In the past, we’ve taken weekends off at Teachers Write, but this year, I thought we’d use the time for a little reflection and discussion of the issues that connect us as writers, readers, and teachers. Today, we welcome guest authors Meg Frazer Blakemore and Laurel Snyder.

Meg lives in Maine and is the author of acclaimed YA and middle grade novels like The Water Castle, The Spy Catchers of Maple Hill, The Friendship Riddle, and her latest, Very In Pieces.

Laurel calls Atlanta home. Her latest novels include Bigger Than a Breadbox and Seven Stories Up, and she has a lovely picture book from Chronicle coming this fall – Swan: The Life and Dance of Anna Pavlova.

Meg and Laurel join us this Saturday with a thoughtful conversation about books for kids and “reading up.”  They’d love for you to share in the discussion in the comments today!

Meg: My first novel was YA, and I’ll be publishing a YA this fall, but in between I’ve written three middle grade novels. Right around the time I first started writing middle grade, I also shifted from being a high school librarian to a middle school librarian. As a high school librarian I was a big proponent of authentic portrayals of high schoolers in YA literature, and when I moved to middle school I felt the same way: books about middle school should portray middle schoolers authentically. The problem I ran up against as a writer and a reader was that middle grade books are marketed for an 8-12 audience. How could I write authentically about a twelve or thirteen year old — a middle schooler — while still making it appropriate for an eight year old? As I was mulling over all of these issues, I saw that you, Laurel, were doing a panel discussion at NESCBWI with Aaron Starmer and Kate Milton called “The Blurry Edge of Thirteen.” I went and participated in a great discussion about that issue, and I hope we can have a similar conversation with the participants of Teachers Write. Do you want to start by talking about your own feelings or thoughts on this tricky situation?

Laurel: Sure! And I should say that it’s an ongoing evolution for me. I find I’m more and more engaged with this topic each year.

When I began to write middle grades seriously about a decade ago, my goal was to write the kinds of books I loved best as a kid. I loved the humor and wild language play of folks like James Thurber and Edward Eager best of all. So THAT was what I was shooting for, and if you look at my first two novels, Up and Down the Scratchy Mountains and Any Which Wall, you’ll see that pretty clearly.

But as I began to interact with kids more and more (as an author and a mom), I found myself feeling frustrated by the way we parent our kids today. There’s this overwhelming hunger to keep them “safe” from fear and sadness, to sculpt an ideal experience for them.  But that in no way prepares kids for the real world.

Then I found myself remembering other books I’d loved. The Egypt Game. Dicey’s Song. A Candle in Her Room. Books that delighted me in a different way. Books that matched me as I got a little older. As I hungered for something beyond whimsy.

So that’s what’s happening with my own writing. Each book seems to go a little further. I’m still invested in magic, language play, and childhood. But I’m really interested in trying to bring some gravity and grit to the magic. To recognize and honor the emotional complexity of what it means to be a 12 year old kid.

I wonder, what do you think the HARM is, really?  I’m not sure I believe a book can hurt a kid, even if it does scare or educate them about the world.

Meg:  What I really liked about what you said is that you write to “recognize and honor the emotional complexity of what it means to be a 12 year old kid.” I think we don’t alway recognize that because we don’t want to imagine our kids going through that kind of turmoil, but they do. And books give them a place to ask and answer questions. Are You There God It’s Me Margaret was such a touchstone for me as a fifth grade girl, and as I was working on The Friendship Riddle I kept asking myself, “What would Judy do?” Like, “Should I include a scene about the awkwardness of shopping for a first bra? Well, what would Judy do?” And I did include it, because it is a very important moment in a girl’s life. And, I don’t think talking about bras, or mentioning periods, is harmful to an eight year old who might also pick up the book — or to a boy. In fact, it’s probably good for boys to read about these moments in a girl’s life.

It’s interesting, when we got into this discussion, I was thinking about the twelve year old child, and how he or she deserves a literature that reflects an accurate twelve year old experience. But I think we also need to have some respect for the eight year old who might self-select a more “advanced” (thematically and content wise) middle grade book.

Laurel:  Absolutely!  One of my pet peeves is the idea that a book is “inappropriate” for a kid if it contains unfamiliar or confusing words or ideas or relationships. Is there a better way for a kid to learn a new idea?  Is there a better way to be scared or saddened or confused?  Books are a perfect form for introducing new things. They’re a healthy way to learn the world.

I’d love if people wanted to share their own moments like that– particular books that they remember introducing an unfamiliar idea!  I remember how A Tree Grows in Brooklyn blew my brain open, taught me so many harsh, brutal, daily things about a period of history I’d only seen through rose colored glasses. We need All of a Kind Family AND A Tree Grows in Brooklyn. You know?

Meg: I agree — I would love to hear what books the Teachers Write participants remember as mind-opening or reassuring during their own early or pre-adolescence. Also, how do these issues play out in your classrooms with your readers?

Fridays at Teachers Write are officially Friday Feedback days, hosted on Gae’s blog, so I hope you’ll pop over there if you’re ready to share a bit of your writing and to help others by providing supportive, thoughtful feedback. But we’re *also* going to have the occasional Friday posts here, too, because honestly…we had so many amazing volunteer authors that we couldn’t fit all of our mini-lessons on Mondays.

So today, Sarah Albee joins us. Sarah’s written dozens and dozens of books, including great, high interest nonfiction titles like Poop Happened: A History of the World from the Bottom Up, Bugged: How Insects Changed History, and Why’d They Wear That?

You’ve probably already guessed from these titles, Sarah has both a great fascination with history and science and a terrific sense of humor. Her post today is all about how that sense of humor can show itself in nonfiction writing.

What’s So Funny?

Hello, teachers! It’s lovely to be back again for Teachers Write. Today I want to talk about voice, and particularly, how to channel the funny, lively, entertaining, engaging, charming side of you onto the page. Adding humor and energy to my own writing is something I usually do at a late stage of revision. I’ve done the research, figured out the structure, and written a billion drafts. If it’s gone well, I hope there’s at least some liveliness in the writing voice already, but it’s at the late stages of drafting that I carefully examine each sentence to see where I might be able to enliven the tone. How can I make this funnier, or at least more vivid, for my reader? Good comic writing—actually, any good writing—jars the reader’s brain away from its customary expectations by expressing something in a unique way.

So how does a writer add zing to her writing? It is possible, and you can get better at it with practice. Here are three strategies to try:

1. Surprise your reader with the unexpected.

Last week I heard Dave Barry on the radio. Terry Gross was interviewing him about his new book. He was talking about the good old days when he was a kid, in the pre- helicopter-parenting days when parents basically ignored their kids. “On a summer morning we’d leave the house,” he said, “and my mom would say, ‘Be sure you’re back by September.’” It’s funny because your brain is expecting “by dinner” of course, and he jolts you with the unexpected.

You can use surprise by twisting clichés and hackneyed phrases, the ones you tell your students not to use. It can work well with titles. Here are some chapter headers I have used in my last few books:

 The Age of Shovelry

 Twentieth Century Pox

 It’s all Fun and Games until Someone Loses an Isle

 Make New Friends But Keep the Gold

 Padded Bros

 Caulk Like an Egyptian

2. Use strong, unconventional, or unexpected verbs.

One of my favorite nonfiction mentor authors, Mary Roach, comes up with brilliant verbs. I love the one she uses in this sentence from Bonk:

If you can machete through the lingo and obfuscated writing, you will find an extraordinary body of work.

In How They Choked, Georgia Bragg’s unconventional description of Henry VIII paints a very apt picture of him :

Henry VIII was thirty-one and he looked so-so in his royal Spanx. He enjoyed making up laws that worked in his favor, power-eating, and spending time with his wife’s ladies-in-waiting.

3. Make a funny comparison (with simile and metaphor).

If you can come up with a good simile or a metaphor, you’ve got your reader in the midst of one world and then you suddenly make her mind jump the track by introducing a comparison to a totally different situation. And then the reader’s mind jumps back to your first world and she laughs at the surprising yet apt parallel you’ve drawn. You can do it with a short phrase. For example, in this New York Times article about ice cream, the author talks about how much he hated when his parents cheaped out and bought ice milk, “which tastes of nothing so much as frozen sadness.”

Or you can do it with a more extended comparison. Here’s Mary Roach again, in her book Stiff:

The way I see it, being dead is not terribly far off from being on a cruise ship. Most of your time is spent lying on your back. The brain has shut down. The flesh begins to soften. Nothing much new happens, and nothing is expected of you. 

See how your mind jumps from cadaver to cruise traveler and back to the cadaver? And then your brain processes what you just read, and you laugh.

Here’s a late-stage revision I made in my book Bugged: How Insects Changed History. I wanted to enliven this rather dull passage:

The mouthparts of assassin bugs puncture their victim. The bug injects a poison that liquefies the soft tissues of its prey, enabling it to ingest the contents.

So I swapped in two metaphors and changed to this version:

The mouthparts of assassin bugs are pointy two-way straws. The bug injects a poison that turns its prey’s insides to soup.

Nicola Davies’ Big Blue Whale is not meant to be a funny book per se, but it’s got this unexpected, evocative description of the blue whale’s skin:

It’s springy and smooth like a hard-boiled egg, and it’s as slippery as wet soap.

Your mind jumps from the whale track onto the hard boiled egg track, to the wet soap track, and then back to the whale. And you can picture its skin perfectly, can’t you?

One of my favorite humor writers, PG Wodehouse, is the master of extended metaphors. Whenever I want to write “funny,” I read Wodehouse. Here are a few of my favorites:

She looked at me like someone who has just solved the crossword puzzle with a shrewd “Emu” in the top right hand corner.

Jeeves lugged my purple socks out of the drawer as if he were a vegetarian fishing a caterpillar out of his salad.

Unlike the male codfish, which, suddenly finding itself the parent of three million five hundred thousand little codfish, cheerfully resolves to love them all, the British aristocracy is apt to look with a somewhat jaundiced eye on its younger sons.

Try it with your work-in-progress. Check the sentences that don’t yet zing. Is there a comparison you can make that’s unexpected? Can you swap in a more surprising verb?

It’s fun. Just be your charming self.

Note from Kate: This is a GREAT post to share with students who equate informational writing with dry, boring writing. It doesn’t have to be that way, and Sarah’s books are terrific mentor texts for teaching this kind of zingy nonfiction style.

Don’t forget to head on over to Gae’s blog now for Friday Feedback!

Our guest author for today is Tracey Baptiste. Tracey writes both fiction and nonfiction and penned one of my favorite middle grade novels of 2015, The Jumbies. It’s a fantastic, spooky adventure set in the Caribbean, where Tracey grew up reading Grimm’s fairy tales and wishing for books that featured the wonderful stories her family told in Trinidad. She couldn’t find them — so she wrote one.

Tracey has a series of writing prompts for us today – all focusing on VOICE:

One of the things I struggle with most is voice, so I have a few tricks that I use to make sure that every character in my book has their own strong point of view, even if they are just coming in for a quick comic relief.

You probably already know how important voice is. Two people telling the same story won’t say it in the same way, and it’s likely that you’ll find one more compelling than the other. That’s voice. So you want to make sure that your characters all have compelling voices, even if that voice is meant to be annoying, or aggravating, or inciting as needed in your story. Whatever it is they have to do, they have to be able to do it well.

So let’s get to it. For each of these exercises you’ll need a quiet space to work, and a timer. You can do these exercises for all of your characters, but starting with any character you’re struggling to understand is probably your best bet.

Exercise 1: Visualization

Picture your character walking through a door that is far away. All you can see is the shape of their body because there is a bright light behind them. When they step through the door, describe what they are wearing. (Write all you can in 2 mins.)

As they move further into the room, describe the objects that you can see around them. (Write all you can in 2 mins.)

As they stand in the middle of the room, people begin walking toward them. Describe who these people are and what their relationship is to your character. (Write all you can in 4 mins.)

Exercise 2: Becoming Your Character

Put yourself in your character’s shoes and answer the following interview questions as if you are them. What do you love the most? What do you hate the most? Who are you jealous of? If you could do anything right now, what would it be? What is your biggest secret?

Exercise 3: Flip the Switch

Imagine that a bad guy with an opposite-ray dropped into your book from hyperspace. The opposite-ray hits your character full in the face and now they are the complete antithesis of the person they were before. Now answer the same questions above again. What do you love the most? What do you hate the most? Who are you jealous of? If you could do anything right now, what would it be? (I don’t include the secret question because presumably will be the same.)

Exercise 4: Conversion

Take any scene from your current WIP that includes the character you’ve been working on. Strip away all of the setting information, the emotional tag lines and write it as a play with only the characters’ words and any stage directions that move your character into a spot that helps your plot to continue, such as: Moves to door. Door swings open and hits them in the face. Now see how the words your character uses without any props conveys their emotions, or DOESN’T convey their emotions.

Note from Kate: If you’d like to share a paragraph of what you wrote today, please feel free to do that in the comments!

This is the first week of Teachers Write, the online summer writing camp I run for teachers & librarians. I started doing this to help people create a writing community, so people who work with young writers could practice their own craft in a safe, supportive place. But the truth is, I learn so much more than I teach in these summers. This is our fourth year, and launch week is always busy – posting lessons, scheduling guest blogs, responding to comments, welcoming everyone. It’s wonderful and joyful, but chaotic, too.

So I’m late in slowing down to really think about the Monday Morning Warm-Up that Jo Knowles shared this week, as she does each Monday. Jo has a gift for inviting us to poke around in our own story worlds in ways that open up doors and shine lights. Her prompt was just what I needed this week because I’m about halfway through drafting a new book that’s real and honest and risky enough to scare me every time I sit down to write.

But sitting down is what I need to do. So today, I sat down and wrote in response to Jo’s prompt – “White Page Day” – is an invitation to list and reflect and pull ideas into a poem.

Nora

This is a story about a girl

Whose world was safe

Until it wasn’t.

It’s about sirens that stayed silent,

Police on the school bus,

And killers in the woods.

Good guys and bad guys

And people who don’t fit in categories

And that’s a problem

Because Nora always knew

Before.

It’s a story about the moment you realize

That your world is not as safe as you took for granted

With your unlocked doors and tree fort sleepovers.

The moment you realize it’s bigger,

More complicated,

That your good guys are not all as good

As you want them to be,

And your bad guys weren’t always that way.

Hearing their stories

Makes it hard to tell the difference

Between the two.

It’s a story about what we cheer for

And who that makes us.

It’s about small towns and mountains

And the monsters that hide there,

Some flesh.

Some shadow.

And some that aren’t out in the mountains at all.

It’s about ugly things

Living in beautiful places,

Lines that divide us –

And how two people crossing one

Made all the others go wavy and unsure.

One time an author came to our school –

He had a black t-shirt and sunglasses on his head –

And said the secret to selling lots of books

Was just writing cool stuff.

But things that are cool in a story

Are different when the characters aren’t made of paper.

So this is about looking more closely

At a place you love.

Seeing the beer cans and cigarette butts in the high grass

Loving it anyway,

And putting on work gloves.

It’s about happy endings

And whether you can have one

Even if you finish the story

More unsettled than when you began.

——————————————

And now it is time for me to get back to that story. Thank you, Jo!! xo

Traditionally, Wednesdays are Q and A days at Teachers Write – a chance to ask published authors questions about the writing process, from brainstorming to outlining to revision. This summer, we have so many amazing guest authors with so many great lessons that we’re also going to have lessons along with our regular Q and A sessions on Wednesdays. Excited about that? Me, too!

Today, we welcome guest author Melanie Crowder. Melanie’s debut novel, Parched was one of Bank Street’s Best Books of the Year and a Junior Library Guild selection. Her second book, Audacity, has received three starred reviews and is an Editor’s Choice at BookBrowse and a Top Pick from BookPage. Her third novel, A Nearer Moon, releases September 8 from Atheneum Books / S&S. Melanie holds an MFA from Vermont College of Fine Arts and lives in Colorado with her family. Her mini-lesson today is all about image systems…

To get started, if you haven’t already, draw up some sketches for a few of the characters in your story. I don’t mean actual drawings; brief descriptions will do. (What they look like, their hobbies, their habits, their flaws, their nervous tells.)

That’s done? Good. Now look back through what you’ve got. Anything particularly visual standing out to you? If not, add a few more details until you find something you like.

I’ll give you an example of what I’m talking about. One of the characters from my work in progress is an eight year old girl named Pilar. She collects things like empty snail shells, dropped moth wings, desiccated leaves, and abandoned chrysalises. All the discarded things.

Why? I don’t know—it started out just as a thing she did. But I liked it, so I expanded it. The discarded things became an element of the physical descriptions I wrote for her: the shadows on her skin like whorls on a snail shell or the wind tossing her hair like a leaf ripped from the tree.

When I want to show her emotions, I put those discarded things into a metaphor. Rather than saying she’s lonely, I describe the hollows and creases of the empty nutshell in her palm. And you know what—it turns out that there is a very good reason why she collects all those discarded things. It’s how she processes the fact that her mother left. So much thematic resonance there!

Okay, let me give you some more examples. This afternoon, I popped in a DVD of the 2005 film Pride & Prejudice and turned on director Joe Wright’s commentary. He talks about things like the symbolism of the birdsong in the opening scene, or the way the swan with its head stuck in the water is like Lydia (Ha!), or the way the film opens and closes with the sunrise. (I find a huge amount of inspiration in listening to artists working in other media talk about their process, but that’s a post for another day.)

Here’s one thing he has to say about the actress who plays the eldest Bennett sister:

“[Jane] is obsessed with ribbons. She carries two or three ribbons with her wherever she goes.”

Why? What does that detail reveal about her as a character? What potential is there in that image for description, metaphor, or theme?

Here’s another quote from the director about Lizzie’s aunt and uncle:

“[I] love the Gardeners. Their relationship is based on pies. In every scene, they’re eating and they have a very happy marriage in their shared admiration of the great English pie.”

Hilarious. And so telling, right? If you were writing those characters, with the image system of the great English pie, just think of all the different directions you could take it!

Today’s assignment:

Pick one character, and one image connected with that character. Either as you rewrite an existing scene, or as you draft a new one, bring that image with you. Use it when you describe your character or when it’s time for a metaphor to reveal your character’s emotion, and hey—if all else fails, throw that object into the scene with them and see what happens.

I’d love to hear what you come up with if you’re feeling brave enough to share in the comments. Good luck!

Note from Kate: And of course, today is also Q and A Wednesday, so feel free to post any questions you’d like to ask our guest authors, too. In addition to our “official” guests, we tend to have a wide variety of guest authors popping in from social media on Wednesdays, so you never know who might answer your question!

It’s time for your first Teachers Write Tuesday Quick-Write! Today’s post is courtesy of Phil Bildner, the author of the New York Times bestselling Sluggers! series, the Texas Bluebonnet Award-winning Shoeless Joe & Black Betsy and its companion, The Shot Heard ‘Round the World, both illustrated by C. F. Payne; and Twenty-One Elephants, illustrated by LeUyen Pham. Phil’s new picture book, Marvelous Cornelius: Hurricane Katrina and the Spirit of New Orleans, comes out this month from Chronicle.

Here’s Phil’s prompt for today…

Hi there! Happy Summer! And welcome to writing camp!

Teachers Write! is a free virtual summer writing camp for teachers and librarians. Please click here to sign up if you’d like to join us and haven’t already registered. If you’re on Facebook & want to also join our group there – here’s the link. Then click “Join Group.” And please click here to sign up for my email newsletter so that you’ll get updates throughout the year.

A quick note about blogging your Teachers Write experience: There will be daily opportunities for you to share and interact with one another in the comments section of each post. Often, our guest authors will stop by to be part of the conversation, too (though not always – some will be on deadline or traveling for research).  In addition to commenting, it’s great if you also want to set up a blog where you share all of your writing from this summer. One important request: Our guest authors have given permission for their lessons & prompts to be shared on the Teachers Write blog only. Please do not copy and paste any mini-lessons or writing prompts – publish only your own writing on your blog. If you’d like to reference the ideas shared here, providing a link is the best way to do that. Thanks!

Four quick things before we get started…

1. Teachers Write is an online summer writing camp with published author-mentors who donate their time to work with us. It’s free. There’s no charge to participate, but we do ask that you buy a few books over the summer as a way to support the authors who are supporting you. Our request: choose one book from each of our three main “all summer long” authors – Kate, Gae, and Jo – and at least one book from one of our daily guest authors. If you truly aren’t able to do this financially, we understand that and still want you to write with us. We’d love it if you requested these books at your local libraries & signed them out.

2. Our weekly schedule will look like this:

3. I’ll be popping in to comment, and I know many of our guest authors will, too, but since this community has grown so much (we’re more than 1400 teacher-writers strong now!) you’ll also need to commit to supporting one another. When someone decides to be brave and share a bit of writing in the comments, or when someone asks for advice or feedback, please know that you are welcome (and encouraged!) to be mentors to one another as well. Watching this writing community grow is one of the best things about being part of Teachers Write.

4. The first time you comment, I will have to “approve” your comment before it appears. This is to prevent us all from being besieged by unpleasant rogue comments. So when you comment, it will not show up right away – sometimes, it may be later in the day when your comment appears.  THIS IS OKAY. Please don’t post more than once.

Now…let’s get started!

Today, I’m inviting you to wonder. Because that’s where authentic writing starts – at least for me. I’ve written books because I wondered what goes on under the snow in winter, because I wondered what it would be like to have a magic pencil that answers questions, because when a rainforest guide told me that a thousand different organisms depend on one species of tree that grows in Costa Rica, I wondered what those animals were and how they needed it. You get the idea. Wonder is essential for writers, but sometimes, we don’t leave time for it in our daily task-finishing, dinner-making, laundry-sorting lives.

So today, your assignment is to wonder for a while. Take 15 or 20 minutes and make a list of things you wonder about. Here’s mine for today:

I wonder what would happen if a kid stole his mom’s notebook & changed stuff.

I wonder what role women and girls played in Viking Iceland.

I wonder how the California earthquake of 1906 affected Chinatown and the people who lived there.

   (Those last two are questions I’ll be researching soon for future books in my Ranger in Time series.)

I wonder about water bears.

I wonder about women mathematicians in history – how come we usually hear about men?

I wonder how we can channel anger for good.

I wonder how much we can control what we dream.

There are a dozen story possibilities here, but I won’t know for sure if any of them can grow until I take some time to explore those wonderings. I’m going to start with the women mathematicians and do a little reading tonight…

What about you?

Your assignment: Spend some time daydreaming. Think about the things that fascinate you, the things that scare you, the things that are important to you. Make a list of things you wonder. And choose one or two of those that you’d like to explore a little more in the days and weeks to come.  If you’d like to share some of your list in the comments, please feel free to do that and please feel free to leave a short introduction today, too. We’re all going to be writing buddies this summer, and it will be nice to get to know people.

Also, remember that Jo Knowles always kicks off our week with a Monday Morning Warm-Up, so you can drop by her blog for another writing prompt.

More for our historical fiction study folks…

If you’re reading the Ranger in Time books & want to participate in my focus on historical fiction this summer, you may be interested to know how that idea of “wonder” plays out in author research once a topic has been selected (or assigned!). When I first sold the Ranger in Time series to Scholastic, I’d given the team there a list of possible stories. They responded with a list of suggestions for the first four books — two that came from my list and another two they added based on teacher and library requests for those topics. One of those titles – RANGER IN TIME: RESCUE ON THE OREGON TRAIL – ended up being our very first book in the series. When Scholastic asked for this topic, I had to ask myself, “Are you interested enough in the Oregon Trail to spend months researching and writing about it?” The answer was yes – I wondered about a lot of things during that time period!

I read stacks of books and visited websites, but the best part of my research came during a field trip to the National Frontier Trails Museum in Independence, Missouri, which was one of the jumping off points for the Oregon Trail. There’s a whole library here, filled entirely with books about the Oregon Trail (research geek heaven!!), and I was excited to spend time there, reading and researching.

I knew there were many diaries here – some of them never published, so they were original manuscripts, scrawled in dusty leather journals. And I wondered if any of those diaries had belonged to children, since I hoped for a glimpse into the mind of a kid my character’s age who made that journey. When I asked the library director about this, he said, “No, we don’t really have any from kids.”

“None?” I said.

“No,” he answered. Then he paused. “I mean, there’s Lizzie, but…” I could hear the dismissal in his voice, even over the phone. He did not care for Lizzie. When I pressed him, he explained more. “We have Lizzie Charleton. She was a teenager, but her diary’s terrible.”

“Terrible how?” I asked..

“She just complained the whole time. Lizzie didn’t want to go.”

Think about that for a minute. Lizzie didn’t want to go. If you’ve ever taken a long car ride with a kid, you understand why this diary is a perfect source. I knew I needed to see it.

Here are some excerpts from Lizzie’s diary, shared with permission from the museum library:

April the 19^th last night it rained & made the roads so muddy that we did not start until noon we travailed 14 miles to day & it rained all day & is so cold we like to freeze to death

April the 20^th This morning it is still cold enough for winter we travailed until 2 o clock today & it was so disagreeable & cold we had to stop the rest of the day

May the 14^th Camped for to night on the bank of Platte River it looks verry much like we might have a storm to night came 18 miles to day through sand & mud holes till there is no name for it & I am vary tired a walking

May the 16^th Camped again this eavening on Platte came over bad roads to day & are verry tired came up too Hills half mile long & sand there was no end to it & was so warm we could hardly get up

 May the 27^th Camped this eavening on Labonte creek came 24 miles to day it rained & snowed a bout 4 hours it was 3 inches deep.

Monday May the 28^th Camped this eavening out on a hill & cold enough to freeze us came 20 m

 Tuesday May the 29^th Camped again this eavening out on a hill & still cold enough for winter came 32 miles today & killed one Antelope

 Tuesday June 5^th Camped this eavening out in the Bluffs our stock stampeded last night we did not get started till 10 oclock we came 15 miles in the fore noon we Started at noon took the rong road travailed a bout 5 miles out of our road then started a cross the Bluffs came a bout 4 miles a cross came to the road a bout 7 oclock in the eavening went back a bout a mile after water so we did not get but 18 miles to day Charley Killed an Antelope we will have a mess of Antelope for supper then we will be all right again if we dont freeze to death the snow was a bout 2 inches deep this morning.

When I read Lizzie’s diary, I have to confess that I fell in love with this grumpy teenager right away. I appreciate the much more detailed and descriptive diaries that other women travelers left behind, but Lizzie’s voice rang true to me. She’s cold, she’s tired, and she probably didn’t want to come in the first place. The whole time I was reading, I half expected the next line to be “Aren’t we there yet?” To those of us reading Lizzie’s diary more than a century later, it’s easy to appreciate the overland journey as a grand adventure. But to Lizzie, it was long, cold, and kind of boring, too. Stepping into her shoes, it’s easy to see why she’d use the same lines over and over and complain about the cold. Her voice struck a chord with me because it felt real. I ended up using Lizzie Charleton as the model for Sam Abbott’s older sister.

If you have the first Ranger in Time book, take a look at Chapter 5 (pp. 34-45) and you’ll get a sense for how that initial “wondering,” followed by some research and note taking, ended up developing into one of my favorite characters in the book. We’ll talk more this summer about how to incorporate historical details into a project without losing the sense of story, but this should give you some ideas to start.

I’ll be around today to chat more about our first historical post, as well as to greet people and say hi, so if you have questions, please feel free to fire away in the comments!

~Kate

Announcing Teachers Write 2015!

 Our fourth annual Teachers Write Online Summer Writing Camp will run from July 6^th to August 2^nd, 2015 – four weeks of daily writing lessons, prompts, opportunities to talk with favorite authors, and inspiration. It’s hosted right here, and we’re focusing on a one-month period this year because that’s when we’ve had the most participation in the past. Also, your feedback from last year suggests that you really need August to get back into full-time teaching mode.

Teachers Write is a free online summer writing camp, especially for teachers and librarians. It’s a chance to practice your own writing in a warm, supportive environment so that you can go back to your students with new ideas and (in many cases) a new sense of empathy for the courage involved in writing and sharing one’s work. We offer daily inspiration and assignments, including mini-lessons, writing prompts, and Q and A sessions with authors whose books you and your students love.

Our plans for Summer 2015 will be familiar to returning campers, but with some surprises, too. The inimitable Gae Polisner will be back with Friday Feedback, a chance to share your writing and get feedback. The amazing Jo Knowles will have your Monday Morning Warm-Ups each week. And teacher-writer Jennifer Vincent will be hosting Sunday reflection times again on her blog. Daily lessons & writing prompts will be on my blog, as always, and I’ll be sharing a list of amazing guest authors in a few weeks.

This summer, in addition to our usual guest author posts, I’ll be sharing an in-depth series on writing history and historical fiction. If you’d like to participate in that, you’ll want to pick up the first two books in my Ranger in Time historical chapter book series and read them before we begin on July 6^th. They’re short and quick – and both are in paperback, so it’s just a $12 investment. The second book comes out in late June but can be pre-ordered now at your local bookstore or online, so you’ll still have time to read before we begin.

 You’ll want to keep both books handy so you can mark them up & reference pages as I share the research techniques, organizational tools, writing, and revision strategies that went on behind the scenes. I’m using both as mentor texts because book one is set on the Oregon Trail, during a time period for which we have a great wealth of written primary source material, and book two is set in ancient Rome, a time for which we rely largely on archaeological evidence. I hope this will be a helpful series not only for those of you who write nonfiction or historical fiction but also for everyone who reads & teaches history with kids. The posts will stay up & available for you to share with student writers later on.

That’s a basic introduction of Teachers Write, but we know that you may have questions or be nervous about diving in to join us. Our wonderful Gae Polisner has put together a list of Frequently Asked Questions & answers on her blog with more information and encouragement. Especially encouragement. Gae is our head cheerleader around here.

So will you be joining us for Teachers Write this summer? We hope so! You can sign up here, any time between now and July 6^th. Please follow us on Twitter (@KateMessner, @MentorTexts, @GaePol, & @JoKnowles) and join our Facebook group, too. Over the next three months, we’ll be busy getting ready for all of you to arrive at our virtual camp, so you’ll get lots of updates, including exciting news about this summer’s guest authors.

If you’d like to get warmed up now, you may want to pick up a copy of 59 REASONS TO WRITE, a collection of our writing prompts, mini-lessons, and Q and A sessions from the first two summers of Teachers Write.

And if you’d like to get to know your camp counselors a little better before we begin, the best way to do that is by picking up some of our books to read from your local bookstore or library.

Have a great end of your school year…and we’ll see you to kick off Teachers Write 2015 in July!

~Kate