Posts Tagged fiction

THE ODDMIRE: Book I Changeling & All Sorts of Magic!

By on July 19, 2019   /   Author Interviews, Fiction, For Kids, For Librarians  

We have another amazing author visit today here on The Mixed-Up Files!

Despite being a debut author in the middle grade arena, this author might already be familiar to you. It’s William Ritter, the author of the New York Times bestselling Jackaby series, which deserves a major round of applause. But he’s here to share his intriguing #mglit tale of vanishing magic, the Wild Woods, goblins, and more! And to top all this newness off, William shared with me that this is the first time his own illustrations are being used in one of his books. Super cool!

Hi William, it’s such a pleasure to speak with you again. We’re very excited to have you here. Tell us, what books did you find most memorable as you were growing up?

I loved so many books growing up. As a teen, I liked the witty language of PG Wodehouse and the silly situations of Douglas Adams. When I was a middle-grade reader, the standout was probably Patricia Wrede’s fantastical Dealing with Dragons.

Do you think they’ve influenced you as an adult? As a writer?

The stories I loved as a kid are deep in my bones now—and they definitely influence the books I write. Wrede’s series, set in the Enchanted Forest, borrows all manner of classic folktale tropes, turning them on their head and reimagining them in clever, playful ways. My MG debut, The Oddmire, is set in the Wild Wood, and it is absolutely following in Wrede’s literary footsteps.

Speaking of THE ODDMIRE, let’s show the readers your book.

Magic is fading from the Wild Wood. To renew it, goblins must perform an ancient ritual involving the rarest of their kind—a newborn changeling. But when the fateful night arrives to trade a human baby for a goblin one, something goes terribly wrong. After laying the changeling in a human infant’s crib, the goblin Kull is briefly distracted from his task. By the time he turns back, the changeling has already perfectly mimicked the human child. Too perfectly: Kull cannot tell them apart. Not knowing which to bring back, he leaves both babies behind.

Tinn and Cole are raised as human twins, neither knowing what secrets may be buried deep inside one of them. Then when they are twelve years old, a mysterious message arrives, calling the brothers to be heroes and protectors of magic. The boys must leave behind their sleepy town of Endsborough and risk their lives in the Wild Wood, crossing the perilous Oddmire swamp and journeying through the Deep Dark to reach the goblin horde and discover who they truly are.

In this first book in a new fantasy-adventure series, New York Times bestselling author William Ritter takes readers on a journey of monsters, magic, and discovery.

 

Love this cover! And the story sounds like a non-stop race and adventure. What was your favorite part of writing this story?

Making my own kids laugh. I have two boys (the inspiration for the Burton twins in The Oddmire). MG readers are a very discerning audience with little patience for boring prose—so when I read my drafts to my boys and they laugh at the funny bits or demand to hear the next chapter, it makes my heart happy.

Okay, this answer just made my heart all squishy. Was there anything that surprised you while writing The Oddmire?

There are always tiny ideas that grow into huge elements as a book evolves. The character of Fable wasn’t even in my earliest outlines, and I can’t imagine the story without her now. The Queen of the Deep Dark similarly began as a simple boogeyman, but the more I explored her character, the more depth I found.

*Note future writers: this is a teeny peek into what it’s really like to develop characters. And it is so much fun! What do you hope readers find within the pages of this story?

Having a family that looks different or comes together in an unconventional was is not a bad thing. Family can be messy & difficult, but real family is about love, not about clean, simple genealogy.

Gosh, this is truth and such a wonderful message for kids to grasp. Okay, we know this is a series. Any sneak peeks into what’s to come?

Changeling is centered around the Burton twins. They meet many fun characters along the way, but in the end, it’s their story. The Unready Queen bring the twins back, but turns its focus toward the enigmatic Fable, a girl from the Wild Woods. It’s her turn.

*flails Kermet arms* This is very exciting! It will be great to get to know Fable even more.

For our reading writers, what’s the most valuable writing advice you’ve ever received?

E.B. White (Charlotte’s Web) once said: “A writer who waits for ideal conditions under which to work will die without putting a word on paper.” Truth! Sometimes you’ll feel truly inspired—other times you’ll have to drag each word out. Sometimes you’ll write in a clean, tidy office—other times you’ll be sitting on the back seat of a city bus. Sometimes you’ll write in the quiet morning light on a vintage typewriter with a steamy cup of tea beside you—other times you’ll poke letters into a cell phone notepad in the middle of the night because you woke up to a screaming baby and then got an idea for a new story. Readers will never know which passages were written under “ideal” circumstances and which you scraped out of the muck. Just let yourself write.

Such wonderful advice, William. Thank you for sharing your wisdom and your work with us. Looking forward the The Oddmire’s release on July 16! Your friends at The Mixed-Up Files will be cheering you on.

Reports of William Ritter’s birthplace are unreliable and varied, placing his hometown either in a series of mysterious Catacombs in Malta or in a quiet town in Oregon. His parents, it can be confirmed, raised him to value intelligence, creativity, and individuality. When reading aloud, they always did the voices.

At the University of Oregon, William made questionable choices, including willfully selecting classes for the interesting stories they promised, rather than for any practical application. When he wasn’t frivolously playing with words, he earned credits in such meaningful courses as Trampoline, Juggling, and Seventeenth Century Italian Longsword. These dubious decisions notwithstanding, he regrets nothing and now holds degrees in English and education with certificates in creative writing and folklore.

He currently teaches high school language arts, including reading and writing, mythology and heroes. He is a proud husband and father. When reading aloud, he always does the voices. Find out more about William – WEBSITE | TWITTER

Readers, do you like fantasy middle grade like The Oddmire? If so, what do you like about fantasy?

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When Hitler Stole Pink Rabbit Still Relevant

By on July 4, 2019   /   Curriculum Tie-in, For Librarians, For Parents, For Teachers  

When Hitler Stole Pink Rabbit

When beloved children’s book author Judith Kerr passed away in May at the age of 95, I’d been about two weeks into reading to my two sons her classic and still relevant middle-grade novel When Hitler Stole Pink Rabbit.

This was a seminal book for me as a child: I read it over and over again and vividly remember parts of it to this day. I had great feelings—and memories— for the book, but never particularly thought about who wrote it. When I moved to London 25 years later however, I discovered that in fact its author, Judith Kerr, is the creator of some 30 picture books. This includes one of the most classic children’s books here in England: The Tiger Who Came to Tea which I had immediately fallen in love with.

Two Sequels

In that first year we lived in London, I made another surprising discovery, at least to me: When Hitler Stole Pink Rabbit actually has two sequels—Bombs on Aunt Dainty which is more upper middle grade or possibly YA, and A Small Person Far Away, which I would also classify as YA or possibly even adult. They’re all fictionalized versions of Judith Kerr’s own story of being a refugee from Germany as Hitler came to power. 

When Hitler Stole Pink Rabbit starts when its main character, Anna, is nine, and ends when she is 11 going on 12, which is roughly my own age range when I read this book over and over again. Now an adult myself, it was fascinating to read the continuation of Anna’s life into adulthood. And in essence the three books together are a bildungsroman: the story of the artist as a young woman. But while I greatly enjoyed discovering and reading the two sequels, something held me back from re-reading When Hitler Stole Pink Rabbit as an adult. I think I was probably afraid—what if it didn’t hold up to how I remembered it? And when considering a beloved childhood book to read to my kids there is always the extra risk of them hating it, not getting what’s so great about it, or finding it BORE-ING!

When Hitler Stole Pink Rabbit Still Relevant

But the story in When Hitler Stole Pink Rabbit, which was first published in 1971 and takes place in 1933-36, seems highly relevant right now and I sensed my sons were at a good age for it —at least to try. In any case, I needn’t have worried. The two boys, ages eight and ten, were enthralled. Every night they would literally beg me to read, and read more! In fact, the book not only holds up to how I remember it, but is even deeper.

There were several occasions on reading it—and not ones that I remembered from childhood—in which I was moved to tears. And reading the chapters each night with my sons provoked great questions and discussions. The story is not only so relevant now because of the refugee crisis, but it introduces children to Hitler coming to power and to anti-semitism—as well as the idea of racism—in a forthright and age-appropriate way. It “talks up” to them in a way that both the ten-year-old and the eight-year-old could handle and appreciate.

Pink Rabbit and Writing Craft

But it’s as a writer now myself that I marveled most.

Children's Book Still Relevant Today

I can’t find the cover image I remember from childhood but I adore this one from the edition I read with my sons

Judith Kerr expertly crafted When Hitler Stole Pink Rabbit yet with the lightest of touches so it’s only now that I realize what a feat the book is.

She is telling the story of her life and her family’s experiences, but instead of it being a series of “this happened,” “and then this happened,” it is all harnessed to a cohesive story that has a beautiful narrative shape. She writes in an afterward that although she “filled in the gaps with invented detail” and was writing in the third person about a girl called Anna (because she felt that as a middle-aged English woman she was no longer the same little German girl that had fled the Nazis) she decided early on in the project “that all the important things must be true—the things that happened, how I felt about them, what we, our friends and the places we lived in were like.”

I have recently been reading many books on writer’s craft as I work on a major redrafting of my novel, and I am struck and awestruck at how Judith Kerr accomplished this. For one thing, there is an efficiency to each vignette so that no episode is random (even if it might delightfully seem that way at first) and each comes together in service of the greater story or theme—which is that Anna doesn’t feel like a refugee because as long as her family has stayed together that is her home.

For another thing, Judith Kerr has a way of mining the quiet moments for their drama and humor, while what is truly frightening or deeply upsetting (especially read through the eyes of an adult) are handled with a feather-weight dexterity so that they are not made light of but they are not so scary so as to no longer be appropriate for a children’s book. I think a lot of this comes down to her success at seeing everything through a child’s eye and staying true to that perspective. She doesn’t shy away from depressing moments, that sometimes one feels low, or that bad things happen. But through it all there’s a general positivity and the assurance of grown ups.

Overall, re-reading When Hitler Stole Pink Rabbit with my sons, I experienced both nostalgia for how I felt about it as a child, a re-ignition of my love for it, and an all-new feeling of admiration and aesthetic connection. It gave me great joy to read. I wish I could write like her! I will continue to study her novels and figure out just how she did it. Judith Kerr’s work is a huge inspiration to me and children’s literature is richer for her legacy.

 

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Promoting Summer Creativity: The Historical Fiction Premise for Middle Graders

By on May 22, 2019   /   For Librarians  

Most middle grade readers will soon have a months-long opportunity to reboot their imaginations after a busy school year. Summer is a great time to offer up creative writing activities to MG readers: through summer programs at the local library, at camps or enrichment workshops, in the homeschool activity center on a rainy day, or as a mid-summer pick-me-up when boredom starts to creep in. Many kids pursue their own writing projects when on break from school, free of classroom guidelines and assessment rubrics… but others might need an idea or two to ignite the creative fire. This post details a writing activity for middle grade readers and writers that has worked well for students in my 5th through 8th grade classes—and it can be adapted for younger or older writers as well.

Your group might include middle graders for whom the task of writing a whole tale is too daunting, along with those who would happily write an entire novel if given the chance, as well as everyone in between. Here is a plan and suggestions for kids of varying interests and language skill levels: Creating historical fiction premises.

Just a cautious word before we proceed: Kids generally don’t want to hear assignment or work while on break from school, and even activity and writing can send up flags of alarm. So take care with the pitch (story crafting, authoring, and premise design are upbeat and interest-piquing descriptions) and the stakes (no grades…no deadlines…sharing aloud is completely optional).

Step One. Explain that a premise is the idea behind a story, without the details or the actual words of the tale. Premises can take lots of shapes, such as the blurb on a paperback, or the inside jacket copy on a hardback. In a short form, writers try to sum up the premise of their story in a logline or “elevator pitch.” A tagline on a movie poster or book trailer can serve as a hint of the story’s premise.

However, a good premise reveals attention-grabbing info about each part necessary for a well-developed story. These parts are the story elements: Plot (Conflict), Character, Setting, Theme, and Point of View. Middle grade readers will be very intrigued at the notion of dreaming up a story idea…without having to write the story itself. (Of course, there’s nothing to stop those interested in penning the actual tale from doing so; it’s summertime, after all!)

Step Two. Provide a quick rundown of the story elements:

Plot (Conflict): Remember, it’s just the idea of a story, so no need to get bogged down in plot details or structure! Just an explanation of the big conflict the main character faces: what’s the problem? How does it worsen?

Character: A brief character design is enough for a premise: age, gender, name, background, occupation or talents; any character traits that are important to the conflict.

Setting: Here’s where you get to add a bit of history! Have writers brainstorm historical events they recall from recent studies, movies, documentaries, or books. Then they can narrow their list, and choose a time, place, and historical event for their premise. This is a great chance to do a bit of searching or use library resources for research, depending on skill and interest level. Let your MG-aged writers know that a historical element can add to (and not limit) speculative genres like sci-fi, fantasy, and action/adventure (examples include The Inquisitor’s Tale by Adam Gidwitz, historical fantasy set in 1242; and several superhero blockbusters in recent years set during historical wartime).

Theme: In language arts classes, students learn about theme topics (“love,” “friendship,” “loyalty,” “pride”) and their more didactic accompanying theme statements (“True friendship can withstand tests over time.”) Simple, one-word theme topics work well for premise design.

Point of View: Remind middle graders that some stories are best told in the “I-voice” and others in 3rd person. As the premise designer, he or she gets to choose.

Step Three: How will your middle graders note their ideas and communicate their creative, original premise? This depends entirely on the size and abilities of your group. A handy activity sheet that you type up for distribution could list the story elements and allow lots of room for writers’ ideas, sketches, lists, and notes; this might be most efficient.  Some writers might prefer to design their premise on blank, oversized paper, sans “worksheet,” keeping in mind the story elements.

Don’t forget that middle graders can also communicate a story premise without writing a single word: they can cut and paste magazine images in a collage to represent each element. Drawings, iMovies, storyboards, and photo-journals all lend themselves to story premise design as well.

Step Four: Middle graders can share the premise aloud to the group, if they would like.

Writing JournalExtensions and adaptations:

  • Pose the premises of popular books or movies and have readers deduce the title. Or, have the readers tell a premise of a popular book or film (without character names or giveaway details) and see if others in the group can guess the work.
  • After a read-aloud session of famous opening lines–and the fun of guessing the book that is opened by it—have middle graders write the opening line of the story for which they have designed a premise.
  • Early finishers can dream up multiple premises while they wait for the group to finish. More methodical writers, ELLs, or anyone who finds the premise-design task too daunting might try focusing on just one or two story elements.
  • Story premises can easily drive drama exercises in the form of scene tableaus, character creation and development, monologue writing, or (if you provide plenty of guidelines) improv activities.

I hope you have fun adapting these ideas for your needs, whether that means a writing workshop of 25 student attendees at a library or camp, or your own child’s picnic blanket afternoons. Thanks for promoting inspiration and creativity in the sunshine of summer.

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