How to use this Page

*Nonfiction picture book about the U.S. presidents’ mothers for upper elementary
*Mothers as main topics in the book
*Rating: I adore this book, First Mothers written by Beverly Gherman. The language is perfect for kids–she took a difficult subject & did a wonderful job with it! The illustrations by Julie Downing are even better–there’s even some humor, which makes a book like this more appealing to kids!

Short, short summary:

First Mothers is a look at every single president’s mother from George Washington to Barack Obama. The author tells vital statistics such as birth, death, marriage date, and date she gave birth to the president. Each mother is also given a title, such as George Washington’s mother, which is The FIRST First Mother, Ida Stover Eisenhower, which is The Pacifist Mother, and Barbara Pierce Bush, The Outspoken Mother. There are also paragraphs about each mother with details about what she liked to do, how she raised her children, how she met the president’s father, and more. For example, on the page about President Grant’s mother, Hannah Simpson Grant, the author tells how she was shy and didn’t even attend her son’s presidential inauguration or brag about him when he went to West Point or became the general of the Union Army. The illustration of her shows a woman sewing and a speech bubble that says, “It’s not right to brag, but Ulysses was a good boy.” Children and adults will get a kick out of this book. I found it fascinating!

So, what do I do with this book?

1. Have each student choose a First Mother to research further OR research a bit about her son, and see if there’s any connection to the son’s interests/way he was president and her description in the book. Since these research projects could be enormous, ask students to focus on certain aspects, such as: Did the mother have a job outside the home? What were her hobbies? What did her other children do? Where did she live her life?

2. The illustrations in this book (by Julie Downing) are fantastic! I really recommend going through the book and just looking and studying the illustrations. Towards the end, some of the first mothers reappear and make comments–on Barack Obama’s mom’s page, the first mothers from the 18th and 20th century say, “Is she wearing pants?” HA! On Bill Clinton’s mom’s page, the older first mothers ask, “What did she do to her hair?” Bill Clinton’s mom had a white streak through it, kind of like a skunk. . .Sometimes, as teachers/parents, we don’t take the time to look at illustrations. You don’t want to do that with this book.

3. The very last page of this book has a first mother standing there with a speech bubble, which says: “So, if you want to be president, listen to your mother.” Use this as a writing prompt with students. Ask them to think of advice they’ve heard from a female role model that could help them to one day be president. An example would be, “Mind your manners.” “Do your homework before you play.” “Read every day.”

Don’t forget, I have an exciting giveaway going on! It’s for a middle-grade (8 to 12) Christian fiction novel titled, A Cat Named Mouse: The Miracle of Answered Prayer. Go here to enter the giveaway.

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Here’s a simple word choice lesson you can do with kids while reading FINDING MY PLACE: ONE GIRL’S STRENGTH AT VICKSBURG or really any historical fiction book. Word choice is one of the 6 + 1 Traits of Writing.

One thing about the 6 + 1 Traits of Writing that I love is that these are the terms that professional writers use–from voice to word choice. So, when talking to kids about word choice, using a published book, you can say: “Authors have to make decisions about word choice all the time. Here’s this author’s story.”

When I wrote Finding My Place, it was very hard for me to write from a 13-year-old girl’s point of view during THE CIVIL WAR. I remembered being 13, so it was easy for me to get feelings down. But I kept using contemporary words. My critique group would say, “I don’t think people used the word OKAY or STUPID in 1863 like they do today. That doesn’t sound natural.” My word choice was off, and it messed with the authenticity of my book. So, I had to find words that did make sense during 1863, such as Anna calling James, “a loon,” or saying, “all right” instead of “okay.” I also tried to put a little Southern flavor in my dialogue through word choice instead of writing out how they might have talked. For example, Mrs. Franklin uses “y’all” and the kids refer to the Union Soldiers as “Blue Bellies” and “Yankees.”

Another thing that I had trouble with in dealing with word choice is using the words bomb and shell. First of all, I had to find ways not to repeat bomb or shell a million times during the periods in my book when the characters were experiencing being bombed. And people would argue with me that Vicksburg citizens wouldn’t have said, “BOMB!” Luckily, I read a diary from a woman who lived during 1863, and she used the words “shell” and “bomb” in her entries.

What you can do with children to discuss word choice in a mini-lesson is: pick a line or two out of the book–this can be done in any chapter and with any character and even with narrative. CHANGE some of the word choices to inappropriate ones and see how children think and work to improve the word choice. Then share the original lines from the book with them.

As I said, this can be done with any historical fiction book or really any book with strong word choice. Children LOVE to correct you or the author, and will work hard to find words that are unique and specific in this exercise.

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This is a book I am EXTREMELY excited to tell you about for several reasons. . .

• I helped to edit this book in its beginning stages in 2009, as part of my Editor 911 business.
• It is a terrific HISTORICAL FICTION book for upper middle grade/tween/younger YA audience by a delightful author.
• Ice Cube Press is a wonderful small publisher that also published DIVORCE GIRL (see my post:http://margodill.com/blog/2012/07/30/the-divorce-girl-blog-tour-and-giveaway-ya-or-adult/ ) which is one of the best books I read last year!
• You can use this book to teach history AND writing lessons such as voice. There are TERRIFIC voices throughout this book.

*Historical fiction, upper-middle grade/tween/younger YA (set during the Orphan Train days)
*Three main characters: a street-smart boy, an older sister, and a younger sister–all three have chapters in their voice
*Rating: Well, is it appropriate to give a rating to a book you helped to edit? For the Love of Pete is a very well-written book with an interesting story/adventure that will appeal to both boys and girls–perfect for the classroom and/or home school setting!

Short, short summary:

The book starts out with a bang! Iris and her sister Rosie have to flee their New York tenement when their mother is murdered. This puts them out on the street, where they meet a “street rat”, Pete (love this character!). The three come to rely on each other and become friends. When they are put on the Orphan Train and taken to Iowa, they hope to stay together–but adults have different ideas about where the children should be and with whom. However, you can’t squash a child’s spirit or determination, and Pete, Iris, and Rosie work hard to get back together again.

So, what do I do with this book?

1. Compare a nonfiction book, such as Orphan Train Rider: One Boy’s True Story by Andrea Warren, to Ethel Barker’s book. What makes For the Love of Pete historical fiction? What true facts can you learn from it about the Orphan Train? Can you tell the author did research to make the characters experience the same things as the actual boys on the Orphan Train? (The back of the book does have a small section on the Orphan Train with a photo of boys living on the street.)

2. As mentioned, this book is told in three different voices–Pete, Rosie, and Iris. Ethel Barker does an amazing job with each voice, and this is a perfect example of voice to use with a six plus one traits lesson. You can read a bit of each chapter to the students, and without looking, they can tell you which character is speaking. Which voice do they hear? What makes that voice unique? Is it word choice? Sentence fluency? Which voice do they like best? Have a discussion about voice using this book as a starting point (since it has such a strong voice!).

3. This is also a great book to study characters, motivation, and feelings. Each character has their own motivation throughout the story (and it changes a bit as the characters develop). For example, ask students what is Pete’s motivation in the beginning of the book for helping the sisters. How does he follow through on this? Why does this motivation fit his character? As for feelings, how does Iris feel toward the end of the book? (Sad and determined) Why?

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* Concept book (ABCs) for preschoolers through first graders
*Peas as the main characters
*Rating: LMNO Peas is a cute book, going through the ABCs with the peas doing different jobs is clever. Some of the jobs were a little strange, and I wanted more of a play on the LMNO Peas idea, but my 2-year-old loved it–that’s whom it’s for anyway!

Short, Short summary: Keith Baker has created little peas characters who have all sorts of jobs throughout this ABC book. For example, the first two pages state: “Acrobats, artists, and astronauts in space, builders, bathers, and bikers in a race.” Each letter of the alphabet is written in large, colorful font, and the peas use the letters as ramps, buildings, and more–the letters become a “stage” for the peas. This is a popular book if you haven’t heard of it before. There’s a sequel with numbers titled, 1-2-3-Peas, and it got all kinds of starred reviews! You can look inside both these books on Amazon. Use the link right here. . .

So what do I do with this book?

1. Come up with other professions that the PEAS could do starting with that letter that weren’t mentioned in the book. Ask students to create an illustration for that letter and word, in a similar style to Keith Baker’s.

2. Which pea (job, profession, hobby) does your child or your students relate to the best? What do they want to be when they grow up? Do they see your job in the book? Do they know what each job is? This is a great book for a career week/career day and to start talking about jobs/careers.

3. Each pea is different! Just like each child and grown-up are different. How are the peas different? How are they the same? Ask children if they are fond of any certain pea. Have fun with this concept while talking to students about how each of us being different helps the world to go around!

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I am currently creating a short guide (PDF or Word) that shows how you can use my book, Finding My Place: One Girl’s Strength at Vicksburg (ages 9 to 12) in 6 + 1 Traits of Writing lessons. The guide will be free for the teachers at any workshops I do at schools and if a teacher/home school parent buys a copy of my book. To give a little preview, I thought I would show an excerpt of each trait on the next few Wednesdays. So, here we go. . .

IDEA is one of the 6 + 1 traits of writing. It is important to start with a good idea when you write because it makes it easier for the words to flow and more interesting for the reader. Usually the first idea we come up with is not our best idea. We need to dig deeper to find a unique idea. You can do this with brainstorming, word webs, free writing, talking to a friend, or even research. For example with my book, I wanted to write about the Civil War for kids, but there are already a ton of books out there about the Civil War. SO, I had to dig deeper, and I did some research. Then, I decided to tell a story from the Confederate viewpoint, make the main character a citizen and a girl instead of a solider/drummer and a boy, and I set it during one specific battle that had extremely interesting elements, such as the citizens living in caves to protect themselves from the Yankees’ bombs.

In Finding My Place: One Girl’s Strength at Vicksburg, Anna, my 13-year-old main character, loves to write. She writes about events that happen in her daily life, poems, fiction stories, and letters. In one section toward the end of the book (page 134, chapter 21), Michael, Anna’s older brother, asks her to tell a story she has written. At first, she doesn’t want to because she doesn’t think it is a very good idea. Then when she does tell it, she realizes she never really ended the story. She started with the premise of a selfish orphan living with an elderly woman, who delivers food to his room. One day the food stops coming, and the orphan gets angry. He must leave his room to investigate.

Michael asks her what happened, and Anna replies, “Yes, she had a heart attack. I never really finished the story.”

Here’s where you can use the IDEA trait with your students and this premise. Give them 10 minutes to brainstorm an ending to Anna’s story. Give them a few questions to think about: What could have happened to the elderly lady? What did the orphan do next? Does the elderly lady necessarily have to be deceased? Could she be teaching the orphan a lesson? And so on.

After the 10-minute brainstorm session, have students discuss their ideas with a partner. Then have a class discussion, where you make a list of the different ideas.

When concluding the lesson, talk to students about a fiction story they have written and ask them to think about their ending. Are they satisfied with it? Could they use these techniques to come up with an alternate (and perhaps better!) ending? Work on these new endings during the next writing period.

For more information on FINDING MY PLACE and to read an excerpt, please go to this link: http://margodill.com/blog/finding-my-place/

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Happy Martin Luther King, Jr. Day! It’s been a super busy weekend, and so I decided this post was going to tell you about my favorite Martin Luther King Jr. activity! I hope however you are celebrating today that you are doing it with loved ones and remembering what this day is all about–fighting for what we believe in–fighting for equal rights for all people. (Maybe you are even watching President Barack Obama take the oath for the 2nd time!)

Here is a lesson that introduces Martin Luther King, Jr to the kids and also teaches voice, one of the six traits of writing. It also features the book written by Martin Luther King, Jr.’s sister, My Brother Martin. You can find the lesson plan at this link: http://margodill.com/blog/2010/01/13/wacky-wednesday-ideas-for-lesson-plans-for-martin-luther-king-jr-day/

If you have a great resource, link, book, or favorite lesson plan for Martin Luther King, Jr, please share it.

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I realize it is a few short days before winter break. You may not read this post until doing a search for lesson plans for supply and demand or if you decide to use my book in your classroom or home school program, and you are looking for lesson ideas. But either way, you can use Finding My Place: One Girl’s Strength at Vicksburg to teach supply and demand concepts.

The first place to do this would be with the fact that throughout the story, Grant and the Yankees are blocking supplies from getting to the citizens of Vicksburg. They are running out of everything. They are using substitutes instead of the real product: acorns instead of coffee grinds, sassafras for tea, berry juice for ink, and wallpaper for newspaper. When Mrs. Lohrs brings six apples over to the Franklins after Anna’s ma was hit by the shell, everyone is pleased and happy–about 6 apples. Can you imagine kids being excited about that today? So, that’s one thing you can ask children while reading this book–why was Anna happy about a gift of apples? The discussion should lead children to realize that when supplies are low, demand is high. When food is low–especially fresh food–then demand for it is high, and people will be excited about getting a gift of fruits and vegetables.

Then you can go on to the more economic lesson of what happens when there is a low supply and a high demand. In Finding My Place, this is addressed with the discussion about the prices at the General Store. Prices for almost all supplies are up–Mrs. Franklin talks about how it’s unfair and wrong, but that’s what happens when the supply for goods is down or low. You can ask children to think about popular gifts at Christmas time–like the newest video game system. When it is first out and there are a limited amount and NO ONE HAS ONE YET, demand is high and prices are high. As people buy them and they become more common and new systems are made, the demand is lower, the supply is still there, and so the price goes down.

In Finding My Place, you can even address how the price of goods being high creates tension and bad feelings and was probably the reason for someone setting fire to the General Store, which by the way did actually happen during the Siege.

When using books to teach a concept such as supply and demand, start with the events in the book and get students to discuss them–since they are already interested in the characters and the story. Then always try to find similar examples from the real world that students can relate to.

If you are reading this post during December–happy holidays to you and here’s to a great New Year in 2013.

PS: Also, there’s still time to win Angela Shelton’s mg, fantasy book: The Adventures of Tilda Pinkerton (contest closes on 12/23) by going here.

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One of the Common Core State Standards under reading standards K-5 literature for fifth graders is:

“Describe how a narrator’s or speaker’s point of view influences how events are described.”

Using a historical fiction novel to teach this standard is perfect–in Finding My Place: One Girl’s Strength at Vicksburg, there are a few events that are told from more than one character’s point of view. One great example would be the fire downtown. Another would be the army hospital. Here’s how you can use these events to work on this standard with students:

1. Pick an event that you’ve read in the story with students or they’ve read on their own, such as the fire downtown.

2. Ask students: how did Dr. Franklin describe the fire downtown?

3. Ask students: What is Mrs. Franklin’s description or opinion of the fire downtown?

4. Make sure students are giving details from the text to support this (Dr. Franklin tells what it was like to fight the fire; Mrs. Franklin at first says it serves the people right for having high prices.)

5. Ask students: What is James’s version of the fire? Again ask for novel support.

6. Discuss with students WHY each of these characters has a slightly different version of the fire. You can even bring in Rev. and Mrs. Lohrs as well as Anna. Each of these characters has an opinion/interaction with the fire. Why aren’t they all describing it the same way? Why don’t they all feel the same way about it?

7. Ask students to tell about an event the entire class attended. You can have them write in their journals first for about 10 to 15 minutes OR you can do think-pair-share–where they are thinking about the event, sharing it orally with a partner, and then the partner shares with the class. Did everyone mention the same details? Why or why not?

8. Now go back to the book and think about the army hospital. Ask students to write down Anna’s description of the army hospital. Next write down Molly’s. Finally do Michael’s or Frank’s. Do they all sound the same? Why are the descriptions slightly different? (They should be different or the students are not thinking about the individual characters.)

This will help students see bias in writing as well as unreliable narrators.

To buy a copy of Finding My Place, see this page: http://margodill.com/blog/buy-finding-my-place/ (Links to Amazon and Barnes and Noble)

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I’ve been thinking a lot about this question lately–should characters change throughout the course of a novel, and more specifically–should they change for the better? In the latest novel I’m working on, I had a fairly simple, but hopefully humorous-appealing-to-boys story, idea for a middle-grade series–especially book one. While writing it and finishing the first draft during NaNoWriMo (National Novel Writing Month which is November), I realized that one reason why I wasn’t falling in love with the story yet is it was SO plot-driven. My main character was cute and clever and funny, but did he learn anything from his experiences? Did he change? Not much, and in the rewrite, that’s one thing I plan to work on.

In Finding My Place (White Mane Kids, October 1, 2012), Anna the main character definitely changes from the beginning of the book to the end of the book. I think it’s one reason why the book was accepted by a publisher and the reason why it’s fairly universal, even though it’s set in 1863 during the Civil War. Anna has to grow up and accept responsibility. She has to adopt to her new role in the family. She has to make decisions that affect more than just herself. She is not like this in the beginning of the book–in spite of her 13 years of age back in Civil War times. She was still acting like a child before the Siege, always wanting to write in her journal and not help out her ma.

You can help children understand character growth and change using books and characters, like Finding My Place or even picture books with younger students–any book or story that has a character (not concept books probably) who shows growth due to experiences. You can discuss these questions below with students when focusing on characters. (These questions will work for any book–not just mine. )

• How is the character different at the end of the story than at the beginning?
• What events happen in the book to help the character change?
• Does the character change for the better or for worse? Explain!
• Why do you think the character changed?
• Can you think of a time in your life when you might have changed like this character did?

You would probably focus mostly on these questions during reading, but remind students of the answers when they are writing their own fiction stories.

For more information on Finding My Place: One Girl’s Strength at Vicksburg, please see this page.

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+Brian Burton loves reading children’s books and running the blog at childrensbookstore.com. He often writes on the topics of kids books and parenting.

It’s never too early to begin instilling positive attitudes about acceptance and tolerance in your children. The important thing is to expose your child to those who might be different than him or her, and children will often sympathize with others that they’ve become familiar with. It’s also important, however, to simply encourage the idea that accepting differences is important and that hateful behavior is not beneficial for anyone. Here are some books that do both: expose children to differences in others that they might not even know exist and show that tolerance and kindness can benefit not only the one who needs it, but also the one who gives it.

How Willy Got His Wheels
Full of lovely, full-page watercolors, How Willy Got His Wheels by Deborah Turner is the funny and inspirational children’s book about a disabled Chihuahua and the woman who tries to help him walk. Based on a true story, the book is an easy but touching way to introduce children to the value of helping others and how fun helping others can actually be.

Little Blue and Little Yellow
Little Blue and Little Yellow by Leo Lionni is a highly imaginative, inventive work, full of stark, solid colored shapes that tell a surprisingly complex and appealing story. This simple picture book is a wonderful way to introduce very young children to the idea that people are different, that there’s value to our differences, and that when our strengths are combined, we can become something more than we were by ourselves, something special.

I Wish I Had Glasses Like Rosa
This bilingual book shows with cute, humorous watercolor illustrations the bond between two young friends that goes beyond skin color. As they try to emulate each other and play together through the simply written book, the reader can learn what is important about friendship, and what is not.

Woolbur
In her delightfully illustrated book, Leslie Helakoski and illustrator Lee Harper tell the story of Woolbur, a “black sheep” who runs into trouble when he wants to play with the dogs and refuses to cut his wool. A book that encourages being yourself and accepting the differences of others, Woolbur is a great book for any mother or father trying to teach their children tolerance, creativity, and kindness.

Whether you’d like to teach your child that disabilities do not mean a person can’t do things like everyone else, or that it’s okay (and good!) to be different, or the importance of friendship, there are many lovely children books that will help you with the task, of which these four are just a few of my personal favorites.

Thank you, Brian, for this insightful post! Readers, please check out these books on Brian’s site!

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*Picture book for preschoolers through first graders
*Tortoise as main character
*Rating: Back to School Tortoise has few words, but it is a super cute story with great illustrations. It’s clever and bright and cute!

Short, short summary:

Summer is over, and it is time for Tortoise to go back to school. But he imagines all these scenarios of what could happen–good and bad. So, he can’t decide whether or not to go in. Hint: There’s a twist at the end–the illustrations help tell the story as good picture book illustrations should do.

So what do I do with this book?

1. Take some time to check out the fun at the end of the story. Are there any clues before that last illustration?

2. Perfect book to discuss anxieties and fears over going back to school. Students can make a list of things they are worried about and share with the class. Or students could write in journals and then share and read these entries out loud.

3. In the book, Tortoise asks several what if questions. Can students pose some of their own what if questions? Students can engage in conversation using these questions as guidelines.

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*Picture book for preschoolers through third graders, history?–you’ll see what I mean. . .
*Man’s best friend as main character/topic
*Rating: Do You Have a Dog? is one of those books I wish I would have written. Brilliant!

Short, short summary:

This book starts out asking the reader if he/she has a dog and lists (in poem/rhyme) some qualities dogs might have. Then it goes on to tell about famous historical figures and their dogs. I love this idea. Included in the book are the dogs of Empress Josephine Bonaparte, Annie Oakley, Orville Wright, Billie Holiday, Admiral Richard Byrd, and of course that famous dog, Seaman who belonged to Meriwether Lewis (and more!). Each page gives a few facts about the dog and the person–the illustrations also help immensely to tell what each person is “famous” for and to show us their dog.

So what do I do with this book?

1. Use the poems and illustrations in this book as a starting point for students to research more about each individual. Give them extra points or some kind of bonus if they can find out any more about the person’s dog or other pets.

2. Try to find out other famous people–either historical or contemporary–and their dogs. When students find someone and do a little research, have them write up a page about the person and their dog. They can also illustrate it. Or do pets of presidents–our current president has a dog.

3. For younger children, talk about the characteristics of a dog. Compare and contrast dogs and cats using a Venn diagram. Allow children to choose which one they would rather have for a pet.

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*Historical middle-grade fiction
*Girl as main character
*Rating: Jingo Fever is a well-written book, set in 1918. It is also universal in its themes–situations that Adelle has to deal with, such as racism/bullying, in the book are current in everyday life.

Short, short summary:

(FROM CRICKHOLLOW WEBSITE) This middle-grade historical novel is set in 1918 during World War I in a small Midwestern town. The story deals in a quiet, thoughtful way with the effects of anti-ethnic bigotry (towards German-Americans) during wartime conflicts abroad.

Young Adelle Klein is a German-American girl who has come from Milwaukee with her mother to live for the summer of 1918 with Uncle Mike in Ashland, a small town in northern Wisconsin on the shores of Lake Superior.

Adelle struggles to cope with the local patriotic fervor, in support of American troops abroad . . . but spilling over into a hatred of all things of German origin.

As she seeks friendships with local youngsters her age, she wonders how to deal with the bigotry of anti-German sentiment, which escalates with the approach of the July 4th celebration. In the meantime, she and her mother worry about Adelle’s brother, Karl, a young man of German-American who is fighting with the U.S. troops in France.

The summer’s events will teach Adelle about the importance of standing up for what’s right.

THEMES
Family & Friendship • Ethnic Heritage • Patriotism during War • Resisting Intolerance & Bigotry • Standing Up to Bullies

So, what do I do with this book?

1. In the beginning (and throughout), Adelle deals with bullying/teasing due to her German heritage. She becomes embarrassed by it. Even though this is set almost 100 years ago, children will be able to relate to Adelle’s feelings and actions. Ask students to journal about Adelle’s problems. Then ask them to write about if they have ever felt that way and what they did/felt/wanted to do.

2. Students may not understand why there is so much hatred toward the Germans. Some history may be needed to understand the story to its fullest. You can do a KWL (Know Wonder Learn) chart about WWI topics to see what your students/child already knows about this time period and what they are wondering. Here is a link to a good site that shows how to do a KWL chart: http://www.education.com/reference/article/K-W-L-charts-classroom/

3. Discuss the title of the book, Jingo Fever. Do students like the title? Do they think it is a good match for the book? Which characters in the novel have jingo fever? Ask students to give examples to support their answers. Does Jingo fever have a positive or negative impact on these characters’ lives?

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*Picture book preschool through second grade
*Three important pigs as main characters
*Rating: Hogg, Hogg, & Hog will be a hit with kids because it’s silly, and there are a lot of animal sounds. It will be a hit with adults because it’s clever with tons of little details to notice and point out in the illustrations.

Short, short summary:

Hogg, Hogg, & Hog have made it in the BIG APPLE! They are an important firm in the big business world. And why? Well, they made “The Oink” popular. Everyone is oinking thanks to those three. But as with any fad or trend, it quickly dies out. To stay on top, Hogg, Hogg, & Hog have to come up with something else. They think back to their roots on the farm and remember, “Baa! Quack! Ribbit!” So, guess what the next fad is? People just can’t get enough of those three big pigs. But soon, their old life sneaks up on them, and Sheep, Duck, and Frog come to get what is rightfully theirs. So, the hogs have to make a little change to their business plan, and soon they become. . .Hogg, Hogg, & Hog & Partners.

So, what do I do with this book?

1. I don’t want to reveal everything that happens at the end of the story–as the surprise will be ruined. But there’s a list of animals and sounds at the end. Children can look at this list and add to it with animals that are not already in the book or on the list. At first, try to keep the animals to ones they may find on a farm. Then if they want to get silly, let them! This is a PERFECT activity for a preschool classroom or a preschooler stuck at home on a rainy day.

2. Children might not get “the next big thing” or how things trend like adults will when reading this book. So talk to them about this. What is a “big thing” right now? What’s popular? How do people find out about the next big thing? You might have to help them get thinking about this in terms of toys. What is the toy that everyone wants? How did you find out about it? Then expand to other popular items.

3. Compare and contrast urban (city) life vs rural (farm) life. This is usually a social studies objective in third grade, so you could even use this book as a fun introduction to the unit in third grade. But with younger children, this is also a good activity. You could use a Venn diagram and do a shared writing activity. After you make the Venn diagram together, students can draw a picture comparing and contrasting rural and urban life.

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*Historical fiction picture book for preschoolers through third graders
*Young George Washington as the main character
*Rating: George Washington’s Birthday is a clever picture book filled with all sorts of stories about GW that are probably not true, but it’s a fun book anyway–with some true facts added in about GW. Of course, this is PERFECT for Presidents’ Day lessons.

Short, short summary:

George Washington is having his 7th birthday, and no one seems to care. He is still having to do his school work. His father still wants him to work in the orchard, where of course, he cuts down the cherry tree. After he does a lot of work, he goes to his room and makes a list of ideas his father would like–still so sad that no one seems to care about his birthday. When his family calls him downstairs for dinner, they yell, “Surprise!” and George realizes his birthday is important to his family after all. Throughout the historical fiction story, several true facts about GW are given with an author’s note at the end.

So, what do I do with this book?

1. Talk about with children why we celebrate George Washington’s birthday on Presidents’ Day. Plan a birthday party for him on this day. Serve cherry-flavored treats to go with the cherry tree story.

2. Compare and contrast the facts that are presented in the book with the fiction story. Discuss why the author included certain stories and had them happen on his birthday. This will help you discuss author’s purpose, which is often an objective for students, concerning comprehension.

3. Do a KWL chart. Before reading the book, write everything you know about George Washington and Presidents’ Day in the K column on the chart. In the W column, students should write things they wonder about George Washington. After reading the book, students can fill out the L column with things they learned. Younger students can do this as a shared writing activity.

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I am thrilled to share with you two super cute picture books by a TexHEN named Aunt Judy, who writes and illustrates (SO CUTE!) Chickens on the GO! and Chickens in the Know!. Aunt Judy was generous enough to send me both of her picture books, which I am sure any young reader will LOVE, and so I am keeping one for my daughter and giving one away to a lucky reader! To win Chickens in the Know!, please leave a comment below. You can either say, PICK ME! or SOUNDS GREAT! or tell us your favorite professHEN, such as constructHEN workers or librariHENS. That’s what this book is all about–how the world is full of people who have different jobs, and we need EACH ONE to make the world go around.

The book I am keeping, but one you can purchase from Aunt Judy is Chickens on the GO! It is the perfect classroom book for young children and the perfect home school book for your young readers. The premise is that the world is made up of people who are different nationalities such as: JapHENese, BritHENS, AfricHENS, and AmericHENS. (SO CUTE–I’m telling you!) Aunt Judy tells readers something about the people/culture in each country she covers–in a catchy rhyme. She makes the point that everyone is different, but that’s okay! (Perfect in this world of bullying–the old-fashioned and cyber way) The repeating phrase in the book is: “It doesn’t matter where we’re from. We’re all chickens–let’s have fun!”

You can use Chickens on the GO! to discuss with young children how differences make us unique and special and even how where we are from affects our lives, but that’s what also makes us special. You can do geography lessons with this book–showing students where each HEN comes from as well as have children do more research on each HEN’s culture. The possibilities with this book are endless. Aunt Judy has several resources on her website, too at http://www.chickensonthego.com/Lesson%20Plans.htm. Don’t miss the lesson plans and puzzles she has created.

If you are interested in finding out more and purchasing this book, Chickens on the GO!, or its companion about careers, Chickens in the Know!, please see Aunt Judy’s website at: http://www.chickensonthego.com/books.htm
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Don’t forget, you can win a copy. On the back of the book, it says these books are for ages 1 to 99–no kidding! So, let me know your favorite professHEN or just say PICK ME! Contest ends on Sunday night, December 11 at 8:00 pm CST. Winner must have a U.S. or Canada mailing address.

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*Author: Eve Yohalem *Publisher: Telemachus Press
*Chapter book for readers 6 to 10 (actually it’s a collection of humorous short stories)
*Bird and Grandpa as main characters
*Rating: Kids will LOVE Grandpa Hates the Bird!. The stories have a great voice and are full of humor–a blessing in today’s kids’ lit!

Short, short summary:

“Every February, my family takes a one-week holiday some place warm. Mother and Father, Joseph and Maya pack their bathing suits, sunglasses, and good books and head south. I do not join them because I am the bird.

Instead I go to Grandma and Grandpa’s house where they have an extra cage for me, one with a
particularly jaunty bell I like very much and some braided string and beads I don’t like at all.”

So starts the short story collection. . .Grandpa Hates the Bird The bird goes on to tell the reader that Grandma has a business trip at the same time as the family’s trip some place warm, and so the bird and Grandpa will be left ALONE. And as dear, young Joseph says, “But Mom, Grandpa hates the bird!” See you’re hooked, aren’t you? What’s going to happen when these two are left alone? Will they both survive? You’ll have to read to find out. The short story collection involves the bird and attempts to explain some of the mysteries began in story one!

(only $2.99)

So what do I do with this book?

1. The voice is strong in this book. Use it as a good example of voice when you are teaching the six plus one traits of writing.

2. Write the story from another character’s perspective. Would it be a different story if written from Grandpa’s POV? What about one of the children? It might be too much for one student/ child to write the whole story form a new pov, so divide the work in half.

3. Use this short story collection to teach some character education, too. Does he really hate the bird? How can these two solve their problem with conflict resolution skills.

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*Middle-grade historical fiction with Christian themes (WWII)
*13-year-old girl as main character
*Rating: Last Page in the Diary will really appeal to girls who like historical fiction and like writing in their diaries. It is a great book to use in a home school or Christian school setting as so many tweens deal with this question: “How can God let bad things happen?” This book is especially great because it also teaches about history!

Short, short summary:

(From the Guardian Angel Publishing website (sorry! I am pressed for time tonight.): “Thirteen-year-old Patricia (Pat) Kelly bargains with God. If He will bring her best friend Mike (Yoshi Mizuki) home from a desert (Japanse Internment) prison camp and make things like they were before the war, maybe she can start trusting Him again. The war ends, but hate and persecution continue.” (There’s also a part of this book written in journal style!)

So what do I do with this book?

1. If students do not know much about the period of history this book covers, then have them research different things mentioned in the book, such as Pearl Harbor Day or the Japanese Internment Camps. Students can write reports, do Power Point presentations, create posters, or some other way to share information with students.

2. Have readers ever felt the way Pat or Mike do in the novel–either with their relationship with God or as a victim of bullying/racism? These are great journal writing topics and discussion topics for tweens. Through the characters in this book, tweens may feel more comfortable talking about and/or writing about these issues and comparing/contrasting their experiences with the ones in the novel.

3. If students were involved in an essay contest, what would they write about? And why? You can even hold your own essay contest if you want to. . .:)

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I am happy to present to you today this wonderful audio book, Pirates!, by Roy McMillan and read by Jasper Britton. Even better, I have a copy to giveaway! If you are the parent of a child (I would say fourth grade and up) who loves pirates, then you should enter this contest. If you are an upper elementary/middle school teacher/librarian, this is perfect for your students. Just leave a comment below by Sunday, August 28 at 8:00 p.m. CST for your chance to win. (United States and Canada mailing addresses only, please)

The Naxos Audio 2-CD Pirates! is a history of pirates that answers questions such as:

*Who was the greatest pirate ever?
*Which pirate was called “The Exterminator”?
*Who made the Jolly Roger famous?

It’s read by Jasper Britton, who has a super cool voice–especially for the pirate book–and he is also a Shakespearean actor. The book has “Gruesome Alerts” for any part of the book that might be a little violent because as the author points out, pirates were really criminals who were stealing and not always pleasant about it either. Although the gruesome alert parts are not that bad, they are a good warning for anyone listening to the book who has a queasy stomach.

The audio book covers some of the best-known pirates, such as Blackbeard, Captain Morgan, Barbarossa, and Captain Kidd. The author tells the stories of these men–the facts about their lives as pirates. It also tells about some that are not as famous, so kids will learn new facts and new pirate names. It starts with when piracy began and mentions pirates today–although it is much more of a historical account. Heck, it even has a section on Pirates of the Caribbean, but there’s no Johnny Depp or Orlando Bloom here. I really did enjoy this book, and I am so happy to get to share it with one of my readers! So, leave those comments below by Sunday night!

For more information about this book and other Naxos Audio books, visit the website here.

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*Picture book, realistic (?) fiction for preschoolers through 2nd graders (although there’s something for older kids, too)
*Young boy as main character
*Rating: The Great White House Breakout is a clever book with wonderful illustrations and a storyline to get kids and adults talking about the President of the U.S.–in a good way!

Short, short summary:

Sam lives at the White House with his mom, the President and his dad, the First Guy. His cat, Warren, and a rat, Leonard, live there, too. It’s hard to have fun because Sam and his friends have to stay inside and the Secret Service are always there. So, Sam, Leonard, and Warren design an escape plan and discover the adventures of Washington, D.C. Of course, now the president’s son is missing, so people are looking for him. And of course, Sam starts to miss his mom, too. A heartwarming and fun book with lots of Washington D.C. scenery.

So, what do I do with this book?

1. Write a letter to the current president at the White House. You will get a letter back and maybe even some goodies–such as a picture of the first pet–to go along with it. In the letter, ask students or your child to tell about this book you read and encourage them to ask questions about being the president or the White House. They can also learn the most famous address in the United States by addressing their own envelopes.

2. Study what there is to do in Washington, D.C. Use The Great White House Breakout as a starting point and then ask students to do some of their own research. Students can work together in pairs to make a Washington, D.C. tourist brochure or even a “Plan for Sam, Leonard, and Warren.”

3. Ask students to imagine they live in the White House and write (or draw pictures if that’s more age appropriate) about their activities. They can be as creative as Sam or just realistically tell what they would like to do!

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I would like to welcome, Patti Wheeler, co-author of the Travels with Gannon and Wyatt adventure series to my blog today. Patti is giving away a copy of the first book in the series, Botswana. To win a copy of this well-written book in “journal-style” that kids will just eat up, please leave a comment or question for Patti by next Sunday, January 30 at 8 pm below in the comments section. One winner (who lives in either the United States of Canada) will be chosen and a book will be mailed to her. Middle-grade readers, boys and girls, will love this book!

On to the interview. . .

Patti Wheeler feels her greatest accomplishment is being the mother to twins Gannon and Wyatt. Her priority has been to educate, nurture, and to help the boys develop the important qualities of generosity, leadership, and compassion. For years, it has been Patti’s goal to create a children’s book series that instills the spirit of exploration in young people. Travels with Gannon and Wyatt is the realization of her dream. (Future books include adventures in the Great Bear Rainforest, Egypt and the Serengeti.) In addition to the book series, Patti is the founder of Claim Stake Productions/Publishing, executive producer and director of the TV pilot Travels with Gannon and Wyatt Off the Beaten Path: Egypt and co-wrote, with Keith Hemstreet, the screenplay Botswana, which was an official selection of the 2010 Beverly Hills Film Festival. Patti lives in Aspen, Colorado with her husband and sons.

The first book set in Botswana introduces you to Gannon and Wyatt and the journal format as the brothers find themselves faced with a poacher while on an African Safari. Will Gannon and Wyatt stop the poacher in time? A perfect book for boys (and girls!).

Margo: Welcome, Patti, thanks for visiting with me about Travels with Gannon and Wyatt. Where did you get the idea for Travels with Gannon & Wyatt: Botswana?

Patti: I got the idea one year while traveling with my family. I was thinking about all the fascinating and wonderful places we were visiting each year. We wanted to share our incredible adventures with the world, and what better way of doing that than through books and video.

Margo: I completely agree. What other books are planned for the series?

Patti: The books that are already planned for the series are Great Bear Rainforest, Egypt, Greenland, Iceland, Tanzania, and there are six more being discussed (including possibly China, India, the South Pacific, and the American West).

Margo: WOW! Sounds awesome! Who are the perfect readers for this book and the sequels?

Patti: 4th-12th graders who are interested in travel or adventure–our sweet spot is grades 4 through 8.

Margo: What can children learn from reading Travels with Gannon & Wyatt?

Patti: Children can learn that the world is their classroom, and “Travel is fatal to prejudice, bigotry, and narrow-mindedness.” (Mark Twain). Children can also learn to explore, help their communities, and embrace diversity through philanthropy.

Margo: I love that Mark Twain quote! What are two or three activities children can do that come from reading this book?

Patti: This book offers students the opportunity to read and turn in book reports in school. Children are introduced to the Youth Exploration Society (Y.E.S.) in the book, which promotes giving back to communities, encourages exploration, and supports a clean and healthy environment. Also, reading this book encourages readers to ge

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“Fifty years before Helen Keller, there was Laura Bridgman”–so reads the tagline for this book: She Touched the World: Laura Bridgman, Deaf-Blind Pioneer by Sally Hobart Alexander and Robert Alexander. Here are the facts about this book:

*Middle-grade biography
*Laura Bridgman is the subject
*Rating: This book is an award-winner!

Short, short summary: This book is the story of Laura Bridgman who is known as one of the first American deaf and blind children to get an education in English. Her teachers used tactile sign language and also words printed with raised letters corresponding to objects such as keys, spoons, and knives. The book includes several photos and quotes and spans Laura’s life from the time she is born to her death at 60 years of age.

So, what do I do with this book?

1. Before reading, ask students what they know about Helen Keller. Most children in 3rd-5th grades will have learned about Helen Keller before, but probably not Laura Bridgman. Explain the connection between the two to create interest in reading about Laura and her remarkable life and education.

2. Pioneer is a word that has many meanings, but most kids will think of it as the people traveling in covered wagons. After they finish reading about Laura Bridgman, ask them to write a paragraph with specific examples from the text of how she is a pioneer.

3. Ask students to compare and contrast a time they learned something with how Laura learns to communicate.

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Through my job with WOW! Women On Writing, I get to interview many interesting writers. One writer I recently interviewed, Caleb Collier, won 2nd place in WOW!’s flash fiction contest. (To see the interview, click here.) But I’m not writing about him today because he placed in a flash fiction contest. I am writing about Caleb because he brought my attention to a nonprofit organization he works for called, Give Us Names.

According to their website, Give Us Names “is a 501(c)3 nonprofit organization seeking to improve the lives of displaced Colombians. Our goal is to tell their stories in such a way that those who hear them will not rest until displacement ends, justice is brought to the perpetrators, and the rights of the displaced are recognized and protected.” I completely agree with them that this is the way to touch people and to get people to help–you have to tell personal stories. It’s the same principal the authors in Half the Sky used to draw attention to the atrocities that are STILL happening to women and girls around the world. Give Us Names is making a series of films about these displaced Colombians, and they plan to distribute their films everywhere to get the word out about what is going on. Part of the problem for so many victims is that people aren’t aware that these issues are even a problem. Education, as I’ve said before, is one of the first keys to stopping the violence and crime around the world.

You can watch a heartbreaking, 3-minute video that Give Us Names has created here. The video introduces you to what Give Us Names is trying to do–tell each person’s story, give these people a name and a voice, and draw attention to a problem, so that people can work together to solve a problem in Colombia. Fiinally, if this touches you, Give Us Names has a donation spot on their website, and you can also buy t-shirts.

I also have a couple of announcements today. . .

1. On Friday, I will be reviewing and providing activities/discussion ideas for Mockingjay by Suzanne Collins. And even better yet. . .I will be holding a comment contest for a chance to win this popular book! So, check back on Friday–even if you’ve already read it, you can win it for a library or classroom donation!

2. At the National Writing For Children Center, Suzanne Lieurance has so many creative and affordable ways to promote you and your book (if you are a published author). She is a genius, really! Click on the banner below for more information. Get the word out about your children’s book, so teachers, parents, and kids can start reading it and using it!

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Mama Miti by Donna Jo Napoli with illustrations by Caldecott Honor Winner, Kadir Nelson, is about the great Nobel Peace Prize winner, Wangari Muta Maathai, from Kenya. I have written about her on my blog before because this is one woman that I just REALLY admire, and I think her story is important to share with children. She helped Kenyan women and children by suggesting they plant trees and getting back in touch with nature. She educated herself and then went back to her country to show girls that they can too educate themselves and work for the common good. If anyone deserves a Nobel Peace Prize, it’s certainly Wangari.

This book is a little different than Seeds of Change by Jen Cullerton Johnson

in that Mama Miti focuses mostly on how women came from all over Kenya to ask Wangari for help. Her advice was to plant certain types of trees to take care of the problems the women were having. If the woman complained of a lack of food, Wangari told her to plant a tree and gave her seeds. If the woman complained of the cattle being sick, Wangari told her to plant a certain type of tree with leaves that cure disease. Mama Miti shows how nature can really provide and make a difference, and how strong women can also take care of themselves–especially with a little guidance from someone as knowledgeable and loving as Wangari Maathai.

This book also has wonderful illustrations by Kadir Nelson and resources and author’s notes in the back as well as a glossary of Kikuyu terms, which are used throughout the book.

Why share Mama Miti with your students or children? Use this book to start a discussion about how people can take care of themselves and maybe with a little help–it reminds me of the organization, Heifer International. You can also talk about the importance of planting trees and taking care of nature as well as going green tips. This book can also bring up a history lesson about how much people used to rely on nature, crops, and so on in the past when there weren’t grocery stores to visit or farmers growing food for all of us. You can also use this book to teach about a strong and wonderful woman who can be a role model for young girls all around the world.

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“A refugee’s life is never an easy one, but it’s especially tough on young people who are robbed of what should be the most formative, promising, and exciting years of their lives. At a time when they should be full of hopes and dreams for the future, they are instead faced with the harsh reality of displacement and privation. . .”
–United Nations High Commissioner for Refugees

What I like about this book for middle grade readers is that it gives a voice to the war that students are always hearing about on television–especially in political news lately since the Obama administration is working to get troops out of Iraq. Children of War: Voices of Iraqi Refugees isn’t about soldiers or political agendas or terrorists or presidents–it’s about the innocent victims of any war–children. I also like that this book, like last Monday’s book: Our New Home: Immigrant Children Speak , let’s the children’s voices be heard. The children and teens are telling their own stories.

In Children of War by Deborah Ellis, the author also gives some background to readers before each child’s essay/story, so that readers can understand important issues in the child’s story. For example, in the first story in the book from Hibba, 16, it is important for readers to understand that Islam is divided into different groups just like the Christian religion is (Catholic, Protestant, etc). Two of the Islam groups are Sunni and Shia. Saddam Hussein was a Sunni Muslim. In Hibba’s case, her mother is Sunni. Her father is Shia, and they are applying to live in the United States. Readers learn all of this information from Ellis’s introduction. Then, you hear Hibba’s story in her own words–about fleeing to Jordan, about her father being kidnapped and killed, about applying for asylum in the United States. Powerful stuff–especially for middle grade readers.

Here’s a quote from R, 18, that I think says a lot to children and adults. R. is an Iraqi Kurdish teenager living in Canada. He says: “When Canadian kids–the ones who have always been here and have a good life–start complaining to me about the little things that bother them, I just think, ‘You have no idea.’ ” And he lets you know what it’s like for him to be a refugee in his own words. Again–powerful stuff.

Books like Children of War by Deborah Ellis need to be shared with children of all ages. It takes education and understanding to solve these problems that war has created, to break down racial barriers, and to have sympathy/empathy for other people. These are stories of survival from the youngest victims. They can give anyone strength and hope.

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