Margo Dill’s Read These Books and Use Them!

photo by Paul Mannix www.flickr.com

*Middle-grade contemporary novel
*Fourth-grade boy as main character
*Rating: Two hysterical authors, Henry Winkler and Lin Oliver, write a truly funny novel that boys (and girls, too) will love!

Short, short summary: The first book in the Hank Zipzer series, Niagara Falls or Does It? introduces us to underachiever Hank Zipzer. Hank is starting school–fourth grade–and he just so happens to get Ms. Adolf instead of the cool teacher. She wants the class to write a 5-paragraph essay, and Hank can’t think of anything worse to do. In the meantime, he and his friends form a magic act and practice for their first gig at the bowling alley. When his parents find out he has to write the essay, it cuts into his rehearsal time, and so Hank decides to build a living essay–a model of Niagara Falls like no one has ever seen before. He has a lot to say about the Falls and his family’s trip there, but he just can’t seem to get it from his head to the paper. He is super excited about his project until the flood gates open–literally. Join Henry Winkler and Lin Oliver for a great start to a funny series, Hank Zipzer: The Mostly True Confessions of the World’s Best Underachiever.

So, what do I do with this book?

1. This book is a great read aloud, especially if you are teaching writing 5-paragraph essays. Some of your students may be feeling the same way as Hank, and you can open up discussions on difficulties they are having writing these essays. Many children feel the same way as Hank Zipzer–the information is in their heads, but how do they get it down on paper? Students can even journal about this topic and share their feelings about writing, math, science, and so on.

2. Niagara Falls is an obvious topic of study while reading this book. Students can make a list of all the facts that Hank Zipzer quotes in the book about the Falls. You can also challenge each of your students or your children (if you homeschool) to find one more fact about the Falls that Hank has not stated. Ask students to write it on an index card. You can make a Niagara Falls fact bulletin board. If you want to be really brave, you can try a class project and build the Falls like Hank does. Just hope that your tubing and pipes hold up!

3. At the end of the novel, one of Hank’s teachers helps him out a little by talking to his parents. During the talk, his dad basically says he is lazy and doesn’t try hard enough. Ask your students to describe Hank and his character in a paragraph. Then ask them to write another paragraph and support either his dad’s point of view or his teacher’s. Tell them to use specific events in the book to support their opinions.

For more information on the Hank Zipzer series by Henry Winkler and Lin Oliver, please see the Hank Zipzer website.

Thanks to everyone for leaving a comment on Ann Whitford Paul’s blog tour. She really had a lot of great information to share. So, if you missed the post, make sure to check it out!

**The winners of the comment contest are 1st place–Nancy Nigh and 2nd place–Donna Volkenannt. Nancy will get her first choice of books between Writing Picture Books and Word Builder.

Again, thank you to everyone who left a comment, and make sure to check out Ann’s books. You will not be sorry. Stay tuned to my blog on Thursday when I share a book by Henry Winkler (THE FONZ) and Lin Oliver! It’s a great, hysterical book for boys (and girls, too.)

Thank you for stopping by “Read These Books and Use Them” today. Author Ann Whitford Paul is with us today on her blog tour, and we have a real treat for you!

**LEAVE A COMMENT below by Tuesday, June 30, 8:00 p.m. CST, for a chance to win either Writing Picture Books: A Hands-On Guide from Story Creation to Publication or Word Builder, a picture book about words. Two winners will be drawn randomly. Winner number one will get the first pick of the book he or she wants.

An interview with Ann Whitford Paul, author of Writing Picture Books and Word Builder:

Margo: Hi Ann, thank you so much for taking the time to stop by my blog today and share your knowledge with us. What made you want to write Writing Picture Books: A Hands-On Guide from Story Creation to Publication?

Ann: I was fortunate enough to be advised, tutored, and taught by two fantastic teachers who encouraged and prodded me to keep working. Without Myra Cohn Livingston and Sue Alexander, I might still be unpublished. When I finally had a few books published, I knew I wanted to pay back those talented and giving women by doing what they did–mentoring and teaching others. So I started teaching at UCLA Extension. One of my students, Molli Nickell, first brought up the idea of writing a book [about writing picture books], but I was terrified. My manuscripts were only 350 words long. Could I really write a book for adults that in the end turned out to be 350 manuscript pages? I put it off and put it off for several years until finally I willed myself to begin. Breaking the project into chapters made it much easier. I thought of each chapter as a picture book, and then I was able to proceed. Also I discovered that much of the material for my book already lived in my computer. Handouts and class lectures were adapted and revised to fit into the book. Isn’t it amazing how a project that seems so overwhelming can turn out not to be so once we begin?

Margo: That is so true; and we all know it when we are busy procrastinating instead of writing, but we do it anyway. (laughs) Your book offers chapters on all sorts of topics for picture book writers from early story decisions to the structure of your story to what to do when your story is finally done! Out of all of the advice and tips in the book, what are the two things writers can start doing today to improve their picture book manuscripts?

Ann: Yipes! Just two? I think my first suggestion would be to pay close attention to the language of your story. Picture books are meant to be read out loud. Therefore the words have to be able to flow off the tongue of the adult reader. They have to be written in such a manner that even an untrained actor can read them with expression. In addition, they must echo the action in the story. In my book, I spend several chapters talking about the sounds and rhythms of words and sentences. Quiet scenes need quieter words and leisurely sentences. High action scenes need hard words and short tight sentences. Work hard on the language of your story, and you’ll be one step ahead of most picture book writers.

The second suggestion would be to fill your story with action. Action can be illustrated. Think of your picture book as a slide show with each page or spread giving the illustrator an opportunity for a new picture. Following up on this, I encourage every picture book writer to make a dummy of her book . . . a dummy is 32 pages (the usual length of a picture book) with your words pasted on each page where you think they would fall. This dummy is not to send to the publisher, but [it] is yours to make sure that you have good picture variety, strong page turns, and both tight openings and endings. I wouldn’t submit a manuscript without making a dummy.

But my most important advice (I guess this is cheating because it’s number three) to any writer, whether picture books or adult novels, is not to try to imitate other writers. Dr. Seuss and J. K. Rowling are unique. Their books succeed because they were the first. Follow the stories that grab you, and have faith that your experiences and outlook will make your books unique and therefore maybe even best sellers.

Margo: I’m glad you cheated and included three tips because all three are equally important. Let’s switch now and talk about your picture book that you have out called Word Builder. How can teachers use Word Builder in their classrooms? Would it be appropriate for all elementary grades?

Ann: My friend Sandy Sandy Schuckett, a retired librarian, made up a worksheet for teachers to use in the classroom. I’m attaching it here [see the file link below for the worksheet], and it will be available when I update my website, www.annwhitfordpaul.com, soon.

Many schools have units where students write books, and I would imagine that WORD BUILDER might take some of the fear of writing away from girls and boys. After all, writing is simply building words into sentences and sentences into paragraphs. It’s as natural as piling blocks into a tower or walking forward along a line. One block and one step at a time. That’s how you get a story down. And once the story is down, then comes my favorite part—revision. I agree with Katherine Patterson when she said, “I love revisions. Where else in life can spilled milk be transformed into ice cream?” The hardest part of writing is the first draft, then comes the fun part—making a story the best it can be.

Margo: Ann, such words of wisdom from you and Katherine Patterson. Teachers, make sure you download this two page resource for use with the book, Word Builder. It is excellent! worksheetwordbuilder.doc

**Don’t forget to leave a comment or question for Ann for a chance to win one of her fantastic books!

photo by Phil Hawkworth www.flickr.com

*Picture book, contemporary, for children in preschool through second grade
*Froggy as the main character
*Rating: A good T-Ball story with a beloved character. This book should give kids something to relate to.

Short, short summary: Froggy has his first t-ball game, and his dad is the coach. He is excited and dreaming about his success. But playing t-ball is a little harder than dreaming about it. He has trouble hitting the ball off the tee, and he also doesn’t understand exactly what it means to catch flies. (You know how frogs love flies–the buzzing kind.) After Froggy has a little Amelia Bedelia moment toward the end of Froggy Plays T-Ball, he starts to catch on, and he is rewarded for his efforts with a hot dog and fly relish. Jonathan London has created another great Froggy book that kids are sure to love.

So, what do I do with this book?

1. Many of your students or your children will have experience playing on a t-ball or soccer team like Froggy does in Froggy Plays T-Ball. Discuss with them what it is like to play one of these team sports. You can make a list of their favorite reasons to be on a sports team or things they do at practice or so on. When the discussion is over, students can draw a picture of themselves playing a sport and write a sentence about their drawing.

2. Froggy has good sportsmanship. Even though he is having difficulty playing t-ball, he has a good attitude and he keeps trying. Discuss with your students what it means to be a good sport. Make a list of characteristics of a good sport. Discuss how Froggy fits these characteristics.

3. This book has a lot of dialogue, and it is easy to see how it is punctuated and tagged. This is a great book for introducing dialogue and punctuation to your students or your child.

photo by jmcarthy99 www.flickr.com

*Middle-grade novel, fantasy
*An elementary-school-aged girl as a main character
*Rating: An interesting look at Ireland and Irish legends with a loveable main character.

Short, short summary: Molly O’Malley is going to stay with her Aunt Shannon in Ireland while her parents figure out some things at home. While at Aunt Shannon’s house, Molly discovers that leprechauns are not just Irish folklore when she meets Paddy and befriends him. Paddy has a problem; and once he realizes that Molly can be trusted, he asks her to help. Using some magic, Paddy and Molly soon discover exactly what is taking all the leprechaun’s gold and figure out a way to get the gold back to its rightful owners. In the meantime, Molly and Aunt Shannon develop a relationship while her parents are trying to work things out back home.

So, what do I do with this book?

1. Students can learn a lot about Ireland from this book. Using it as a starting point, they can also do some more of their own research on Ireland or Irish folklore. Students can make a poster, a display, a power point presentation, or even a bulletin board about some of the facts they learn about Ireland.

2. Molly is very trustworthy and honest, and this is why she gains the trust of these magical creatures when other humans aren’t able to. Ask students why Molly is so trustworthy. What is her ultimate goal? Is she after money? What does she want? Molly’s character shapes the story in this book. Ask students to write in their reading response journals about whether or not they think Molly would be a good friend if she was a real person. Ask them to use examples from the text to support their answers.

3. Before reading the chapter titled, “The Choice,” ask students what they think Molly should do with her last wish. Ask students to pretend they are Molly, and write a letter to Paddy explaining her difficult decision and what she must do with her last wish.

For more information on Molly O’Malley and the author, Duane Porter, check out Buried Treasure Publishing.

Reviewed by Margo Dill, www.margodill.com, margodll@aol.com

photo by Cindy Funk www.flickr.com

*Picture book for preschoolers through first graders, contemporary with a little bit of fantasy (imagination) thrown in
*Six-year-old girl as main character
*Rating: Not So Tall for Six is a fun-filled look at what it’s like to be not-so-tall and put up with a bully who is as tall as can be.

Short, short summary: Dianna Hutts Aston writes a cute picture book about Kylie Bell, who is not-so-tall for six. Her entire family is not-so-tall, but they are the Bells. Their motto is “Brave and smart and big at heart.” Kylie faces many problems with legs that aren’t much longer than a ruler, such as not being able to reach the water fountain or not being able to see above her friends’ heads if she is behind them in line. But Kylie Bell’s biggest problem being not-so-tall for six is Rusty Jacks, the new, big bully. Rusty Jacks gives Kylie a lot of trouble and makes her feel miserable about herself, but then she finds herself in an odd situation. During literary circles, everyone has a group except Rusty Jacks. Kylie’s group has an opening. Will the Bell family motto win out? Will Kylie allow Rusty into her group and be big at heart?

So, what do I do with this book?

1. Dianna Hutts Aston has a few themes going on in this book that you can explore with your class or your child. The first is how students feel about their own physical appearance and how they can be proud to be unique and different. In your classroom or even in your family, you will have members who are tall or short, blue-eyed or brown-eyed, have blond hair or brown hair, and so on. Ask students to draw a picture of themselves; and with your help, write down three things they really like about their appearance. Share these drawings with the class. Then ask students what they think Kylie Bell and Rusty Jacks would like about themselves.

2. In Not So Tall For Six, Kylie has to make a decision of whether or not be nice to Rusty Jacks and invite him to her group. Discuss with students or your children if they feel that Kylie Bell did the right thing. Should Rusty Jacks come to her group? Should she try to be friends with him? Why do they think that Rusty had no group? What could he do to solve this problem? You can also discuss with students or your children if they have any trouble with bullies and how they are handling this issue. This book is a great discussion starter to find out if children need help from you in dealing with a bully.

3. Dianna Hutts Aston uses figurative language to describe many scenes in her book. She compares Rusty Jacks to a “half-starved rattlesnake,” and she writes that “Kylie skedaddles faster than a spooked horse.” These are just two of the many examples of similies and metaphors in the story. You can use Not So Tall for Six as an introduction to these types of descriptions. For older students, you can ask them to listen for figurative language and help identify similies and metaphors while you are reading.

If you have read this book with your students or your children, let us know how it went with a comment below!

Reviewed by Margo Dill, www.margodill.com, margodll@aol.com

photo by Sarah Kennon www.flickr.com

*Picture book for prekindergartners through third graders, fantasy
*Two creatures–the Once-ler and the Lorax–as main characters
*Rating: The Lorax by Dr. Seuss is a wonderful book to teach students about the effects of pollution and industrialization.

Short, short summary: A young boy visits the Once-ler and hears the story of the Lorax and the Truffula trees straight from the creature who destroyed their home. The Once-ler cut down Truffula trees to manufacture his thneeds, which he sold for $3.98. He got a little greedy and built a factory to produce more and more thneeds. During this time, all sorts of lovely Dr. Seuss creatures left the area due to pollution and lack of food. The Lorax warned the Once-ler over and over again about what he was doing to the environment, but he wouldn’t listen. Finally, the last Truffula tree was cut down. What did the Once-ler and the Lorax do then?

So, what do I do with this book?

1. For a fun activity about creating ads for thneeds, see my Bright Hub article: “Creating Ads for Thneeds from The Lorax.”

2. For a 6 + 1 Traits of Writing activity, see my Bright Hub article: “Lesson Plan: Teaching Word Choice with The Lorax by Dr. Seuss.”

3. For an elementary art lesson, see my Bright Hub article: “Using Recyclable Materials for an Elementary Art Lesson.”

Reviewed by Margo Dill, www.margodill.com, margodll@aol.com

*Young adult novel, fantasy/sci-fi
*Teenage boy as main character
Rating: James Patterson has written an exciting and humorous sci-fi book for tween/teenage boys (and some girls, too!).