Articles

Blast Off with Author Suzanne Slade and her new Space Book

By on October 3, 2018   /   Articles, Author Interviews, STEM  
I am so excited to be interviewing author Suzanne Slade about her new book

 

Countdown: 2979 Days to the Moon (Peachtree Publishers)

 

           Powerful free verse and stunning illustrations tell the true story of the American effort to land the first man on the Moon. In 1961, President John F. Kennedy announced that the United States would try to land a man on the Moon by the end of the decade. During the two thousand nine hundred and seventy-nine days following his speech, eighteen astronauts climbed into spaceships; three of them died before even leaving the ground. Eight rockets soared into space. And four hundred thousand people―engineers, technicians, scientists, mathematicians, and machinists―joined Project Apollo in hopes of making the dream a reality.
Award-winning author and mechanical engineer Suzanne Slade joins up with New York Times best-selling illustrator Thomas Gonzalez to tell the powerful story of the successes, failures, triumphs, tragedies, and lessons from Apollos 1 through 10 that led to the first Moon landing.

 

Junior Library Guild Selection
Starred Review Booklist, Publisher’s Weekly, and School Library Journal

 

Thanks so much for joining us, Suzanne.

 

  What first drew you to this story? Why did you feel it needed to be told? 

 

The Apollo moon missions are of great personal interest to me — probably because I have a mechanical engineering degree and worked on rockets in an earlier career.
I decided to write COUNTDOWN: 2979 DAYS TO THE MOON because I wanted to convey the struggles, successes, and surprises of the early Apollo missions that led to the first moon landing. The book covers the details of 2979 incredible days: from President Kennedy’s announcement that America should land on the moon (May 25, 1961), to Neil Armstrong’s first step on the moon (July 20, 1969.) 

 

COUNTDOWN shares notable events including Apollo 1’s deadly fire and Apollo 8’s first glimpse of the far side of the moon, as well as lesser-known details such as why Apollo 7 staged a mutiny and refused to wear helmets, and how Jim Lovell made chocolate pudding in space.  

 

Is there a reason why you think this story is so pertinent now?

 

The 50th anniversary of the first moon landing is approaching soon — July 2019. I hope this true story of courage, ingenuity, and perseverance inspires readers as they join in the celebration.
Although the Apollo missions were decades ago, their discoveries are still relevant today and important for our future.
These missions helped us to learn about the moon (it’s history, geography, how it was formed, etc.), and they continue to help scientists today learn about space, space travel, Earth, other planets, and much more. 
(Fyi – Check out the Air and Space Museum’s   “Top Ten” Apollo discoveries  list. #2 is my favorite.)

 

 I understand that it took you 8 years to complete all of the research for this book. Can you speak to how you felt during that time?

 

With any nonfiction project, I expect the research to be comprehensive and time-consuming. Since COUNTDOWN is a middle grade (I usually write picture books) about a technical topic, the research was particularly tedious and intense.
My engineering degree, and experiences at McDonnell Douglas Space Systems working on rockets for NASA, provided a technical background which helped me understand the basics of the Apollo spacecraft (Saturn V rocket, command module, service module, lunar module), but I still had a  lot  to learn. 

 

To your question, during my research for the book I felt inspired, discouraged, curious, frustrated, overwhelmed, exhilarated, and many other things. But the overriding emotion was excitement. It was thrilling to delve into the details of this amazing time and discover fascinating facts about the missions and astronauts that I’d never heard before. It was especially rewarding to write this amazing story for curious readers. I think they’ll be blown away by the astounding Apollo missions.

 

Can you give a few insights into how you found your sources?  

 

 
Of course, I focused on primary sources — NASA transcripts*,  Apollo photo archives, NASA websites, and astronaut biographies. 
Email inquiries to astronauts resulted in interviews with Alan Bean (4th man on the moon) and correspondence with astronaut Walt Cunningham.  I was unable to find contact info. for some astronauts, and  a few didn’t reply to my emails . But I was very grateful for the many reliable sources I found, and to the experts who enthusiastically helped with the accuracy of the project.
[*NASA Transcripts are public domain. Discussions between astronauts in flight and mission control are found in the   Apollo Flight Journal.  Dialogue after landing on the moon is in the  Apollo Lunar Surface Journal .]
 
I also visited museums where I studied Apollo spacecraft and space suits first-hand.  After the manuscript was complete, I asked several experts to vet the story. Thankfully, Dr. Dave Williams (PhD from NASA), and three others lent their expertise to the project.  My “Sources Doc,” which contains all the sources for the facts in the story, ended up 51 pages long.
 

 

This book is in verse. Do you write all of your books in verse? And if not, why did you choose to do that for this one?

 

Only a few of my books are in verse.  Actually, I didn’t choose this format for COUNTDOWN, the story did. 
Here’s how it happened. After years of research it was finally time to start writing, so I sat down to pen Chapter 1. To my surprise, the words came out in short, energetic lines. The text felt powerful, tense, and urgent, just like the events they described. So I kept writing in free verse. With some books, it seems the story knows how it wants to be told and the author has to go with it.

 

 Do you have a particular passion for writing STEAM/STEM books? 

 

 
Science and math were my favorite subjects all through school. In my free time now, I find myself reading about new science discoveries, watching science documentaries, or asking my son about his latest research projects, so science seems to be one of my favorite topics to write about.
 

 

Why do you think young readers would find this book interesting? Important?

 

It’s been nearly 50 years since the first moon landing. This incredible event is often summarized in history books  with a few lines or paragraphs   that discuss the Apollo 11 landing and Neil Armstrong’s first step on the moon. 

I think readers will be fascinated to discover more about the details and determination it took to get to the moon. The accomplishment of the  Apollo team, who made countless sacrifices to put the first human on the moon,  is nothing short of a miracle!

I hope COUNTDOWN allows readers to gain a deeper understanding of the the inspiring 2979 days that led to the moon landing. Also, Thomas Gonzales’ illustrations are simply stunning!  His glorious art is detailed, powerful, and emotional — just like the missions.

 

 COUNTDOWN recently released on Sept. 1. How has the book been received?

 

 
COUNTDOWN is a 2018 Junior Library Guild Selection, and has received Starred reviews from Booklist and Publishers Weekly. I was invited to present the book at the National Book Festival in Washington, DC (which happened to be the day it released,) so that was exciting. 
​
 

 

 Any new works on the horizon that you can discuss? 

 

I have two more “space” picture books releasing March 2019, just in time for the 50th anniversary of the first moon landing:   A Computer Called Katherine: How Katherine Johnson Helped Put America on the Moon  (Little, Brown) and  Daring Dozen: The Twelve Who Walked on the Moon (Charlesbridge).

 

Those books sound fabulous, too. Congratulations on all your successes!
Suzanne is generously offering to giveaway a  COUNTDOWN book mark which contains an authentic moon rock!! To take advantage of this amazing opportunity, please leave a comment below.
Back to Top

We’re talking nonfiction with a librarian!

By on September 24, 2018   /   Articles, Curriculum Tie-in, For Kids, For Librarians, For Parents, For Teachers, Nonfiction, STEM  

As an author of primarily nonfiction, I thought it would be interesting to interview a librarian about all-things nonfiction for middle grade readers.

Rachel Stewart, the children’s services librarian for the Maumee (Ohio) Branch of the Toledo Lucas County Library was kind enough to answer questions I had about the topic from her perspective. Rachel has been with the TLCPL for five years. Her background is in elementary education, taught in traditional as well as a Montessori school, where she also served as an administrator. As you would expect, she is an active reader, enjoying various genres and subjects

As a children’s librarian, what nonfiction titles/subjects do you find appeal to middle grade readers the most? Middle grade readers are drawn to books about making and doing. When filling our new nonfiction displays, I notice that books related to STEAM subjects go fast, especially those that involve LEGO building or crafts. The DK book series is a constantly popular one. It is so popular that we have a designated, ongoing display of those books for customers to browse. This tells me that kids have a natural curiosity about a wide variety of topics and enjoy the graphic layout and photographs within these books.

I know that in our library system, the biographies for children, from PB to YA are shelved with biographies for adult readers. Does this lessen the exposure to young readers? (As opposed to shelving them in with children’s books?) We keep a constant display of the “Who Was/is…?” series, which has been very useful to parents and children alike. We often do temporary displays of PB bios and are currently doing a long-term display of YA/adult bios. Most often, when a child asks about bios, it is about a specific person and we can point them in the right direction (if such a book exists). We frequently do juvenile nonfiction displays on a wide variety of topics and usually include bios. There are pros and cons to interfiling, however, a major positive is that interfiling encourages young readers to choose books that they may not be exposed to in the juvenile section. Interfiling also allows adults with a lower reading level to feel comfortable browsing for books on a topic of interest.

Do you find that MG readers are borrowing nonfiction titles simply out of curiosity or because of school assignments? I believe that MGs are borrowing for both reasons. The NF displays that we keep up are heavily trafficked and browsed. I will often recommend narrative NF to reluctant NF readers just to open that door.

Does the library do much programming in nonfiction for middle grade readers? Nonfiction programming is a priority within the Toledo Lucas County Public Library system. At Maumee we have a popular programming series for grades 1-8 called “No School? No Problem!” that is focused on STEAM activities and scheduled when the local schools are off. When presenting those programs, we always include a large selection of related books for attendees to browse.

Do you have any amusing experiences with middle grade readers relating to nonfiction topics you care to share? I enjoy loading a child up with books on a favorite topic. I witness visible excitement and anticipation as if taking that stack home will be like opening a gift. 

 I also happen to have an 11-year-old that is a voracious reader of both fiction and nonfiction. He is spoiled by new books almost daily and I love when he asks what I brought for him. He is a fan of the Nat Geo and Guinness Books about world records and amazing facts. I am amused when he feels the need to share (at rapid-fire pace) interesting trivia from those books while I am driving or getting ready for work in the morning.

What are some of your favorite middle grade nonfiction titles? I have a love of cookbooks and am thrilled whenever we get new juvenile titles. Cooking encompasses so many practical life skills and supports emotional well-being. I believe learning to cook and bake should be a core part of childhood.

Thank you Rachel for your time and input!

Back to Top

Teaching Poetry to Middle Graders

By on September 21, 2018   /   Articles, Curriculum Tie-in, For Teachers  

This past summer, I took a poetry class for children’s writers. I was never a big reader of poetry or someone who wrote poems to express myself. However, I was quite inspired to both read and write poetry afterward. Attempting to write my own poetry helped me understand how to read and analyze its structure.

Photo by Steve Johnson

As a former teacher, I was curious what I should have done to teach poetry to my middle graders. I thought I’d ask an expert.

Heidi Roemer is the author of many poetry picture books and over 400 poems published in various children’s magazines. (See the end of the interview for titles of her books.) She was also the instructor for the poetry class I took. I wanted to get her opinion on teaching poetry to middle graders.

Why is teaching poetry to children important?

It’s important to share poetry with children because it lays the foundation for language and literacy skills. Poetry introduces readers to rich vocabulary and figurative language, creates phonological awareness, and advances the ability to read. Author Mem Fox said it best: “Rhymers will be readers. Experts have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.”

What do students get out of poetry vs. prose?

Prose is like viewing a movie on an Omni-Max screen. Fictional prose, or “story”, has its basic foundation in setting, character, plot, rising tension, climax and resolution. Poetry is like looking through a magnifying glass. Most poems offer a close-up look at a single subject and note its nuances through a variety of ways: similes, metaphors, irony, imagery, alliteration, assonance, and sometimes rhythm and rhyme.

Reluctant readers may prefer poetry over prose because of the brevity of the text. There’s usually a lot of white space on the page! This quote says it best: “Poetry is a can of frozen orange juice. Add three cans water and you get prose.” (Anon.)  Perhaps more so than prose, poetry is meant to be read out loud. Not only does this provide an opportunity to improve listening skills, it also can create a life-long love for language and reading. A good poem is a delight to read because it sparks the imagination and elicits a response from the reader–a chuckle, a groan, a sigh, an epiphany. The conciseness of poetry, especially when combined with an engaging rhyme and meter, can make just about any topic memorable.

How should teachers teach poetry?

Teach poetry, first, by providing a poetry-friendly environment. Have poetry books and audio poetry accessible to students during their free time. Post poems that reflect a variety of poetry forms and topics on the walls. Begin each morning with a poem. Read a science, math or geography poem that coincides with the subject you will be teaching on that day.  Choose poems that are active and engaging. Be familiar with the poem yourself before sharing. When reading to students, remember the “Three E’s”: energy, expression and enthusiasm. Keep it brief; don’t over-explain. To encourage participation, have students read in unison, or read a line and have them repeat it back to you. Divide the class into two groups and have them take turns reading alternating lines or stanzas. Incorporate movement. Let students perform the poem. A turkey baster makes a great pretend microphone for those who really enjoy hamming it up! Use appropriate props for visual stimulation and variety. Make poetry a fun experience and they will beg for more!

At what age should students write their own poems?

Children can be encouraged to write poetry, even at a very young age. Small children can dictate their poem to an adult. It isn’t necessary to know all the rules and terminology to write a poem. Encourage students to let words and feelings flow. Allow them to draw a picture to go with their poems and then display them in a prominent place. Coax and encourage students to read poetry and to write more poems!

What is the focus for middle graders when WRITING poetry?

Writing poetry begins with the selection of a topic. Have students think of a topic they find interesting. Let’s say the topic is coconuts. To gain sensory details, let students hold a coconut. Have them rub, shake, and even roll the coconut on the ground. Let them tap its hard shell and feel its tough fiber. Crack open the coconut and let students taste the watery “milk.” Next, ask students to gather more information. Ask then to research. What does a coconut tree look like? Where does it grow? How is it harvested? You might ask them to google “Ten Fascinating Facts about Coconuts”. Once the data is collected, students can decide what “one thing” they found most fascinating about their subject and write about it. Encourage them to use their poetry tools (alliteration, assonance, figurative language, etc.) to create their poems. Remind them to use concrete nouns and action verbs as best they can. Encourage each student to write a closing line that contains a little “zing!” or is meaningful or insightful in a special way.

Share five wonderful mentor texts for teachers to use with middle schoolers.

A New School Yearby Sally Derby
Six children share their worries, hopes, and successes on the first day of school.

Friends and Foes: Poems About Us All by Douglas Florian
A touching, often humorous, collection of twenty-three poems about relationships—both good and bad!

GuyKu by  Bob Raczka
This playful haiku collection will resonate with children. “Non-rhyming poetry can be a tough sell for kids. For some, though, haiku is less intimidating, thanks to its brevity…” —Publishers Weekly

Read! Read! Read! by Amy Ludwig VanDerwater.
Twenty-three poems about the joy of reading everything from maps to sports news.

Imperfect: Poems About Mistakes: An Anthology for Middle Schoolers by Tabatha Yeatts
This anthology contains a variety of poems that focus on mistakes. Some poems are funny, some are serious, and others show how mistakes can sometimes lead to amazing discoveries.

Author’s Note: I want to add one of my personal favorites:
Poetry Matters: Writing a Poem from the Inside Out by Ralph Fletcher.
Although intended for children, it’s a great read for adults, with the focus on writing poetry (which I encourage teachers to do. I learned so much about reading poetry from attempting to write it!). This book is a quick read offering all the basics of writing poetry as well as ways to be inspired.

And, of course, Heidi Roemer’s poetry books need to be included in this list.

The ABC’s of Kindness (Highlights Press, 2020)
Peekity Boo! What  YOU Can Do! (Henry Holt, 2019)
Who Says Peek-a-Boo? (Highlights Press, 2019)
Who Says Uh-Oh? (Highlights Press, 2019)
Hide-and-Seek at the Construction Site (Highlights Press, 2019)
Hide-and-Seek on the Farm (Highlights Press, 2018)
And the Crowd Goes Wild!: A Global Gathering of Sports Poems, co-editor (FriesenPress, 2012)
Whose Nest is This? (NorthWord, 2009)
What Kinds of Seeds are These? (NorthWord, 2006)
Come to My Party and Other Shape Poems, (Henry Holt, 2004)
All Aboard for Zippity Zoo! (ZooLoose, 2003)

Any resources for teachers that you would recommend?

Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
This poetry handbook explores how to cultivate the poet in every elementary and middle school student through examples, exercises, creative projects and classroom teachings.

Maybe You!by Brod Bagert
Young minds will shift into overdrive as they encounter the history, philosophy, and principles of scientific inquiry packed in this collection of dramatic poems, monologues, and short plays.

Poems Are Teachers by Amy Ludwig VanDerwate
Classroom teachers, grades 2 – 8, will love this book! Lessons help students learn how to replicate the craft techniques found in poetry samples.

The Poetry Friday Anthology for Science (a series) edited by Sylvia Vardell and Janet Wong
Each lively and accessible science poem is paired with a “Take 5” list of teaching tips. Teacher Edition is available in paperback and ebook versions. Student version is available in paperback. For more information about The Poetry Friday Anthology series, see www.PomeloBooks.com.

The Poetry of Us: More Than 200 Poems about the People, Places and Passions of the United States by L Patrick Lewis
An anthology of delightful poems and stunning photos that focus on a broad spectrum of subjects– people, places, landmarks, monuments, nature, and celebrations–that are all part of the  U.S.

Wow! Anyone else want to teach poetry right now after reading that? There are so many benefits to teaching poetry to middle graders. I must recommend attempting your own poetry as well. It really is eye-opening as to what writing poetry entails.

Back to Top