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!

 

“Thinking with her hands”

by Karen Leggett Abouraya

Maya Lin has built monuments in clay, granite, water, earth, glass and wood. Her most famous monument is the Vietnam Veterans Memorial, an opportunity she won in a contest she entered anonymously as a college student.  It was controversial from the beginning.  Critics wondered why a person of Asian heritage should design a monument to veterans of a war fought against Asians. Others criticized what appeared to them as a black scar in the earth. But now this monument in Washington, D.C., is visited by more than three million people every year.

Vietnam Veterans Memorial/Creative Commons photo

Susan Goldman Rubin’s new and highly acclaimed biography of Maya Lin – Maya Lin: thinking with her hands - includes photos of the many more monuments and sculptures she has designed, along with her struggles about whether and how to design each one. 

                                    

“I try to understand the ‘why’ of a project before it’s a ‘what.’”

She used the Civil Rights Memorial in Montgomery, Alabama, to “give people an understanding of what that time period was about.”  She literally sculpted the earth to create a grassy Wave Field at the University of Michigan’s aerospace engineering building. She redesigned an old barn for a retreat center in Tennessee for the Children’s Defense Fund. 

Not only is Maya Lin: Thinking with her hands a thought-provoking story of how an artist works, it can spur conversations and writing as well.  It could be a perfect way to open a discussion of national and local monuments – including the many that are controversial right now - but you could also have students : 

·       Write about a monument or statue in your town. What does it mean to you? Why is it important for that statue to be in your town?

·       Do you think there are other monuments that could be added or removed from your town? Write a persuasive essay explaining your reasons.

·       If your school is named for a person, what sort of monument would you create to honor that person? This could be a class project, especially for younger children. (My own children’s elementary school in Montgomery County, Maryland, was always known just as “Barnsley.” Turns out it was the first Montgomery County school named for a woman. Lucy V. Barnsley not only taught for 35 years, but also donated books to start the first library in Rockville and started the Retired Teachers Association in the county.)

·       Design a monument to any person or event that is important to you and write an artist’s statement about your monument.  Maya Lin’s essay about her Vietnam Veterans Memorial competition entry is included in the book, but may also be read here.

Maya Lin expects her last commission to be a project called “What is Missing?” at the Cornell Lab of Ornithology in Ithaca, New York. This ecological history of the planet invites scientists, conservationists and everyone to find ways to “learn enough from the past to rethink a different and better future.” And that can spark many many more writing ideas.

 https://childrensbookguild.org/index.php/karen-leggett-abouraya

Dramatic Histories & The "Write" Stuff

by Jacqueline Jules

“If we can’t agree on anything, how can we stay one country?”

“But we could have even bigger problems, if we break apart.”

In my book, Unite or Die: How Thirteen States Became a Nation, the students of the imaginary school of Forest Lake Elementary perform a play about the 1787 Constitutional Convention. It is a story which unfolds during a very hot summer in Philadelphia at Independence Hall. Fifty-Five delegates argued bitterly over representation in Congress and at one point, it looked like the convention would break apart. Benjamin Franklin called for prayer and it was said that George Washington looked as glum as he did during the dark days at Valley Forge. The stakes were high. The fledging country was on the brink of collapse. If the delegates had not come up with a compromise, America would not be the nation of fifty states it is today.

The conflicts and compromises of the Constitutional Convention provide a wealth of material for theatrical performance. For a short version of Unite or Die: How Thirteen States Became a Nation, please check out the Reader’s Theater available at this link.

American history is filled with dramatic moments suitable for reader’s theater. And online resources at The National Archives offer primary documents for your students to research and write their own dramatic sketches. Here are some writing ideas with corresponding links.

Idea # 1: The National Archives has a copy of Eleanor Roosevelt’s famous resignation from the Daughters of the American Revolution over their refusal to hold a concert with Marian Anderson at Constitution Hall. A letter in response from the DAR is also available at this link along with information about the historic concert on Easter Sunday in 1939 when Marian Anderson sang to a crowd of 75,000 people at the steps of the Lincoln Memorial.  After examining these primary documents, students could write a radio play with characters playing the part of Mrs. Roosevelt, the DAR president, and Marian Anderson. Reactions from the press and the public could be included.

Idea #2: Transcripts of the Lunar Orbit of Apollo 8 in 1968 are also available online at The National Archives . Students could write an interview with the astronauts describing what they saw and how they felt based on these eyewitness documents.

Idea #3: Susan B. Anthony surprised the registrar in Rochester, New York when she showed up demanding to vote in the 1872 presidential election. The National Archives has primary documents of the hearing which took place after her arrest. Students could re-enact Susan B. Anthony’s historic arrest based on those transcripts.

The Library of Congress also has wonderful resources for primary research. Creating a dramatic sketch based on historical documents is an exciting way to combine research and writing skills.

https://www.archivesfoundation.org/event/write-stuff/

A great opportunity for enhancing those skills will be available at a free literary festival called THE “WRITE” STUFF which will take place at The National Archives this summer on July 7 and 8, 2017. 

On July 7^th, students  will have the opportunity to hear a panel of nonfiction authors including John Hendrix, Syl Sobel, Susan Campbell Bartoletti, Tonya Bolden, and myself. Afterwards, students can choose a hands-on workshop with an author of their choice. Information to register is available here.

On July 8, there will be a family literacy, writing, and research festival with featured authors and illustrators including Marty Rhodes Figley, Diane Kidd, Janet Macreery and others. 

Take advantage of these programming and online resources. Enrich your summer with nonfiction writing and research! 

Ann McCallum Wants Kids to Eat Their Homework!

by Joan Waites

We have all heard the excuse “the dog ate my homework” when a child forgets to bring in an assignment to school.  But, what if you told a student to “eat their homework?” You would definitely get their attention, and they just might learn math, science and history facts without even realizing it.

Author Ann McCallum has a unique approach to writing books that engage and entertain students while learning important content. I recently spoke to Ann about these books came to be.

1. Tell us a little about your background, and what inspired you to write books for children?

I’m a mom and a teacher. Now I teach high school students from other countries how to communicate in English. I’ve also taught in a one-room schoolhouse (A remote community in Northern Canada during my first year out of college), in two elementary schools, and at the college level at a university in the United Arab Emirates. Writing children’s books is what I love best. I have inspiration all around: the antics of my own kids growing up, my various students, and my subtle observation of the children in my neighborhood. Plus, I’ve always loved reading children’s books. Even now, I’ll read 10 children’s books for every one adult book.

2. The "Eat Your Homework" series of books is such a unique take on teaching math, history, and science. How did you come up with the idea to combine cooking and teaching these subjects?
I first thought about writing a book and in particular the “Eat Your Homework” children’s books when I was teaching math in elementary school several years ago. One day before Winter Break I had my students make mathematical gingerbread houses—they had to show examples of math in their finished products. The kids were ecstatic and their math connections were amazing. My idea to teach math through food took root, though funny enough, “Eat Your Math Homework” was the fourth book I had published. Cooking and math fits so nicely together not only for the obvious tie-ins like temperature and measuring, but because cooking is a motivating and kid-friendly activity that can serve as a springboard to learning. Take Fibonacci Snack sticks which focus on patterns. Making kebobs with fruit is healthy and fun. Add patterning, and there you have an easy math activity. Depending on the age of the child, you can get into the Fibonacci sequence which is a little more complex, or you can create a more simple pattern with fruit. The food and math connection involves looking at the world in a new—and delicious—way. Similarly, the relationship between science or history and food is just as tasty!

3. There must have been a lot of experimenting happening in your kitchen! How did you choose the recipes that would match the facts you were highlighting in your books?
Oh yes! All that time in the kitchen was really fun. I came up with the concepts I wanted to cover first and then the recipes. Next, I headed to the kitchen to create the original recipes. I had to build every recipe multiple times, measuring ingredients carefully and taking notes on things like pan size and oven temperature. One of my favorite experiments was when I worked to develop Invisible Ink Snack Pockets for the “Eat Your Science” book. I wanted to re-create a situation like painting lemon juice on paper and having the juice become visible when you put the paper near a heat source. My recipe takes this idea, but the invisible, edible “ink” is painted on a pizza dough pocket with a clean paintbrush or cotton swab. When heated in the oven—voila—the printing becomes visible!

4. What kind of reactions have you gotten from your young readers?
I have received fantastic enthusiasm whenever I’ve taken my books and ideas in front of young people. Kids are naturally curious. Even reluctant math or science kids have told me how much they now love the subjects. With the history book, young people have also told me how much they love connecting food to the topics in the book. George Washington and homemade ice-cream? Yum! One of my favorite questions of all time came from a young child during one of my Skype author visits. He asked me, “How much ink does it take to make a book?” I admit I was stumped with that one. However, I went to my publisher and found out that each “Eat Your Homework” book takes about 3 ounces of ink to produce. Amazing.

5. Are there any more "Eat Your Homework" books in the works and what are you working on next?
You know—I’m not sure. I keep thinking that we now need an “Eat Your Language Arts Homework” book, but I’m not sure how to write it. . . yet. I’ll keep thinking! In the meantime, I have a couple of picture books in the works as well as a middle grade novel. I plan to spend some wonderful, long summer days writing these and more books. Thank you for asking!

Thanks, Ann for stopping by!

www.joanwaites.com

THE PROBLEM WITH NO PROBLEMS

guest post by Jodi Moore

When I visit schools, I like to pose a question:

“If a football player runs the ball for 100 yards and scores a touchdown, is that exciting?“

I’m almost always met with a loud, unanimous “YES!”

But then I counter with:  “Is it exciting if there’s no one on the field to stop him or her?”

This picture usually elicits giggles, but the point is made. A game is only exciting if the players have to overcome obstacles.

The same is true of stories. A tale will fall flat if the main character doesn’t face problems. The more, the merrier! We want to cheer our players – and our characters – on to victory.

“If, Then” stories, like Laura Numeroff’s If You Give A Mouse A Cookie and its wonderful corresponding series, as well as my own When A Dragon Moves In and its sequel When A Dragon Moves In Again, can be used to illustrate how tension works in stories. In my debut picture book, the main human character is faced with convincing his family that his magnificent new dragon friend is real; in the second, he and Dragon must deal with the newest little addition to the family – a baby!

After a reading, ask students the following questions: Who is the main character(s)? What does that character want? What problems stand in his/her way?

Writing Exercise: Ask your students to write an “If, Then” story. Have them answer the questions above with respect to their own work. Challenge them to create three elements of conflict as the story unfolds, each one ramping up the tension (and excitement!), before resolving the problem.

Author bio: Jodi Moore is author of the award winning When A Dragon Moves In (Flashlight Press, 2011), its newly released sequel, When A Dragon Moves In Again (Flashlight Press, 2015) and Good News Nelson (Story Pie Press, 2012). Jodi is the proud, (admittedly) neurotic mother of two talented young adults and never ceases to be amazed at how far the umbilical cord will stretch. She loves connecting with readers through school and book events. Jodi lives in Pennsylvania with her husband, Larry, and an ever-changing bunch of characters in her head. Visit her website: www.writerjodimoore.com

Writing Connections with Science

by Mary Quattlebaum

How to connect writing and science?  Both are important areas for learning for students of all ages.  At the same time that you teach one, you might look for opportunities to reinforce learning in the other.

The website of the publisher of my new nonfiction picture book, Mighty Mole and Super Soil (ages 4-9), features an article with activities related to the book (including making a dirt cake) and Common Core-related projects.

Here are two activities that connect writing with science:

DIRT LETTERS: The United Nations named 2015 the International Year of Soils, in honor of this important resource.  Soil is vital to the health of the planet, but most humans rarely think of it because they can’t see it.

Classroom discussion:  Have students look around the room and out the windows and brainstorm ways that soil is important to life.

Writing:  Young elementary-aged children might choose one of those ways and write and illustrate a letter thanking soil for what it has done/gives and how that particular child has benefitted.  Older children might send their letters to a congressman.

Sharing:  Letters might be posted on a classroom bulletin board, to help celebrate World Soil Day on December 5 (as well as the year-long celebration).   Also the class as a whole might plant a seed or transplant a houseplant into a special pot so that students can feel soil and experience it through many of their senses.  (Chad Wallace brings the underground world to vivid life through his illustrations for Mighty Mole and Super Soil, and students might look at them as they illustrate their letters.)

Playing with Font/Letter Shapes:  Patty Arnold, the book’s designer, worked carefully with the font so that the title and words in the main story look “gritty,” as if they’re fashioned from soil.  As Patty says, the shape and design of the words can help to create a picture and enhance the story.  Students might make some of their words (such as “soil”) look as if they’re made of dirt, perhaps by using a brown crayon when writing that one word.

ARGUE ON PAPER:  Mighty Mole and Super Soil grew out of an ongoing discussion with one of my brothers about moles.  I was Team Mole, appreciating the shy mammal in our backyard.  Moles mix and contribute to healthy soil.  My brother was Team No Mole, irritated by the ridges and molehills in his plush lawn.  He called the mole a pest!  Doing the research to persuade him otherwise gave me the idea to write this book, which I dedicated to him. J

Classroom discussion:  Ask students to list creatures that many people label as pests (specific types of animals or weeds, perhaps).   Why are they considered pests?  What do they do that disturbs humans?

Research and Prep:  Ask students to each choose one of these “pests” and to research its benefits (find at least three).  Then ask them to close their eyes and “become” this pesky animal or plant.  What does it see, hear, smell, taste, and feel?  What is its world like?

Writing:  Continue to pretend to be that pesky animal or plant, and write a letter from it to someone (the world at large, an exterminator, a mole catcher, human parent, etc.) to persuade that person that it is not a pest.  Why should this creature or plant NOT be destroyed or removed?  Have students work in pairs to peer review one another’s work and enhance the persuasiveness.

Share:  Ask for volunteers to share and encourage students to send their letters to the person or to a newspaper editor or organization.

www.maryquattlebaum.com

FICTION VS NONFICTION: REAL OR IMAGINARY?

guest blog by Karen Deans

My two books, Playing to Win and Swing Sisters, are picture book biographies based on the lives of some remarkable women who defied racist and sexist barriers to become champions and superstars in their respective fields. They are written for children who are beginning to identify the differences between fiction and non-fiction writing. I often explain to students that my books are nonfiction, and based on real people and events that actually happened in the past. I talk about the importance of research, because non-fiction depends on it. Fiction, on the other hand, is a story that comes from the author’s imagination. It may require research, too, but it can be as fantastical as an author wants it to be.

Here are some classroom activities that will help develop and deepen an understanding of fiction and nonfiction writing.  Have fun!

1. Create a classroom chart: Make two columns with headings: Fiction and Nonfiction. Ask students to brainstorm words that relate to each heading and write them in the correct column. Fiction: poetry, pretend, imaginary, fantasy, talking animals, etc. Nonfiction: facts, biography, history, index, bibliography, etc.

Create a duplicate chart and brainstorm books they have read or will be reading in class. Add them to the new chart in the correct column. Have students describe elements from the first chart that were found in the books they mention. For example, Swing Sisters is both non-fiction and biography. While it doesn’t have an index, it has a bibliography. It is based on facts and not something imagined by the author.

2. Share a Story: Have the children write (or tell) a brief story, either from their imagination or from factual events. Then take turns reading them aloud and let the class determine if they are fiction or nonfiction. Sometimes it is obvious, but sometimes it is not. A fantasy story about a spaceship will obviously be identified as fiction. But someone describing a vacation to the beach might be creating something from her or his imagination. Discuss the elements that lead to their conclusion.

3. Historical Fiction Fun: For older children, depending on their ability, ask them to identify a real event from history, such as the signing of the Declaration of Independence. Ask them to write some factual elements from this event, answering the basic who, what, why, when and where prompts. Next, have them create a character, maybe a cat that sneaks into the room chasing a mouse. What happens next? Does a desk turn over? Is there laughter? Maybe a servant spills a pail of water and shrieks before climbing on top of a chair. How do the real elements mix with the imagined ones?

Karen Deans is a writer, painter and owner of a decorative art business, WoodenTile.com. She has written two picture books for Holiday House, including Swing Sisters: The Story of the International Sweethearts of Rhythm, which came out in March. She has worked as head scenic painter for the children’s theater Adventure Theatre MTC. This work has taken her to Broadway, as set painter for a musical adaptation of the children’s book Three Little Birds, based on the music of Bob Marley. She is the mother of three grown children and lives with her husband and kitty in Bethesda, MD. Visit her at www.karendeans.com

BREAKING OUT OF COMFORT ZONES

by Marcia Strykowski

I always used to think ‘Write What You Know’ was the best method for writing a story, but sometimes it’s surprising how changing it up can bring fresh ideas to your palette. In my books, Call Me Amy and Amy’s Choice, I have a connection to my main character—13-year-old Amy—because she lives in a tiny fishing village on the Maine coast that is very similar to where my grandparents lived all the while I was growing up. However, lately I’ve switched gears. My most recent work-in-progress is about a boy who lives in a big city.

Breaking out of your comfort zone by changing the way you always write can set your writing free, while avoiding the usual setbacks and roadblocks. Rather than thinking, ‘oh, he wouldn’t do that…’ think instead, maybe she would!

Many fourth and fifth graders are more comfortable reading and rereading the same series of books over and over and this may factor into their writing, as well. Here’s a fun way for your students to come up with new ideas to write about.

Give everyone in your class a slip of paper. Have them write three items on the paper: main character’s name, main character’s age, setting (city, country, space, under the sea, school, etc.). Collect the slips in order and then pass them out again in reverse order. This takes the pressure off. Rather than writing about their own very familiar beloved characters, they’re now writing about someone or something else.

Have them ask themselves ‘what if?’ as they write their stories. What if there is a sudden snowstorm? What if the bike gets a flat tire? What if the main character isn’t even human, but an alien, superhero, or beast? Write fast, the first lines that come to them. They shouldn’t think about it too much, just go with their thoughts and keep writing.

Another story starter idea is to pass out pictures from old calendars and have your students use the scene for their setting. No matter which methods they use, changing it up is bound to uncover all sorts of new possibilities for their stories.

After these mind stretching exercises, students can go back to ‘writing what they know,’ but hopefully they’ll be less wary of experimenting and including new ideas. Happy writing!

BIO: Marcia Strykowski works at a public library. Earlier, after earning her BS in Fine Arts, she worked for seven years in textbook publishing. She is a member of SCBWI. After numerous magazine and anthology contributions, Call Me Amy was Marcia’s first novel. It was chosen for Bank Street College of Education’s Best Books of 2013. Amy's Choice , a sequel to Call Me Amy, was released the following year. Both tween novels were published by Luminis Books. You can find out more about her and her books at http://marciastrykowski.com/

LET ART INSPIRE WORDS

by Karen Leggett Abouraya

During a recent visit to a Van Gogh exhibit with my young adult daughter, we listened to a cell phone description of the technical differences among the artist’s numerous paintings of a postman. Then we picked up a pamphlet describing the friendship Van Gogh enjoyed with the postman Joseph Roulin and his wife. “That’s what’s important to know!” proclaimed my daughter, who promptly bought the Washington, D.C., subway card displaying Van Gogh’s postman.

So why not let a work of art inspire youngsters to write their own stories?

Find paintings in a local museum or art gallery, online or in an art history book. Ask children to look at a painting with several questions in mind as they imagine their story:

-     who are the people in the painting?

-     how are they related or connected to each other?

-     what were they doing just before the painter fixed them on the canvas? what will they do next?

-     is the weather or atmosphere in the painting important to your story - is it a bright sunny day or a spooky, stormy night?

-     does the story have a happy ending or is there mystery or sadness?

If children choose a landscape or building, they can create characters to fill the space. Or children can read an artist biography and then write their story.  Two of this year’s Caldecott Honor books are biographies of artists - The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract Art by Barb Rosenstock, illustrated by Mary Grandpré and Yuyi Morales’ Viva Frida. In the Noisy Paint Box we read how Vasya Kandinsky saw “Thundering arches of aqua and ebony, with shrill points of cobalt and saffron…Vasya heard the colors singing…and saw the music dancing.” With those noisy colors in mind, what words and stories could be inspired by Kandinsky’s Two Ovals or White Zig Zag?

 http://childrensbookguild.org/karen-leggett-abouraya

WRITING ABOUT SUMMER JOY

by Alison Ashley Formento

It’s summer and when you’re not outside enjoying the beach or eating ice cream, you might be heading inside to cool off at a movie. Inside Out is the new animated feature from Disney Pixar and it’s worth your time to see this delightful film. This is no movie review, but when a story engages your emotions, whether in a book or a film, it’s something you want to share with others.

What’s your joy this summer? Is it a special vacation with your family? Biking with friends? Camping under the stars? Some people may prefer body-surfing at the beach, while others enjoy a lazy afternoon under a tree reading a new book.

Joy comes to each of us differently, and if you see Inside Out, a part of the film’s theme is how the feeling of joy or extreme happiness is deeply appreciated, especially after a sad or disappointing experience.

Joy-Sadness-Joy

Write about something that brings you joy in the summer. What makes you smile on a nice summer day?

Example: A perfect summer afternoon at a baseball game with your favorite cousin. Expand by describing the sights, sounds, smells, and experiences at this baseball game that help make you feel joyful.

Write about the opposite of your joyful experience.

Example: It begins to rain at the baseball game, stopping all play, and your favorite cousin’s train is delayed and he won’t make it after all. Expand details to show the elements of this experience, which bring sadness.

Write how joy returns after feeling sad.

Example: Perhaps the rain stops, a rainbow appears, and the baseball game continues. Best of all, your cousin arrives to surprise you at the game. Write details to show how this joy is fuller now, because it’s more appreciated after the sadness you experienced.

www.alisonashleyformento.com

Printmaking with Picture Books

by Joan Waites

With snow, sleet and rain still in the forecast, it’s sometimes hard to imagine that spring will ever arrive. One way to brighten up the classroom is to work on some springtime art and writing activities with your students, even though it may be a month or more till we see some green.

A project that is always big hit with my students (and one that produces successful results), is printmaking. When talking about and explaining how different types of prints are made, I will often use one or more picture books where the illustrations were created with prints (as opposed to painting, drawing, or digital art) to show as examples.

The artwork created by Caldecott winning artist Mary Azarian, is a great way to introduce students to the art of printmaking. In her one of many books, A Gardener’s Alphabet, Mary highlights her own garden filled with beautiful flowers. The illustrations are created with woodblock prints, which would be too hazardous a technique for little hands.  For making prints in the classroom, I use the simpler and safer technique below. Using this technique, have children illustrate some flowers in a vase or a garden scene as depicted in the picture book. Simpler lines and shapes produce better results as opposed to a lot of detail. Students could also write a short paragraph about their own garden, one in their community, or one they have visited. Ask them to describe the garden using details like smells, colors, and textures.

Making a Styrofoam Print

*Using inexpensive Styrofoam printing plates (purchased from art supply stores), or carefully washed, recycled meatpacking trays, have students draw with a pencil directly on to the plate, using firm pressure.

*Go over lines on the plate one more time, making sure the lines indented are thick and deep (without going all the way through the plate).

*Roll out some water-soluble printing ink or some heavy body acrylic paint with a brayer. If a brayer is not available, brush on paint with an inexpensive foam brush. Be careful to not fill the lines up with paint. If this happens, simply swipe out the excess paint from the lines with a pencil.

*Place a sheet of printing or other smooth paper on top of the inked plate, and firmly rub your hands over the paper using some pressure.

* Pull off the paper to reveal the print! The plate can be rinsed with soap and water, dried, and used again with different or multiple colors.

www.joanwaites.com   

Writing Folktales Author Interview: Nancy Kelly Allen

by Joan Waites

I recently had the pleasure of interviewing author Nancy Kelly Allen about her latest picture book release, FIRST FIRE, (Sylvan Dell Publishing, February 2014, illustrated by Sherry Rogers). Nancy and I have worked on two picture books together in the past, and have remained in touch over the years.

Can you tell us a little bit about your background and path to becoming a children’s book author?
My route to writing children's books is as winding as the mountain roads surrounding my home near Hazard, KY. I began my career as a social worker; then changed paths and taught social studies. From there I ventured into the world of books when I became a librarian. I have a Master's degree in Education from Morehead State University and another Master's degree in Library and Information Science from the University of Kentucky. I have written more than 30 picture books and two middle grade books.  Shhhhhh! Here's a secret to my writing. I have two canine writing muses named Jazi and Roxi that dream up stories and pass them along to me.

What made you decide to tackle a folktale for your latest picture book project?

I’m a retired librarian who has spent an entire career in the elementary school library, so naturally I’ve read my share of folktales…and loved them. My great-grandmother was a Cherokee. Simmering in the back of my mind for over a decade, I’ve considered retelling a Cherokee folktale if I found the right story. I’m always busy working on the next book, so I never actually took the time to track down a Cherokee folktale to retell. Then one day about a couple of years ago, I saw a book about the Cherokee Nation. I checked out all the books I could find on Cherokee stories in our local library. I read many, many stories, but none of them resonated with me the way FIRST FIRE did. It was love at first read.

Did you have a particular publisher in mind when approaching the subject matter?

I did not. I wrote the story and then began researching publishers. I sent the manuscript to two publishers and waited to hear back from them. When I heard, I received acceptance notices within the same week from both. I contacted the second publisher and turned down their offer.

What was your inspiration for writing this particular folktale?

This book is my tribute to my great-grandmother and our Cherokee heritage. As I began reading Cherokee and Native American folktales, I found FIRST FIRE and knew immediately that I wanted to retell it as a picture book. The story had all the elements I was looking for: a variety of animals, a conflict, a crisis, and an unlikely hero, all tied up with a happy ending.

What type of research was involved in writing the story? How did you approach the retelling of the story?

The research was not that difficult. I found the story in different books and versions. The difficult part came with keeping the story authentic and true to the culture. The storyteller in me wanted to tell the story with the most creative flair, but the folklorist in me warned: don’t stray too far from the original story. After all, it was not my story, but a retelling of a Cherokee story. I also spent time reading about the Cherokee culture and talking with members of the Cherokee nation in an effort to give credence to the retelling and to get the details correct.

How might teachers use this folktale in the classroom and for what age group(s)?

Creation stories unravel the mysteries of the origins of the world and/or that of animals and people. Many cultures have their own stories that are similar to the stories of other cultures half-way around the world where the tales developed independently of the other. The stories are sacred and reflect how the people and animals of the culture cope with everyday life. This book can be used in social studies class when studying cultures. It can also be used in science class when studying fire and animals, especially spiders. There is a section in the back of the book designed for educational purposes that is appropriate for primary grades and up through grade five.

What types of writing do you prefer, and why?

I enjoy writing fiction for children. I love the freedom fiction allows. I can be in charge of the fictional world and completely control the plot and characters. I’m Top Dog. The characters say what I tell them to say and do what I want them to do. In the real world, I’m not Top Dog, and I don’t control anyone around me.

I also enjoy writing creative nonfiction. I’ve never outgrown the inquisitive child living inside me. I say “creative” nonfiction because presenting facts and only the facts can be dull and boring. I like to wrap the facts in a narrative that uses literary styles and techniques to make the reader want to keep on turning the pages.

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