For Parents

Take an Umbrella, It’s Raining – The Overarching Conflict in MG

By on March 24, 2017   /   For Librarians, For Parents, For Teachers, For Writers, Writing  

Whether we’re reading, writing, or recommending a middle grade story, conflict typically comes in at or near the top of the Important Elements list. But with regard to the specifics of conflict in MG — Single conflict or layered? Internal or external? How much is too much? — there’s a lot of different advice out there. Click five results after Googling, and you’ll get five different takes on middle grade conflict. For example:

  • One source might recommend a single line of conflict with only minimal subplot problems; another will say middle grade audiences can absolutely handle “richly layered” multiple struggles.
  • Some in the publishing industry define middle grade by not only protagonist age and content, but also by the conflict, which (they say) should be external (outside things cause trouble with which the MG main character must deal). However, others say MG characters can certainly be roiled by internal conflicts appropriate to their age, and that these internal conflicts drive actions, thereby sparking the external conflict.
  • Depth of recommended conflict depends greatly on maturity of intended audience…and calendar age of a child doesn’t always match developmental age. So one fifth grader may have a high degree of comprehension for and interest in a classroom bully story, but may or may not be quite ready for a book set during the Holocaust, like her friend in the same class.

So…it’s probably safe to say that, as with many topics in middle grade literature, there is no formula, no simple categorization system. There’s just no easy answer on conflict, in other words.

To me, this is a beautiful thing. The MG writer is free to let his or her particular story vision grow and change through different styles and intensities of conflict. And the MG reader is free to enjoy an amazing variety of stories, made inherently different by their conflicts.

But for the purpose of writing, teaching, or sharing thoughts on a middle grade novel, another way to talk about the character’s struggles might be helpful: the overarching conflict.

The notion of overarching conflict helps me understand theme and purpose in MG books that I’ve taught, and has helped me through the latest revision of my middle grade historical. An overarching conflict is like an umbrella that covers all other conflicts in the book—big, little, internal, external, resolved, unresolved. They’re all under there because, in some connected way, every smaller problem turns out to be a part of the bigger overarching problem.

This idea of overarching conflict is easiest to see with some series. Harry’s overarching conflict with Voldemort carries through all seven novels that comprise his overall story. So while each book’s plot offers its own main conflict plus multiple sub-conflicts, we also see Harry’s escalating succession of wins and losses against his biggest enemy as series-long conflict building blocks, culminating in the final epic battle that resolves the overarching conflict.

You can apply this overarching conflict idea to a stand-alone MG work, too. There are many ways to state an overarching conflict for a book; this is what I came up with for a few examples:

The overarching conflict in Lois Lowry’s Number the Stars: How can Annemarie help to keep her friend Ellen safe in situations of increasing danger? When the overarching conflict helps align the MC’s objectives scene to scene, it’s easier to see how the internal conflict (Annemarie’s struggle with bravery) and the external conflict (Nazi occupation and oppression of the Jews in Denmark) exist in a two-way, fluid relationship, each affecting the other (instead of one driving another). This overarching conflict also helps bring together other conflicts (the death of Annemarie’s sister; trusted adults lying) that might at first seem disconnected, but prove by the book’s conclusion to be important parts of Annemarie’s attempt to help her friend.

The overarching conflict in Christopher Paul Curtis’s Bud, Not Buddy: How can Bud find not just a home, but his home? In this excellent quest adventure, individual conflicts arise one after another as Bud makes his way toward the home he hopes will welcome him. His mini-conflicts (the Amos family, the mission, Hooverville, Lefty Lewis) are resolved each in turn as he proceeds, each in some way giving him a piece of knowledge or inspiration moving forward, until he finally has the chance to solve his overarching struggle.

The overarching conflict in Robert Beatty’s Serafina and the Black Cloak: How can Serafina learn more about her past while living hidden from the world? As the external conflict with the man in the Black Cloak and his evil crimes intensifies, Serafina seeks answers about her mother, her background, and her own mysterious talents. Disagreements with her father and her new friend Braedyn create additional conflict layers. The author skillfully brings together the resolutions of Serafina’s external, internal, and layered conflicts in an exciting battle scene, and all work together to supply an answer to the overarching conflict.

In these examples, articulating the overarching conflict can help connect all the struggles for the MG main character, and it can demonstrate his or her constant, steady objective through a sequence of other misadventures. Indeed, maybe the greatest benefits of the overarching conflict are the depth acquired in the story without muddying the plot, and the invisible cohesion it provides.

Thanks for reading! Glad to be a new part of this great group, and eager to hear your thoughts on conflict in MG.

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Challenge Day: The Boy in the Corner

By on March 22, 2017   /   For Librarians, For Parents, For Teachers, For Writers, Op-Ed  

The boy hunched in an empty corner of the gym while the rest of the seventh and eight grade sprint-walked across the floor to join two Challenge Day leaders in an impromptu dance party. Everyone in the room vibrated with nervous energy and twittering laughter. Everyone except the boy in the corner.

It was December and I was an adult volunteer for a six-hour, immersive Challenge Day experience at a local middle school. My job was simple: participate like everyone else and pay attention to any kids that might be slipping through the cracks.

Imagine a school where everyone feels safe, loved and celebrated. Imagine enemies finding common ground and making peace; friends healing past hurts and making amends; people igniting their passion for service and leadership; adults and youth working together to create a school where everyone is included and thrives. This is Challenge Day.

The first activities were mostly silly, racing to find a new seat if, as the Challenge Day leaders specified, “you were wearing clothes” or “woke up this morning.” All this racing around, interspersed with goofy dance moves, eased the tension in the room and shook up the normal social dynamics. Kids ended up seated next to people they didn’t know well. Everyone except the boy in the corner.

The program goes beyond traditional anti-bullying efforts, building empathy and inspiring a school-wide movement of compassion and positive change. We address some common issues seen in most schools including cliques, gossip, rumors, negative judgments, teasing, harassment, isolation, stereotypes, intolerance, racism, sexism, bullying, violence, suicide, homophobia, hopelessness, apathy, and hidden pressures to create an image, achieve or live up to the expectations of others.

Once they’d loosened up the crowd, the leaders shifted into more serious activities that unpacked different issues often found in middle school. All of this built to an intimate and intense small group activity just before lunch. In small circles of four, we took turns finishing these sentences:

If you knew me…
If you really knew me…

This far into the day, we were ready to open up. Each and every one of us in my group (which didn’t include the boy I was keeping an eye on) shared intense and personal things. We cried. We hugged. We supported. We were human in the very best way.

And we were hungry.

At lunch, we were asked to pair up with someone new. By the time I had my lunch bag, the boy in the corner was back in the corner. I don’t how he fared in his small group, but I decided that he was having lunch with me.

“Can I join you for lunch?”

He nodded.

“How’s it been going?”

He shrugged.

“That was pretty intense, huh?”

Another shrug. He wouldn’t look at me. I showed him a picture of my dog and gave him a piece of jerky. Eventually he told me about his cats and his siblings. We were human in the very best way.

Returning to the group, the leaders launched into an exercise called, “Cross the Line.” You’ve probably seen a version of it on Facebook. We began on one half of the room. The leaders asked us to cross over if we identified with a series of statements. Have you ever faced food insecurity? Are you or someone you love struggling with mental illness? Have you ever faced discrimination for your skin color? Your religion? Your sexuality?

After each statement, we were asked to send love to those who had crossed over, and if we had crossed over, we were asked to notice how many were standing with us. Tears streamed down our faces. We held each other. No one was ever alone. Not even the boy in the corner, and my lunch companion crossed many times: foster care, divorce, incarceration, suicide, bullying… These were his challenges. These and more.

At the very end of the day, we were invited to stand up and speak directly to others in the room. To apologize, to appreciate, to reach out, to connect, to commit to taking the lessons of Challenge Day into the rest of our lives.

I stood and took the mic and thanked my lunch friend for telling me about his cats.

***

For me, Challenge Day encompassed everything I love about the humans we call middle grade readers. They can be full of bluff and bluster, goof and gallantry. And sure, some of them, like my lunch friend, wear thick armor. But they can and do crack open in the most beautiful ways. They hold light even in the darkest circumstances, and they can be reached by the right teacher, the right librarian, the right book.

I hope you will consider learning more about Challenge Day. You could bring a program to your school. You could volunteer like I did. The experience affected me deeply, and it reminded me of exactly why I write the books I do. I write them for the boy in the corner.

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Interview and Giveaway with Science Author Patricia Newman

By on March 15, 2017   /   Author Interviews, Book Lists, Common Core & NGSS, For Kids, For Librarians, For Parents, For Teachers, Giveaways, Nonfiction  

I’m so excited to welcome Author Patricia Newman to the MUF blog today. She writes SCIENCE books!  YAY!

Patricia (middle) is shown here with Lilian Carswell (L) and Brent Hughes (R).  Photo credit:  Elise Newman Montanino

 

Author Patricia Newman has written several titles that connect young readers to scientific concepts, including Sea Otter Heroes: The Predators That Saved an Ecosystem, a Junior Library Guild Selection and recipient of a starred Kirkus review; Plastic, Ahoy! Investigating the Great Pacific Garbage Patch, a Green Earth Book Award winner; Ebola: Fears and Facts, a Booklist Editors’ Choice selection; and the upcoming fall 2017 release, Zoo Scientists to the Rescue. In her free time, she enjoys nature walks, the feel of dirt between her fingers in the garden, and traveling. She lives in Northern California with her husband.

Patricia is here to share her newest book,

Sea Otters: The Predators that Saved an Ecosystem (Millbrook Press, 2017)

 

Why do you write science books? 

I like the way science connects to nearly all aspects of our world. For instance, in Sea Otter Heroes: The Predators That Saved an Ecosystem I show kids how saving endangered predators can benefit our air, our water, and our food supply. In my opinion, for kids to be successful in the 21st century, they will need to become global citizens who look at the bigger picture. Science can help us do that.

 

How do you choose your subjects for your books?

In the case of Sea Otter Heroes, the subject chose me. I was invited to the David Smith Conservation Research Fellows Retreat in April 2015 by Chelsea Rochman, one of the scientists that I featured in Plastic, Ahoy! Investigating the Great Pacific Garbage Patch. She thought her colleagues might be interested in learning more about communicating their research to children.

 

I conducted a day-long writing workshop, and somewhere in the middle, marine biologist Brent Hughes and his mentor Lilian Carswell (the Southern Sea Otter Recovery Coordinator with US Fish and Wildlife) approached me to see if I would be interested in writing about Brent’s sea otter discovery. He explained to me that he’d discovered a trophic cascade in which sea otters, the apex predator in an estuary off Monterey Bay, restored the natural food chain and healed the ecosystem so it could perform functions that benefit us. The more I spoke with Brent and Lilian, the more I liked the idea. Everyone thinks sea otters are adorable, and every kid knows about food chains, but Brent had found an amazing twist that most kids wouldn’t know about.

 

You seem drawn to eco-friendly topics. Is that something that you are passionate about? 

Yes, without a doubt. We have only one planet. It sustains us in so many ways. The ocean produces nearly 75% of our oxygen, it feeds us, and it entertains us. In a world where concrete is king, I think kids (and adults) benefit from getting closer to nature. In the current political climate, I want to persuade kids to love nature before they are corrupted by “alternative facts.” Caring is key because we protect what we love.

 

Tell us a little about how you do your research. How much time do you spend? What type of sources do you look for?

Nonfiction requires digging, and like my colleagues I dig through scientific journals, online sources, books, magazines, and newspapers. I also interview scientists conducting amazing research, and if I’m lucky I take a field trip to visit their labs. For Sea Otter Heroes, I spent a day on Brent’s research boat enjoying the sun on my face and the crisp ocean breeze, watching pelicans dive and sea otters crack open crabs with a rock. There are definitely worse jobs!

 

Why is back matter useful for readers?

As a researcher, I love back matter because it contains all sorts of gems. But for kids, I hope it extends the reading experience. When a novel or a fictional series ends, we have to say good-bye to beloved characters, but nonfiction science back matter lays more research, more videos, and more books within a child’s reach and encourages continued inquiry—the basis of all science.

 

Anything that you are working on that you would care to share? Other books that we can look for from you soon?

Photographer Annie Crawley (from Plastic, Ahoy!) and I team up again for Zoo Scientists to the Rescue (Millbrook Press, Fall 2017). We had a great time with this book, traveling to three different zoos, getting up close and personal with the animals, and fighting a fierce Colorado blizzard. The book features three endangered species—orangutans, black-footed ferrets, and black rhinos—and shows how zoos protect them and their wild habitats. Annie and I are excited to introduce our readers to the three scientists that we interviewed. The two women and one man are amazing role models for kids.

For fall 2018, think elephants.

 

Do you do school and/or Skype visits? Why do you think these are helpful to students?

I visit schools in person or virtually every year. Author visits motivate kids to apply themselves to reading and writing. We introduce them to a variety of literature—some of which is bound to pique their interest. Authors also show kids what real revision looks like and that writing takes perseverance. I tell students that writing is the hardest job I’ve ever had, but even in the face of rejection I refuse to give up on myself. What child who shares a piece of writing with me or asks about writer’s block or struggles to put ideas on paper wouldn’t benefit from believing in him/herself?

If you want to learn more about Patricia’s books or just drop her a line, you can find her on Twitter @PatriciaNewman  or visit her website at http://www.patriciamnewman.com/  to check out some of her other amazing science books:  

 

 

 

 

It’s Time for a Giveaway!!    Patricia’s publisher, Millbrook Press/Lerner, has generously donated a copy of her Sea Otter Heroes book. For a chance to win, leave a comment below about your favorite animal!

Jennifer Swanson is an award-winning author of over 25+ science books for kids. Visit her at her favorite place to explore the world around her www.JenniferSwansonBooks.com

 

 

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