Posts Tagged writing tips

STEM Tuesday — Animal Perceptions– In the Classroom

This month’s books delve into the mysterious senses and minds of different creatures. How do they communicate and use tools? What kinds of sounds do they make and what do they mean? Can we ever know what they think? Endlessly fascinating, these ideas are sure to spark wonder and inspire more questions in the classroom. Here are a few ways to explore animal perceptions with your students.

Beastly Brains: How Animals Think, Talk, and Feel
by Nancy Castaldo

Castaldo delves into the minds of animals like dolphins, dogs, and elephants to explore animal empathy, communication, tool use, and lifestyle through interviews and historical anecdotes. The book also mentions research from some great minds, such as Charles Darwin and Jane Goodall, regarding the behavior of animals and revolutionizes old theories through the lens of modern science.

 

Worm Jar Activity: In this book, Castaldo describes Darwin’s study of worms to determine if worm’s have intelligence. His observations about how worms moved leaves led him to conclude that they are thinking creatures with intelligence. With this activity, students can make their own observations about worm behavior by making a worm jar and observing the worms inside, recording their data, and coming to a conclusion. To make the worm jar, they will need:

  • mason jar
  • jar lid with holes
  • soil, sand, grass, mulch, or other organic materials from the ground
  • garden trowel and worms
  • very small pieces of vegetables or fruit (such as lettuce, apple, celery leaves)
  • dark construction paper and tape
  • observation notebook

Have students layer different ground materials in the jar until it is around 3/4 full. Dig in wet soil to find earthworms and put a few in the jar. Add the small pieces of vegetables or fruit at the top and then cover with the lid. Then wrap the black paper around the jar and tape so that the worms will be in darkness, just like being underground.

Tell students to think of something they wonder about the worms in their jar and write it down inter observation notebook. Then have them check not heir worms each day by untaping the paper and seeing what is happening inside the jar. Tell students to write their observations each day in their notebook. After a few weeks, ask students to look through their observations to see if they have been able to answer their question at the beginning of the experiment. Do they have a conclusion they can share with others about their worms?


Sensational Senses: Amazing Ways Animals Perceive the World
by Rebecca E. Hirsch

From star-nosed moles to Japanese sea catfish, each of the eight chapters in this book dives deep into the amazing sensory abilities of a different animal. Hirsch’s clear text combines with eye-popping photographs to show readers how these extraordinary animals can sense things in the world that are hidden to humans.

 

Super Senses Comics Activity: The creatures in Hirsch’s book have some incredible powers, almost like comic book characters. For examples, the star-nosed mole uses its incredible sense of touch to hunt food in the darkness of its underground world. After reading through the book, provide students with a blank comic book storyboard (like this or this) or direct them to free storyboarding software. Here are a few to try:

Tell students to choose an animal and its super power from the book, and to think of a story that involves that creature using that super power. They can then create a comic that tells their story, adding images and dialogue to the panels of their comic strip. What problem does their creature solve? How does it use its special sense? Practice providing feedback and revising to help students develop and share their stories. Then create a gallery on the wall to display students’ comics!

 


Karen Latchana Kenney loves to write books about animals, and looks for them wherever she goes—from leafcutter ants trailing through the Amazon rain forest in Guyana, where she was born, to puffins in cliff-side burrows on the Irish island of Skellig Michael. She especially enjoys creating books about nature, biodiversity, conservation, and groundbreaking scientific discoveries—but also writes about civil rights, astronomy, historical moments, and many other topics. Visit her at https://latchanakenney.wordpress.com

Author Spotlight: Chris Lynch

Best known for his critically acclaimed, award-winning YA novels, including Freewill, a Printz Honor Book, and Iceman, Gypsy Davey, Shadow Boxer—all ALA Best Books for Young Adults—as well as Killing Time in Crystal City, Little Blue Lies, Pieces, Kill Switch, Angry Young Man, and Inexcusable, which was a National Book Award finalist, author Chris Lynch has ventured into the brave world of middle grade! His new middle grade novel, Walkin’ the Dog (Simon & Schuster Books for Young Readers), bounds into the world on March 12. So, SIT back, relax… and STAY for this treat-worthy interview!

But first…

A Summary

In a family of strong personalities with very strong points of view, Louis is what his mother lovingly calls “The Inactivist”–someone who’d rather kick back than stand out. He only hopes he can stay under the radar when he starts high school in the fall, his first experience with public school after years of homeschooling. But when a favor for a neighbor and his stinky canine companion unexpectedly turns into a bustling dog-walking business, Louis finds himself meeting an unprecedented number of new friends–both human and canine. But is Louis ready to learn the lesson he needs most: how to stop being a lone wolf and become part of a pack?

Interview with Chris Lynch

MR: Welcome to the Mixed-Up Files, Chris—and huge congratulations on your first middle-grade novel!

CL: Thank you very much. I should probably clarify, some of my earliest young adult titles from the 90s might be considered MG by today’s standards as well. But fair enough, I think YA would rightly be considered my wheelhouse for much of my career. As I tell my own students, I generally have one of two protagonists in my head when a story occurs to me. One is 13, and the other is 17. I mostly let those two fight it out for ownership of the story.

Walkin’ the Dog: Inspiration

MR: Could you tell MUF readers a bit about Walkin’ the Dog as well as the inspiration behind it?

CL: Walkin’ The Dog went through countless transformations since I signed the book up way back in 2015. At one point I shifted to wanting to tell the story of a kid who was merely a bystander in life, wanting to keep to himself. Obviously, that would make for a fairly dull storyline. My editor, Kendra Levin, was rather insistent that the book also have a vehicle for delivering my ideas and the character’s journey to eventually being a citizen of the world. As it happens, I have long held the notion that dog walkers make the world go round (“…the dead body/crime scene/burning vehicle/stranded swimmer etc was found by dog walkers early this morning…”) and thought I might build a narrative on that. So, what better way to get a guy out of the house, interacting with people and society and adventures and canines, than that?

Meet The Inactivist

MR: Louis, the main character of your novel, is a risk-averse, self-described bystander. Because of this, his mom—an advocate at a women’s shelter—has nicknamed him “The Inactivist.” At first glance, this would make Louis an unlikable protagonist—but he’s not. How did you pull this off?

CL: Did I pull it off? Thanks. I suppose it has to do with the fact that I recognize Louis’ approach to life, having never been much of an activist type myself. But also, I think he is more broadly identifiable than that. He knows his flaws and weaknesses, acknowledges them to other characters and readers, and even tries to rationalize them as much as he can before we see the tide of human existence (and dogs) drawing him irresistibly outward. We can see that his resistance and isolationism are doomed.

MR: Louis has a lot going on in his life, including worries about his mom. When we first meet her, she’s receiving in-patient treatment for an addiction to pain pills, brought on by an injury she sustained during an altercation at her workplace. This would be disturbing for any child, but it’s particularly hard on Louis. Can you tell us more about that?

CL: While Louis has largely been in retreat from the world and his mother has been much the opposite (she is the one who gave him the nickname, The Inactivist), he has always admired and counted on her activism. Her getting knocked down, and knocked back by events is deeply unsettling to his own sense of security and confidence.

Understanding Addiction

MR: As a follow-up, what kind of research did you do to better understand the impact of addiction on children and families?

CL: Even casual students of the human condition cannot help to see the variety and intensity of addictions tormenting our kind. I feel as if I have been writing about this in various forms for much of my professional life. I find it hard to imagine any novelist not being pulled right in by this topic. Murder stories have their obvious fascination, but for me they don’t have the same power as the drive of addiction, the need for us to get outside of ourselves, get away from ourselves somehow, by any means necessary. Gambling, cigarettes, opioids, all have that same skeleton inside them.

Sibling Rivalry

MR: Louis has two siblings with whom he often butts heads: his younger-but-acts-middle-aged sister, Faye, and his tough-guy older brother, Ike. Like Louis, both characters are flawed but endearing. What were you trying to say about the nature of sibling relationships in general—and this one in particular?

CL: I loved Faye from the start. Just felt I knew her, her hard outer shell and soft inside, her humor most of all. Ike was a tougher sell, to myself. I think it’s a mistake to attempt to write a character you completely dislike, and with Ike I came dangerously close. But in revision I looked for more of Ike’s humanity, of his own frailty, and of Louis’ appreciation of that. That is reality. That is the nuance of human relationships, and a novelist must never lose that. Also, I am one of seven siblings.

Doggy Love

MR: Let’s turn our attention to the co-stars of this novel… dogs! Clearly, you have a strong affection for our four-legged (and in one case, three-legged) friends. What is it about dogs that makes the human heart go mushy? And what prompted you to explore the theme of human-canine attachment? Are you a dog parent yourself?

CL: This one is hard. I am a dog parent. Dexter, my close pal of 13-plus years, who is in the book’s author photo with me, had to be put down a week ago. I feel like I can remember every minute of his whole life. So this human heart is pretty mushy. I have a theory that the reason, generally, why we are such saps for them is that they utterly convince us that they adore and need us unconditionally. They are brilliant at it. Even if the reality is that it’s a wholly treats-and-comforts based relationship on their part, they are geniuses at making us believe in this entirely. And you know, it’s my theory, after all, and I still fall for it over and over and over, every day.

MR: I’m so sorry about Dexter, Chris. Would you indulge me another dog-related question?According to Louis’s sister, Faye, “All dogs are guide dogs in the end.” What did she (okay, you) mean by this?

CL: Dexter and his main predecessor, Chunk, guided us on an almost unbroken twenty-eight-year journey through these lives. Chunk was originally acquired to help my kids with the transition from one country to another. She shepherded us from the kids’ first weeks in Irish primary school, all the way through to Scottish university, the empty nest, the first grandchild. One month into the new reality for all of us, Chunk slipped away, mission accomplished.

Three months later I shocked myself—and everybody else—by concluding that I needed a dog beside me through the days. I needed the rhythm of the walks, the warmth, goofiness, fun of it all. So Dexter signed on and saw me through everything the next decade plus brought—car accidents, eye operations, heart failure, and what might be considered a professional period in the wilderness. Whenever I reached, I found Dex. He earned that spot in the author photo, on the book with all the dogs in it. I’m not going to say that it’s a shame he died a month too early to see it. He was far too modest to have cared about all that. And he didn’t much like dogs the last few years, either.

Middle Grade: The Journey

MR: As stated in the intro, you are best known for your critically acclaimed, award-winning YA novels. With that in mind, what made you decide to try your hand at middle grade? What’s biggest challenge when writing for a younger readership? The greatest reward?

 CL: I suppose I have been doing both all along—such is the fluid nature of categories, I suppose. As I tell my students, the greatest challenge with MG is to be able to touch and move young readers just as deeply as adults, while working with a much more limited linguistic palette. Otherwise, you’re cheating. The greatest reward is that the young readers who are willing to come along on the journey care so much about your story. It is a great motivator, not wanting to let them down.

Write this Way

MR: What does your writing routine look like? Do you have any particular rituals?

CL: I lost the most structured of my rituals when I became an empty nester. I used to write strictly around the kids’ school days. That was seriously helpful to my mental discipline. I drifted for a solid two years trying to adjust after that. My wife is a teacher, so I can sort of simulate that, still. But I’m onto my tricks. Even so, I have a lot of time and space to structure things to my liking, with dog walks and gym trips vital to keeping things ticking over. The early part of the day (my former strength) can be meandering now. But the odd nap is quite the tonic, after which I am newly charged. Between lunch and dinner hours are far and away my best these days.

Next Up…

MR: What are you working on now, Chris? Enquiring Mixed-Up Files readers want to know…

 CL: Working on an adult novel which I cannot discuss too much because if it’s too early I tend to feel talking it out is the same as writing it out.

But I can talk about my next middle grade, since that’s more advanced. It’s called Badges, and it’s with Kendra Levin and Simon & Schuster again. It’s about a wild tearaway kid who finds himself in front of a judge who offers him an alternative sentence that requires him to achieve a certain number of Scout badges, directly related to the many offenses he has piled up.

Lightning Round!

And finally, no MUF interview is complete without a lightning round, so…

Preferred writing snack?

Corn cakes and hot salsa.

Favorite breed of dog?

So many, honestly. I’m all over the place on that, because so many breeds appeal in so many different ways. But since my remaining pal, Selkie, is a Lurcher (Greyhound/Saluki cross), and she’s always looking over my shoulder, I’m going to say, Lurcher.

Superpower?

Depends on whether you mean, 1) superpower I possess, or 2) superpower I would opt for if given the choice.

  1. I’m a good listener.
  2. Every writer would benefit from invisibility.

Favorite place on earth?

Anyplace with a dog and a deserted seashore. Also, Edinburgh.

 Zombie apocalypse: Yea or nay?

Yea, bring it on. Humanity needs a start-over.

If you were stranded on a desert island with only three things, what would they be?

A solar powered radio with satellite or longwave or whatever I’d need for decent reception; a loaded eReader, likewise solar; a pizza.

MR: Thank you for chatting with us, Chris. It was a pleasure, and I’m sure MUF readers will agree!

 CL: And thank you. It was tougher going than most of these things, but no less rewarding for that.

Bio:

Chris Lynch (pictured here with his dearly missed pal, Dexter) is the award–winning author of highly acclaimed young adult novels, including Printz Honor Book FreewillIcemanGypsy Davey, and Shadow Boxer—all ALA Best Books for Young Adults—as well as Killing Time in Crystal CityLittle Blue LiesPiecesKill SwitchAngry Young Man, and Inexcusable, which was a National Book Award finalist and the recipient of six starred reviews. Walkin’ the Dog is his new middle-grade novel. Chris holds an MA from the writing program at Emerson College and teaches in the creative writing MFA program at Lesley University. He lives in Boston and in Scotland.

 

Melissa Roske is a writer of middle-grade fiction. Before spending her days with imaginary people, she interviewed real ones as a journalist in Europe. In London she landed a job as an advice columnist for Just Seventeen magazine. Upon returning to her native New York, Melissa contributed to several books and magazines, selected jokes for Reader’s Digest (just the funny ones), and received certification as a life coach from NYU. In addition to her debut novel Kat Greene Comes Clean (Charlesbridge), Melissa’s short story “Grandma Merle’s Last Wish” appears in the Jewish middle-grade anthology, Coming of Age: 13 B’Nai Mitzvah Stories (Albert Whitman). Learn more about Melissa on her Website and follow her on  TwitterFacebook, and Instagram.

STEM Tuesday — Brain/Psychology — Author Interview

We are delighted to welcome Tanya Lloyd Kyi to the blog today.

Tanya Lloyd Ki

Tanya Kyi is the author of more than 30 books for children and young adults. She writes about science, pop-culture, and places where the two overlap. Tanya has worked in the past as a graphic designer, an editor, and a dishwasher. (She considers herself entirely qualified for that last one.) Her favourite color is blue, her favourite food is cheese, and her favorite book is A Wrinkle in Time.

Her book:

This is your brain on Stereotypes

Discusses the brain science behind stereotypes. It’s very intriguing!

Blurb: An essential overview of the science behind stereotypes: from why our brains form them to how recognizing them can help us be less biased.

From the time we’re babies, our brains constantly sort and label the world around us — a skill that’s crucial for our survival. But, as adolescents are all too aware, there’s a tremendous downside: when we do this to groups of people it can cause great harm. Here’s a comprehensive introduction to the science behind stereotypes that will help young people make sense of why we classify people, and how we can change our thinking. It covers the history of identifying stereotypes, secret biases in our brains, and how stereotypes affect our sense of self. Most importantly, it covers current research into how science can help us overcome our biases, offering hope for a future where stereotypes are less prevalent and the world is more fair for everyone.

 

Received a starred review from Kirkus as well as other praise:

A must-read primer for change.―Kirkus Reviews, starred review

… fascinating …―Booklist

A worthwhile purchase … that will help readers recognize, understand, and eradicate stereotypes.―School Library Journal

Alongside Drew Shannon’s colourful illustrations [Lloyd Kyi] encapsulates key sociological and scientific research on racism and stereotyping.―New York Times

 

Thanks for joining us today, Tanya! This is such an intriguing topic, how did you come up with it? 

One afternoon, I listened to a Hidden Brain podcast about implicit bias. That evening, my husband called from Edmonton, where he was giving the keynote speech at a conference. My husband is Asian Canadian and when he’d arrived at the conference venue, he’d been mistaken for the custodian. I thought… aha! That was implicit bias at work. I did some sleuthing to see if there was enough research about the topic to fill a children’s book, and there was so much fascinating material! I could have written three books on the subject.
 

Can you give us a short explanation of how science and stereotypes are related?

 

What do you see when you picture a senior citizen? What about a ballet dancer? Or an environmentalist? You probably picture an old grey-haired lady, maybe doing some knitting. You might imagine a girl in a tutu and a bearded guy in sandals. But those are generalizations. There are plenty of tennis-playing seniors, male ballet dancers, and suit-wearing environmentalists. Stereotypes live in the same place in our brain where we store implicit memory — things we know without necessarily remembering how we know them. You understand how to use scissors, you know the grass is green, and you believe ballet dancers wear tutus. Relying on our implicit memory for scissor use is fine, but when we allow our brains to supply us with snap-judgement images about people, we can be led astray by our own assumptions.
We don’t always realize we have biases (or maybe we hide them!), so scientists have to be tricky in order to study them. Sometimes they pretend to be studying something else, while actually watching what choices we make. Or they might ask us to make choices quickly, so we don’t have time to hide the stereotypes we hold. One of the most famous tests of bias is one developed by Harvard, and you can take it yourself, online. It’s called the Implicit Association Test.

 

Can you give us a sneak peek of one or two of the activities that you have in your book to help people understand their own ways of thinking?  

 

There’s so much we can do to combat the stereotypes in our own brains. That’s one of the reasons I was so excited to write this book. If kids notice gender bias in toys, they can email the toy companies. If they want to make their school a more accepting place, they can volunteer to create a display of diverse books in the library. But one of the most researched things in all of stereotype science is called the contact hypothesis. A psychologist named Gordon Allport came up with the idea in the mid 1900s, and studies have been done in hundreds of countries since then. The contact hypothesis says that if you hang out with people who are different than you, you will hold fewer stereotypes. So the very best way to combat stereotypes? Make all sorts of friends!
 

What do you want young readers to get out of your book? 

 

I’d love young readers to begin to recognize biases in the world around them, and to understand that they have the power to make change. You don’t have to get a university degree to combat stereotypes; you just have to pop by a GSA meeting at school, or redecorate your school computer lab in gender neutral themes, or pick up a book about characters who live in a different part of the world.
 

Do you have any tips for writers who want to break into nonfiction children’s books? 

 

Information books for children have changed dramatically in the last decade, so don’t rely on your memories of your own school library shelves. Head to a local bookstore and check out the ways writers, illustrators, and publishers are using new formats and forms to capture kids’ attention.
 

What are you working on now? 

 

I’ve just released a middle-grade novel called Emily Posts (published by Penguin Random House) and I have a picture book coming out called When You Meet a Dragon (illustrated by Udayana Lugo and published by Orca Books). While these aren’t information books, they were both inspired by research. Emily Posts is about a young influencer who encounters censorship while podcasting about the climate crisis, and When You Meet a Dragon is about the power of community to overcome existential, dragon-sized problems.

 

Thank you for having me, Jennifer! It’s an honor to be featured on your site.

 

You’re so welcome, Tanya. I loved learning more about how this book came to be, and I’m sure our readers did as well.

 

You can find out more about the book– and Tanya— HERE  –> https://www.tanyalloydkyi.com/
Jennifer Swanson author
Jennifer Swanson is an award-winning children’s author and podcaster. You can find her at her website https://jenniferswansonbooks.com/,
or her Solve It! for Kids podcast website www.solveitforkids.com   or on Pinterest, or X and IG @jenswanbooks.