Author Guest Post!: “Fostering Kindness and Empathy Through Literature” by Amalie Jahn, Author of The Next To Last Mistake

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“Fostering Kindness and Empathy Through Literature”

Kindness, at its very essence, is the quality of being friendly, generous, and considerate. Of course, these are all qualities we should all strive to exhibit, but as much as we’d like to think that kindness is something inherent in our society, quite the opposite is true.

Many studies suggest human nature drives us to be competitive instead of kind. It makes sense, since ultimately our very existence is tied to one simple goal: survival based on competition for resources. Our planet has a finite number of these life-sustaining resources so it seems obvious that, as a species, we would do whatever was necessary to make sure we secure enough of those resources for our own survival.

Unfortunately, kindness is actually quite counterintuitive to that.

Because let’s face it, if there are only three apples but four hungry people, what would compel anyone to share with someone else?

The answer, of course, is empathy.

Those people who recognize their own hunger in others are more inclined to share than those who don’t.

Although we are driven to survive through competition, we are also wired to empathize with one another. Empathy is a learned behavior, though the capacity for it is inborn. Think about empathy as an innate ability that needs to be developed. This quality is what ultimately gives us our humanity, but empathetic responses don’t just happen spontaneously. They need to be fostered, and because they aren’t necessarily our ‘go-to’ reaction, this is especially true for those of us who are wired for self-preservation.

Research shows people who value friendships, their social connections, and are embedded in their networks are more likely to display empathy than those who consider themselves outsiders. There’s a caveat to this, of course, and it’s that these empathetic people are inclined to reserve their kindness for the friends who are most like they are. While they show great consideration for the friends they understand, there’s often a limit when it comes to extending that kindness to those they see as “other.”

I believe, if we want to encourage empathy, the first step is to stop dwelling upon these differences and focus instead on those things in life which makes us the same.  In essence, we need to embrace the common human experience.

Love, loss, friendship, fear … these are all things every human experiences in life.  When we realize that, regardless of age, color, religion, or socioeconomic status, we are all far more alike than we are different and begin to celebrate those things that bind us instead of belaboring the minutia tearing us apart, we’ll be able to achieve our purpose in life – which is to care for one another and to be kind. 

This begins with feeling vested in the lives of other people.  When we focus on our differences, it’s difficult to experience empathy.  However, when we realize just how tethered to one another we truly are, we can begin to see through the veil which separates us and imagine other people’s lives as mirrors of our own.

I firmly believe that simple exposure to other people’s stories through literature will inevitably foster empathy and the capacity for kindness. Because, let’s face it, we all tend to be kindest to people who are most like we are, but if we can see ourselves in people who are different from us and understand that most human experiences are largely universal, we’ll start choosing kindness over competitiveness in our everyday lives. Books are tremendous tools in our arsenal for fostering kindness among the diversity of our world.

Books give us the opportunity to experience life through other people’s stories which often promotes understanding. When we spend 300 pages getting to know a person and their story, we’re more inclined to imagine ourselves in their shoes and empathize with them.

The empathy we develop through reading will inevitably breed kindness in the real world. The connections established inside the stories make it easier to identify and honor the fundamental truths behind our differences.

And when we understand and embrace our differences, kindness becomes our default setting.

About the Author: “Masterful character development and story lines woven with the common threads of human experience make Amalie’s novels relatable to both young and old alike. Her ideas are born from the passions of her own heart which she uses to share her vision of the world with her readers.”

​USA Today Bestselling author Amalie Jahn is the recipient of the Literary Classics Seal of Approval and the Readers’ Favorite Gold Medal for her debut novel, The Clay Lion. Her latest novel, The Next to Last Mistake, is a character-driven YA contemporary about cows, the power of female friendships, and finding your place in the world. She is a contributing blogger to the Huffington Post and Southern Writers Magazine, as well as a finalist in the 2015 Kindle Book Awards. A TED speaker, human rights advocate, and active promoter of kindness, she lives in North Carolina with her husband, two children, and three extremely overfed cats. 

About the Book: The Next to Last Mistake speaks to the beauty and richness that fills life when we cross race and culture to find common ground, forge new friendships, and challenge our own world view. Amalie’s novel speaks to a deep need in today’s America and will inspire young readers to reexamine the relationships in their lives.

Tess Goodwin’s life in rural Iowa is sheltered and uncomplicated. Although she chooses to spend most of her free time playing chess with her best friend Zander, the farm-boy from next door, her skills as a bovine midwife and tractor mechanic ensure that she fits in with the other kids at West Hancock High. But when her veteran father reenlists in the Army, moving her family halfway across the country to North Carolina, Tess is forced out of her comfort zone into a world she knows nothing about.

When Leonetta Jackson is assigned as her mentor, she becomes Tess’s unexpected guide through the winding labyrinth of cultural disparities between them, sparking a tentative friendship and challenging Tess to confront her reluctant nature. As the pieces move across the board of her upended life, will Tess find the acceptance she so desperately desires?

Thank you to Amalie for this post that truly embodies much of what we believe about how reading can help change the world!

 

Author Guest Post!: Classroom Activities with Anything Can Happen in Mrs. Whynot’s Room by Jayne Peters

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Anything Can Happen in Mrs. Whynot’s Room
Author: Jayne Peters
Illustrator: Traci Van Wagoner
Published October29,2014 by Puddle Duck Publishing

Summary: In Mrs. Whynot’s classroom writing is magical; pencils hover and clay characters come to life. But… everyone has something they find difficult and Marcy is no exception. She would like to do ANYTHING but write. She has NOTHING to write about. By talking to her classmates, playing with words and listening to stories Marcy realizes she has lots of tales to tell.

Classroom Ideas Written By the Author: 

To the reader, once a book has been published, writing can seem magical and easy. (Disclaimer: There is some magic in Anything Can Happen in Mrs. Whynot’s Room) However, writing is the product of many hours of thinking, talking, questioning, observing, reading, and imagining with a huge amount of perseverance, grit and love. These are some of the skills our students need to further their creative journey and their love of reading and writing.

So let’s start with the first hurdle. Everyone, at one time or another, struggles with capturing ideas to write about. Mrs. Whynot, in Anything Can Happen in Mrs. Whynot’s Room, generates excitement and urges her students to think differently. She encourages discussion and creativity when she hands each student a hunk of clay that can be molded into any character they’d like. She wants them to write about everyday things and to use their imagination. Students learn they have full control over their story and that anything can happen as long as they can convince their reader.  Mrs. Whynot gives some good advice when she says, “Write about what you know! Write about what you do! But most importantly, write about what you love!”

Read Aloud: Discussion Questions

Before Reading

Look at the cover

  1. Who are the author and illustrator?
  2. What do you notice?
  3. What do you think the book will be about?
  4. What characters would you expect to find in the story?
  5. Do you think Mrs. Whynot’s name was chosen for a reason?

Read the back cover

Synopsis: In Mrs. Whynot’s classroom writing is magical; pencils hover and clay characters come to life. But… everyone has something they find difficult and Marcy is no exception. She would like to do ANYTHING but write.  She has NOTHING to write about. By talking to her classmates, playing with words and listening to stories, Marcy realizes she has lots of tales to tell.

  1. What do you know now?
  2. What is one thing you find difficult?

During Reading

  1. Page 4: Look at the door. It says “Imagination Required”.  What does that mean?
  2. Page 4: Why did the author use the word trudged? If she used skipped, walked, ran, plodded, etc… would they mean the same thing? Discuss the importance of using verbs that carry the message you want as an author.
  3. Page 15: What do you think the grayed illustration represents? (Could she be imagining herself restless and tired as she tries to come up with an idea? Could she be thinking that her ideas are so boring, everyone has fallen asleep?
  4. Page 29: “She bounced up to the whiteboard and whirled around to face the class.” Discuss how Marcy is feeling now. What words did the author use to help you understand how she feels?
  5. Page 32: Talk about the gray bubble. (Do you think she is continuing her story that she shared with the class?)

After Reading

  1. Was the title an appropriate one? Why or why not? What would you call the book if it was your story?
  2. Can anyone make connections to Marcy? (Text to self, text to text or text to world)
  3. Make a list like the one below with the students as you discuss all of the things Marcy did to help her become more comfortable and confident writing:
  • Molding a clay character
  • Talking about and listening to ideas
  • Creating an authority list
  • Making an “All About Me” collage
  • Getting ideas from other stories and changing them to suit your writing
  • Becoming a word sleuth
  • Carrying a writer’s notebook everywhere so that you can write down ideas
  1. Have students:
  • create an “authority list” in their writer’s notebook listing all of the things they know about or like
  • create an “All About Me” collage to jumpstart their ideas
  • keep lists of interesting words as they are reading or listening to others. Interesting verbs can be especially useful.
  • Talk about their writing ideas and tell lots of oral stories
  1. Teach students to “Show Don’t Tell” when they write. When we read we often need to infer (read between the lines) so when we write we need to show the reader what is happening instead of telling them.
    Example: (Page 12) Marcy gulped, her hands began to sweat, and she stammered, “But I can’t write.” How is Marcy feeling? Nervous? Afraid? Unconfident? That’s way more interesting than if I just said: Marcy was nervous. “But I can’t write,” she said.
  2. Page 24: We hear the beginning of Larissa’s story. Challenge students to finish it. I would love to hear about the mischief Herman gets himself into
  3. Pages 31-32: Finish Marcy’s story for her. Figure out what the promise was her dad made to the witch and write about it.
  4. Traci Van Wagoner did an amazing job illustrating Anything Can Happen in Mrs. Whynot’s Room. Learn more about her: https://tracivanwagoner.blogspot.com/ https://www.tracivanwagoner.com/
  5. Have students mold their own clay characters and use them in their next story.

About the Author:  Jayne Peters is an elementary school teacher/ literacy mentor who has taught in Nova Scotia for twenty-five years. As a child she loved sneaking up on tadpoles, late night reading under the covers and spending time at the cottage. Today, she loves watercolor painting, sunny days and country music. She currently lives in a house filled with red heads, loves molasses on “Grampy’s” homemade bread and wants the covers to stay neatly tucked in at night. When she isn’t teaching, reading or writing you will find her practicing yoga and spending quality time with her family. She is the author of Messy Jessy, Messy Jessy Get’s Active and Whispering Wings (available both in French and English). Jayne lives in Lantz, Nova Scotia, with her husband and their three children. Visit her website at http://puddleduckpublishing.com

About the Illustrator: Illustrator Traci Van Wagoner holds degrees in illustration from Utah State University and in toy design from the Fashion Institute of Technology in New York City. A longtime member of SCBWI, Van Wagoner has illustrated many children’s books, and her work appears in magazines, newsletters, and on toys and games. When not painting, she is designing and developing games with her husband at Imagine That! Design, gardening on her roof, or walking her dog in the BIG city. Her motto is live, laugh, and learn.

Thank you, Jayne, for your great classroom ideas with your book!

Kellee’s School’s Author Visit with Jennifer A. Nielsen

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Jennifer A. Nielsen visited my school on December 4th, 2018, and today her newest book comes out (Deceiver’s Heart, Traitor’s Game #2!!!!), so I thought today would be the best day to share about the amazing experience she brought to my school and the superb person she is!

Jennifer was kind enough to have a very packed day with us! She did an assembly for each grade level where she shared that the secret to being a writer is asking questions:

  • Do you have stories? Do you have dreams? If you have dreams, your brain is creating a story. Are you curious? You can be a writer.
  • Writers do these things: Collect stupid facts but don’t collect stupid. Ask Questions. Gain knowledge. They write. They work to get better. They keep trying.
  • There are two types of people: One who says they are good enough. You’ll be passed by people who won’t quit until it’s great.

She also gave us a sneak peek of the Resistance book trailer that went live the next week!

Every group of students (at over 375 each) were captivated by her stories, her humor, and her truth.

 

During each grade level’s lunch period, she also was kind enough to eat lunch with students who had read two or more of her books. During this time, they could get their books signed and ask exclusive questions.

This lunchtime experience was so inspiring to these students! They still talk about what she shared and (as you’ll see in the last photo below) they helped write a quite hilarious story with her that was cracking everyone up:

  • Story in her head is like an itch that she can’t reach. She is happiest when she is writing because she is reaching the itch.
  • Story is everywhere. Everyone carries story with them. Just ask questions and tell the story.
  • She starts a story with the character in action. Helps the reader and writer get into the character’s head and puts the character into immediate trouble.
  • When she was younger, she didn’t know writing was a choice for something you could do.

 

 

Then Jennifer even stayed with us for the evening for another quick presentation, book signing, and cross-curricular events that tied her book into all the subjects.

 

All in all, the visit was life-changing for our HCMS students.

After the visit, I had my students write letters sharing how the event affected them:

  • Thank you so much! You have made a great impact on my life. I have never liked writing but your story about when you were in 6th grade made me realize that I can do what I put my mind to do. -Olivia M, 6th grade
  • I love reading your books because when I read your books it is so good that I read for hours without stopping. When I found out you were coming I got excited because I wanted to find out more about the author who wrote my favorite books. You taught me never to give up and to keep going for my dream no matter how long it takes. Your books have inspired me to create my own book and to be a writer in the future. -Jacob K, 6th grade
  • The things you said during your visit made me realize I’ll never get better if I don’t try. -Georgia B, 6th grade
  • I loved your assembly. Your stories were hilarious and you inspired me to write down my ideas. -Emily B, 7th grade
  • Thank you so much for visiting us. It was amazing and super fun. Your presentations were incredible and I loved the stories you told. They were sad but so interesting. Your tips for writing were so helpful and I plan on taking them to heart whenever I write. Your encouragement was inspiring. “All you need is 20 seconds of insane courage and I promise you something great will come of it. (Benjamin Mee)” -Duda V, 7th grade
  • Your books are amazing, the plot twists were breath-taking, and your books are meaningful and are powerful. -Molly N, 7th grade
  • I’m a huge fan of your books and it was a dream come true to meet you! I enjoyed making a story with you during my lunch time, and I will always remember your visit. -Mariana S, 8th grade
  • If you were here to inspire, you hit it on the dot. -Julia R, 8th grade
  • Thank you for not quitting and showing us that just because you fail once, or twice, or even hundreds of times, we should keep on trying. -Lorenza M, 8th grade
  • Everything that you said just inspired me to do something that would forever make the world better. -Jordan K, 7th grade
  • Thank you for all the words of wisdom and encouragement to write, and for that I’ll always be grateful. -Monika A, 7th grade
  • You are such a beautiful soul, and I am in denial that I had the chance to meet someone like you. -Amy C, 7th grade
  • You were right – stories are everywhere!.. You are funny and kind, and I love how you add little bits of yourself into your books. -Maelynn A, 7th grade

And I’ll end with this beautiful work. My friend, who teaches 8th grade ELA, had her students do a 6 word reflection with a visual to summarize either how they felt or what they learned:


“Good writing takes time and passion.” -Alexa F.


“Don’t let your ideas go away.” -Charlie B.


“Don’t think of ideas, execute them.” -Grace G.


“Failure is the pillar of success.” -Ramia A.


“All failures lead to a success.” -Paola A.


“Catch an ideas, don’t let go.” -Lauren T.


“To write, you mustn’t fear ideas.” -Ishika J.


“The first draft isn’t always perfect.” -Holly C.

Thank you so much, Jennifer, for coming to HCMS and inspiring my students in ways that are life-changing!

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Author Guest Post!: “The Writing Process” by Lauren L. Wohl, Author of Extravaganza at the Plaza

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“The Writing Process” 

Over the course of a career in children’s book publishing, I’ve had the opportunity to hear many wonderful authors speak about their “process” – how they approach that intimidating blank page – whether a notebook, a sheet of paper in a typewriter, or the screen on a computer.  Where do you begin? And then what?

The clearest answer for me was a comment Walter Dean Myers made in a speech. “Writers write,” he said.  That is the literary version of “just do it!”  When you have an idea that’s taken hold of you, start writing.  What you write probably won’t make it into the final version of your project, but it will help you exercise your writing muscles and fire up the connection between your thoughts and your fingers. While doing that, some good sentences will emerge; characters will introduce themselves to you; plots will begin to take shape.

This is not to say that you shouldn’t be thinking about all these elements, too – not just waiting for them to tap you on the shoulder.  Make notes.  Do research.  Ask questions of yourself and search for answers.  All of this becomes the soil your story needs to grow.  But keep writing through it all.  That’s the only way I know of to discover the voice that is right for this particular story – and voice is the hardest part to explain, or force, or fake.

For the three novels in my Raccoon River Kids series of chapter books, I started with a place – a small town where kids have lots more freedom than they do in cities – a place where they can hop on their bikes and go by themselves – even when they are as young as seven or eight — to a friend’s house or venture into the center of town with a park as its centerpiece, a community center, and an old town hall where the doors are always open.

That was the beginning. My early writing was about the town itself, but as I described its geography and places, I began to envision the children who would be at the center of the novels: a third-grade boy and his best friend, a third-grade girl. There was a third boy. too. He stood outside of things and had only contrary remarks about the other children’s plans.  I didn’t know why at first, and I knew I would have to explain it – first to myself, then to my characters, and finally to my readers, of course.

As I developed Raccoon River and the characters in my early unstructured doodling, I also found the voice for these books.  At first I thought I would have the older sibling of one of the characters be the narrator, but it became complicated.  She couldn’t be everywhere the kids were. And, if she had to be involved in everything that they did, the children could never keep a secret from her. And secrets are important to children of this age – I didn’t want to take that option away from “my kids.”

I decided on an omniscient narrator who could get into everyone’s head; a teller who could be behind the scenes and in front of them simultaneously; a non-judgmental, trustworthy observer with a sympathetic view and faith in the characters.

With all these puzzle pieces to manipulate, I started to write. I always begin at the beginning. Opening chapters are important to me.  Wiser authors have told me that I should never get attached to the opening I write.  They universally agree that as the story progresses, beginnings often need to be changed, or moved elsewhere, or simply dropped.  I’m sure that’s true, but I can’t get going until I have at least my opening scene written.

Writers have also advised me not to polish any writing until the entire first draft is written. Again, I’m sure this is good advice.  But I find it impossible not to fix something that isn’t working – whether it’s an ugly phrase, a bad choice of a word, or an entire episode that is … well … wrong.  The first thing I do when I return to a work-in-progress is read what I wrote the last writing session.  And make changes, sometimes big ones, sometimes little tweaks.  That gets me back into the voice of the story.

I write mostly chronologically.  But not always.  If some later adventure has been working itself out as I take walks or make dinner or watch the news, I write it out of order. I figure it will fit in somewhere.  Mostly it does.

When I have a good portion of the whole written, I step away for several weeks.  I might jot down notes if any random ideas come to me, but I don’t put them into the manuscript.  I try to remove myself from the story for a while.  When I return to it, there’s a strange sense that it was written by someone else, which allows me to see things more clearly.

The result of this round is a new manuscript.  I can move chapters around, clarify motivations, polish language, deepen my characters, and strengthen the logic in the plot that will lead readers through the novel.

At the round three stage, I work on chapter endings and beginnings to be sure the story flows through smoothly.  I look for secondary themes to amplify. I examine the actions of the characters and how they speak for consistency. Similarly, I check for character traits or habits that help identify one from the next for readers. Because these are chapter books for relatively new readers, I make sure there’s not too much description but that there is enough so young readers can find themselves in Raccoon River and put themselves into the story.

And again, I step away from what I am now thinking of as “a book” for a while.  If it holds together when I return some weeks later, then it’s ready for some feedback.  And that’s when the process starts all over again.

About the Author: Lauren L. Wohl has had a long career in children’s book publishing. She has a degree in Library Science and has been an elementary school librarian. She served as Director of James Patterson’s ReadKiddoRead program, taught writing at the college level, and now consults with several publishers and literary agencies. Stories she’s been reading in newspapers and seeing on television news programs about children stepping up to make kind, generous, and important contributions to their communities inspired her chapter books about the Raccoon River Kids: Blueberry Bonanza and now Extravaganza at the Plaza. She is also the author of a picture book, A Teeny Tiny Halloween, illustrated by Henry Cole and Zooapalooza, coming August 2019. A native New Yorker, Lauren enjoys life in her new hometowns of Lenox, Massachusetts and Miami Beach, Florida.

About Extravaganza at the Plaza (Raccoon River Kids #2): “It isn’t fair that our town doesn’t have its own theater,” eight-year-old Hannah complains. 

A lot of thinking, planning, dreaming, and list-making, and Hannah–along with the kids of Raccoon River–are up to their ears in a brand new project: saving the town’s old abandoned Plaza Theater. But first, they have to get a look inside. And it’s spooky in there-spider webs and creaky floors, and one slowly-swaying curtain. Can Hannah and her friends save the plaza? 

Lauren L. Wohl tells a story of determination and hard work, cooperation and more than little bit of luck where the kids of a small town make a real difference in their community, the first sequel to BLUEBERRY BONANZA in the RACCOON RIVER KIDS ADVENTURES series. Mark Tuchman illustrates the action with characterful drawings that enrich the tale.

Thank you, Lauren, for your post–it was fascinating to learn about your process!

Author Guest Post!: “The Student Body: Fostering Positive Body Images Among Students” by Leanne Baugh, Author of The Story of My Face

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“The Student Body: Fostering Positive Body Images Among Students”

I recently read a survey on StageofLife.com about how teens view their bodies. The article included the following statistics that are alarming but, sadly, not surprising.

  • 20% of teens are either rarely or never happy with their bodies
  • 31% of teens have at least one body part on which they would like to get surgery
  • 56% of teens feel that media’s advertisements are the main cause of low self-esteem

As a teenager (many, many years ago), I struggled with negative body image and pretty much fit into all the statistical categories above. Needless to say, it was a traumatic time in my life. As a Young Adult author, I wanted to find a story thread to explore this theme without writing an “issue book”. I asked myself the question: In a society that is obsessed with beauty, how would my protagonist, Abby Hughes, a seventeen-year-old with a severe facial disfigurement, overcome obstacles and navigate her way to self-acceptance? In the past months since The Story of My Face was published, I have been gratified to hear from readers—both teens and adults—who have been inspired by Abby’s journey.

Organizations such as Be You, Dove Campaign for Self-Esteem, Common Sense Media, and The Body Positive Site have tried to change the conversation about society’s beauty ideal. But, like Abby’s story in the novel, youth are still bombarded with unhealthy images and societal and media pressures about how they “should” look. And it’s taking its toll. Negative body image may contribute to academic problems, disordered eating, poor self-esteem, abandoning physical and social activities, and depression.

What can teachers do to promote positive body images among their students? Here are a few tips from nedic.ca:

  • Be a positive role model who is accepting of your own body.
  • Examine your own values and beliefs about body size and health.
  • Compliment students on their abilities, character, behaviour and other areas that they excel in, rather than their appearance.
  • Show students a variety of images that reflect diverse physical abilities, body sizes and outward appearances.
  • Reinforce the message that bodies come in all shapes, sizes, colours and weights.
  • Engage students in discussions that challenge messages regarding what society deems are desirable physical appearances.
  • Choose respectful language when discussing bodies and health.
  • Encourage students to accept and care for their bodies.
  • Promote physical activity because of its mental and physical health benefits—not to alter shape or size.
  • Teach students how to challenge body-based bullying.

It’s not an exaggeration to say that teachers have the ability to change students’ lives. Encouraging students to accept themselves, just as they are, could make all the difference in the world.

About the Author: Leanne Baugh has been a waitress, receptionist, teacher, stay-at-home mom, and a screenwriter. Leanne is passionate about books, films, beach walks, and hummingbirds. When she isn’t at home in Victoria, B.C., she’s off traveling the world.

About The Story of My FaceAfter being attacked by a grizzly bear in the Rocky Mountains, seventeen-year-old Abby Hughes’ facial scars are all she can think about, and all that she thinks anyone else can see when they look at her.

It’s now September, and Abby’s months of hiding out at home are over. Returning to high school feels as daunting as enduring seven plastic surgeries. She knew it would be hard to show her new face to the world, but she didn’t expect to be rejected by her so-called friends. If she wants others to move past the surface, Abby has to learn to do that herself. Her love of acting and her return to the drama club may be the key to going on with her new life, or it may be the disaster that sends her back into her protective shell.  Reminiscent to the book and film Wonder, Baugh’s story is full of the relatable struggles that teenagers face in high-school.  A character portrait on the importance of self-acceptance, The Story of My Face is a timely novel in the midst of the ever-growing image driven social media landscape.

Thank you, Leanne, for this inspirational post! All we can say is: YES!!!! Body positivity for young girls is so important and is life changing!

Teaching Tuesday: A Virtual Book Signing with Alice Faye Duncan

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A Song for Gwendolyn Brooks
Author: Alice Faye Duncan
Illustrator: Xia Gordon
Published January 1st, 2019 by Sterling Children’s Books

Summary: “The combination of biography and Brooks’ own poems makes for a strong, useful, and beautiful text . . . A solid introduction to a brilliant writer”—Kirkus.

Acclaimed writer Alice Faye Duncan tells the story of poet Gwendolyn Brooks, the first Black author to win the Pulitzer Prize.

SING a song for Gwendolyn Brooks.
Sing it loud—a Chicago blues.

With a voice both wise and witty, Gwendolyn Brooks crafted poems that captured the urban Black experience and the role of women in society. She grew up on the South Side of Chicago, reading and writing constantly from a young age, her talent lovingly nurtured by her parents. Brooks ultimately published 20 books of poetry, two autobiographies, and one novel. Alice Faye Duncan has created her own song to celebrate Gwendolyn’s life and work, illuminating the tireless struggle of revision and the sweet reward of success.

A Message from Alice Faye Duncan: 

“Dear Teachers and Librarians:

Welcome to my FIRST virtual book signing. In this media presentation you will see AND hear me read my new book A Song for Gwendolyn Brooks. It is the poet’s biography told in 9 short poems. Gwendolyn Brooks and her pursuit of words is lesson in audacity, tenacity and victory.  Her life is a journey that young readers can use to navigate this trying world.”

About Alice Faye Duncan: Alice Faye Duncan writes books for young readers and adults. HONEY BABY SUGAR CHILD is a mother’s love song to her baby. The lyrical text sings and swings just like music. One must read it aloud with LOVE, JOY and SOUL!

MEMPHIS, MARTIN AND THE MOUNTAINTOP (The 1968 Sanitation Strike) is a lyrical combination of poetry and prose that explores Dr. King’s assassination and his last stand for economic justice in the city of Memphis. The illustrator is Caldecott Honor recipient, Gregory Christie.

12 DAYS OF CHRISTMAS IN TENNESSEE is a child’s travel guide across the Volunteer State (GO VOLS!). Two cousins in ugly holiday sweaters visit important landmarks throughout the state, while traveling in a mini-van called the “Reindeer Express.” The illustrator is Mary Uhles.

A SONG FOR GWENDOLYN BROOKS will debut in January 2019. This is the first picture book biography to explore the life and times of Chicago poet–Gwendolyn Brooks. In 1950, Miss Brooks was the first African American writer to receive a Pulitzer Prize.

Have you heard the name, “Pinkney?” Alice’s book–JUST LIKE A MAMA will make its debut on Mother’s Day (2019). The illustrator is Charnelle Pinkney Barlow. Her grand father is Caldecott illustrator, Jerry Pinkney. Charnelle is a master artist too. Get ready to be charmed with impressive images and a lyrical text.

Thank you so much to Alice Faye Duncan for sharing this amazing reading with us! The Virtual Book Signing, more about Alice and her books, and FREE LESSON PLANS for her books can all be found on her website: https://alicefayeduncan.com/.

Author Guest Post!: “Curiosity, Ignorance, and the Big What If” by Jeanne Moran, Author of The Path Divided

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“Curiosity, Ignorance, and the Big What If”

My novels were born of my curiosity and my ignorance.

Books I’ve read and movies I’ve seen about Nazi Germany tend to focus on the war and the horrors inflicted on Nazi targets. These stories are typically told from the perspective of either the regime’s victims or the WWII victors.

Enter my curiosity. As a second-generation American of German descent, I wondered about the German experience. If my grandparents hadn’t emigrated, my parents would have grown up in Nazi Germany. Their school curriculum would have been Nazi-designed and approved. They would have been members of Hitler Youth, as was the law. They would have been bombarded with the regime’s version of news through government-controlled media. Perhaps they would have been caught up in the fervor of a torchlight parade or an enormous rally.

I knew the Nazis were good at brainwashing their citizens – they had spewed propaganda into German minds for six years before war broke out. But I wondered, what if a regular teenage German thought for herself? What if he was headstrong and independent and refused to go along with the crowd?

My curiosity led me to the US Holocaust Memorial Museum. There, I bought a little brochure in their Victims of the Nazi Era line simply labeled “Handicapped.” As the sister of a developmentally disabled woman and as a practicing pediatric physical therapist, I was curious.

Then I was stunned. There I was, 50 years old, learning for the first time about a Nazi pogrom focused on exterminating people with disabilities. I had literally spent my entire life surrounded by people with disabilities, and yet I was ignorant of this T4 pogrom.

When I asked a few librarians, they spoke of titles that ‘may have mentioned it’ but knew of none that specifically showed people with disabilities as targets of Nazi aggression. Since I couldn’t bear the thought of readers missing that important piece of history, I wrote the YA novel Risking Exposure.

When it was published, I was satisfied that I’d told the complete tale of those characters. Some readers, including my own mother I should add, contacted me to say, “And? What happened next?” Although delighted that readers wanted to spend more time with my characters, I dismissed requests for ‘the rest’ of the story. I needed respite from the darkness of Nazi Germany.

A year later, and I tell you this in full trust that you won’t call the men in the white coats, I awoke with a grouchy old man’s voice in my head. Without knowing who he was, I stumbled to the computer and documented his words. About five hundred words into his dictation, I realized he was an unrepentant Nazi. After another five hundred words, I recognized him as the antagonist from Risking Exposure, but six decades older. The seed for his half of The Path Divided was sown.

When I revisited the character of the antagonist’s sister and found her still in 1938 (I’m not a time traveler, just a writer,) her story grew also. I interwove her historical narrative with his more contemporary one.

My research for The Path Divided turned up some lesser-known Nazi initiatives and events. My poor characters. I allowed her to get caught up in the crowd hysteria of the Nuremberg Rally. I made him participate in the systematic kidnapping of ‘Aryan’ children for the Lebensborn program. Those details not only create the backdrop for a historical tale that ‘could have happened,’ they also give a truer perspective of what it must have been like to be a teen caught in the insidious grasp of Nazi protocols.

I also learned that the Romany people were early targets of Nazi aggression, another seldom-mentioned group for the victim list. When some Romany characters presented themselves to me for inclusion in this novel, they brought their magic with them. How wonderful, I thought as I wove bits of magical realism into the novel, the Nazi era could have used a little magic.

To balance the need for historical accuracy (and a touch of magic) with my own need for hope and decent behavior, I was delighted that my research uncovered a seldom-mentioned effort called the Kindertransport. That international program created a safe means for the mass emigration of vulnerable children from Nazi Germany and its occupied lands. Ten thousand (yes, 10,000!) children who probably would have been killed by the Nazis during the war years were instead saved through this program. Legally and with the cooperation of the Nazi Party and the governments of the host nations, these children were identified and sent to foster homes in England and several other European countries. What an outstanding example of cooperation and kindness before the dark curtain of war fell across the world.

After a decade of research and writing, I can say with some confidence that I am no longer ignorant about the Nazi regime. My curiosity about that era is satisfied. As a writer, I’m done with the Nazis.

But then again, what if…

Book Summary:

Because every choice has its consequence….

When a magical picture frame reveals the danger facing a teenage traitor, her best friend hatches a plan to sneak her out of Nazi Germany. Options are few. Choices are desperate.

Decades later, an aged Nazi hiding under an alias plans to die with his secrets intact. Confronted with his role in the fate of his sister and her best friend, he must decide: maintain his charade or face the consequences of the path he chose so long ago.

In this powerful conclusion to Risking Exposure, interwoven tales of guilt, sacrifice, and hope crack the divide between personal safety and loyalty to those we claim to love.

Author bio:

The author of Risking Exposure (2013,) Mikey and the Swamp Monster (2016,) and The Path Divided (2018,) Jeanne Moran reads and writes stories in which unlikely heroes make a difference in their corner of the world. In her everyday life, she strives to be one of them.

Find her at https://jeannemoran.weebly.com, or connect with Jeanne Moran, Author on Facebook or Instagram.

Thank you, Jeanne, for your post! What a great example of author’s thinking!