Farmer George in the Classroom

I may be behind the times, but I have added lesson ideas for Farmer George Plants a Nation to my website just in time for President's Day.

I am not a teacher, so I'm not fluent in lesson-plan-ease, but I do love to think up ways to use Farmer George as a jumping off point for teaching about seeds and soil, or discussing how agriculture was such an important element in creating a free nation. In this confusing time of Common Core and changing standards I hope it helps to have an author's perspective on where the information came from, how they write, and how their work fits into the larger picture.  I think Farmer George can be used in social studies or science class, and I'm hoping that any teacher who uses Farmer George will let me know what they did and how it went.

Please add your voice to the discussion of how nonfiction books can be used in the classroom.

I'll be adding lesson plans for For The Birds next.

Hooray For Clichés!

Not too long ago I was sitting in the audience listening to a distinguished writer talk about her craft when she segued into “What Not to Do!”  Then I saw her pick up one of my books.

My mind filled with a numbing buzz like anesthesia for surgery where your soul will be yanked out through your left eyeball. I can’t remember what don’t’s she referred to, but all the while she held my book. Then she opened it and said, “Unless you do it this way.” Ah, a reprieve. Or a backhanded compliment?  I still couldn’t focus. The horror of being so close to the Don’t list left my brain limp.

You have to know the rules, before you can break them. That’s what writers say. And maybe I fall into that category, or at least cling to the outside rim, because I’ve noticed that I’ve done it again.  Another common piece of advice is to avoid clichés.  And yet, one of the literary devices that I employed in For the Birds: the life of Roger Tory Peterson, included several clichés –

            He had eagle eyes.

            Like an owl he worked at night …

           He rose with the Robins

           It was time to make a nest of his own

           Determined as a woodpecker after a bug

I did add a few of my own:  

           He looked as thin and gawky as a fledgling egret

           As focused as a heron after a fish, he perched on the edge of his seat.

But I had a reason. I wanted to create the image of Roger as a Bird, so the reader understood how strongly Roger loved and responded to them. Using phrases like, “he roosted with …” and  “he migrated…” helped to reinforce this.

The use of common phrases and images can serve a purpose if you use them consciously and don’t overdo it.  Seven comparisons sprinkled throughout a 48 page book with 3,000 words seemed to do the trick. 

Will I break more rules in the future?  I’m sure someone will point it out to me.

Ramblings on a Skype Author Visit

The other day I had my first Skype session with college students.  Of course there were technical glitches - I couldn't hear them - but after a few minutes, switching laptops and tossing the dogs upstairs, I finally connected with some of our future science teachers in Wyoming.  What could I possibly tell them? What did I think they should know about nonfiction books?

I discussed how most nonfiction books (at least mine) are written to satisfy the author.  We're curious people, constantly asking why, where, what, how, and getting excited by a topic until we have to say, "Hey look what I learned."  I mentioned that good nonfiction isn't a regurgitation of general facts, but a thoughtful presentation of stories woven together to create a full picture of an event or a life or a concept. I can’t remember who said it at the NSTA conference last year, but someone said it beautifully when asked what the difference was between text books and nonfiction – the answer came down to two things – the passion of the author, and that text books leave you with no questions, while nonfiction leaves you wanting to know more.  I didn't say it beautifully, but you get the gist -- Good nonfiction inspires, excites, it leaves room for the reader to imagine, question, explore.

I also babbled on about the Common Core and how NF writers are excited to have this opportunity open up in the curriculum.  Writers and librarians have known forever how to use our books in the classroom, but the sad reality is that it is easier and sometimes mandated to use text books.  And what's ironic about that, is that most text book companies these days purchase the rights to reprint sections of writer's award-winning NF books and magazine articles, so kids are reading quality writing, but the they are hand-fed the questions and the answers so there is no room for imagination and exploration.

I think I mentioned that teachers and writers should work together more because we do what teachers and students are asked to do everyday. We look for information, evaluate it, put it in some kind of context, then use that information, expand on it, combine it in a new, clear, thoughtful way. We can show kids how this process works – that it can be fun – and some weird people like me love doing it --  and that one style does not fit all as might be mentioned in some text books – there are many ways to do research, many ways to write, and many ways to share that writing. 

After rambling for a bit the students asked questions.  Where do you get your ideas?  How long does it take to make a book?  I sighed and realized that what I do for a living is just as mysterious to others as knowing how to fix a car is to me.  No matter who your audience is, start at the beginning.