Posted in Business Side of Writing, The Nitty Gritty of Children's Writing

Making Your School Visit Interactive

Want to connect with students? Grab their attention and don’t let go. Here are some possible ways to keep kids involved.

Kids love answering questions and participating.

What questions can you ask related to your book? (With a reminder to the students to raise their hands, touch their noses, their left elbows, etc.)
Examples:
“Raise your hand if you’ve ever…
…had a dog,
…been sad, or
…gone on vacation.”

“Who would like to hear…
…a secret,
…a weird fact,
…a funny story?”

For picture books, is there a hidden activity going on in the art or something that shows up on every page? Pause after reading each spread and ask, “Raise your hand if you spotted the fox?”

Read a section and ask students what they think will happen next. (Be prepared to call on students—this works best with a small group.)

Consider a song or actions, especially for a picture book.

If you sing, take a familiar tune from the public domain and write lyrics to fit your topic or text. If there’s a  repeated phrase, you can have the kids practice it first. Then when reading, cue them to sing or shout out the line.  (Resource for pubic domain songs.)

Add actions. Are there any places where claps, slaps on the legs, arms in, arms out, etc. would fit your read aloud picture book? “Stand up when you hear the word xxx. Sit down when I say the word yyy.”

Or do the characters in your novel do a clapping game? You could teach it to the students—if they don’t already know it. (Resources: 15 Easy Hand Clapping Games to Teach Your Kids, 11 Classic Hand-Clapping Games to Teach Your Kids.) You demonstrate with volunteers, then have the kids pair up and repeat.

Consider brainstorming and writing sessions.

In a classroom setting, I love talking about specific areas of writing and let the students shout out answers to my questions. Then I demonstrate how those choices could be used—sometimes the sillier, the better. If kids are seated at desks, I use an activity I sent to the teacher/librarian for printing. Once the students have finished the prompts, I call on them to share. I point out positives and areas for improvement. I try to make it fun!

Don’t forget props and visual aids!

If you have items that can be safely passed around, or are big enough for everyone in the room to see, that can garner interest. Unusual props will be more fascinating. Author Lynn Kelley says, “I don’t have the Gift of Gab, so that makes doing a school visit challenging. I’ve learned to compensate by using visual aids. You can, too. Whether it’s a funny hat, a honking horn, or a small poster-size photo of your kids, grandkids or pets, use something with child appeal to get the kids’ attention.” She also makes shadow boxes for each book. The small items in the boxes are visible, but won’t get lost. Some authors make a giant copy of their picture book that they use to “read” from.

I’ve included storytelling with a string “trick” and one kindergartener said, “magic!” when I pulled the string out of my pocket. I hadn’t even done the trick part yet.

Of course, PowerPoint presentations with simple slides (quality pictures, few words), book trailers, or other videos, can help as well. (Use a remote to change slides so you can move around.) Author Cynthia Lord says, “Be sure that you are the star of your presentation, not your slides. Have at least a few things to show the kids or stories to tell them that they cannot find on your website or read in interviews with you.” One caution: you must be prepared to carry on even if technology fails.

Acting.

Can you act out something from your book? It could be a skill your character has, or how they creep up the stairs to the spooky attic. Author Erin Dealey offers a mini-play with preselected students and sometimes teachers that is performed as part of an assembly. I’ve seen Lisa Yee have people act out the actions and read the dialogue of each character from a page in one of her books.

Be funny.

Especially if your book(s) have humor. But everyone likes to laugh. It may be a simple as the element of surprise, a story about something you did that was silly, something you thought was true when you were a child but is ridiculous, puns, jokes, funny images or videos, odd words, facial expressions, or a misbehaving prop.

In all of these suggestions, use what works for you and your material.

RESOURCES

5 Ways to Make School Visits Interactive by P.J. Hoover – she has some great thoughts

Engaging Students During an Author Visit: Part 1 Interaction by Annette Whipple

Posted in Craft, The Nitty Gritty of Children's Writing

Appropriate Sensory Details for Your Setting

I was reading another writer’s work-in-progress and got to thinking about sensory details. The characters were in a forest. Low hanging branches, pine needles and twigs, rocks, and mud puddles were mentioned. But I asked this writer, “What other sensory details can you include?” These details were mostly sight details, though some could be turned into hearing or tactile (touch) details. For example, steps are often silent on a pine needle mat, but a twig might crack or pop. I’ve stepped on mud so slick it made me slip and fall. A puddle can splash. If I caught my balance on the trunk of a cedar tree, I might scrape my hand.

This writer showed me it was cold—but not cold enough for the characters’ breath to show. Great use of temperature. But I didn’t know if it was sunny, partly cloudy, or overcast. With the former, I might squint or put sun glasses on. The latter can affect mood—when is the sun going to come out? Or maybe the sun is going down and I’m rushing to get out of the forest before it gets dark.

I wondered if birds in this forest were making noise and silencing as the characters got close. Are squirrels chattering? Or is there water running or dripping? Sometimes I’ve heard the buzzing of insects in a forest. Or a plane fly overhead. Or traffic from a nearby road.

I wondered about the time of day. Were the characters getting hungry? Maybe someone was munching on a snack. What does the main character smell? Scent of evergreens? Rotting wood? Ripe blackberries?

Now let’s switch to an ocean scene. On the Pacific coast (versus the Atlantic shore), there are lots of huge rocks that make for interesting tides. I’ve walked on coarse and fine sand and on pebble beaches. I’ve tasted the moisture on my lips. Smelled seaweed, fish, and salt air. I’ve heard the seagulls calling, the sound of a kite flapping in the wind, an engine of a boat. I’ve been wind-burned and sunburned. I’ve spotted shells and rocks and driftwood. Sometimes there are cliffs behind me. Other times hotels and restaurants or homes. I like the patterns in the sand made by the outgoing tide, or bird feet, dog paws and people feet.

I’d prefer walking either of those places than on the hard concrete of city streets. There I might smell food from restaurants, exhaust from busses and cars, garbage. I’ll hear car horns, squeal of brakes, people talking or yelling, trains or street cars, etc. I might step on a grate, trip on the edge of a curb, or get a heel caught in a crack. If it’s summer, heat could be radiating up from the asphalt. Winter, the streets might be icy, slushy, or I might have to step over big puddles. Wind could be blowing bits of paper trash. I could step in gum. I might have to stop in the bakery shop and buy a fresh-out-of-the-oven cinnamon roll.

When we was in Bangkok, Thailand in 1990, the traffic was mind-numbing crazy. Especially the first night when riding in a taxi that was driving on the wrong side of the road compared to the US. Later my husband and took a ride in a tuktuk (tooktook)—think three-wheeled motorcycle with a covered back seat. We took a night train to Chiangmai. If you turned into the restroom on one side, it was a traditional western style toilet. If you turned the opposite way, it was an Asian style hole in the floor. Both emptied onto the tracks. In the town of Chiangkam, we were transported by bicycle cart. In a remote village I saw teens riding a water buffalo. Sights and smells and sounds were different. If my story is set there, I want to share those with my reader.

Even buildings often have different sensory details. Think about the smells and sounds at a vets—fortunately my vet does very good at odor control, but often you’ll hear a dog barking or a cat meowing. Contrast that with the smells and sounds at a dentist’s office. I do not like the sound of the drill. Ever been in a building with a tin roof in a rainstorm? Or heard the snow sliding off the roof as it melts? I remember one apartment we lived in where the moment we heard the bathroom fan of our neighbor come on, we ran and turned our fan on. They shared the same exhaust pipe so smoke from her cigarette drifted down into our bathroom if our fan wasn’t on.

You won’t use every detail of your environment, but mention the ones that make it unique and  use a variety of the types of senses: sight, hearing, taste, touch, smell, and temperature.

Posted in Craft, The Nitty Gritty of Children's Writing

PREPARING to Set the Scene

We all know we need to establish scenes with specific details. And we probably all know to use multiple sensory details. But author Mitali Perkins during a talk at the Big Sur Children’s Workshop, suggested some preparation before we write that I found particularly helpful.

She said, “Use details about place to reveal more about people and plot.” So not just random details. But deliberate details.

Mitali also said, “Choose a place that reflects and echoes the plot or emotion.” I’ll admit I tend just to put characters where I think they would be during their day—THIS is obviously going to take more work!

Then she gave us a writing practice using our own works-in-progress.

Step 1: Place

Imagine a particular place in your story with all five senses.

For example, an upset kid might dash outside and hear a police siren, a leaf blower. Might see and smell unpleasant things, etc. (Might experience the situation in the above photo.)

Step 2: People

Who is in this scene? How are they positioned in that place when the scene starts?

Step 3: Plot
Write down the emotion
(depressed, scared, furious, delighted, etc.) your main character is feeling.

So, I wrote down place, people, plot. (My main character is worried.)

I listed the senses I planned to use:

  • Visual  – Fault on a screen
  • Smell – Burnt toast
  • Sound – An annoying creak of her chair
  • Touch – A hangnail

While writing my section of scene—we only had ten minutes—I found how much those planned senses amped up my writing. Knowing what senses I’d use, made the writing flow. Thank you, Mitali.

Check out the books by this talented writer!

Posted in Craft, The Nitty Gritty of Children's Writing

Are You Explaining?

In this picture, do you need someone to tell you the animal has four legs, hooves, and a tail? Probably not. You know it’s a horse and make assumptions about it having legs, etc. Yet, somehow in our writing, we often want to explain.

If you find yourself using phrases such as: knowing that, trying to comprehend, struggling to discern, feeling like, wondering why, worrying, because it was, etc., you’re not trusting your reader. “We want our readers to be invested, to stay curious about the stories we’re writing. Sometimes, this translates to being too overt, holding their hand the entire way through, not allowing them to join the dots themselves.” – Michael Woodson

When we explain, we dilute the intensity of a scene. We’re probably telling, not showing. “Just as naming emotions can evoke no emotion from the reader, it also signals that you don’t trust them enough to understand what you’re trying to show.” – Kristen Overman 

Let your reader have the success of “getting it” without you hitting them over the head. “If you’re afraid your readers won’t understand what he’s [a character] doing, or how he’s feeling about it, revise your showing section. Don’t just tack a bit of telling on the end. If you’ve done your job well enough, the reader will get it.” – Melinda Brasher

Other warning signs of explaining are stating emotion in addition to dialogue: his tone was urgent, she sounded upset, my mood shifted, etc. And of course those adverbs with said or asked. (He asked urgently. Use a stronger verb instead, such as demanded.) Take a look at these lines of dialogue:

  • “Don’t you dare touch that!” – This person’s all happy, right? No. They sound annoyed or angry.
  • “That’s hilarious.” – This person found something funny, so no need to say more.
  • “I’ve got to get one of these.” – Sound like excitement. It could also be envy.

More context will help your reader decide, but often dialogue stands well enough alone.

We also may over explain with interiority. Too many thoughts to explain what the reader is feeling and why. Let the actions show. I like how Ruth E. Walker says it, “A simple constriction of the throat — don’t we all know that feeling when sorrow moves up from our aching hearts to tighten our throats? And tears that we can’t stop, coursing down our cheeks and sliding off our chins? Simple short images that call up our own experiences with sorrow—without any window dressing.” (Read more here.)

“The more you leave out, the more you highlight what you leave in,” Henry Green said. Wow! Read that again. That means we’ve been muddying up the story by not leaving things out.

“It’s not just delivering information; it’s engaging with the readers, pulling them in, making them part of the journey. Don’t just spill out everything—leave hints and crumbs that lead to no real right or wrong answer…” – redacted4u on Reddit.

Note: I kept hearing Audrey Hepburn as Eliza Doolittle, saying, “Don’t expline. Show me,” while working on this post.

Posted in The Nitty Gritty of Children's Writing, Tools

Observations about a Manuscript

Today I was so struck by one critique partner’s statements on another partner’s brand-new first chapter that I want to use them too. Here they are:

What I know.

What I think I know.

What I want to know.*

With What I know, one example was, “the girl wants independence from her mother.” She also commented on the story being “coming of age.” We all got that the main character is interested in a specific boy and the mom is a detective. We also know it’s the first day of eight grade.

Her statements about What I think I know included that the book was contemporary. We might guess the girl is an only child as no siblings are mentioned. We think we know she’s grieving.

What I want to know comments included sense of setting and what people are wearing. I personally wanted a hint of a bigger problem, as well.

I might add another: What it makes me feel. Sympathy for the main character? Amused? Curious? Sharing these thoughts could be helpful in a critique as well.

*Author Barbara Herkert learned these statements when taking Hamline’s MFA program. I’m thankful she shared them with us today.