Author Guest Post: “The Real-Life Power of Genies” by M. Tara Crowl, Author of Eden’s Wish and Eden’s Escape

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The Real-Life Power of Genies

My middle-grade novels, Eden’s Wish and Eden’s Escape, tell the adventures of a twelve-year-old genie who comes to live on Earth. Like many authors, I make frequent visits to schools to speak to students about my books. When I’m there, I often ask what the students would wish for if they were to meet a genie. I’ve learned that, fictional though they may be, genies possess a very real special power: they are gatekeepers to the imagination.

Once they start talking about their wishes, even the quietest groups of students open up. They hear one another’s responses and change their own to make their wishes bigger, grander, or more refined. They’re bursting with thoughts and ideas as they engage and collaborate with one another. Sometimes, the teacher has to pump the brakes and set them back on course. And the way I see it, that’s a wonderful thing! I’d like to point out two valuable ways that teachers can make use of the three wishes fantasy and the response that it elicits.

First, there’s the creative momentum. When students imagine what their three wishes would be, they remove limitations of what’s possible or feasible, and their imaginations run wild. Why not use this as a launching pad for them to write stories? They can write about meeting a genie and making their wishes, and explain whether they received what they had in mind. Or they can write about wishes gone wrong, where a tricky genie like Eden doesn’t give them exactly what they had in mind. Or, there are the inevitable adventures after they receive—or don’t receive—what they’ve wished for. You can also encourage students to view things from the genie’s perspective. Would the student like to be a genie? Why or why not? There are so many possibilities, and writing these stories is exciting for students because the starting point is whatever their greatest fantasy might be.

The second valuable aspect here is that the teacher receives insight as to what’s going on in students’ minds. When someone shares what their wishes would be, they’re providing a glimpse into their dreams and desires. They might reveal mindsets and thoughts that wouldn’t have been exposed otherwise. For instance, once I was speaking to a classroom of fifth-grade girls who were telling me what they’d wish for. Nearly every girl expressed a desire to change something about the way she looked. It broke my heart, but it also drew attention to a problem that needed to be addressed. The school’s guidance counselor was in the room with us, and after hearing their responses, she told me it was clear that they needed to add a unit on loving yourself the way you are to their curriculum.

Stories are powerful, and there are always opportunities to use them in positive ways. I believe that the classic wish-fulfillment premise can motivate students to turn their dreams and fantasies into stories, and can also reveal what those fantasies are so that the teacher can nurture students’ minds more effectively. Genies may not be real, but they can have real power in the classroom.

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ABOUT THE BOOKS

Eden’s Wish
(Eden of the Lamp #1)
By M. Tara Crowl
From Disney-Hyperion
Release Date: September 1, 2015
Ages 9-12

All twelve years of Eden’s life have been spent in an antique oil lamp. She lives like a princess inside her tiny, luxurious home; but to Eden, the lamp is nothing but a prison. She hates being a genie. All she wants, more than anything, is freedom.

When Eden finds a gateway to Earth within the lamp, she takes her chance and enters the world she loves. And this time, she won’t be sent back after three wishes.

Posing as the new kid at a California middle school, Eden revels in all of Earth’s pleasures–but quickly learns that this world isn’t as perfect as she always thought it was. Eden soon finds herself in the middle of a centuries-old conflict between powerful immortals. A ruthless organization run by a former genie will stop at nothing to acquire the lamp and its power–even hurt Tyler and Sasha, the new mortal friends who have given Eden a home. To save her friends and protect the lamp’s magic, Eden must decide once and for all where she belongs.

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Eden’s Escape
(Eden of the Lamp #2)
By M. Tara Crowl
From Disney-Hyperion
Release Date: September 6, 2016
Ages 9-12

Eden’s new life on earth begins in New York City under the guidance of her new guardian: Pepper, a petite, bubbly genie alum who’s also a Broadway actress. Before she has a chance to settle in, though, Eden is whisked away for a granting–only to find herself trapped in a laboratory. David Brightly, owner of the world’s leading tech company, cares more about tapping into the lamp’s power than making a wish and starts performing tests on Eden. With Brightly’s plasma shield around the lamp, Eden has no way home. Left without a choice, she escapes the lab and goes on the run. After her daring exit, Eden finds herself on the streets of Paris–home to Electra’s headquarters. Left in a strange city with a price on her head (courtesy of scheming Brightly), Eden has to keep her wits about her. She dons a chic disguise and flits around Paris incognito, investigating Brightly Tech. Assisted by Pepper and her old adversary Bola, as well as some new friends, Eden embarks on a quest to retrieve the lamp and protect the secrets of the genie legacy.

Goodreads

PRAISE

“Crowl’s imaginative storyline rings with both perception and humor.” ―Kirkus Reviews

“Middle grade readers will enjoy the children’s autonomy and Eden’s humorous difficulties in grasping how school works…Hand this to readers who like their magical fantasy combined with middle school drama.” ―School Library Journal

“An imaginative romp with a smart, snarky protagonist and a humorous interpretation of the world as we know it…[Eden] is also just plain entertaining, with a sassy attitude and a clever wit that saves her on more than one occasion.” ―BCCB

ABOUT THE AUTHOR

mtaracrowl

Tara Crowl grew up in Murfreesboro, Tennessee. She studied Cinematic Arts at the University of Southern California, then received an MA in Creative Writing at Macquarie University in Sydney, Australia. She lives in New York City.

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Stories are powerful, and we can find all sorts of dreams within them! Thank you Tara for your post!

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Author Guest Post: “When an Academic Writes Fiction” by Tricia Clasen, Author of The Haunted House Project

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When An Academic Write Fiction

I adore stories. I want to listen to them, watch them, write them, tell them, and live them.  Publishing a novel, is truly a dream come true because I can’t wait to share one of my stories with the world. As a college professor of communication, however, I’ve also spent countless hours and pages (over)analyzing stories, themes, and characters.

So, what happens with someone who teaches gender and culture writes fiction? I felt some added pressure to think critically about the characters I was creating and what kind of potential impact they could have on the kids who would read about them. At the same time, I know it’s impossible to avoid all common tropes and stereotypes.

In addition to my forthcoming novel, I am also co-editor of a recently released Gendered Identities: Critical Re-readings of Gender in Children’s and Young Adult Literature (Routledge 2016), and one of my primary areas of study is communication and culture, which means I really should know better.  I do know better, but what happens when theory meets practice?

When I teach popular culture in the media, I encourage students not only to analyze messages but also to attempt to create popular culture artifacts such as an advertisement.  It forces students to consider what social constructions and stereotypes they rely on.

The goal isn’t necessarily to avoid all stereotypes because it’s not necessarily possible or realistic.  My hope is that we become a little more active in the process of seeing how things like gender and culture are presented in our characters.  In my case, at times, both my editor and I took a step back a few times to ask what was necessary to the story versus what might have been a description that only belonged in my head. I may have wanted to deal more overtly with some of the issues, but they weren’t central to this particular story which is focused on grief.  Sometimes, it added an unnecessary layer to explore a cultural dimension.

That doesn’t mean books like The Haunted House Project aren’t important to discuss in relationship to those themes. Even when stories aren’t really about gender or culture, they are still telling kids what’s normal and what’s expected of them.

Here are a few things that writers, readers, teachers, and parents can think about:

Character Interests

Yes, many boys like to play sports, and many girls like make-up. But if that’s ALL we see, it can limit the possibility for kids to think outside of a rigid expectations. Having a range of characters with a variety of interests and activities can go a long way to alleviate this.  It doesn’t mean that all girls in the story need to be math geniuses or that the boys should love to cook, but if kids can see options, it doesn’t pigeon-hole them.

Appearance

We probably talk more about this than any other aspect of gender and culture. Across all genres of popular culture, we critique the overt emphasis on physical beauty for women and girls. It creates unrealistic standards that influence self-esteem.  Boys face problematic portrayals as well.  In movies and television, boys are expected to be tough, tall, and muscular.  Young adult and children’s literature deviates a bit, likely because it’s a time when young men are still developing, but then descriptions focus on perfect hair and eyes, for example. In a world of budding romance and descriptive writing, it’s not surprising that appearance is used to explain attraction.

Language and communication

Generally, for boys, expression of emotions is limited to anger and frustration, and open and honest communication about feelings is practically taboo while girls are more “emotional” and may cry more often.

Girls tend to me more willing to talk about relationships and their feelings as well.  That may reflect reality for many people, but it certainly offers opportunities for students to address what is okay in relationships between friends and family members.

If a book (yes, even my own) does rely too heavily on these kinds of boxes, perhaps, students can be trained to see it and to call it out in their reading.

  • Even if, or maybe especially when, the themes of the book don’t center on gender or culture, pose questions in readings guides and discussion that help students draw make implicit assumptions more explicit.

For example, questions surrounding The Haunted House Project might include:

  • Why do you think Andie’s sister worked as a waitress?
  • Isaiah is openly described as geeky. Are those characteristics consistent for both boys and girls?  Are girl geeks different than boy geeks?
  • Engage students in an exercise where they are challenged to write a short story without using any gender stereotypes. They will probably fail, and that will open up a great opportunity to discuss why we rely on them and what positive purposes they can serve.
  • Challenge students to find problematic descriptions of characters that may limit the way they are visualized by readers.
  • Ask students how characters might communicate with each other differently if they switched genders or cultures.

In many ways, children’s literature is probably more open to bending and twisting cultural expectations than other storytelling genres.  Worlds aren’t as set in stone as they might be for older audiences.

It’s the perfect time for kids to start digging into all the social norms that go unstated in books they read.  Not only does can it give them better critical reading skills, they can better understand their own relationships as a result.

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The Haunted House Project
Author: Tricia Clasen
Published October 11th, 2016 by Sky Pony Press

Summary: Since her mom died, Andie’s family has crumbled. Instead of working, her dad gambles away insurance money, while her sister, Paige, has put her future on hold in order to pick up extra waitressing shifts. Andie’s afraid of what will happen if people find out just how bad things are. She’s not sure how long she can hide the fact that there’s no food or money in the house…or adults, for that matter.

When her science partner suggests they study paranormal activity, Andie gets an idea. She wants a sign from her mom—anything to tell her it’s going to be okay. Maybe the rest of her family does too. So she starts a project of her own. Pretending to be her mother’s ghost, Andie sprays perfume, changes TV channels, and moves pictures. Haunting her house is Andie’s last hope to bring her family back into the land of the living.

For anyone who loved Counting by 7s, The Haunted House Project is a journey through loss and grief, but ultimately a story of hope and self-reliance. As much as Andie has been changed by her mother’s death, the changes she makes herself are the ones that are most important.

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About the Author: Tricia Clasen is a professor of communication with specialties in public speaking and pop culture and a research focus on critiquing young adult fiction. Always a lover of a good story, she grew up spending her days reading and dreaming of being a writer. This is her debut novel. She and her husband live with their two girls in Janesville, Wisconsin.

Thank you for the insight!

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Author Guest Post: “Tricky Gods” by Dorothy A. Winsor, Author of Deep as a Tomb

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Tricky Gods

When you write a story set in a made-up or secondary world, one of the small but significant problems you run into is giving characters a good way to call on their god(s). They could be cursing, invoking a deity as witness, or maybe asking for a god’s help.

This is challenging because in a secondary-world story, the author makes up things like the god(s), the cultural notions of the afterlife, and what kind of supernatural creatures might be around to tempt or help a character. A character can’t say “hell” if the culture doesn’t believe in such a place, or “she looked like an evil cherub” if the world doesn’t have cherubs.

My first novel, Finders Keepers, is a middle-grade book which compounds the problem because people are naturally sensitive about their child being “taught” religious beliefs other than their own. In some ways, secondary world fantasy eases this problem because the made-up world makes it clearer that this is all pretend. Of course, the furor around witchcraft in Harry Potter shows that some folks are particularly guarded, which I completely understand and see as their right, though I know it means they’re unlikely to enjoy a lot fantasy novels, possibly including mine.

Assuming a reader is open to a world with different gods, though, how does the writer deal with how to invoke them? When I was drafting Finders Keepers, I was reading Patrick Rothfuss’s Name of the Wind, a wonderful adult fantasy. One of the characters in that book uses the exclamation “tiny gods.” I found that charming and suggestive of a whole world of beliefs that’s never spelled out.

So I asked myself, what would my characters say about the gods in Finders Keepers? The answer, I thought, depended on what those gods were like. And, not to sound too delusional, it occurred to me that I was the god of this book. I created the world and the characters. I decided what would happen to them. I even made the weather.

And what kind of god am I? I am, I hope, a tricky one. I believe the character who’s walking along thinking today went pretty well should have the fish cart next to her turn over and bury her in mackerel. I think the one who’s waiting to deliver a vital message to the duke should have a spark fly from the fire and set the message ablaze. The banana peels of life should be spread thickly in a character’s path.

Sorry, characters, but good times make bad stories.

So Cade and Roth look with awed disbelief at how the world treats them and breathe, “Tricky gods.”

I take it as a compliment.

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Deep as a Tomb
Author: Dorothy A. Winsor
Published October 12th, 2016 by Loose Leaves Publishing

Summary: Sixteen-year-old Myla feels the land in her blood and bones. Royal heir Beran wants revenge for murder. Forest native Kaven wants to protect Myla from every danger.

Like her people, the Westreachers, Myla’s tied to the green world through tombs the forest made when it made the people. So when she finds she can open tombs long thought sealed, she’s thrilled – until her father demands she use her power to help him rebel against the king. Myla would rather mix herbal remedies and spend time with Kaven, whose family is hip deep in debt and secrets.

Prince Beran is sent to impress the people of Westreach so the council will confirm him as King’s Heir. He’s to use his power to forward the king’s goals, but on his first day, an anonymous forester murdered the guard he loved like a father. Stone royal duty, because Beran wants revenge… he’s willing to make enemies everywhere to find the killer.

Thrown together as fosterlings in the same household, Myla, Beran, and Kaven must each decide how far they’re willing to use personal and political power to get what they want.

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About the Author: Dorothy A. Winsor is originally from Detroit but moved to Iowa in 1995. She still blinks when she sees a cornfield outside her living room window. For about a dozen years, she taught technical writing at Iowa State University and served as the editor of the Journal of Business and Technical Communication. She’s won six national awards for outstanding research on the communication practices of engineers. She lives with her husband, who engineers tractors, and has one son, the person who first introduced her to the pleasure of reading fantasy. Finders Keepers (Zharmae, 2015), her first novel, was a finalist in the e-book fiction category of the Eric Hoffer Awards. Her young adult fantasy, Deep as a Tomb, was published in October 2016 by Loose Leaves Publishing.

Thank you, Dorothy!

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Author Guest Post: “This is Useful for Teachers” by Mark Geatches, Author of Tamar and PJ: One Giant Adventure

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“This is Useful for Teachers”

So, Kellee and Ricki made me an offer I can’t refuse; a guest post slot on their website to help promote my book. The only requirement is that my story and presentation be useful to teachers. It’s a wonderful offer that fills me with grating nerves, stress, and apparent writer’s cramp. Yes cramp. My head hurts from the effort.

What about my book could possibly be useful to teachers? Sure, it’s probably the best work of fiction since Orwell’s 1984, but it’s a middle grade fantasy about a boy who repeatedly finds himself in near-death experiences at the hands of a genetically enhanced killer, and who finally falls into a coma while a lonely giant races to save him. Not much use in the classroom I’m afraid. But then I read their requirement a little closer and detected a flaw in their thoughtfully, but not entirely fool-proof, request. They never stated it should be helpful to teachers, in the classroom.

Now you and I know that’s what they meant. But that’s not what they wrote. Without that qualification, the entire world has opened up to me, and since I’m a fiction writer I feel at home with the entire world. In fact, I’m entirely at home in any world, even worlds that don’t exist outside of my dimente― I mean my fertile imagination. So without further ado, I present to you an earthly list of possible uses teachers can get out of my book, outside of the classroom.

First and most obvious, the hardcover version can be used as a paperweight. It can prop a door open, even in inclement weather. It can be used to flatten out older paperback books that just might have a use in the classroom. When tied properly about with a string, it can place-hold a kite for hours at a time. (The neighbors will be awed at your endurance.) Have a Formica countertop? Place hot pots and pans atop Tamar & PJ, and rest assured the worst that can happen is a small kitchen fire, easily put out with, perhaps, a second copy of my book. Finally, since the book is liable to sit idly on a shelf for years at a time, you can bore out a cavity in the inner pages and store valuables like jewelry, false teeth, and even marbles confiscated in the classroom. Do kids still play with marbles? I suppose no one really knows. Well, you’ll think of something to shove in there.

Of course there’s a paperback version of my book as well. However, lacking the weight of the hardcover, I’m quite at a loss to come up with any significant uses. Do they still have corporal punishment in school? If they do we may have stumbled upon the perfect, in the classroom, use for my book. I’ve just been told that CP went out of style quite some time ago and that I should expect a visit from the authorities. No problem. I have time for anothe― I mean my very first courteous chat with whoever they send for these types of misunderstandings. I am a writer after all.

Wait? I just thought of a few helpful contrivances for my paperback. Say you have a draft under your front door. Let’s face it, winter’s upon us folks. Five or six copies of my book should plug that gap nicely and friends will see how cultured you are.

“Are those paperback books you’re using as a draft-dodging-device? My, how cultured you are.”

See how that works? Contact me for a discounted price on multiple copies designated for insulation purposes.

Have cats? How often have they scratched the sofa and you’ve had nothing to throw at them. A three or four foot stack of my paperback books will not only be an attractive addition to any living room, they can be aimed extremely well and cause minimal collateral damage, all the while teaching your cats proper conduct through positive reinforcement. I personally guarantee, each book will stand up to dozens of slings before becoming unsightly, at which point they make great stocking stuffers or fire kindling. Unfortunately I can’t offer a discount for this particular use. The benefits to the purchaser vastly outweigh any reduction in cost I could offer. Visit my website to read the thousands of happy pet owner testimonials. Finally but not last. (What?) The paperback version of Tamar & PJ is a known construction tool standby. Installing drywall? Throw a few copies on the floor to prop up the panel just the right amount. Have an old ladder that leaves gouges on every surface it touches. An opened book, judiciously duct-taped to each top guide bracket provides years of worry-free laddering. (Can you believe that’s a real word? Who am I to argue with spell check.)

I hope you teachers have found this post informative and that you will each commit to purchasing tens, if not hundreds of copies of the best middle grade novel to come out in the last several minutes. I’m available to speak to your class on any topic I’m able to successfully convert into something I’m comfortable speaking about. Beer comes to mind, but we can discuss that at a later date.

Oh yeah, regarding Tamar and PJ: One Giant Adventure. There is at least one valuable lesson it teaches. Sometimes you can rely on friends, even new friends. And sometimes those friends will come through for you in the end.

Thanks again, Kellee and Ricki!

-Mark F. Geatches
markgeatches.com

About the Author: Mark has a Master’s Degree in trumpet performance from Florida State University and loves music of all kinds. After performing for several years, including a three year stint in Germany, he entered the business world. He built two small businesses before beginning a new chapter in his life; Mark now builds fiction. As he nudges his creativity and ambition in a new direction, music remains his constant companion. Mark finds music and writing the perfect mental connection, the nexus of focus and inspiration. Visit his website at markgeatches.com for links to his online published short stories.

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Tamar and PJ: One Giant Adventure
Author: Mark F. Geatches
Published October 30th, 2016 by World Castle Publishing

Summary: What do you get when you cross Shrek with Star Trek? Tamar & PJ: One Giant Adventure! This fantasy adventure story leaves barely enough time to catch your breath as a giant named Tamar races to save fourteen year old PJ from a malicious Prince of a forest dwelling race of genetically enhanced humans.

Though initially successful, Tamar’s heroic actions have unforeseen consequences that lead the pair, boy and giant, on an epic and tumultuous adventure. When Tamar’s mortal enemy attacks, a fight for survival ensues. Just when you think PJ has survived his second ordeal unscathed, he falls into a life-threatening and baffling state of delirium. Once again Tamar must try to save his young friend, only this time not in the secluded forests of Western North Carolina, but he must kidnap him from a busy Northeastern hospital, subjecting himself to imprisonment or worse.

Discovering that PJ has been poisoned by the Vorteh Prince, Tamar hurries to create an antidote before time runs out. The epic final scene is a confrontation between centuries old enemies as Tamar offers to sacrifice himself to the Vorteh Emperor in one last attempt to save PJ and his family.

This wholesome MG Fantasy novel will be enjoyed by readers young, old, and everywhere in between.

Thank you, Mark, for this most useful post! 🙂

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Author Guest Post: “Lights, Camera, Action! (How Movies Can Engage Students in English Class)” by Sarah S. Reida, Author of Monsterville: A Lissa Black Production

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Lights, Camera, Action! (How Movies Can Engage the Students in English Class)

I’ve been lucky enough to spend the last week in my hometown of Millstadt, Illinois, where I’ve presented to four local schools about my journey to MONSTERVILLE’S creation. Most recently, I spoke at an assembly at Millstadt Consolidated School, my alma matter (for K-9), and I was touched and humbled that both teachers I credited in my Acknowledgements came for the presentation.

While home, my parents and I watched a DVD (converted from VHS) of my brother and I opening Christmas presents. He was five, and I was nine. During that video, I screamed (with joy) while opening a huge box of books. Meanwhile, my brother Bryan never looked up from his assembly of a toy gun. He couldn’t have cared less that there were no books in his pile of presents.

Watching that video highlighted for me something we as educators, writers, book enthusiasts, etc., cannot ignore – not everyone is a reader. My brother is a very smart person – he is now a computer programmer and can do all sorts of “tekkie” things I have no grasp of – but Bryan would never scream with joy over meeting Stephen King. (That is beyond my comprehension).

I watched that video prior to my assembly at MCS. When it was done, I was scratching my head – what would I do to make the Bryans of the audience care about a presentation celebrating books?

My solution was to make the assembly not just about books, but creative expression. I’ve always been visual – I’m very much interested in film-making, so when I write, I think of how the scene would unfold in live action. And I would say I love movies almost as much as I love books. So I focused my presentation on the creative process generally – how books and movies are structured similarly (as evidenced by Blake Snyder’s wonderful SAVE THE CAT – this is a book that discusses the “beats” a screenplay must follow for solid structure, and almost all of his advice translates to writing), and where ideas come from (like how Ransom Riggs’ Miss Peregrine’s Home for Peculiar Children came to be because his editor suggested that he take the strange photos he’d collected and use them to “cast” for the story that was waiting there). All the kids – not just the readers – seemed completely engaged by this approach. By discussing movies and books as creative outlets, I had them hooked.

To that end, here are some exercises meant to interest the “non-readers.” These are gleaned from MONSTERVILLE, as my main character, Lissa Black, is fascinated by the world of film and sees her world through the lens of a camera. To her, each component of every day is a movie scene and a chance to be creative, even though she’s not really a reader. She’s more visual.

First, as an exercise, have kids read a book that has been made into a movie. It can be anything. Don’t make them answer any specific questions about the book. Instead, have them do a report about why they preferred one over the other, with examples (maybe the book was better in the sense that the movie didn’t do justice to one particular character, and maybe the movie was better because it cut a plot line that bogged down the main story). This exercise will give kids a sense of how a work is structured to be engaging and have emotional impact, and they’ll learn about what works to that end and what doesn’t.

Second, have kids take an ordinary conversation they’ve participated in or witnessed and turn it into a dialogue or a scene. (I do this in MONSTERVILLE- Lissa’s friend’s brother Scott is obsessed with Call of Duty, and that’s how Lissa gets the idea for the play she writes. It’s an exaggerated, funny version of how she perceives Scott). This will show kids how they can make ordinary scenes funny or interesting, which helps in writing stories (and makes the process more fun).

Third, have kids watch a movie and write down how it follows the beats to Blake Snyder’s SAVE THE CAT. (I can’t stress enough what a wonderful – and fun – writing tool that is for young writers). Here is a table I’ve compiled, which lists the sixteen beats and has a space where the student can fill in where it happens in a movie. This is fun because kids will realize that no matter the type of movie (action, comedy, drama), it follows the same structure. Books have a similar structure, too – I now use SAVE THE CAT for all my projects!

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Fourth, for a writing project, require the outline to have more pictures than words. This will force kids to really visualize how their story will play out, as well as prevent them from getting bogged down in too much detail. Want an example? Here’s what I used to write MONSTERVILLE! (This is the board game the kids use to navigate the world of Down Below once Lissa’s sister is taken).

Not every kid wants to spend their weekend reading books. Sometimes, there needs to be a hook, or maybe something visual to engage them. Movies – and the process of film-making – can be that tool. If you think outside the box, students will, too!

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Monsterville: A Lissa Black Production
Author: Sarah S. Reida
Published September 20th, 2016 by Sky Pony Press

Summary: Beware what lurks beneath your bed. . . . It could lead to a monstrous adventure.

Thirteen-year-old Lissa Black is miserable when her parents force her to move from New York City (the perfect home for an aspiring writer/director/actress) to Freeburg, Pennsylvania, nowhere capital of the world. There’s nothing to do there, except play her little sister Haylie’s favorite new game, Monsterville, and hang out with her new neighbor Adam.

But when a walk in the woods lands her face-to-face with a swamp monster hungry for brains and then a Sasquatch that moos, even Lissa can’t call her new home totally boring. With Adam’s help, she catches the culprit behind the drama: a shape-shifting goblin who’s fled from the monster world of Down Below.

And what do you do with a creature that can be literally anything? Make monster movies, of course! Lissa is convinced that Blue will be the secret to her big break.

But when Haylie goes missing on Halloween, Lissa, Adam, and the monster must venture Down Below to stage a rescue—and face the real Monsterville, which is anything but a game.

Monsterville is a fusion of The Boxtrolls, Jumanji, and Candyland, weaving together friendship, family, and monsters into a funny fantasy-horror brimming with heart from a great new middle grade voice.

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Visit Sarah S. Reida’s website (which includes movie trivia, tips and resources for teachers, and film-making information) at: http://www.lissablackproductions.com. Her debut middle grade book, MONSTERVILLE: A LISSA BLACK PRODUCTION, can be found on both Amazon.com and BarnesAndNoble.com.

Thank you Sarah for this activity to bring film into the classroom!

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Author Guest Post!: “How Kids Can Stop Thinking and Make Better Life Choices” by Roger Ziegler, Author of Hannah Grace and the Dragon Codex

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“How Kids Can Stop Thinking and Make Better Life Choices”

Dreaming and imagination are fundamental to solving practical problems, in school, at home or in the office. Both big problems and everyday ones.

One of the challenges the lead character in my book Hannah Grace and The Dragon Codex faces, is how does she know she’s making the right decision?

She wants to do good, be good, but how do you know? For Hannah it comes down to trusting her imagination and heart. When she does this, things usually go well, when she doesn’t, they go kerflewy.

So what is Hannah learning? In everyday life when we don’t know the answer we usually say, “let me think about it,” or we encourage kids to “think hard” to find a solution. But this kind of problem solving is like using a hamster on a running wheel to power a jet plane.

As the great scientist and mystic Albert Einstein said, “we cannot solve our problems with the same thinking we used to create them.”

We need more fire power to make better decisions and life choices. Where do we get it? From our heart and our gut. Our feeling and sensing centers.

One of the greatest pleasures of my life as a child, and now, is playing with my imagination, feeling out a situation. When I do, it makes my writing much better and my daily life easier.

When we connect the triangle of heart, gut and mind to make decisions, we engage our “Power Trio” and make better life choices.

These skills are not only for adults; they are essential for children. And great news, kids are usually naturals at this. We only need to encourage them to go in the direction they’re already heading.

Getting kids out of our adult habit just “thinking about it,” is one of the best things we can teach them.

Encouraging children to make decisions using their heart, mind and gut “Power Trio,” may help when they’re 20 or 30 or 40 years old and in a crisis. They’ll have developed skills and won’t need to reach for a self-help book that tells them to engage their heart and gut more.

Stop thinking. You’ll be better off. As the great sage Yoda said, “Do or do not. There is no ‘try’.”

So then, what do you do instead?

How To Make Better Decisions By Not Thinking About It

ASK, “HOW DOES IT FEEL?” INSTEAD OF “WHAT DO YOU THINK?”

Kids are experts in expressing their feelings and playing with their imaginations. Imagination, in my experience, comes mostly from a feeling, not from our heads.

Instead of only “thinking hard” about a solution to a math or science or English problem, make it a game. Ask the child to look at the big picture. Have them compare the problem or the situation to something in their own life. An event, their family, things they have or want. Let them use their big picture skills to solve the problem.

BE HERE NOW

It’s a cliché, but it’s a cliché for a reason. Become aware of what is actually happening right now. Not what you think is happening, or what you wish was happening, but what is actually taking place.

Take a moment to stop your thoughts and notice, just notice, what you see and hear and experience that. This alone can bring about an awareness of options that weren’t there before.

Kids are generally much better at this than adults. Usually, all you need to say to a child is, “stop thinking for a moment,” and they usually get it.

Older kids already conditioned to “think about it,” make take more training.

TAKE A DEEP BREATH

Another cliché and yet, still one of the best ways to stop yourself and kids from over-thinking and making bad choices.

A simple deep breath in and longer breath out, can do wonders to stop the chattering mind and cool the situation. Give peace a chance, bro!

VISUALIZE

Cliché number 3? See and imagine your success as having already taken place before you begin. See yourself making the basket before you take the shot. What does it look like and feel like?

Imagine organizing the numbers correctly before you solve the math problem. And then practice this. These things, like anything worth having, take time.

Just because you imagine yourself sinking the basket doesn’t mean it will happen the first time or every time. But I’m betting it will happen much more often than if you don’t imagine that it already happened.

Which leads us to the next better decision skill for children.

DON’T QUIT

We all face obstacles when doing something new or even when we’ve done it 10,000 times. Allow yourself to make mistakes and keep going.

Discouraging children when they are beginning something new, is the biggest killer of success and imagination in my opinion.

KEEP IT A GAME

This is fun. If we turn the above steps into dry, boring, abstract lessons, we’ve missed the point. The goal here is to let our heart feelings and gut senses play free. Your true feelings will always result in more fun and enjoyment, and better results for you and the people around you.

In my book Hannah learns this, after many, many struggles to fight it.

I’ll end with our friend Einstein; “When I examine myself and my methods of thought I come to the conclusion that the gift of fantasy has meant more to me than my talent for absorbing positive knowledge.”

Just something to think about.

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Hannah Grace and the Dragon Codex
Author: Roger P. Ziegler
Illustrator: Nicole Ales
Published May 12th, 2016

About the Book: When an ancient book of wisdom is stolen, 11-year-old Hannah Grace and her karate besties must discover their true powers and rescue the book before Big Evil takes over the Universe.

Magic, positivity, adventure (and a sumo wrestling guinea pig), await readers in the first book of this coming of age fantasy series. It’s perfect for all kids who love to get lost in worlds of wonder and imagination.

Every day after school, Hannah Grace does her homework and practices karate with her father John. But one morning when Hannah wakes from a strange dream where she sees an ancient and mysterious book, she’s more than a little shocked when her dad reveals an amazing secret; it’s The Dragon Codex, the most powerful book ever created and he needs Hannah to find it before Big Evil gets it and takes over the Universe!

Suddenly, Hannah, who can barely remember her homework, is thrown into a much larger world of magic and danger–and a whole lot of people are counting on her.

Hannah’s got it covered though. Actually, she has no idea what to do, but she’s not giving up just yet.

Filled with mysteries, demons and a sumo wrestling guinea pig, Hannah Grace and The Dragon Codex is a fun, thrill-ride adventure about discovering the power inside you.

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About the Author: Roger long ago rejected the sensible (and sane), advice of his parents to be a lawyer or doctor and became a writer instead. He’s been a journalist, taxi driver, actor, theater producer, collection agent and so much more!

He’s received writing awards from the New York State Press Association and the Physicians for Social Responsibility. Roger coauthored the Amazon “beast” selling humorous self-help book Pee On It and Walk Away: How to Deal with Difficult People. Life Lessons from Superdog Abby, www.peeandwalk.com.

Roger is a third-degree black belt in Seido karate and has a wonderful, magical nine-year-old daughter. Roger likes fudge.

This is his debut novel.

Thank you to Roger for this post we can use to remind our students to think, breathe, and assess.

Kellee Signature andRickiSig

Author Guest Post!: “How can Fiction Help us Cope with our World?” by Katelyn Detweiler, Author of Transcendent

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How can fiction help us cope with our world?”

It hurts to read the news these days.

It hurts my brain, it hurts my heart. I can only read so much before I have to tune out, move on with my day. It’s not that I don’t want to know and understand what’s going on in our country and in our world—I do, of course I do. Awareness is the first step at enabling any kind of change. But still, I have a mental and emotional limit. There is only so much suffering my brain can absorb.

The speed of the news is part of it—every day a revolving flow of red letter, all cap headlines. We expect that in 2016; the Internet and social media have buoyed our expectations for fresh, compelling content. We mindlessly pick up our phones all day, refreshing our feeds: Instagram, Twitter, Facebook, repeat. Our phones are with us as soon as we wake up in the morning, right before we close our eyes at night. Even without directly checking news sites, the news reaches us, always. Our friends are talking about the latest shooting, the latest bombing, gun laws and foreign policies. Everyone has an opinion—and that’s great. It’s how it should be. Conversations are necessary, and the best way for each and every one of us to keep on learning, to keep on pushing and evolving our perspectives.

But what is our emotional limit? Week after week, day after day, it’s something new, something equally or more shocking than we’ve seen before, more graphic and uncensored. More real.

I worry that I’m becoming numb.

The names and faces fade so quickly. Too quickly. When the violence in Orlando happened, I felt sick, heartbroken that my own book, TRANSCENDENT, targets that same city. In my book, Disney World is the target—fiction that blurs scarily close to reality.

But already, just a few months later, Orlando and Pulse feel so long ago. We’ve had so much tragedy to face since then. We read the names, we stare at the faces. We try to imagine their families. We wonder about the life they’ll now never get to live. And then the next day, or the next week, there are new faces. The old faces, unintentionally, unconsciously, are hazier. Less vivid.

No place is immune. Orlando could be any city, every city. This is our reality now. We need some outlet for our fear—we need to find a way to still have hope.

So what can we do when we see too much, feel too much? How can teens in particular cope, begin to process and understand what is happening in their world—their present and their future?

For me at least, I turn to books. Fiction, stories, people and places who are only real in my imagination. Because sometimes it takes stepping out of reality, the day to day, to understand what is actually happening around me, and my place in it.

Books… they slow us down. They show us new perspectives, challenge our beliefs. In reading we can intimately identify with characters, individuals—like people we know, and more importantly, like people we don’t yet know. People we’ve never met in our small towns, or even in our big cities. But even in the differences, we (at least in a good book) can see things in them that speak to our own lives, our own fears and dreams.

Through books we question, we learn, we grow.

And, hopefully, we leave each story with a new understanding of our real world—a new appreciation of all the beautiful people in it—and a renewed sense of hope. Because more hate will not solve our problems. More hate will never solve anything. There is common ground that connects all of us, the deepest core of what makes us human. Books can help us—enable us to appreciate our similarities, and to celebrate what makes us all unique.

We can all be pieces of the solution. We can take the negative and react in positive ways—turn the bad news to good. We don’t have to give up, give in. It’s a message that’s important for our young people especially: Reach out to others. Help your community. Talk to someone new. Start small.

Because small things become big things, and big things can change our world.

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Transcendent
Author: Katelyn Detweiler
Published October 4th, 2016 by Viking Books for Young Readers

About the Book:  A beautiful work of magical realism, a story about a girl in the real world who is called upon to be a hero.

When terrorists bomb Disney World, seventeen-year-old Iris Spero is as horrified as anyone else. Then a stranger shows up on her stoop in Brooklyn, revealing a secret about the mysterious circumstances surrounding Iris’s birth, and throwing her entire identity into question. Everything she thought she knew about her parents, and about herself, is a lie.

Suddenly, the press is confronting Iris with the wild notion that she might be “special.” More than just special: she could be the miracle the world now so desperately needs. Families all across the grieving nation are pinning their hopes on Iris like she is some kind of saint or savior. She’s no longer sure whom she can trust—except for Zane, a homeless boy who long ago abandoned any kind of hope. She knows she can’t possibly be the glorified person everyone wants her to be… but she also can’t go back to being safe and anonymous. When nobody knows her but they all want a piece of her, who is Iris Spero now? And how can she—one teenage girl—possibly heal a broken world?

About the Author: Katelyn Detweiler was born and raised in a small town in eastern Pennsylvania, living in a centuries-old farmhouse surrounded by fields and woods. She spent the vast majority of childhood with her nose in a book or creating make-believe worlds with friends, daydreaming about how she could turn those interests into an actual paying career. After graduating from Penn State University with a B.A. in English Literature, emphasis in Creative Writing and Women’s Studies, she packed her bags and made the move to New York City, determined to break into the world of publishing. She worked for two years in the marketing department of Macmillan Children’s Group before moving in 2010 to the agency side of the business at Jill Grinberg Literary, where she is currently a literary agent representing books for all ages and across all genres.

Katelyn lives, works, and writes in Brooklyn, playing with words all day, every day, her dream come true. When she’s not reading or writing, Katelyn enjoys yoga, fancy cocktails, and road trips. She frequently treks back to her hometown in Pennsylvania, a lovely green escape from life in the city, and her favorite place to write.

Q&A WITH KATELYN DETWEILER

How did you come to write TRANSCENDENT?

My earliest, vague conception of the book was that it would start with an unprecedented tragedy, a state of international heartbreak and desperation so raw that the world would be at a total loss for what next—looking to anything, anyone, to bring stability or clarity or hope. I knew, too, that whatever the tragedy would be, it had to center on children. We can all recall how we felt when we heard about Sandy Hook. A mass shooting is horrifying no matter who the victims are—but targeting children? I couldn’t stop watching the news updates, staring at the faces of the students who’d been killed, thinking about the futures they would never have, the families left behind.  It was this memory that guided me here—the question of what could be so completely awful that people might actually stand still. Might remember, might keep remembering. For TRANSCENDENT, I chose a bombing. Disney World. I knew that my mind would have to go to dark places, that things had to get worse before they could get better. But it felt necessary to me, starting these conversations—and it feels more necessary, more relevant today than ever.

Did you write it with the 15th anniversary of 9/11 in mind?

It was completely unintentional, though the timing seems hugely important to me now. I was in high school when the towers were hit. It felt like such a terrible, extraordinary, surreal event at the time. It was the beginning—to my mind, at least—of a new era of terrorism, of that terrible state of wondering what awful tragedy would hit next. Teens today don’t know another reality outside of our current world; they’ve grown up in a place where acts of terrorism and mass shootings have become the norm. I was especially horrified when the Pulse shooting happened, to think that I’d targeted Orlando, too, in this book. But really, by the time it publishes, who knows how many other cities could be on the list of victims? No place is immune. Orlando could be any city, every city. This is our reality now. We need some outlet for our fear—we need to find a way to still have hope.

One of the big themes in the book is hope and forgiveness overcoming hate and despair. Can you talk more about that and why it’s so relevant for young people today?

It’s hard sometimes to not react to hate with more hate. To blindly lash out, hurt whoever hurt you, ensure justice is served. We see this in our personal lives. And we see it so often on an international scale—the fear that terrorism causes, the desperation. The feeling of weakness that can morph into something quite ugly, spawn intolerance for people who look a certain way, talk a certain way, pray a certain way. People desperately seek a target, someone to point a finger at—even if that blame is unjust, irrational. But we cannot sink to that level. More hate will not solve the problem. More hate won’t make terrorism go away. Young people are still just formulating their opinions about the world, about others—struggling with who they are, who they want to be. They are still figuring out the role they’ll play in the world, their responsibilities—“Can I make a difference?” How they learn to find answers to these questions helps to shape and strengthen their identity, their (our) future.

Is it important for people to believe in miracles and to have faith in difficult times?

I believe that in difficult times more than ever, people look for something bigger—they want to believe that the world is not as black and white as it seems, that there is hope to be found beyond our everyday existence. Faith isn’t necessarily about believing in God, or any god, some supreme being up in the clouds. It can be, sure, for some. But it can also be about trusting in yourself, in your family and/or your friends, in the love you choose to surround yourself with, the connections you make with the world around you. There’s a quote that opens IMMACULATE, attributed to Albert Einstein:  “There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is.” I love this idea—this thought that we’re just too jaded to realize how many tiny miracles are around us every day, even in the ugliest, darkest times. Life is a miracle. We’re miracles. We’re more than just our cells and our DNA.

This story, like your previous book IMMACULATE, is centered on a virgin birth. Why did you choose to explore that topic? Is TRANSCENDENT a religious book?

I’ve been fascinated by the idea of a pregnant virgin in contemporary times for years now, ever since I was a teenager and asked my own mom: would you believe me if I said I was a pregnant virgin? She said yes. She would believe me. It stuck with me, the idea that faith—whether it be in a supreme being, or in a person you love and trust dearly—can be so all encompassing. That we can still believe in something that defies all science and reason. I would say that, at this point in life, I am spiritual more so than religious, and I think the book reflects this perspective. Spirituality—to me—is believing in more than the orderly scientific rules of our world, even if we can’t explain it, even if there’s no doctrine to help us better understand. My goal for both books was to explore and question with respect for all sides; I wanted there to be something for everyone, to find the commonalities that unite people of different faiths (or no faiths) rather than the differences.

Why was it important for this story to take place in Brooklyn?

I knew from the outset that I wanted the backdrop of Brooklyn—that a more sheltered, traditional small town wouldn’t do. Iris didn’t just grow up reading about the wider world in books or hearing about it on TV. She’s experienced it firsthand. She’s been exposed to all different kinds of people, seen lives and cultures that are so different than hers. This felt necessary to me in building a protagonist who was comfortable enough—empathetic enough, compassionate enough, bold enough—to step up to the plate, to be a voice of change. I grew up in a small town (surrounded by fields and woods rather than people and skyscrapers) and moved to NYC eight years ago, Brooklyn specifically for the last few. Living here has heightened my awareness of the world. A lot of things were so much more theoretical to me before—poverty and homelessness, for example. Different religions, different races, different cultures. I wanted a true microcosm for this story, a more accurate, complex representation of our world.

What role do race and privilege play in the book?

Privilege is key in all threads of the novel. To start: Disney is attacked because of the vast privilege it represents. This is not a park, a destination, for everyone. This is for a select, elite group. A fairytale that is unobtainable to so many—a tangible way of separating out the haves and the have-nots.

Iris herself is an upper middle class white teenager in Brooklyn. Though she’s open minded and aware of the disparity around her—volunteering at a soup kitchen, engaging with the homeless—she’s still very much in her own bubble. Iris’s Brooklyn is the version we see across the media: farmers markets and organic everything, beautiful old brownstones, hip, industrial-looking bars and restaurants, pretty white people with beards and buns and bicycles. Iris has accepted this privilege as normal, more or less, until for the first time the guarantees of her life come into question. Iris ends up at a homeless shelter; she’s confronted by a side of Brooklyn that she’d only glimpsed at surface-level before. Iris must question basic assumptions about herself—and others—as she struggles with how to reorient her life.

Do you think there’s value in exploring these ideas fictionally, vs. conversations that start from live news, internet articles, social media, etc. around current events?

Our perception of current events today is so heavily influenced by the speed of news, the internet and social media generally, the constant demand for fresh, compelling content; we’re blasted with horrific tragedies every week—becoming increasingly graphic and uncensored, as evidenced by the streaming video we saw of Philando Castile, dying after being shot by a cop. Week after week, day after day, it’s something new, something equally or more shocking than we’ve seen before. We’re becoming so numb—the names and faces fade so quickly. Already, Orlando and Pulse feel so long ago. We’ve had so much tragedy to face since then. Our brains can only absorb so much pain and suffering. I think it sometimes takes stepping *out* of our reality—our day to day—into literature (or movies, TV, etc.) to fully process our thoughts, to make sense of how we feel, what role we could possibly have in change. Books slow us down, show us new perspectives, challenge our beliefs. In reading we can intimately identify with characters, individuals—see something in them that speaks to our own lives, our own fears and dreams. And, hopefully, we leave books with a new understanding of our real world—and a new resilience.

Thank you Katelyn for this hope-filled and truthful post!

Kellee Signature andRickiSig