for a quick transitional moment before lining up for lunch, dismissal, or specials. It’s also perfect for calming a class down to begin social studies or math. Dreamy illustrations by Christoph Niemann will invite young readers to cuddle up with this book in a corner. If you are looking for poetry to add to your classroom library, this should be on your wish list.


For the writing workshop, One Minute Till Bedtime provides a wide selection of poems on various topics to use as models. You will find poems on virtually any subject of interest to your students. Family relationships, school, home, food—it can all be found in this 164 page compendium of rhyme, rhythm, and figurative language. Particularly notable are poems on the seasons, which could tie in to the science curriculum. Poems on animals also abound. My contribution to this collection is a poem called “Pigeon.” 

Illustration by Christoph Niemann
from One Minute Till Bedtime

Read this poem to your students and discuss how the poem compares pigeons to other birds. Challenge them  to write their own comparison poem. How does a flamingo compare to a penguin? How does a frog compare to a toad? This activity requires some science related research to compare two animals. Integrating language arts with science expands critical thinking skills and creativity!

Happy researching and writing!



Monday, February 13, 2017

"If I" Poem


Writers of all ages are inspired by the simple suggestion to imagine themselves as a different entity. Model the process by using your own poem or my poem, “If I Were A Cloud.” I chose this subject because watching clouds is not only a joy but a consolation for me. Their floating beauty in the sky often lifts my spirits. To begin the exercise, ask your students to do a quick write on their chosen topic. Here is my quick write:



Then form a list of words that could be used in the poem to describe your feelings:


Finally, create the poem, using the line “If I were . . .” at the beginning of each stanza. Note that the poem does not have to rhyme. Encourage your students to choose figurative language over a forced rhyme scheme. It is more important to paint a picture for your reader than to rhyme. Here is an image of my poem, “If I Were a Cloud.”



In addition, or before you have students write individual poems, you might do a group writing exercise with the same process. Quick Write, Quick List of Words, Poem.

Have fun imagining!



Monday, October 10, 2016

The Essence of Everyday Life


I have recommended Gary Soto before in a Pencil Tips post about his short story collection, Baseball in April. But when I recently came upon his collection of poems for young adults, A Fire in My Hands, I knew I had to write about Soto’s work again. A Fire in My Hands was re-issued in an expanded edition.  All middle school and high school English teachers need a copy of this book.


Soto is one of my favorite authors.  His words beautifully capture the essence of everyday life. Every poem in A Fire in My Hands is a wonderful example of how to create poetry from one’s life experiences. Soto shows us how to notice every detail of a visit to a drugstore with someone you care about. How to see a blimp float across the sky on a hot August day, “quietly as a cloud, /Its shadow dark enough to sleep/ Or dream in.” Soto elevates the everyday to palpable moments of epiphany.

In the introduction, Soto advises young writers to look into their own experiences for inspiration. This is not new advice for middle school and high school students. But Soto knows how to convince them. He says, “Some of you may argue that your life is boring, that nothing has happened, that everything interesting happens far away. Not so.” Soto’s poems demonstrate that every moment is worthy of being captured in a poem. Every feeling is important.

Each poem is accompanied by an anecdote, sharing the memory that inspired it. Soto is honest about changing the facts to capture emotional truth in his poems. This layout is a wonderful model, showing how a poem develops from its original inspiration.  

The interview at the end of the book “Chatting with Gary Soto” is a must-read for anyone interested in teaching poetry. Soto discusses his process and motivation. He explains the difference between a lyric poem and a narrative poem. But most of all, he reveals how writing poetry feeds his soul.

A Fire in My Hands models everything we want our students to emulate in their writing. Get it for yourself. Share it with your students.



Monday, September 12, 2016

You Just Wait: A Poetry Friday Power Book

Guest Post by Janet Wong

Have you noticed an explosion of activity books in bookstores and box stores? Elaborate coloring books, clever creative journals, and books similar to those in the Wreck This Journal series? These books allow tweens and teens to interact in ways beyond reading—drawing in them, writing in them, and exploring their thoughts and feelings. Why do kids love them? Because they’re fun—and writing in them is an act of ownership.

For those of us who teach language arts: how can we take a middle school student’s excitement for activity books—and bring it into the classroom?

Sylvia Vardell and I are trying to do just that with our newest collaboration, You Just Wait: A Poetry Friday Power Book, published this month by our imprint Pomelo Books. It’s part activity book for tweens and teens; part verse novella; and part writing coach, combined in a way designed to gain the approval of both the school board and your favorite skeptical tween.


Here are the steps that we followed in creating You Just Wait. My part of the book came first.

—I took a dozen “outside poems” (“already-published poems” by eleven different poets, all found in The Poetry Friday Anthology for Middle School).

—I imagined how these outside poems could be woven together and wrote two dozen new poems that form a story featuring Paz, an Asian-Latina soccer player, her movie-loving cousin Lucesita, and Joe, Paz’s older brother, who dreams of playing basketball in the NBA. These new poems became “Response Poems” and “Mentor Text” poems as the book evolved.

Sylvia Vardell then added her magic touch. She:

—created twelve quick, creativity-spurring, PowerPlay activities;

—paired twelve Power2You writing prompts with my Mentor Text poems; and

—assembled twelve Resource Lists for writers (and readers) for the back matter of the book.

Here’s a look at PowerPack 5, one of the twelve PowerPacks in You Just Wait. You can find downloadable files at www.pomelobooks.com




We think we accomplished what we set out to do, but we’ll only know if we start seeing ragged, well-loved class sets of You Just Wait filled with scribbles. Send us your photos at infoATpomelobooks.com—we’d love to see them!

*********
Janet Wong is the author of 30 books including You Have to Write. She is the co-creator (with Sylvia Vardell) of The Poetry Friday Anthology series (www.pomelobooks.com).


Note: Some vendors such as QEPBooks.com are offering healthy discounts this month as part of the book’s promotional launch; please consider ordering some copies for your school. 

Monday, June 27, 2016

Get Hooked on Words: Kwame Alexander’s Booked



Kwame Alexander, Newbery award-winning author of The Crossover returns to center stage of the children’s literature world with another winning novel-in-verse. In Booked, Alexander introduces us to Nick Hall, the son of a linguistics professor who, in Nick’s opinion, suffers from  chronic verbomania. Nick’s dad has a serious obsession with words and insists that his soccer playing son memorize the dictionary he wrote. Nick’s hilarious definitions such as “onomatophobia—noun: fear of hearing a certain word. DEAD!!!!!” will make middle school readers laugh out loud and inspire a new appreciation for the power of words. This book will make an excellent classroom read aloud and platform to discuss the inner meanings of words and how choosing the right word to describe your feelings can make all the difference. What’s more, the poetry is superb. There are so many ways this book can be used in the writing workshop classroom. I’ll list my top three below:

1.    Word Definitions—share Nick’s dictionary entries from Booked. Challenge your students to write their own creative definition of words. (ie: “wordbound: adjective: unable to find expression in words. Kinda ironic, right?”)

2.    Poetry Model/Mentor Text—Share “Texts to April” from page 232  which is a love letter from Nick to the girl of his dreams and a love song to poetry itself. “The poems were cool./The best ones were like bombs,/ and when all the right words came together/it was like an explosion.” Ask your students to write a poem in the form of a long text.

3.    What was in Mac’s Dragonfly Box? Booked ends with an unsolved mystery. Nick’s favorite adult at his school, the librarian, gives Nick his special Dragonfly Box. The last line is “You’ll never believe what was inside . . .”  Ask your students to write a story about what was inside the box, why it was a great gift for Nick and what Nick did with the Dragonfly Box after the novel ended.

Happy Verbomania!!


Monday, May 9, 2016

CHARACTER HAIKU

Guest Post by Claudia Mills

      As a child I loved to write poetry. As an adult, I’ve felt too intimidated even to try, with one exception. I love to write poetry “by” the characters in my stories. I created child poet characters in a number of books, such as Lizzie at Last and Dinah Forever, and had tons of fun writing poems that Lizzie and Dinah might have written. There is something liberating about writing poems under an alias. It frees me from fear that my poem won’t be good enough, because after all, this isn’t really “my” poem, it’s Lizzie’s or Dinah’s.


        In my forthcoming book The Trouble with Babies, the third book in my Nora Notebooks series, the kids in Nora’s class are writing haiku for a poetry unit. So I had the challenge of writing haiku for each featured character in the class.

        Emma dotes on her cat, Precious Cupcake, so I gave Emma a cat-loving haiku:

Precious Cupcake
by Emma

My cat is the best.
White, soft, fluffy, blue eyes, tail.
She is the cutest.

Critter-loving Amy is disappointed that her mom won’t let her get a pet snake:


When I Grow Up
by Amy

When I’m a mom some-
Day, my kids can have ten snakes
And I’ll say “Hooray!”

          Tamara is the class dancer:

Hip Hop
by Tamara

When I start to dance
My feet have their own ideas.
My body follows.

          After explaining the classic haiku structural pattern of three short lines with 5-7-5 syllables, have students write haiku “by” the characters in a favorite book, or a book report selection, or a classroom read-aloud.

          If students will be using a common text, ask them collectively to recall as many characters as they can, listing the names on the board for easy reference. As each character is mentioned, have students refresh each others’ memories about key traits or scenes in which they appear. Then it’s time to start writing.

          It can be fun to compare student poems written “by” the same character. If the text is Charlotte’s Web, for example, all kinds of poems “by” Wilbur may emerge:

                              I may be a runt.
                              But I can be terrific.
                              And radiant, too.

Or:

                              I’m glad I’m a pig.
                              But I hope no one makes me
                              Into a pork chop!

Or:
                              The best kind of friend
                              Is a spider who can write
                              Words into her web.

Note that this last poem is about Charlotte, but written by Wilbur, as he reflects on Charlotte as wonderful friend. But if students get confused and write their poems about, rather than by, their chosen character, they are still generating poetry and linking it with their insights into literature.

          Once you get started writing this kind of short verse, it’s hard to stop. That’s the power – and pleasure – of character haiku.


BIO: Claudia Mills is the author of over 50 books for young readers, including How Oliver Olson Changed the World (an ALA Notable Book of the Year) and The Trouble with Ants (starred review in Publishers Weekly), as well as the Franklin School Friends series of chapter books from Farrar, Straus & Giroux. Claudia lives in Boulder, Colorado, with her family and her cat, Snickers. Visit her at www.claudiamillsauthor.com.