Educators’ Guide for A Universe of Wishes Edited by Dhonielle Clayton

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A Universe of Wishes
Editor: Dhonielle Clayton
Authors: Tara Sim, Natalie C. Parker, Libba Bray, Anna-Marie Mclemore, Kwame Mbalia, V.E. Schwab, Rebecca Roadhouse, Nic Stone, Jenni Balch, Dhonielle Clayton, Mark Oshiro, Samira Ahmed, Tessa Gratton, Zoraida Cordova, Tochi Onyebuchi
Published: December 8th, 2020 by Random House Children’s Books

Summary: From We Need Diverse Books, the organization behind Flying Lessons & Other Stories, comes a young adult fantasy short story collection featuring some of the best children’s authors, including New York Times bestselling authors Libba Bray (The Diviners), V. E. Schwab (A Darker Shade of Magic), Natalie C. Parker (Seafire), and many more. Edited by Dhonielle Clayton (The Belles).

In the fourth collaboration with We Need Diverse Books, fifteen award-winning and celebrated diverse authors deliver stories about a princess without need of a prince, a monster long misunderstood, memories that vanish with a spell, and voices that refuse to stay silent in the face of injustice. This powerful and inclusive collection contains a universe of wishes for a braver and more beautiful world.

Teachers’ Tools for Navigation and Discussion Questions: 

Please view and enjoy the educators’ guide I created for We Need Diverse Books for A Universe of Wishes:

You can also access the educators’ guide here.

You can learn more about A Universe of Wishes on We Need Diverse Book’s page.

Recommended For: 

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Author Guest Post: “Asking ‘What If’ About Our Real-Life Experiences” by Kevin Garone, Author of Night of the Living Toilet Paper

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“Asking ‘What If’ About Our Real Life Experiences”

Attempting to float a mattress across a pond sounds like the kind of thing that could only happen in fiction. But it happened in real life.

I would know, since I was one of the few to watch as three of my friends attempted to sail a queen-sized mattress across a local pond on a cold December night. I’d helped haul the thing through the dark, but I was at least smart enough to not try to float alongside them in the freezing pond water.

As it turns out, mattresses aren’t the best flotation devices. About halfway across the pond, the mattress began to sink, and my friends had to abandon ship and swim back to shore. The mattress stayed visible below the surface for about a week before it finally sank to the bottom.

Now, hopefully most students aren’t going to get involved in activities like that. But ideally, they still have plenty of everyday experiences that they can use as the basis for their own stories.

This can be a helpful way to adjust the often-repeated writing advice to “write what you know.” When trying to get students interested in writing their own stories, this advice can feel incredibly vague, and even overwhelming.

After all, when you’re a kid, what do you really know? If you feel like you don’t truly “know” a lot about anything, it could intimidate you from writing anything.

That’s why I feel it’s important to take this advice a step further. Saying to “write what you know” can feel like you need to know a lot about history, science, or some other subject. On the other hand, reframing that in the lens of your real-life experiences can suddenly make writing a lot less intimidating. After all, storytelling is a natural part of our day and how we relate events, even if we don’t usually think of it in that sense.

By reframing the mindset, students can find stories just about anywhere. Inspiration could come from:

  • Participating on a sports team
  • Clubs and other activities
  • Playing in a band
  • Working a summer job
  • An incident that took place on a family trip
  • People-watching at a park or mall
  • Activities with friends
  • Classmates
  • Stories they’ve heard from friends or family

Of course, there are a few caveats to go along with this. For one, kids can’t just write down what happened to them in real life; not if we’re trying to help them truly flex their creative muscles. This is where asking “what if?” comes in.

An attempt to float a mattress across a pond serves as the opening of my book Night of the Living Toilet Paper, the second in my middle grade comedy horror series. The incident in the book certainly has a lot of similarities to real life, but it is firmly grounded in the world of the story.

In real life, floating a mattress happened on a whim (teenage boys can be dumb like that). In the book, Marv, who is obsessed with preparing for an alien invasion, does this as an experiment to see if a mattress could be used as a means of transportation after ETs take over. That simple change in the who and why helps take things in a different direction.

The main threat that Marv faces in this book (a giant toilet paper monster) is also very loosely adapted from a high school friend’s plan to toilet paper our school. His plan never came to fruition, but it was definitely the kind of thing that felt like it belonged in a story somewhere.

Bringing these real-life incidents into the book required looking at them through the lens of “what if?” For me, asking “what if?” usually means taking something loosely connected from my real life experiences and placing it in a more paranormal setting. It also helps to have read (and watched) plenty of spooky stories for inspiration.

Young writers might need some prompts to get the “what if” mindset going. But with the right nudge, they can start reframing their experiences in a way that helps them rethink how they can be creative and come up with their own stories.

Some example prompts could include:

  • What if one of your experiences happened to your favorite movie/video game/book character? How would it happen differently?
  • If you had done X instead of Y, what would have happened?
  • Put your real-life experience into the world of your favorite book, movie, or video game. How would this different setting change things?
  • What if you had a parent with you instead of your friends — or vice versa?

Hopefully, by helping kids see that there is potential for interesting stories anywhere, they can become more interested in storytelling themselves — and more interested in getting out and living life so they can have those experiences to draw from.

Published September 23, 2025 by Temor Press

About the Book: In the sequel to I Know What UFO Did Last Summer, a few months have passed since Marv and his friends stopped what he believes was an extraterrestrial plot to take over the planet. But he’s not letting his guard down. If there’s one thing Marv knows, it’s that aliens could attempt another invasion at any time.

So when he spots an unmanned motorcycle racing into the woods, pursued by a paranormal investigator, Marv’s instincts scream that something very weird is going on. Marv tracks down the bike and hauls it to his fort for closer inspection. That’s when he sees it: a Sleech—one of the creatures he encountered last summer—slithering out of the motorcycle’s tailpipe.

But when Marv returns to show his discovery to his friends, they find the fort completely destroyed. The only thing left is his emergency stockpile of toilet paper.

And it’s alive.

Now Marv and his friends must unravel the mystery of the Sleech before their entire town is overrun by a monstrous swarm of toilet paper. Because if they don’t stop it in time…

It’s going to wipe them out.

About the Author: Kevin Garone is the author of I Know What UFO Did Last Summer and its sequel, Night of the Living Toilet Paper. He lives with his wife and sons in Arizona. When he’s not writing, you’ll probably find him reading, playing video games, hiking, or cheering on his favorite sports teams. Visit him online at https://www.kevingarone.com/

Thank you, Kevin, for pushing us to push our writers by using their experiences and a dash of imagination!

Author Guest Post: “Inspiring Young Writers Wound Up Inspiring Me!” by Julia Krebs Patterson, Author of Charlie and the Crystal Cave

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“Inspiring Young Writers Wound Up Inspiring Me!”

When I started writing my first book, I didn’t give a lot of thought to how my work as an educator would support my writing. Yes, being a teacher gives me some great insight into children’s interests, language, and desires. I’m able to tap into the exact age reader I am hoping to excite with this magical world of Charlie and the Crystal Cave. It wasn’t until I spent some time discussing my book with some 4th graders though that I realized just how valuable their insights can be.

My book was in the final stages of editing when I brought it to the 4th and 5th grade classes at the school I teach at. The teachers of these classrooms graciously agreed to use it as a read aloud. I was curious to see if the story made sense to the readers I was hoping to reach and if it would hold their interest. The teachers spent time reading the book aloud, one chapter at a time. The children would ask them to keep going, saying, “One more chapter please!” Different children would see me in the halls or out on playground and come up to me, telling me how much they liked my book.

Upon finishing the book, the teachers invited me to talk with the children about my process. I looked at this as a great opportunity to inspire students to write as well as get some valuable feedback from these readers. What I received was so much more. The teachers asked their students, “Do you have any questions for Miss Julia?” I received some very thoughtful questions about the characters and story as well as, “When will the next book be ready?” Then a child said, “I want more lore and origin story about King Louie.” The children around him nodded their heads. “Yeah, where did he come from?” and “How did he get inside the Crystal Cave?” questions came from across the room.

I was surprised by the enthusiasm of these students. I could see how empowered they felt connecting directly with the author of a story they cared so much about. The energy of the room was electric as we discussed the ins and outs of the story. I wrote down everything they asked or said, as their input was so valuable and I wanted them to know that. I didn’t go into this conversation thinking this would be a brainstorming session for the second book, but that’s exactly what it became.

I left that classroom, my mind ablaze with questions of why and how King Louie, a talking albino alligator, ended up in this cave. Was he born there or did he travel there? Was he always magical and could he always talk or was he once just a regular alligator? How could this back story support Charlie’s adventures moving forward? These young readers got me thinking in ways I hadn’t before and viewing the story from their perspective opened pathways I didn’t see. It’s my hope that these students were as inspired as I was by the discussion. Meeting an author is such a fantastic and tangible way for young readers to explore writing as well. Writing begins with imagining and I hope this experience showed these students how exciting writing can be.

If you are a teacher and have a connection with a local children’s author, consider bringing them in to meet with your students. This exchange is not only beneficial to the students who are exposed to real world creative writing, but also so valuable for the author who desires to create a perfect story for the right readers. Upon finishing the first book I had some thoughts of how the second book would start, but after having this conversation with these students, I have a much more complex plan for the story. I don’t think that would have happened if I hadn’t heard the desires of my targeted readers. And I look forward to giving them what they want! In fact, I can’t wait to get started writing.

Published July 22nd, 2025

About the Book: Some caves hide treasures. This one hides a magic world… and a destiny.

On his way to his first day of school in a new town, Charlie finds himself drawn to a strange cave in the woods. Inside this magical world of the Crystal Cave, he meets King Louie, an albino alligator, and discovers his true calling: he is the Creature Seeker. Charlie is King Louie’s only hope in finding the Crystal Creatures that have been stolen from the Crystal Cave and hidden across the globe.

With the help of the cave’s mysterious magic, Charlie must adventure to new places, overcome hidden dangers, and discover powers within himself he never knew existed.

Charlie and the Crystal Cave is a beautifully imagined fantasy adventure about bravery, discovery, and the shimmering magic just beyond the veil — perfect for readers ages 8-12 who believe the world holds more wonders than we can see. Also a great first chapter book for reading aloud.

About the Author: Julia Krebs Patterson began telling bedtime stories to her older son a few years ago. He specifically requested a story about an albino alligator inside a magic cave. As these stories unfolded, night after night, he would ask her to write a book. She finally wrote the first in a series of books called, Charlie and the Crystal Cave. Julia has a background in theater arts education and she has written plays for children to perform. Julia lives in Louisville, KY with her husband and two boys. They have a dog named Ranger and a bearded dragon named Draco. They all love to go out into the forest to explore or muck about in creeks together. Julia loves teaching children and works as a preschool teacher where she uses her creativity and story telling to infuse their learning.

Thank you, Julia, for sharing how your writers inspired you!

Author Guest Post: “Co-Authoring a Novel” by Amie Kaufman & Meagan Spooner, Authors of Lady’s Knight

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“Co-Authoring a Novel”

The number one question that we get asked when we do book events is: how do you co-author a novel?

Even now, over a decade since our first co-authored novel hit the shelves, we find ourselves a little baffled by the ubiquitousness of that question. We get asked it at every event, in every interview, whether we’re talking about a co-authored book or one we’ve written solo. For us, writing together comes so naturally that we find the fascination with the process a bit confusing. At first, we even struggled to answer reader questions on that front because we couldn’t quite figure out why people kept asking us that question.

“But what happens when you disagree?” asked one reader, insistent. “Which one of you has the final say?”

We just eyed each other across the signing table, realizing that we had no answer for that. We never disagree.

To those of you now reading on with some skepticism: yeah, you’re not wrong. Of course we disagree, but the point is we never disagree in ways that put us on opposite sides of an issue. We actually learned very early on in writing our first book together that if we disagreed about what should happen next in our story, or what a character would say, or how the relationship arc would go, what was actually happening was that we were both wrong. Or, rather, we were both right—but going about listening to our instincts the wrong way. Amie thinks it has to be A, Meg thinks it’s obvious that it should be B – what’s really going on is that we’ve both missed the fact that the right answer is really the hidden, secret option C.

For instance, Amie might think the next scene ought to be full of action, but Meg thinks it ought to be a romantic scene. It’s not because one of us is wrong and one of us is right, it’s because actually what we’re picking up on is that neither of us has the perfect next scene. So we talk about why Amie feels the need for a fight scene—we need to see the characters showing off their strengths, perhaps—and why Meg feels more pulled toward romance—because we need to see the characters becoming closer, and cementing their bond. And it turns out that the perfect scene for both those things is actually a scene where they confront an obstacle together in a way that binds them and shows them being good at what they do.

Writing with a partner in a full, 50/50 split of the responsibilities requires the ability to set aside ego in favor of the book. It took us many years to figure out why this seemed to come naturally when it struck so many others, usually budding artists and young writers themselves, as strange. “I could never do that,” we keep hearing from readers. “Give up control that way!” But the truth is that any good, healthy relationship between friends (or anyone, really) demands that you value the strength of your connection over whatever project you might be embarking upon. From the very beginning, we always said that if writing together ever started threatening our friendship, we would simply stop. The friendship mattered most.

When we began writing Lady’s Knight, Amie suggested that we try a new way of outlining the book. Meg was a bit resistant to it, because that’s not how we’d worked before, and it wasn’t what came naturally to her, but we gave it a go and it turned out to be the perfect way of approaching this book. With the plot largely decided upon in advance, it meant that we could pour ourselves into the joyful anachronistic world-building, witty dialogue, and pretty much every joke we’ve ever wanted to put into a book we were writing.

Each book is a little different in terms of how we go about writing it, but Lady’s Knight was an exercise in joy and healing from the very beginning. Conceived of during the height of the pandemic, when we were all confined to our homes and wondering how many years it would be before we could see our loved ones in person again, this book just became our happy place. We’d call each other from opposite sides of the planet, bursting with ideas and jokes, laughing and writing them down as fast as we could.

We wrote about a girl who dreams of being a knight, and a noblewoman who finds herself put up as the prize for a tournament—and rather than waiting for someone to save her, she decides to engineer her own salvation. Each of the girls learn a lot about themselves, during the adventure that ensues. We learned a lot about ourselves, writing them.

We wrote this book to delight each other—whether it was breakfast on the balcony with plates of delicious pastries, a makeover scene with incredible fashion, a breathless rush through the castle after a falling-out, or the satisfaction of skewering a sexist old man (only verbally, don’t worry), we always came back to what we loved. We told a story from our hearts, and in pursuit of joy.

There’s a beautiful merging of egos, when you write something with someone you deeply trust, and even though this was our eighth book together, there was still a special kind of magic as we watched all our ideas merge into a very special “secret option C.” This book ended up being the best of both of us, and a love letter to our friendship, and it was such fun to write.

Published June 3rd, 2025 by Storytide

About the Book: An undeniably fierce, unforgettably funny, unapologetically queer feminist romp through the England of medieval legend. Bestselling and acclaimed authors Amie Kaufman and Meagan Spooner bring readers along on an epic quest for valor, freedom, and, above all, love. A Knight’s Tale meets the Lady Jane series, with a dash of The Great!

Gwen is sick of hiding—hiding the fact that she’s taken over her father’s blacksmithing duties, hiding her attraction to girls, hiding her yearning for glory as a knight.

Meanwhile, Lady Isobelle of Avington, queen bee of the castle, has never once considered hiding who she is—until now. She’s been chosen as the grand prize in the Tournament of Dragonslayers, to be given to whichever knight can claim her hand. And for the first time in her life, she can’t talk her way out of trouble.

When Isobelle discovers Gwen’s knightly ambitions, they hatch a scheme together—Gwen will joust in the tournament, disguised as Sir Gawain. Winning means freedom for Isobelle, and glory for Gwen. Losing means… well, let’s not go there.

One thing’s for sure: Falling in love was never the plan.

But the best laid plans…are often trampled all over by dragons.

About the Authors: Amie Kaufman is a New York Times and international bestselling author of young adult and middle grade fiction and the host of the podcast Amie Kaufman on Writing. Her multi-award-winning work is slated for publication in over thirty countries and has been described as “a game-changer” (Shelf Awareness), “stylistically mesmerizing” (Publishers Weekly), and “out-of-this-world awesome” (Kirkus Reviews). Her series include the Illuminae Files, the Aurora Cycle, the Other Side of the Sky duology, the Starbound trilogythe Unearthed duology, the Elementalstrilogy, and The World Between Blinks. Her work is in development for film and TV and has taken home multiple Aurealis Awards, an ABIA, and a Gold Inky, made multiple best-of lists, and been shortlisted for the Prime Minister’s Literary Awards. Raised in Australia and occasionally Ireland, Amie has degrees in history, literature, law, and conflict resolution and is currently undertaking a PhD in creative writing. She lives in Melbourne with her husband, daughter, rescue dog, and an extremely large personal library. Learn more about her and subscribe to her newsletter at amiekaufman.com.

New York Times bestselling author Meagan Spooner grew up reading and writing every spare moment of the day while dreaming about life as an archaeologist, a marine biologist, or an astronaut. She graduated from Hamilton College in New York State with a degree in playwriting. She’s traveled all over the world, to places such as Egypt, Australia, South Africa, the Arctic, Greece, Antarctica, and the Galápagos Islands, and there’s a bit of every trip in every story she writes. She currently lives and writes in Asheville, North Carolina, but the siren call of travel is hard to resist, and there’s no telling how long she’ll stay there. She’s the author of Hunted and Sherwood and the coauthor of the award-winning Starbound Trilogy (These Broken StarsThis Shattered World, Their Fractured Light) and the Skylark Trilogy (Skylark, Shadowlark, Lark Ascending). In her spare time she plays guitar, plays video games, plays with her cat, and reads. meaganspooner.com

Thank you, Amie & Meagan, for sharing your process!

Student Voices: George O’Connor’s Visit to Kellee’s Middle School

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I am so lucky because my principal began an initiative at my school where we get to have an author visit our school yearly (2024: Jerry Craft, 2023: Christina Diaz Gonzalez, 2022: Nathan Hale, 2020: Neal Shusterman, 2019: Jennifer A. Nielsen). The author sees all students in the school, so it is a great community literacy event for my school, and I love being able to bring this experience to all of my students each year!

 

This year, we hosted New York Times Best-selling Author George O’Connor!

We are so thankful to George O’Connor for being with us all day. Not only did he present to over 1,000 students, he did a signing time for any student who wanted his autograph; he did an author lunch with students who read over 6 of his books; he stayed after school to draw us a special image, finish signing anything left to sign, including bookmarks for each of our Olympians Community Night finishers (our literacy night that we hosted 2 days before his visit), and take pictures with the library team. It  was phenomenal!

Here are some reflections from my students after the visit. I asked them to think about what they learned, what they enjoyed, how they were impacted, or anything else they wanted to share:

  • I really liked the day. It was a fun experience learning about him and how he became an author.
  • I really liked the day! Meeting the author was exciting, and their presentation was inspiring. The workshop helped me think creatively, and I enjoyed sharing ideas with my classmates. It was a great experience that made me love reading and writing even more!
  • I liked it. George O’ Conner was funny and I liked how he gave a description of the god’s story.
  • I really like how the authors show the process of how they make the books that we read everyday
  • he said that we shouldn’t try to erase our mistakes and try to learn from them
  • George O’Connor taught me that you have to keep trying for your dreams because he got rejected from a job at marvel but eventually got it.
  • My biggest takeaway is that nobody is perfect, and it takes a while to get where you want to be.
  • My biggest take away from George O’Connor’s visit is that it’s ok to make mistakes. He talks about even as an adult, and artists, he still regularly makes mistakes, and going over how it is ok to do so was so refreshing to hear in a world where people are so often afraid to be anything but perfect. Really motivating and inspiring!
  • My biggest take away was when he told us that he started drawing at such a young age and has always had a passion for the Olympian books he has written.
  • An author visit is important because it inspires us to read and write. Meeting a real author shows us that we can be writers too! They share their stories and challenges, which motivates us to keep trying. It makes reading more fun and exciting, helping us appreciate our own creativity!
  • This visit was very important because these author visits can really help people get inspired and help them not doubt themselves.
  • This visit was important because it made me understand how George O’Connor made his books and his journey in general. It’s important and powerful to have an author visit our school because it gives us a chance to learn from people who have experience in actually making a book.

  • His advice about drawing about not being perfect was a HUGE takeaway for me.
  • My biggest take away was that nobody is perfect because I draw a lot and I make mistakes and I learned that it is okay to.
  • My biggest take away from this visit was that our changing moment in life can happen wherever and whenever.
  • My biggest takeaway was that your imagination can take you anywhere in life.
  • That it takes a long time to do things perfectly and to achieve something you are want so you have to be patience
  • George O’ Connor taught me some very valuable life lessons and made the presentation funny.
  • It impacted me because it allowed me to learn more about the writing and illustrating process, something which I didn’t know much about before.
  • It helped me understand better on how the author makes his books and connect to the author better which was good.
  • I learned some new stuff about Greek mythology that I didn’t know before.
  • It helped me understand the whole journey to become an author.
  • It’s important to have authors visit our school because it could help people who want to be authors in the future. It could also help someone find a new favorite book or series.
  • It is important and powerful to have an author visit the school in order to inspire kids to read more books and make the author more relatable and real, which I think could also encourage kids to pick up books and start reading more.
  • This visit was important because he first off is a New York Times best author which is crazy to think that he actually came to our school and that some people really like mythology books and George O’Connor is the best author for that.
  • Author visits are important because it can encourage people to read and for people who want to become authors to learn from them.
  • I think that it’s important and powerful to have an author visit our school because they can help give us advice and tell their story to people who enjoyed reading their books.

  • It was very impactful since I got to see the POV of an author’s life and how he draws!
  • This visit impacted me because it let me learn that even New York Best Time Selling authors make mistakes and learn from them to help them grow as a person and author.
  • The visit impacted me by showing me how much work goes into these books.
  • The visit really inspired me! Hearing the author share their journey made me want to write my own stories. Learning about their creative process showed me that it’s okay to struggle sometimes. The interactive workshop was fun and helped me think more creatively. Overall, it made me excited about reading and writing!
  • I thought it was really cool as his upbringing as an author and it is really motivating.
  • Having a yearly visit means getting to learn about the lives of authors, how they got to where they are, and what inspires them. This. in turn, inspires me to stay motivated and chase my dreams no matter what goes wrong.
  • Yearly author visits mean a lot to not just me but I bet to so many others too because its so cool getting to have a well known author come to our school and tell us their story and their perspective of their own books they wrote.
  • Author visits let me meet “famous people” that other people don’t get to meet and I get to meet the authors of the books that I love.
  • Having a visiting author yearly is something that excites me and is something for me to look forward to.
  • Having a visiting author yearly makes me read more books that I might not have read if it wasn’t for the author visit.
  • Yearly author visits mean that kids get to explore different genres and books. Like I did not know who George O’Connor was and I had never read his books but then I read them and now I love them.
  • Having an author yearly means a lot to me because they are really inspiring.
  • Author visits mean a lot to me because it shows that our school and staff want to put together something fun for us and that they care, Gorge O’Connor also took time out of his day to come see us.
  • Author visits educate children; it always makes them more tempted to read more and learn about the author. Also the author can teach us valuable things.
  • This visit was important because it helped us see and talk to George O’ Connor in-person, it also helped us learn more about Greek Mythology. It is important and powerful to have an author visit our school because it helps us talk or see our favorite authors and learn more about them. In addition, it also gives us a small break from school.

Another teacher also shared her students’ responses to “What I liked the best was…”

  • the way he explained his book and the way he drew ZEUS in 28 seconds; how he is able to make a small period of time into something really cool; When he showed his drawings/drawing fast
  • Book signings and pictures with him after school; seeing him at lunch; really enjoyed when I met him because he was really nice and caring
  • When he said that nobody is perfect and we can all make mistakes, that was really nice of him; 
  • My favorite moment from the author’s visit was when he told us the lesson which was like don’t be afraid to make mistakes and fail
  • How he used the errors without being scared
  • Funny stories; when he was making us laugh
  • I love this part because he explains books and explains how he did it. That’s why I love it.

As you can see from the comments and love, my students and I would highly recommend George for a school visit!

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Werewolf Hamlet by Kerry Madden-Lunsford

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Werewolf Hamlet
Author: Kerry Madden-Lunsford
Published February 18th, 2025 by Charlesbridge Moves

Summary: Humor, heart, and Shakespeare abound in this middle-grade novel about Angus, a 10-year-old theater fanatic, his struggling family, and his changing relationship with big brother Liam.

Perfect for fans of books that handle difficult subjects and family dynamics in a sensitive way, like Better Nate Than Ever and Rule of Threes.

10-year-old Angus is unique. He quotes Shakespeare and wants to stage a Werewolf Hamlet play for his 5th grade legacy project. Angus’s 17-year-old brother, Liam, is like a werewolf now—Angus never knows if he’ll be nice or mean or when he’ll sneak out to get drunk or worse.

Meanwhile, tension continues to build for Liam’s family in Los Angeles. Mom and Dad are going to default on the mortgage. Older sister Hannah is fed up and ready to move herself to Maine, and little sister Sidney doesn’t really get what’s happening. Then Liam goes missing, and Angus decides he has to find him.

A realistic, heartfelt look at the complexities of family relationships and struggles. Along with Angus’s loveable charm, sense of humor, and desire to stage his original play, Werewolf Hamlet is sure to win its audience—on and off the page—over.

“A story that is rich in wise insights.”—Booklist (starred)

About the Author: Kerry Madden-Lunsford has been a regular contributor to the LA Times OpEd page. For several years, she directed the creative writing program at the University of Alabama at Birmingham, where she is still a professor, and she taught in Antioch University’s MFA program in Los Angeles for a decade. She is the author of the picture book Ernestine’s Milky Way. She also wrote the Maggie Valley Trilogy, which includes Gentle’s Holler, Louisiana’s Song, and Jessie’s Mountain. Her book, Up Close Harper Lee, was one Booklist’s Ten Top Biographies for Youth. Her first novel, Offsides, was a New York Public Library Pick for the Teen Age. Kerry is the mother of three adult children, and she now lives full-time in Birmingham, Alabama. Visit her at kerrymadden.com.

Check out Kerry Madden-Lunsford on social!
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Review: As an educator, I have over the years sadly heard about so many different tough situations that my students were dealing with: being unhoused, divorce, death in the family, mental health struggles, etc. Too often, middle grade books stay away from tough topics because they are “too mature,” but anyone who has worked with middle graders has wished at different times that there was the perfect book to give to students at a certain moment of time but couldn’t find it–this book is going to be the perfect book at one of those times.

What an interesting mix within this book: Shakespeare, classic movies & movie stars, Los Angeles, growing up, foreclosure, runaway, pet wellness, friendship, and more. It seems like a lot, but it just works in this book because all of it is what makes Angus and his story come to life. Parts were hard to read, such as descriptions of Angus’s brother spiraling into addiction; Angus and his friends making more choices to find his brother; Angus’s families financial struggles and eviction; Angus’s dogs illness; and Angus’s struggles at school, but the author does a great job with including enough for emotional response and plot/character development and keeping the story developmentally relevant.

Educators’ Tools for Navigation: The publisher has created an amazing supplemental page for Werewolf Hamlet which will be perfect to use if teaching the book as a whole or if students are reading it in groups or independently! Visit https://www.charlesbridge.com/pages/werewolf-hamlet for resources about:

  • Insulting like Shakespeare
  • Geography and landmarks around Los Angeles
  • Classic films
  • Heroes of the silver screen
  • Hamlet

I also think that the book could be a great introduction to one-man plays, and students could take a story and transform it like Angus did with Hamlet.

Discussion Questions: 

There is a Reader’s Group Guide found on the publisher’s resource page, too!

Flagged Passages/Spreads: 

The Tar Feeling

Anybody can forget to wear shoes to school. Well, almost anybody. It’s an innocent mistake. And I didn’t forget my trumpet. Why doesn’t that count?

“Mom,” I say as she needles her way through crazy Los Angeles traffic to make it to the bus stop on time with all four of us kids in the car.

“People, I’m trying to sleep,” says my brother, Liam, who is seventeen and always sleeps on the way to school. That’s because he sneaks out at night. I’m not supposed to tell, and I’m going to make him quit doing it.

“We’re going to be late,” Hannah warns. She’s sixteen and thinks life would be perfect if only she’d been born in a hippie commune in the 1960s in Maine, the farthest state from California. She also loves sunflowers and paints them on her ceiling and makes us tiedye shirts. Mom and Dad call her a sunflower girl. She also loves an old-time singer, Joni Mitchell, and she plays her music loud to drown us out sometimes.

Sidney and I are who get dropped off at the bus stop first because we go to a magnet school far away. Sometimes we miss it, making Mom and Liam and Hannah late, and that means Mom grits her teeth and races to the next bus stop in hopes of still catching our bus. Those are not good mornings. After she drops us off, Mom drives to the high school where Liam and Hannah go, where she is the assistant girls’ volleyball coach and PE teacher. Their mascot is a tiger, so they are the Lady Tigers. Roar!

“Mom!” I yell again.

“What, Angus?” She blasts through a yellow light, eyes on the prize of the bus.

“I forgot my shoes at home.”

“We’re not turning around!” yells Hannah. “I have a test first period.”

Liam says, “Show some respect. I need to sleep. Geez.”

“Did you hear me, Mom?” I ask her.

Stony silence. From the look on her face in the rearview mirror, flaring nostrils like a bull and her fingers gripping the steering wheel, she hears me all right. But instead of turning around, she pulls up to the bus stop and says in a low voice, “Out. Now. Have a good day.”

“But Mom! I’m wearing only socks!” I stick a foot in the air.

Mom growls. Maybe more wolf than Lady Tiger, but for sure a growl.

My little sister, Sidney, tugs my arm. “Better forget it, Angus.”

“Fine! I’ll go shoeless! Who cares?” I climb out of the van, and then it happens. Mom yanks off her tennis shoes and hurls them out the window at my head while I’m standing in my socks on the curb with Sidney.

BAM! BAM!

Good thing I duck. Isn’t it against the law to throw shoes at your own children?

Read This If You Love: Sunny Side Up by Jennifer L. & Matthew Holm, The Seventh Wish by Kate Messner

Recommended For: 

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**Thank you to Blue Slip Media for providing a copy for review!**

Author Guest Post: “Me, Myself, and My Five Senses” by Sarah Suk, Author of Meet Me at Blue Hour

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“Me, Myself, and My Five Senses”

I spend a lot of time inside my head. This is something that’s always been true about me. As a kid, one of my favourite pastimes was playing pretend, letting my imagination run loose and turning my ideas into dramatic plays for my stuffed animals to star in or for my friends and I to adopt for the afternoon. Today we are princesses and Pokémon trainers—both, at the same time. Tomorrow we’ll be spies, detectives, dragons on a mission. I could spend hours outside with a bouncy ball, just bouncing it up and down the street while I spun stories inside my head.

Now as an author, many of my days are much of the same, though the rhythm of the bouncy ball has turned into the tapping of keys on my computer. And while I can say that letting my imagination run loose and turning my ideas into dramatic scenarios for my characters to star in is still one of my favourite things to do, there are times when being in my head feels more tumultuous than not. When the feeling of stuckness seeps in and spirals into a state of overthinking and then overthinking the overthinking (as one does), I begin to feel more like I’m in the passenger seat of my own mind than the one behind the wheel.

Something I’ve been trying to do lately is to spend a little less time in my head and a little more time in my body. One of the ways I’ve been doing this is pausing to make note of my five senses in real time. I’ll ask myself, what do I see? A chunky mug, red spines on the bookshelf. Hear? Construction outside my window. Smell? Leeks in the pan, my daughter’s baby scent. Taste? Water, cold and refreshing. Feel? The couch beneath me, holding me up. It brings me back to the moment in a tangible way that reminds me that I’m not actually falling no matter how far my mental spiral seems to go. I’m simply right here.

Curiously, the senses have made an appearance as key details in my most recent young adult novels. The Space between Here & Now follows the story of a teenage girl who has a rare condition that causes her to travel back in time to her memories when she smells a scent linked to them. And in my upcoming book Meet Me at Blue Hour, memories are erased through sounds collected on a mix tape.

While I didn’t necessarily or purposefully plan to write these novels centering the senses, I found that’s where my ideas naturally took me. And in writing these stories, I found something else: leaning into the senses is great for worldbuilding! There’s nothing that makes a setting feel more alive than being able to vividly see what your characters see, hear what they hear, taste what they taste. I recall receiving this writing tip from an author friend of mine years ago, but as someone who often gravitates toward scenes with two talking heads in a description-less room, I feel like I needed to write these stories with the senses as a focal point to truly grasp my own style with it.

Now, no matter what I write, I find this exercise helps ground me in the reality of the story, just like how it grounds me in the reality of my own life. So whenever I’m feeling stuck in my head or stuck in the words, I go back to the senses. I take a breath. I plant my feet on the ground. And I remember that I’m here.

Publishing April 1st, 2025 by Quill Tree Books

About the Book: Eternal Sunshine of the Spotless Mind meets Past Lives in this gripping, emotional story of two childhood friends navigating the fallout of one erasing their memory of the other, from acclaimed author Sarah Suk.

Seventeen-year-old Yena Bae is spending the summer in Busan, South Korea, working at her mom’s memory-erasing clinic. She feels lost and disconnected from people, something she’s felt ever since her best friend, Lucas, moved away four years ago without a word, leaving her in limbo.

Eighteen-year-old Lucas Pak is also in Busan for the summer, visiting his grandpa, who was recently diagnosed with Alzheimer’s disease. But he isn’t just here for a regular visit—he’s determined to get his beloved grandpa into the new study running at the clinic, a trial program seeking to restore lost memories.

When Yena runs into Lucas again, she’s shocked to see him and even more shocked to discover that he doesn’t remember a thing about her. He’s completely erased her from his memories, and she has no idea why.

As the two reconnect, they unravel the mystery and heartache of what happened between them all those years ago—and must now reckon with whether they can forge a new beginning together.

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About the Author: Sarah Suk (pronounced like soup with a K) lives in Vancouver, Canada, where she writes stories and admires mountains. She is the author of young adult novels Made in Korea and The Space between Here & Now, as well as the co-writer of John Cho’s middle grade novel Troublemaker. When she’s not writing, you can find her hanging out by the water, taking film photos, or eating a bowl of bingsu. You can visit Sarah online at sarahsuk.com and on Twitter and Instagram @_sarahsuk.

Thank you, Sarah, for this writing exercise to bring our writing to life!