Posts Tagged middle-grade readers

TALES TO KEEP YOU UP AT NIGHT ~ An Interview With Author Dan Poblocki

Welcome to my interview with Author Dan Poblocki and his latest release *cue booming voice* TALES TO KEEP YOU UP AT NIGHT. This book has it all – an endearing main character, a creepy attic, and a suspense-filled world made up of multiple tales!

**Make sure you scroll to the end of this interview to enter for your chance to win your very own copy of this book!

THE BOOK

TALES TO KEEP YOU UP AT NIGHT by DAN POBLOCKI

Publisher: Penguin Random House

Release Date: August 16, 2022

Amelia is cleaning out her grandmother’s attic when she stumbles across a book: Tales to Keep You Up at Night. But when she goes to the library to return it, she’s told that the book never belonged there. Curious, she starts to read the stories: tales of strange incidents in nearby towns, journal entries chronicling endless, twisting pumpkin vines, birthday parties gone awry, and cursed tarot decks. At the center of the stories lies a family of witches. And witches, she’s told, can look like anyone. As elements from the stories begin to come to life around her, and their eerie connections become clear, Amelia begins to realize that she may be in a spooky story of her own.


TALES TO KEEP YOU UP AT NIGHT is the perfect nextread for fans of Scary Stories to Tell in the Dark!. An excellent addition to Halloween round ups, middle grade readers will be glued to the pages, up way past their bedtimes, reading with flashlights, as they explore each of these interconnected stories. With frightening artwork at the start of each chapter, this book keeps readers engaged and terrified from beginning to end.

THE INTERVIEW🎙️

Hello Dan! It’s wonderful to have you join us. I am a huge fan of spooky books, so when I saw this book I knew I just had to chat with you about it. How about we start with – Can you describe Tales To Keep You Up At Night in five words?

Five words? I’ll try. How about these: Amelia’s tales comes to life!

Haha! It sure does.

Share a few insights into the story world you’ve created for your main character Amelia.

Amelia’s world is very much based on my own childhood growing up in the northeastern US. There was a time when my friends and I would ride bikes around our neighborhoods after school, occasionally pausing to relay some kind of legend to one another about some particular place we’d stumbled upon. Ravines. Deep forests. Strangers in grumbling cars. Spooky old houses. All of these elements felt like classic elements of scary tales, so I used them to fill Amelia’s world and set the stage.

Ooh . . . I think we might have lived in similar neighborhoods.

Tales To Keep You Up At Night is like a story – well, more like a bunch of stories – within the main story. How did keep all the details that weave the inner stories to the main story straight?

I use writing software called Scrivener, which allows me to sort each chapter into its own file. While I was writing one story, the software allowed me to pull up the other stories. This helped me remember what was what. Also, keeping lists and notes of which characters appeared in each tale helped me keep things straight. It was a challenge!

That’s a fantastic writing tool. I’m sure some of our writing readers use it.

Okay, random question: Picture Amelia standing in a grocery store. What three snacky foods will she purchase to eat while she’s reading from the old book in the attic?

Mmm. Snacks and devouring a book go hand in hand. Amelia’s the type who would probably grab a pack of strawberry Twizzlers, some chocolate milk, and maybe some Teddy Grahams or a bunch of grapes. 🥛

STORY CHARM 🌟

Why will middle grade readers relate to Amelia and Tales To Keep You Up At Night?

I hope that the readers will see themselves in Amelia in the way she cares for and worries about her family. This part of her personality is what drives her to do what she does, to fight for them, and to try and survive the scary troubles that arise.

Aw, she definitely will touch the hearts of readers.💚💚💚

What do you hope readers will take with them after reading this tale?

A whole bunch of different ideas. But most important: To look closer. To question what’s presented as the Absolute Truth.

AUTHOR INSIGHT 🔍

What is it about writing stories that moves you to keep writing?

My brain just keeps demanding I put my ideas on the page, and so far, I’ve listened.

Were you a reader as a kid?

I liked reading. But even more, I loved exploring book stores and the library. All the possibilities of the worlds on the shelves made me curious. Early on, what I loved most were comic strips: Calvin and Hobbes, The Far Side, The Family Circus. Anything that gave me a sense of accomplishment. This is kind of why I wanted to write in the short-story format – to appeal to readers (like myself) who might feel intimidated by longer work, but whose attention would be rewarded if they choose to read ALL the stories.

Did you have any favorite books to read when you were a kid?

I loved books by John Bellairs, Mary Downing Hahn, Bruce Coville, Shel Silverstein, and Zilpha Keatley Snyder. Favorites include The House With a Clock in Its Walls, Wait Till Helen Comes, The Monster’s Ring, Where the Sidewalk Ends, and The Headless Cupid. Then, of course, came RL Stine and Christopher Pike and Lois Duncan – whose books were like candy. I ate them right up.

Do you have any advice or suggestions to share with librarians, teachers, and parents of how to encourage a love of reading in their middle grader?

I’m not a librarian, teacher, or parent, but I have a distinct memory of being a middle grader. What I wanted at that time was access to books, all kinds of books, because I never knew what I might find myself in the mood for. Also, I loved when I was allowed to read what I wanted to read. I will say that I’ve gotten much mail from parents and teachers who’ve shared that kids who’ve never wanted to pick up a book before ended up LOVING some of mine. Scary stories can be a gateway for reluctant readers to step into worlds of literature, so maybe, start there!

ABOUT THE AUTHOR

Author Dan PoblockiDan Poblocki is the coauthor with Neil Patrick Harris of the #1 New York Times
bestselling series The Magic Misfits (writing under the penname Alec Azam). He’s also the author of The
Stone Child, The Nightmarys, and the Mysterious Four series. His recent books, The Ghost of Graylock
and The Haunting of Gabriel Ashe, were Junior Library Guild selections and made the American Library
Association’s Best Fiction for Young Adults list in 2013 and 2014. Dan lives in Saugerties, New York, with
two scaredycats and a growing collection of very creepy toys.


About the illustrator: Marie Bergeron was born and raised in Montreal. After studying cinematography,
she attended École de Design. Her style is inspired by many things, including films and games,
contrasting a more graphic approach with organic strokes. Her clients have included Marvel Studios,
Paramount Pictures, Warner Bros., Fox Entertainment, and more.

GIVEAWAY

a Rafflecopter giveaway

Enter for your chanced to WIN a copy of TALES TO KEEP YOU UP AT NIGHT. Giveaway runs through August 24th. Winner will be announced on Twitter (and in the comments below) on August 25th. Good Luck!🍀🍀🍀And if you like spooky books, feel free to check out more HERE and HERE! Thank you for stopping by to support Dan. Your visits are always appreciated.

The (Almost) No-Rules Storytelling Project for Middle Graders: “Tell Me a Story”

For those of you starting to compile ideas for the new school year, here’s a storytelling project that promotes creativity, engages interest, and can be readily differentiated.

Early fall is a great time for a storytelling activity for middle graders in your ELA classes, library or author workshop, or homeschool sessions. Learners might be eager to employ creativity after summer break, and seeing evidence of student work through storytelling early on can guide your personalized instruction moving forward. Students’ topics might connect with middle grade titles you plan to introduce. And as these early-in-the-year projects might be a little more loosely structured than formal writing assignments later, it’s a nice way to ease into the workload of a new year.

So for an (almost) no-rules storytelling project, consider saying to your Language Arts, homeschool, or library students, “Just tell me a story…”  Then stand back for the flood of questions! “Real, or made up?” “Does it have to have me in it?” And of course, “How long does it have to be?”  For an open-ended storytelling project like this, almost anything goes—fiction or creative non-fiction; almost any genre; set in current times, recent or long-ago past, or the future. Really, once the most basic of guidelines (appropriateness, length or time involved, etc.) are established, set storytellers free to compose and create.

What’s more, an open-ended storytelling project has great flexibility for differentiation. Some, most, or all of a story might be told visually, told aloud, told through song or drama, told with or through a partner or group… and even if the student utilizes minimal or no written words, you can still assess their story sense with categories that might feed your rubric creation:

  • their ability to perceive and comprehend conflict and characters/key figures;
  • their ability to convey setting and passage of time; and
  • their ability to communicate messages, lessons, and themes to others.

Here are some ideas to get your assignment wheels turning in preparation for an (Almost) No-Rules Storytelling project:

1. Try timed brainstorming by categories for idea generation (books read, places visited, fun family times, cool facts, weird tales), then narrow down to potential story topics.

2. Once a writer has an idea, they can think about all the ways in which the story might be told:

  • Graphic/comics-style story – Show some great graphic novel or memoir examples to get storytellers’ wheels going (When Stars Are Scattered, New Kid, El Deafo).
  • Map story – The writer draws a map that includes all the locations important to their story, then briefly summarizes the story’s events in brief phrases or images associated with those micro-settings.
  • PTD story – Story events are summarized or sketched on a traditional Plot Triangle Diagram (or create a plot diagram that is not so traditional!).
  • Drama performance – Write the story in “sides” like Shakespeare used: Each performer holds a list of their lines, each with a bit of the previous line to serve as the cue. A great exercise in listening, reacting, and communication!
  • Musically – Tell the story set to original music or to a known song reset to the student’s story in lyric form; add movement (dance, statues, interpretive movement, etc.) if the storyteller would like.
  • Art series – Tell the story in a series of sketches, paintings, drawings.
  • Photography – Show examples of photo essays or photojournalism; storytellers use a camera and a series of images they photograph to tell a story. (Or, offer class members a series of abstract, unrelated images taken with your camera and challenge each learner to tell a story based on the images.)
  • Oral storytelling – Storytellers use whatever notes they want to suit their comfort level as they tell the story aloud.
  • Group storytelling – Group members add on lines or plot spontaneously to keep a story going; or, group members can generate a story in pieces while working independently, then compile the events in a way that tells a cohesive story.

3. Encourage students to think outside the box, and to feel free to experiment with form, structure, and style. Combine two or more methods of storytelling or invent an original way to tell the story.

4. Ready some resources for inspiration:

Secrets of Storytelling by MUF’s own contributor Natalie Rompella offers ready-made activity sheets, writer tips, and fun story prompts.

Writing Magic by Gail Carson Levine – Chapter One is online here and includes starters and advice.

Story cubes are fun for everyone and might especially benefit visual learners and English language learners in the idea generation process.

5. Finally, for inspiration, share some MG titles with learners in which characters’ storytelling is part of the plot:

Anything But Typical by Nora Raleigh Baskin – Twelve-year-old Jason is autistic and often struggles with relationships in a neurotypical world. Thanks to a site where Jason posts original stories, he has the chance to make a friend in a fellow writer named Rebecca—if he can just work up the courage to meet her.

Isaiah Dunn Is My Hero by Kelly J. Baptist – To get by in tough times, young Isaiah looks to his late father’s stories about Isaiah’s inspirational superhero self.

Welcome Back, Maple Mehta-Cohen by Kate McGovern – Eleven-year-old Maple loves dictating stories into her recorder—but reading words on the page is difficult due to her dyslexia. When Maple must repeat fifth grade, she uses her storytelling skills to hide the truth from classmates.

Good luck to all educators as you ready your stellar assignments for fall, and thank you for the invaluable work you do for middle graders and all learners.

Interview with Diane Magras, Author of Shadow Beasts

Photo of author Diane Magras

credit — Michael Magras

We’re excited to have Diane Magras on here today to talk about her new release. Let’s start with learning a bit more about you, and then we’ll talk more about Shadow Beasts.

Did you have any childhood dreams for when you became an adult? If so, did they come true?

I’ve always wanted to be an author, so the publication of my first book, The Mad Wolf’s Daughter, was the fulfillment of that dream. I’d been telling stories for most of my life—beginning with the re-telling I treated my father to every time he attempted to read me a bedtime story—and wrote my first novel when I was in 7th grade. Seeing kids that age reading my books and finding fulfillment in them in an addition to that dream, one I didn’t expect when I was young.

What advice would you give to your younger self?

I would ask my younger self to write down ten things that she loves about herself, things that she’s proud of, and save that piece of paper to look at each year as she grows up. When you’re young, the world is wide open. The creative juices are flowing and you feel ready for anything. That’s a wonderful time in a kid’s life, and the enthusiasm they can muster about themselves would help a future self immensely.

Did you love to read as a child? Can you tell us some favorite books?

I’ve been quite an avid reader all my life. As a young child, I loved any story of magic and monsters (friendly monsters ideally, though). When I was in 2nd or 3rd grade, my favorite book was No Flying in the House by Betty Brock (I adored the idea of being able to fly, but I especially loved Gloria, the tiny white dog, who spoke and took care of the protagonist and was her beloved friend). When I was little older, my favorite book was The Dark is Rising by Susan Cooper. The opening scenes on Will Stanton’s farm were so much like my own life in a rural place, and the magic and lore drew me in entirely. (I still think the climax in the woods with the hunt is one of the best scenes of its kind.) The Dark is Rising also inspired me to start writing longer and longer stories, which led to my first novel!

What was an early experience where you learned that written language had power?

I honestly can’t remember a time when I didn’t know that written language held power! I grew up in a remote, isolated place, and books—written language—made me feel so much bigger than my surroundings. Movies felt more distant to me and seemed out of reach of my own life; written language, however, was a direct link, and utterly real. That’s probably because the story was all in my own mind, a dialogue between me and the author.

When did you know you wanted to be a writer?

I seriously thought about this as a career when I wrote my first novel in 7th grade. My English teacher, Ms. Plourde, had challenged to write a full-length novel (she’d read many of my stories), telling me that there were other people my age who had published books. It felt truly possible to me at that moment.

Have you had any careers besides writing?

I didn’t publish anything until many, many years later. I realized in college that it was nearly impossible to make a living from writing alone, and so I sought other work that could sustain me—yet not rob my imagination—while I wrote my novels in the mornings and evenings on weekends. I’ve worked in fundraising for most of my career, writing the stories of programs that I care about for letters and grant proposals. For almost two decades, I’ve been doing that for a nonprofit that brings books and discussion to marginalized communities around my state. I still have that day job (there’s no way I could make a living from writing alone, unfortunately), but I do love being involved in that kind of work.

Why do you write?

I write because it gives me a chance to escape from the world and create a world where I can do anything: model what I wish my world would be, conjure a fantasy world, meet amazing kids and watch them struggle and experience joy. But also, just to tell a story. That instinct has never left me.

It’s always nice to get to know a little about an author’s personality. So we asked Diane to answer a few fun questions about her writing habits.

What do you drink while writing?

Usually, it’s a nice cuppa. I am very big on strong black tea, and right now am a wee bit obsessed with the tea I’m buying from the Hebrides in Scotland (a special treat)!

Do you have any special things around your desk that help inspire you when you write?

I have quite a few things like that: four beautiful paper castles that my son designed and built; an incredible birthday card that looks like stained glass (he designed and created that for me this year); a pewter quaich from Scotland (a two-handed drinking bowl, meant to signify affection), which was a gift from my husband; and a small Lego sculpture with a golden flag that sits on a note: “Go Mommy!” When my son was in 3rd grade, he wrote that note and made that trophy for me to encourage me while I was working on my first book.

Book cover of Shadow Beasts

art by Vivienne To

And now that we know about more about Diane, let’s find out about more about her wonderful book, Shadow Beasts.

What inspired you to create this story and the unusual problem Nora faces?

I came up with the premise—near-invincible monsters that destroy human beings with their venom—as a response, in part, to the environmental degradation I was seeing around the world at the time. In one of my brainstorming moments, I asked: “What if the earth spawned something that would get back at people for all the horrible things we’ve done to it?” I wanted to make my monsters nearly invincible, so they’re shadow beasts—creatures that transform from solid to shadow in less than a second, and then back again when they’re beside their prey. Only kids can defeat them—my monsters falter before children, for reasons no one knows—and they turn into mist when they’re destroyed. My protagonist, Nora Kemp, came to mind right away: a rural girl on a sheep farm who was immune to the shadow beasts’ venom and wanted to train to fight them, but who was kept home by her father instead. I wanted to create a portrait of a kid who really struggled with that: knowing that she could be a hero, but being held back by someone she loved until much later.

Your book has been compared to Dragon Pearl by Yoon Ha Lee. In what ways is it similar? And how is it different?

It has a similar fast pace and techno-fantasy vibe. And they both feature a conspiracy. The themes are different, though, and there’s a lot of pure evil in Dragon Pearl (which works really well for the story); Secret of the Shadow Beasts, though, looks at how bad choices from the past can fester within a society, and how individual people can make huge mistakes, but still try to do good. None of my characters—monsters included—are purely evil. And our fantasy cultures are quite different: Yoon Ha Lee’s is layered with Korean mythology, while my story has a Scottish tinge.

Did you base your characters on anyone you know?

Nora is based a little on bit me, actually! I was like her in many ways when I was her age: She has a huge imagination and a lot of talent, but is bullied for being different and weird, and doesn’t have a lot of friends. One friend sustains her, though, through their mutual love of gaming. I didn’t game much as a kid, but these days, I’m a casual gamer, so I totally get that part of her world now! And, like Nora, I knit strange caps (not as strange as hers, though) and I always need a cuppa (black tea with a splash of milk).

Have you had any experiences like those of your book character? I hope you haven’t any encounters with Shadow Beasts? But please let us know if you have.

Nora has memories of playing chasing games with her dogs. I was very close to my childhood dogs, and I based much of Nora’s knowledge of dog behavior on things I’d seen. In fact, when she screams voice commands at the Lupus umbrae, the wolf-like shadow beasts, she’s doing something that I’ve done with aggressive dogs!

After a scary encounter, Nora has to decide whether to find ways to make her life safer or step out or to take actions that might prove even more dangerous. How did you give your character the determination she needs to make her life-changing decisions?

This ties in with that psychological burden that Nora’s been carrying: wanting to train to fight the shadow beasts, then being prevented to by her beloved father. He told her that she wasn’t “that kind of person,” the right kind of person to be a knight, as they’re called—which she interpreted as meaning that she wasn’t good enough. She’s been carrying that belief for years—from age seven to 12—and so when she’s offered the chance to become a young knight, it seems like a wish come true. It’s something she longed for, lost (deservedly, she felt), and then regained because she’s worthy after all. Once she’s at Noye’s Hill, the headquarters and training grounds, she’s determined to be the brave young person that she’d always wanted to be, so that plays a big part in her decisions afterward.

But she’s also still a bit unsure of herself; that blow, of being told by her father that she wasn’t good enough, has stayed with her. Little kindnesses and signs of confidence from others—like her senior knight, Amar—make a huge difference. 

Do you have any advice for readers on how to face similar situations when they’re afraid?

I think the biggest parallel that readers might have with what Nora encountered was going to a new place where they don’t know anyone, like a new school or a summer camp. And that’s hard, and scary, especially when you feel that you’re totally different from everyone around you. I want those kids who are struggling with that to remember what they’re good at, and remember to value themselves. I hope they also realize that we’re all alone at some point in our lives until we find the people who will value us. And we will. Those people are out there. Just keep looking, and be yourself, and be proud of who are you.

What is your favorite part of the book?

That’s really hard. I love the battle scenes, the emotional bonding scenes, the discoveries, and humor. But I’ll talk about the chat scenes, because I love those too. For one, they were a lot of fun to write. They are literally the chat between Nora and her gaming friend Wilfred, which take place on Warriors of the Frozen Bog, the video game they play together. Nora is at Noye’s Hill, the headquarters, and she’s not supposed to have any possessions, but sneaks in Warriors of the Frozen Bog on a remote player. This allows her to remain connected to home through her contact with Wilfred. They were best friends, but he was always on top, being older, being cool, and having been a competitive gamer for a long time. Nora mattered to him, but he was kind of her mentor. When she becomes a knight, though, she’s suddenly far more important than Wilfred ever was or could be, and he struggles with that. And so their relationship strains. I really enjoyed showing that though a video game chat, and especially the last chat, after they’ve argued horribly, when Nora shares something incredibly vulnerable.

What do you hope readers will take away from the story?

While I hope that readers take away a fun, exciting story with characters who stay in their minds for a long time, I also I hope they think about questions in their own lives—about environmental threats in their areas and the truth behind history. I also hope they realize that you never know what kind of burden someone else is carrying. Near the end of this book, some of my characters share stories about their burdens. You may never hear those stories in real life, but everyone has one.

Please tell us about your other books.

My other two books are The Mad Wolf’s Daughter and its companion novel, The Hunt for the Mad Wolf’s Daughter. They follow a girl named Drest through an adventure in medieval Scotland. In the first book, after her war-band family has been captured and taken to a castle to be hanged, she sets off to rescue them through a dangerous and unfamiliar landscape, hauling along an injured enemy knight to trade for her beloved brothers and father. In the second, she’s being chased by the same knights who captured her family, because someone’s framed her for a murder, and she has to decide if she’ll run away forever, or find a way to defeat this threat. They’re both fast-paced adventures with medieval insults, lots of swordplay (Drest carried a massive sword during both books), a colorful war-band of her brothers and father, and two traveling companions who become found family for her—the wounded knight and the quirky son of a so-called witch.

Can you share what you’re working on now?

I can’t share specifics until I’m done, but I can share that there’s a lot of warmth in what I’m working on now. Warmth, tension, and vivid characters you’d want to know in real life: I always love that combination in a middle grade novel!Shadow

I’m sure we’ll all be eagerly awaiting the next book once we finish Shadow Beasts! Thanks so much for joining us, Diane. And we look forward to seeing what you come up with next.