Posts Tagged historical fiction

Happy Birthday to A Horse Named Sky!

By on August 31, 2023   /   Articles  

We are delighted to wish Happy Birthday to A Horse Named Sky, which Greenwillow Books just released. It’s the third in Rosanne Parry’s acclaimed Voice of the Wilderness novels. This one features a wild colt captured and forced into service by the Pony Express. We’re talking with Rosanne about how she wrote this story.
MUF: Rosanne, congratulations on another marvelously crafted (and beautifully illustrated) novel that invites readers into the world of a wild animal. Like all your novels, A Horse Called Sky is based on curiosity and on extensive research.  Was some of that done on location, in the places where wild horses live or have lived? If so, what was that like?

ROSANNE: I did travel quite a bit to learn about the wild horses in my story. I visited the Virginia Range just east of Reno, Nevada where my story begins and  I camped and hiked in the Steens Mountain Wilderness in Oregon where my story ends. I hiked over the summit of the Sierra Nevada mountains on the Pony Express Trail and I talked to all kinds of people. Paiute historians, wild horse conservationists, ranchers, geologists and hydrologists, and a variety of people who own, train or ride horses much more often than me.

MUF: In researching wild horses, what were some of the discoveries about them and their society that most interested you?

On the lookout!

ROSANNE: I have been fascinated by how horses communicate with their whole bodies in some very big and obvious ways and in some very subtle ways. Once when we were looking at mustangs from 100 yards away or so (like you are supposed to) a yearling got curious about me and approached. She walked right up to me, and then turned her head and neck to the side which is how a horse invites you to come closer. It was so sweet! I wanted to hug that little horse so much! But about 20 yards behind her the mare was fixing me with a look! Lips pressed together. It was subtle but I could see in an instant how unhappy she was. I did not take one step closer to the yearling! And as soon as she saw her mother watching her, she sprinted away from me.

I also saw a large group of mares and their stallions together and a smaller group of bachelor stallions alongside them. The youngsters got a little boisterous with each other. They started with just snorting and kicking dirt at each other. But then they reared up and started throwing kicks. One of the older stallions lifted up his head and gave one snort in the direction of the younger males.  They stopped fighting instantly. A subtle gesture with a huge response. It really made me think about the structure of a band of wild horses. They are very deferential to each other. The males do fight, but for the most part they are very conflict avoidant. It’s pretty inspiring.

MUF: There is much information in the back of your book about the status of wild horses and their environment in the present. You could have written a contemporary story about wild horses.  What was your thought in setting your novel during the brief run of the Pony Express in the early 19thcentury?

ROSANNE: It was the dearest ambition of my 8 year old self to be a pony express rider. 1. Outdoors 2. Moving fast 3. Excellent pay 4. Very little supervision. Four of my favorite things to this day! When I learned that the pony express had in fact taken mustangs off the range to run the more difficult and dangerous sections in the mountains of the west, I knew I had a story kids could really root for. And then I dug into the history of the Piaute War and the Comstock silver mine in the Virginia Range and the enslavement of Indigenous Americans in California, & the surrounding territories, and the history of Black cowboys.  Well it was all very interesting and piece of American history not so commonly talked about.

MUF: You set a task for yourself by having an animal character be your narrator. He can only communicate and connect with readers using perceptions and responses a horse would have.  Readers then have to guess at the actual object, animals, or words for things (and they do). I love the way Sky classifies humans by the colors of their hides and “manes” and identifies the stallions, colts, and mares among them. What things did you have to think hardest about to get them across through Sky?

ROSANNE: I love to think about how an animal perceives the world. It was very different to write about a prey animal as the last two Voice of the Wilderness books were predators—a wolf and an orca. Horses, even well cared for domestic horses, are always on the alert for danger. They notice the smallest things and every change of mood in the members of their family band.

The hardest part to write was thinking through the human interactions, understanding how horses regard humans and try to communicate with them. When I chose the wrangler who teaches Sky to accept a saddle and bridle, I chose a former slave. A person who would have a natural compassion for a creature who has newly lost his freedom. I studied both historic and contemporary horse training methods. The more gentle training model the wrangler uses was fairly common in the 1800s. Writing the actual steps in the gentling process from the point of view of a horse who doesn’t know what’s going on took lots of drafts.

MUF: And now let’s hear from Sky’s illustrator, Kirbi Fagan. Kirbi  is recognized for her cover art in adult, YA, and Middle-grade fiction as well as comic books projects such as Black Panther/Shuyri and Firefly. She illustrated this book in pan pastels.

MUF: Brava, Kirbi! Aren’t horses one of the more difficult animals to draw?  Love helps, right?

KIRBI: Thank you. It does take a certain kind of artist to take on drawing over a hundred illustrations of horses! My agent asked if I was tired of horses after I turned in my last revisions. I’m not. In fact, I think my inner horse girl is living her best life. Horses have lived alongside people for so long, it’s one of the animals humans can recognize quickly. That’s why, even for a novice, it’s easy to spot a bad horse drawing. All of this to say, yes, drawing horses is tough. 

MUF: Are wild horses an extra challenge?

KIRBI: I visited as many different horses as I could, I did proper studies to refer to, and drew in the field. I felt prepared (and inspired!). Seeing the range of diversity from horse to horse is freeing and helped me loosen up. Mustangs are on the more petite side, and I was lucky to meet Maggie, who lives about an hour away from me, who fit the size of Sky’s band roughly. Thanks Maggie!

MUF: Does being free but also having to provide for themselves change wild horses’ appearance or stance or carriage, compared to domestic horses?

KIRBI: The truth is, a lot of wild horses are dehydrated and undernourished. Likely worse today than during the Pony Express times. Today, wild horses will show characteristics of draft horses and thoroughbred horses. When most people think of wild horses many think of the swath of colors and markings. This reputation is well deserved. Wild horses roam great distances and these rugged terrains are not kind. Manes are ragged and mangled, sometimes even with burrs. They bear all sorts of battle wounds. They aren’t groomed, so when their coats change with the seasons, it’s a string of bad hair days!

MUF: Thank you, Rosanne and Kirbi, for taking time to share some of what went into creating this book!  Readers, treat yourselves to Rosanne’s unique and moving way of writing an animal’s story in A Horse Named Sky.  Also in the other two books in the Voices of the Wilderness series: A Wolf called Wander, and A Whale of the Wild.   (And keep an eye out for Kirbi’s debut author/illustrated picture book appearing in 2025).

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Worldbuilding for MG Writers

By on August 18, 2023   /   For Teachers  

It’s back-to-school time for ELA classrooms soon! While we as teachers, parents, homeschooling families, and librarians might hear occasional moans and groans from students reaching the end of summer break, the advent of the new school term also brings so much eagerness and anticipation for new and different activities. This can be an especially exciting time with middle graders, who have learned some autonomy with their studies, are capable of more decision-making and logical thinking, and who love a creative challenge. Kicking off the school year by providing middle grade writers with some imaginative and unusual writing assignments will inspire them to pursue other reading and writing ventures throughout the year.

As writers, we recognize the importance of establishing a setting and developing it through details. This kind of worldbuilding not only immerses the reader in the time and place of the narrative but also allows the writer to carefully control what the reader sees and hears regarding the story’s location. For the young writer, worldbuilding employs the imagination, promotes pride of authorship, and provides an opportunity for critical thinking and the highest levels of Bloom’s Taxonomy. From a curriculum perspective, worldbuilding as an assignment provides the instructor with a chance to fulfill standards by reviewing or introducing connected literary devices and techniques such as:

  • Description
  • Sensory imagery
  • Metaphor and Simile
  • Personification
  • Atmosphere and Mood
  • Tone and Voice
  • Point of View

Having students review these literary devices and focus on each or on a combination of elements in a piece of their own authored writing makes for a richer, more personalized learning experience. Here are some ideas, prompts, and examples for exploring the worldbuilding concept as an assignment with your MG writers.

 

Worldbuilding Components for Middle Grade Writers

In reviewing story elements during a short story or novel unit, you might go beyond the typical definitions and examples for setting and instead allow writers to create their own setting. Try a graphic organizer for these and other components (and lots of space for details, brainstorming, and descriptions). Or use poster-sized paper for visual images or maps, and offer this list to inspire connected labels or captions:

Living on the Land: Geography, landscape, weather, climate, ecosystems

Living with Others: People, animals, and creatures; homes, habitats, and shelters; societies, neighborhoods, and cities

Getting Along: Communication; government; laws; technology; social institutions like education; relationships like family and marriage; economy and money systems; transportation and infrastructure (roads, bridges)

Surviving: Food and agriculture, tasks and working, earning wages or trading, keeping healthy, protection

Dangers and Threats (i.e., Conflicts): Enemies, nature, wildlife, discord, war or battle, illness

Don’t Forget the Place Name: Borrowed or original; symbolic meaning, allusion

Once students have had a chance to think through these and other elements of worldbuilding, writing projects on the topic might expand to include prompts and activities.

 

Prompts for Worldbuilding with MG Writers

Three Characters in Search of a Setting:  Provide students with three character identities, including for each traits, goals, motivations, conflicts, and relationships. The writer’s job is to determine a world that would serve the characters well in terms of suspense, tension, and continued potential for conflict. Student writers can add maps with labels, bulleted descriptions, brief histories, and artwork to convey the setting more fully.

Time Travel: Students choose a real place for the setting for a simple, conflict-rich storyline and detail its basic concerns; then they choose whether to move the time period up (into the future) or push it back (into the past). Pushing a setting back at least 60 years, for example, offers a chance to investigate the history of a place and incorporate its time-period specific details (what were computers like in 1960, anyway?). Moving the time period into the future allows for more speculation based on the location’s current characteristics and needs.

Genre Swapping:  Take a familiar setting from a favorite book or class novel study and re-imagine the time and place by changing the book’s genre. For example, what if a modern comedy like Gordon Korman’s Unplugged was actually a high fantasy? Or if Lauren Wolk’s historical Wolf Hollow was contemporary? Build this “reset” world, keeping premise details in mind.

No Swapping Allowed: Choose a story for which the setting and worldbuilding is inherent to the narrative, and detail the ways in which the plot relies on the setting to hold together.

Narrative Nonfiction Worldbuilding: Apply worldbuilding analysis to a work of narrative nonfiction as a way to glean factual detail and comprehend the setting’s full impact on the tale, especially one in which the setting seems distant or almost otherworldly, like Race to the Bottom of the Earth: Surviving Antarctica by Rebecca E.F. Barone.

I hope an idea or two here suits your classroom goals, and that you find the notion of worldbuilding to be an interesting and useful writing workshop activity! Good luck to everyone this school year.

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Middle Grade Writing Opportunities for the End of School

By on May 12, 2023   /   For Teachers  

Merry and marvelous, the month of May! Congratulations to teachers, librarians, and parents of middle graders on the completion of another year of school. To everyone involved with education, amid the final projects, end-of-year grading, and graduation to whatever is next, the end of school brings a chance to reflect and draw conclusions about the year’s accomplishments. For middle graders, May might bring the end of a year spent with a beloved teacher or the end of their stint in a particular school building. These kinds of upcoming endings can prime students emotionally for reflection, journaling, and other writing activities in the classroom as the days wind down toward summer. Consider celebrating the end of the school year with some MG writing activities geared toward endings.

The End of the Story

Plenty of creative writing assignments allow students to work up a great first line…but since it’s the end of the year, challenge your MG writers to compose nothing but the last line of a piece of original fiction. They might start by filling in a simple activity sheet that lays out the story’s premise (genre, setting, protagonist, conflict, point of view, major themes, atmosphere). Notes in the form of brief phrases or bullet points might help them to fully envision this story they haven’t actually written. Students then compose the last line(s) in a way that both demonstrates the thematic undertones of the tale and brings a sense of closure.

You might encourage your middle graders by reviewing the great books you’ve covered over the year – read the last line aloud, take guesses the title, and have small groups recall the components of the book’s premise so that they are more confident in creating their own. (What a great opportunity to review the works your class has read and run through associated literary devices they will need the next year!) Once they recall the premise, point out that last lines often encapsulate characterization, theme, tone, and genre elements. Some good examples:

  • I’m Lanesha. Born with a caul. Interpreter of symbols and signs. Future engineer. Shining love. I’m Lanesha. I’m Mama Ya-Ya’s girl.    (Ninth Ward, Jewell Parker Rhodes)
  • That’s what a real Florida boy would do. (Hoot, Carl Hiaasen)
  • …but always,/to know that/the world is not/meant to be feared,/and that water,/beautiful water,/will always mean/play.  (Odder, Katherine Applegate)
  • “Until then,” Annemarie told him, “I will wear it myself.”  (Number the Stars, Lois Lowry)

 

Great Endings of Long Ago

For the creative nonfiction writers in your group, a short writing project that explores significant historical endings might be of interest. Consider establishing research and investigation time into these and other history topics, then set writers to the task of composing brief paragraphs that sum up individual events leading to the end. Each student might contribute 1 or more paragraphs, each on a separate 5×8 index card; then students can work together to order and display their events timeline-style. Paragraphs could take on the style of a journalistic headliner or a fiction back cover blurb for practice in modeling specific writing approaches.

Some possibilities:

  • The end of the prehistoric period
  • The “Fall” of the Roman Empire
  • The end of the Revolutionary War
  • The surrender of Lee at Appomattox
  • The eradication of smallpox

 

Endings Mean New Beginnings

With sensitivity in mind for individual circumstances, consider allowing middle grade writers to brainstorm and journal about a local organization, business, or event that met its end in their lifetimes—for example, a favorite town diner that might have closed, or the dissolution of a town gathering during the pandemic—and accompanying fresh starts, such as a new popular restaurant or a reboot of a local festival. Writers also might brainstorm school groups or activities that shifted or changed over the course of their time in the building.

In another interesting angle, students write about the end of particular technologies that have grown obsolete just in their lifetimes and the resulting new tech. Expand this topic to a prediction exercise in which the MG imagination can speculate on current advances that may end within 1-3 years and the consequential new inventions that will take the place of the old.

Some ideas for technologies whose popularity and widespread use came to an end in the last ten years:

  • AOL Instant Messenger
  • Plasma TVs
  • Microsoft Kinect
  • Google Plus
  • Windows phone

No matter how you choose to reflect upon and celebrate the school year’s end, I hope your MG students find fun and fulfillment in their last writing projects, and I hope everyone’s summer is soon off to a safe, happy start!

 

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