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Helping Middle Graders Find a Story They’re Excited to Write

“I don’t know what to write about.” This is often the first thing I hear when beginning a writing workshop with middle graders. It’s also a subject dear to my heart. Because the best techniques I know to help youngsters find a story they’re excited about are the same ones I’ve used with teenagers and adults.  Yes, my students have ranged from third graders to senior citizens. But although they are diverse in age, experience and ability, when we talk about how to find a great story, the most important tools I use with all of them are the same, Seminal Experience and Spiritual Geography.

 

In her book, Dakota: A Spiritual Geography, Author Kathleen Norris, defines spiritual geography as the way our external geography, or landscape, shapes our internal geography. When I work with middle graders and teenagers, I explain spiritual geography as a place that helped shape their lives and their character thus far. Some of my students have written about the countries they emigrated from, their neighborhoods, apartment buildings, and schools. Others have written about a library, a basketball court, a subway line, and a fire escape.

 

In much the same way, seminal experience—an event that has contributed to who a person is inside—can teach young people to write reflectively. My current crop of teenagers is writing about subjects that include the betrayal of a friend, being understood by a grandparent, overcoming a health challenge, and struggling to learn English. Their writing teaches them to better understand and appreciate their lives. They are learning what makes them happy and unhappy.

 

My favorite anecdote about a seminal experience comes from award-winning author Katherine Paterson. In her book, Gates of Excellence: On Reading and Writing Books for Children, Ms. Paterson remembers the February 14th when she was in first grade, and came home from school without a single valentine. She writes: My mother grieved over this event until her death, asking me once why I didn’t write a story about the time I didn’t get any valentines.“But Mother,” I said, “all my stories are about the time I didn’t get any valentines.”

 

Here is a start on the many wonderful works of autobiographical fiction by MG Authors. You’re welcome to add your favorites in the comments section below.

 

Some Great Autobiographical Fiction

 

Bridge to Terabithia — Katherine Paterson

Lucky Broken Girl — Ruth Behar

El Deafo — Cee Cee Bell

Brown Girl Dreaming — Jacqueline Woodson

Hello, Universe — Erin Entrada Kelly

Inside Out and Back Again — Thanhha Lai

The Crossover — Kwame Alexander

One Crazy Summer — Rita Williams Garcia

Better Nate Than Ever — Tim Federle

When Pirates Came to Brooklyn — Phyllis Shalant (a.k.a. Annabelle Fisher—that’s me!)

 

 

 

 

 

STEM Tuesday — Deep Space and Beyond — In the Classroom

Let’s launch into nonfiction literacy with this month’s theme, Deep Space and Beyond!

Space is the star of the show this month. From asteroids to zero gravity, there are human interest and general STEM themes interwoven with this theme.  Have a blast as you explore the Solar System and beyond!

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Try a Trio.

Emphasize the human heart of science as you compare and contrast the stories in a trio of books: Team Moon (Catherine Thimmesh), Mission to Pluto (Mary Kay Carson), and Voyager’s Greatest Hits (Alexandra Siy).  Focus on the motivations, challenges, worries, and risks involved in reaching for big, ambitious goals that advance scientific and technological frontiers.  Students can consider which missions they find most interesting; which one they think they would most like to have been involved in; and where else they think humanity should explore. They might also write about what they see as the advantages and disadvantages of  human explorations compared to robotic ones.

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Elizabeth Rusch’s IMPACT! Asteroids and the Science of Saving the World focuses on professional scientists’ efforts to understand asteroids and their, er, impacts, both past and potential, on Earth. Then Rusch invites readers to get involved in citizen, or amateur, asteroid science. (After reading this book, who wouldn’t want to join the fun?) Page 64 offers resources to help engage your group, or just one motivated kid, in efforts to track asteroids, discover one, or even save the world from an asteroid! Rusch provides tips for meteorite collecting, but it might be easier to collect tiny micrometeorites. Their incredibly long adventures through space can end on rooftops and in downspout debris. They’re ready for pick-up by the well-informed, slightly lucky, prepared amateur with a magnet. Check out Popular Science’s DIY article for details. (Be sure to get all the appropriate permissions and scout only in safe areas when collecting!)

 

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Readers zipping through Dr. E’s Super Stellar Solar System  (Bethany Ehlmann with STEM Tuesday’s Jennifer Swanson) might appreciate the mind-boggling size of the solar system after they make and revise solar system models to various scales. Get started with a scale and relevant data for a football field-sized model, found on page 18. Before heading out to the gridiron, however, help students map out the model.

Begin by sketching the football field on cm-grid graph paper and locating the planets’ orbits on it. (Each cm represents one foot on the field and 5 million miles in real space.) At this scale, students will find the field is too small for all orbits; students will need to adjust the scale so all planets can fit. New map in hand, head outside. Students can position themselves at the scaled planetary distances from the Sun.

Reading on, as students find that the solar system extends farther than the planetary orbits, they can track distance data for all Solar System features mentioned in the book. At the scale students used before, where in the community beyond the field would these features have to be placed?

For more depth, consider the scale of the objects and other models.

  • Is the model of the Sun (an orange) the right size for this scale?
  • If not, what would be?
  • What are the strengths and limitations of various 3D and illustrated visual models of the solar system that students have encountered?

 

Support Independent Bookstores - Visit IndieBound.org Support Independent Bookstores - Visit IndieBound.org Explore Metaphors with Black Holes.

Metaphors and imagery help scientists flesh out ideas for themselves. Piggy-backing new ideas onto ones we already grasp is also important in science communication, especially when it comes to fascinating but abstract, challenging concepts related to black holes.

Keep a class log of the metaphors, analogies, and other comparisons used by scientists and the authors—including Sara Latta, author of Black Holes: the Weird Science of the Most Mysterious Objects in the Universe and me, author of A Black Hole is NOT a Hole. You’ll find some, for example, on page 35 of Black Holes, where Latta quotes Neil deGrasse Tyson describing galactic (and black hole) cannibalism : “…the big galaxies get bigger; the little ones get eaten”. By contrast my book begins by challenging  such anthropomorphism (“monstermorphism”?); soon, starting on page 8, the text compares a black hole to a whirlpool.

  • What other examples can readers find of scientists or writers using metaphorical language to describe black holes and related ideas?
  • In what ways does each metaphor work as a model and in what ways does it break down? What metaphors do students come across in other science contexts?
  • Based on their own world experience, what metaphors can students develop for the science concepts they are learning?

 

Make It Your Mission. Just as it took 400,000 people—Team Moon–to launch humanity to the moon, it takes a big Team STEM Tuesday to launch kids into getting the most of their STEM and STEM reading experiences. We would love to hear from you.

  • What books on this month’s list do you want to bring to your young readers?
  • Which of this month’s suggestions intrigue you most?
  • What other ideas, thoughts, and questions around using space books with your young learners do you have?

 


portrait of author Carolyn Cinami DeCristofanoSTEM author Carolyn Cinami DeCristofano writes books for kids about space and other topics. Her lively author programs bring engaging science and writing experiences to readers.  As co-founder of Blue Heron STEM Education, she provides teacher professional development and creates curriculum resources for classrooms and other contexts.

Marcus Emerson’s The Super Life of Ben Braver

I’m thrilled to have indie author Marcus Emerson join us here at The Files. Within the indie community, Marcus is a bit of an inspiration. His books often top the charts and his Diary of a 6th Grade Ninja series has over 2,500 Amazon reviews! I knew it would be invaluable to have him here as there’s much to learn from his success as an indie author.

My name is Chase Cooper, and I’m a 6th grade ninja. It’s my first day at a different school and the only person I know is my cousin, Zoe (but she might be a little too cool for me). I was just another scrawny kid until a group of ninjas recruited me into their clan. It was a world of trouble I wasn’t prepared for, which is why I kept this diary (or “chronicle” as my dad would call it) – to warn other kids about the dangers of becoming a ninja. They say history is destined to repeat itself… well, not if I can help it. Diary of a 6th Grade Ninja is a funny thriller that’s entertaining for kids, middle school students, and adults.

 

Amie: Welcome to the Mixed-Up Files, Marcus! We’re so excited to have you here. Your publication journey is inspiring and I’m excited to share it with our readers. So let’s start with the basics. What inspired you to want to write MG books?

Marcus: It started with Recess Warriors – I wanted to create a comic book, but I wanted to create a comic book that I wouldn’t have to hide from my 3-year-old (at the time) daughter, so that meant no realistic violence, foul language, or anything of the sort. I was working on it for several hours a day at the kitchen table, and she would constantly sit with me during that process.

Once that was finished, I realized that MG was where my heart was the whole time so I just kept going. I can’t see ever writing anything outside of that.

Amie: I believe writing is a calling. Once you find your genre, it almost feels like a betrayal to write outside of it. So you wrote Recess Warriors and had a finished manuscript. Why not find an agent or publisher? Why choose to self-publish?

Marcus: I love working, especially on creating stories. If I could, I’d work all day on just that and nothing else, which was the reason why I chose to self-publish. I wanted to tell stories, and I wanted people to read my stories so I got to work and put them out. I was never against finding an agent or against traditional publishing – I just wanted to work without thinking about anything but the work, and self-publishing allowed me to do that.

Amie: There’s a lot of waiting in traditional publishing and, understandably, there can be some lag time between book releases, so I can appreciate the desire to create and publish on your own timeline. Indie authors tend to sell mostly ebooks. Are your sales mostly digital or physical books?

Marcus: I’m selling a lot more physical books these days. I’m definitely not an expert on why that’s the case though. I suspect more people like having physical copies in their hands? Personally, I do. I’ve probably bought a handful of ebooks in my life, but I’ve got a thousand physical books on my shelf.

I like a book where I can jot notes down on the paper, tear out pages and pin them up for reference, stick post-its in the margins, fold an edge to mark my place, to toss on the couch and know it’s waiting for me when I need it, and to stack on my bookshelves as beat up trophies.

My first love is actually comics, and nothing beats a physical comic book in your hands.

Amie: Unlike other indie authors who write for older audiences and can market directly to them, middle grade readers don’t always purchase their own books.  How were you able to reach this younger audience?

Marcus: Amazon.com takes care of all that for me. Parents shop the site, see that my books are popular or are recommended in the “customers also bought” section. I really don’t do much (if any) marketing at all.

Amie: That’s great! Amazon is essential to the indie author. Diary of a 6th grade Ninja is your first self pubbed middle grade book, correct? Ninjas are always popular for this age group, particularly boys. Do you think this has had some influence over the popularity of your books? 

Marcus: Correct. NINJA was my first self pubbed book. Ninjas are timeless. I’m 37 years old, and I grew up loving the Ninja Turtles, and kids today are still growing up loving those same turtles. I’m sure being part of pop culture definitely helped my books connect with young readers. 

Amie: I’m a *little* older than you but I recall my siblings watching TMNT. I can definitely understand the timeless kid appeal. From here you went on to write additional series, including The Super Life of Ben Braver. Was this also self-published? How did the popularity of your Ninja series affect the follow through sales of your other books? 

Ben Braver is an ordinary kid. All he wants to do is finish his summer watching awesome TV shows and eating his favorite candy. But when some kid screams for help, Ben, like his favorite comic book heroes, tries to save the day. Let’s just say it ends badly. But it does lead him to a secret school where kids with super abilities learn to control thier powers. Ben’s never had any powers—and never thought he could be special. So when he’s offered a spot at the school, Ben realizes this is his chance to become the superhero he’s always dreamed of.

Marcus: BEN BRAVER is not self-published. It’s published through Roaring Brook Press. It’s been out for a few months now and the response has been great, but I’m not exactly sure if the success of NINJA has anything to do with it.

Amie: You’re now represented by an agent. Tell us a bit about how you found your agent. Why’d you decide to seek representation?

Marcus: So one day I got an email from an agent (Dan Lazar at Writers House) who had read DIARY OF A 6TH GRADE NINJA. He thought the book was really fun and wanted to have a phone call with me. At the time, I was buried in my own work, writing and drawing another book in the NINJA series, so his email kind of slipped my mind.

Fast forward to several months later when I started getting inquiries from foreign countries about publishing the NINJA series in different languages. Foreign taxes and laws and all that was too staggering for my brain to understand, so I emailed Dan back for advice, which he generously offered, and I’ve been working with him and the awesome folks at Writers House ever since.

Amie: Fantastic news on both to your foreign rights interest and to your representation! Since some of your books have now been picked up by a publisher, what are your marketing plans? How have they changed?

Marcus: My marketing hasn’t changed too much, except that I’m trying my best to maintain a social media presence. It’s kind of exhausting for me and inevitably leads me back to burying myself in work because that’s what I love anyway.

Amie: Tell us a bit about your transition from indie to trad and what that’s been like.

Marcus: Self-publishing is a lonely process, for me at least. I outline alone. I write alone. I edit myself, then my wife edits, and then a third person edits. I make the final draft alone. I draw alone. And then I release the book quietly and wait for fans to start reviewing. This process takes 2-3 months per book.

Traditional publishing is much more friendly and a team effort. I outline with my editor and her assistant. I write a first draft. I work on illustrations while they edit. We have phone calls about the first draft and then I work on the second draft based on those notes. I work on covers with designers and the sales team while the second draft is edited. I sharpen the third draft. The book is laid out by the designer. We sharpen the layout until it’s nearly perfect. The book gets printed as an Advanced Reader Copy. The book is sharpened further until it’s perfect. The final book is ready and printed and released. This process takes almost 2 years, and I have a wonderful team of people at Roaring Brook Press working hard to make sure the book is the best it can be.

Amie: What do you like most about being an indie author? What’s the worst thing? Will you continue to self-publish?

 Marcus: Most? I get to write what I want. Worst? The stress of writing what I want. There’s nobody to tell me “That’s a bad idea,” or “This part sucks,” or “This part is almost good.” I’m extra hard on my self-pubbed stuff because of that.

I think self-publishing will always be there for me, like my own playground for story telling experiments – nothing major – just small ideas and thoughts.

Amie: Any other books you’re working on?

Marcus: Right now I’m working on the sequel to Ben Braver (actually I’ve been working on it for the last year and a half).

Amie: Spaghetti and meatballs or bean burritos? Snow pants or swim trunks? Dinosaurs or unicorns?

Marcus: Bean burritos! It’s like a meal wrapped in a blanket. I can’t walk while eating spaghetti and walking while eating is very important to me. It’s the most important thing of all.

Swim trunks, because snow pants make too much noise when you walk in them, and I don’t need all those people looking at me when I’m eating my burrito.

Dinosaurs! Because how cool would it be to strap a saddle to one and fight crime while riding it?? But on the other hand, it could be pretty cool to fight crime on a unicorn, too. This question is too hard. Pass.

Amie: Haha! These are the best answers ever! I can’t help imagining you in noisy snow pants, eating your meal-wrapped-in-a-blanket while fighting crime from the back of a unicorn. Thanks for the visual. And thanks so much for joining us at The Files, Marcus. Best of luck to you with Ben Braver as well as all of your other titles. 

 

Marcus Emerson is the author of the hit Diary of a 6th Grade Ninja   series, The Super Life of Ben Braver, and Recess Warriors. His career   started in 2nd grade when he discovered Garfield. He grew up playing   Super Mario Bros., watching Thundercats, and reading comics like   X-Men, and Wildcats. He lives in Iowa with his wife and children.

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