1 by Sharon Creech Teacher s Guide About the Book: Love That Dog I don t ant to, begins Jack, the narrator of Love That Dog. Can t do it. / Brain s empty. Jack s story is told as a narrative poem: It chronicles ho a boy learns to rite, but also poignantly illustrates his love for his dog, his groing admiration for ords and images, and his relationship ith Miss Stretchberry, the teacher ho helps him believe he might really have something to say. In a voice that s sometimes irreverent and alays accessible, Sharon Creech explores hat makes a poem and hat makes a poet, inspiring readers to believe that they can rite something that is really / a poem / really really / and a good poem, too. Tr $15.99 ($16.50) Lb $16.89 ($20.89) Pb $5.99 ($6.50) CD $13.95 ($16.50) About the Book: Hate That Cat Not even a stodgy uncle can put a damper on ho Jack feels hen he returns to Miss Stretchberry s class! Hate That Cat continues Jack s story; in this year s journal, he learns poetic devices, exults in images, and makes clear ho much he does not ant a replacement for his dog, Sky. Jack also becomes aare of ho others, including his mother, perceive poetry and sound, ords and rhythms. He makes it his mission to hear / all the sounds / in the orld, riting them don so that he can share those sounds ith others, as ell as his love for particular things and perhaps surprisingly one particular creature. Tr $15.99 ($17.25) Lb $16.89 ($17.89) CD $14.95 ($16.25)
2 Teaching Poetry: Ho to Integrate into Your Poetry Unit Jack s voice is original, but his struggle to understand and appreciate poetry is not unusual: Your students ill connect ith him as a narrator, making it easy to incorporate into your poetry unit. In addition to reading one or both books, consider the folloing: Use this Teacher s Guide to facilitate your lesson plans. This guide is filled ith ideas, discussion questions, riting activities, and other valuable suggestions for teaching poetry and using these to books in your classroom. Poll students before and after reading. Survey students before reading to determine prior knoledge. What poems are they familiar ith? What ords do they use to describe poetry? Repeat your survey after reading, and discuss ho responses have changed. Teaching Poetry: Tips for Making Poetry Accessible and Fun for Students Keep running lists. When you and your students find examples of onomatopoeia, alliteration, simile, or other figures of speech, rite them onto poster-size paper. Put these lists on the classroom alls and allo them to be living documents encourage students to add to them throughout the poetry unit. Have fun. Notice that Jack alays refers to poets as Mr. or Miss, and recall his bliss hen Mr. Walter Dean Myers responds to his letter. (Think also of his feelings for Miss Stretchberry!) By sharing your enthusiasm for language, you ill hopefully inspire the same reverence and excitement in your students. build a all of fame. On a all in your classroom, post pictures of the poets your students ill be reading. Next to each photo, include an interesting or funny quote, anecdote, or detail about something that the author did hen he or she as your students age. Consider unveiling the portraits on a Poets Day, like the one Jack describes in Hate That Cat. Celebrate Nonsense Day. Put feathers in your students brains and make their ears frizzle by immersing them in playful language! Bring in a collection of objects so that students can practice doing alliteration, as Jack does in Hate That Cat (he rites of a purple pickle and chocolate chalk, even though those things don t quite make sense). Consider reading nonsense poems, like Leis Carroll s Jabberocky, or creating a list of nonsense ords, like yipyipabulation. Use home languages. If your students don t speak English (or standard English) as a first language, expose them to poetry in their native tongue. Share poems that use a mix of languages or dialects, or ones that intereave slang ith formal language. sho that it s okay. Discuss ith your students Jack s early reactions to poetry and emphasize that it s all right not to get a poem the first time you read it. Ask students to track Jack s reactions to William Carlos Williams, hich go from a total lack of understanding to imitation and homage. Tell students about a poem that you didn t like at first but hich eventually gre on you. Teach useful annotations. Sho your students ho physically marking a poem as they read can help them understand it. Helpful symbols to learn might include a question mark (for something that is confusing), an eye (for a striking image), or an ear (for something that sounds good). Encourage students to identify passages here they can make a connection to themselves, other texts, or the orld at large. feel the rhythm. Jack learns to tap out the rhythm of a poem; your students ill enjoy doing the same. Choose poems ith a steady beat and read them aloud, emphasizing the stressed syllables. Allo students to drum along ith you. As an extension, encourage students to investigate the connections beteen poetry and music. Do their favorite musical artists use meter in their lyrics? What about rhyme or alliteration? host a poetry jam. Perform a poem for your students, highlighting rhythm and rhyme. Then ask each student to memorize a favorite poem (or at least a portion of one) and to perform it for the class. Alternatively, search online for recordings of classic authors reading their orks or for more contemporary poetry slams. Play the recordings for your students. Create poetry posters. Jack tacks a copy of his favorite poem to his bedroom all, and your students can get inspired by doing the same thing. Let students choose their favorite poem from Love That Dog, Hate That Cat, or your poetry unit. Then have each student rerite his or her selected poem on poster board hile also illustrating or otherise decorating the poem so that it becomes a piece of art. Publish best ork. Type your students original ork or give them the time and resources to type their poems themselves. Like Miss Stretchberry does, allo students some control over creative aspects of the publishing process. Can poems be put on special paper or displayed in a special spot? Post the typed poems in the classroom.
3 Teaching Poetry: Ideas for Adding Poetry to Your Daily Curriculum Provide journal time. Jack uses his journal to react to the poems he is reading and to experiment ith his on riting. Provide students ith a poetry journal and regularly scheduled riting time, starting ith short increments and building up to longer periods. Use your responses to ask guiding questions and direct students to other poems that may inspire. shine the spotlight on the author s chair. Give the best seat in the house (a high stool, a comfy armchair, or even your seat) to students for a fe moments each day so that they can share original ork. read out loud. Share a short poem ith your students each morning. Vary the poems that you read to sho students that poetry can get them to laugh, help them picture faraay places, remind them of their on lives, or just sound good, beat-beatbeating in their ears. research a poet of the day. Assign each student a day during your poetry unit to share background information about a chosen poet. Students should also share an example of that poet s ork and bring in visual aids or other interesting supplementary materials. Understanding Poetry: Terms and Concepts Alliteration the repetition of a beginning sound. Examples from Hate That Cat: creepy cats, delightful dog. Assonance the repetition of voel sounds. Examples from Hate That Cat: clasps the crag, sea beneath (from The Eagle by Alfred, Lord Tennyson). Concrete poetry as Jack says in Love That Dog, a concrete poem is hen the ords / make the shape / of the thing / that the poem / is about. Example from Love That Dog: The Apple by S. C. Rigg. (By the ay, S. C. Rigg is a pseudonym for Sharon Creech!) Consonance the repetition of similar sounds, especially consonant sounds, at the end of ords. Example from Love That Dog: shaggy straggly. Free verse poetry that doesn t rhyme or have a regular meter or rhythm. Most of Jack s poems in are free verse. Imagery ords an author uses to help the reader visualize and imagine ith the senses. Example from Hate That Cat: pouncing ith her cactus clas. Metaphor a comparison that suggests that one thing is the same as another; metaphors often use a being verb, like is or as, to equate the to things. Example from Hate That Cat: The black kitten / is a poet / L E A P I N G / from / line / to / line. Narrative poetry a poem that tells a story. are both narrative poems; each one tells the tale of a year in Jack s life through his journal entries. read poems for fluency. Repeated readings of a text help students gain oral fluency, and poems are often just the right length for fluency practice. Assign a ne poem each eek and ask students to read it aloud as you time them for one minute. Students should mark the last ord that they read each day. The goal is for them to get a little farther ith every reading, and you can help students create a tracking sheet so that they can record ho many ords they re able to read. Students should see steady progress in fluency as the year goes on. Connect to other subject areas. Use poetry as a ay to introduce ne topics in all curricular areas. You might include poems from other cultures or ones about historical events for social studies, hile descriptive poems about plants or animals can pique students interest in science. There are even poems about math! ork your technique. Challenge students to employ higher-level thinking about ne concepts hile experimenting ith language. Use alliteration as a ay to cement concepts in other subjects. If you re studying ancient history, for example, hich of your students can come up ith the most accurate R ord to characterize the Romans? The Rody Romans? The Republican Romans? What else? Can students summarize a ne science concept in haiku, or create a rhyme to help them remember a significant date in history? Onomatopoeia ords that imitate sounds. Examples from Hate That Cat: buzz buzz buzz, pop! pop!, tinkle and trickle. Prose riting that is not poetry. Example from Hate That Cat: Jack tries riting prose but says in his September 21 st journal entry: I hate to read, those long lines, and I don t ant, to rite them, either. Rhyme to or more ords that end ith the same sound. Example from Love That Dog: bright and night. Rhythm a repeating pattern of sounds and syllables. When Jack uses his fingers to tap HARD-soft HARD-soft / slo and then faster in Hate That Cat, he is helping his mother feel the rhythm of Black Cat by Christopher Myers. Simile a comparison that says that one thing is like another; a simile contains the ord like or as. Example from Hate That Cat: The chair in my room / is like a pleasingly plump momma. Symbol a ord or object that stands for something else. Example from Hate That Cat: When Uncle Bill criticizes Jack s poems, he becomes a symbol for the critics ho don t get William Carlos Williams s poetry.
4 Discussion Questions: Love That Dog 1. In his first journal entry, Jack says that boys / don t rite poetry. Do you agree? What kind of a person do you picture hen you imagine a poet? 2. Jack s beliefs about poetry change throughout the year. What do you believe about poems? What makes something a poem? Ho are poems different than stories and other kinds of riting? 3. When he s first learning to rite poetry, Jack borros a lot of ideas from other poets orks. Why? Does borroing from others help him to develop his on style? Where do you dra the line beteen being inspired by someone else and copying his or her ork? 4. Jack feels nervous about having his ork displayed in the classroom. Why does he ant his early poems to be anonymous? Ho does he expect his classmates to react? Do you ever have a hard time sharing your ork? Why? 5. Jack is enchanted ith ho Walter Dean Myers s voice sounds hen he reads aloud. What makes someone good at reading out loud? Try reading aloud your favorite poem from Love That Dog. Ho does it sound different from hen you read it in your head? 6. Look back at Jack s poems about his dog, Sky. Ho do these poems build on each other? Ho does Jack reuse his on ords, and here can you find lines that ere inspired by other poets? 7. Jack ants to cut the final four lines of his poem from January 24 th. Why? Do you think the poem is stronger ith the final lines or ithout? Explain. 8. What makes Miss Stretchberry a good teacher? Ho does she teach? What kinds of things do you imagine that she rites in Jack s journal? What does she do to build Jack s confidence? 9. Which of Jack s poems is your favorite? Ho does it make you feel? Describe Jack s riting style and compare it ith your on. 10. Are you at all similar to Jack? Discuss Jack s groth as a reader and as a riter using quotes from the book. Which one of his statements about poetry most echoes your on feelings? Discussion Questions: Hate That Cat 1. Uncle Bill says that Jack s poems are just / ords / coming / out. Do you agree? Are poems better hen they include rhymes, metaphors, and other fancy language tricks? Why or hy not? 2. Miss Stretchberry tells Jack that alliteration and onomatopoeia can enrich a poem and that they can also make a poem / sound purple. What does she mean? Is a poem sounding purple a good thing? Why does Miss Stretchberry use the ord purple? 3. Jack likes practicing alliteration but orries that he s WRONG because hat he s ritten isn t true. What do you think? Is it okay to rite things just because they sound fun, even if they don t make sense? 4. Jack thinks that riting poetry is easier than riting prose. What about you? Ho do you feel hen you begin a riting assignment and are faced ith a blank page? 5. Describe ho Jack s feelings about Skitter McKitter and the fat black cat evolve. Why does Jack care about the kitten? Ho do his feelings for Skitter differ from his feelings for Sky? 6. Jack s mother doesn t speak the ay he does. Ho do e, as readers, find out that she s deaf? What imagery does Jack use to describe her? 7. Jack s poetry changes hen he shares it ith his mother. Discuss the things that he does to help her feel the sounds in his ords. Ho does onomatopoeia become more important to Jack as the story progresses? 8. Reread the poems inspired by William Carlos Williams. Which one do you think is most effective? If Miss Stretchberry asked you to explain hat so much depends upon, hat ould you say? 9. are both narrative poems. Why do you think Sharon Creech tells Jack s story using journal entries? Ho else could she have done it? Is there anything that you don t kno about Jack that you d like to find out? 10. What does Jack appreciate about the poems that Miss Stretchberry introduces him to? What does each poem teach him? Which of the poems at the back of the book is your favorite, and hy?
5 Writing Activities 1. street music. Jack s street doesn t sound like the one in Arnold Adoff s poem, hich he reads in Love That Dog. He says that his street has quiet music / most of the time / hisp / meo / sish. What does your street sound like? Brainstorm a list of ords and sounds, including onomatopoeic ords like those introduced in Hate That Cat. Use your ords to make your on Street Music poem. 2. Concrete poetry. Jack rites poems that are shaped like the things they describe. Choose something that you see every day and paint a picture of it ith ords. Consider hiding details inside your poem, as Jack does hen he tucks the black hair among the yello ones in his chair poem in Hate That Cat. 3. apologies. In Love That Dog, Jack s March 14 th apology to Miss Stretchberry takes an unusual form. Think about a time hen you did something rong, and rite an apology (or excuse?) as a poetic letter to the person you hurt. Is riting an apology poem harder or easier than apologizing face-to-face? 4. real live people. Even before he meets his hero, Walter Dean Myers, Jack is interested in the people ho rite poetry. Choose one of the poets featured in Love That Dog or Hate That Cat. Research the poet s life and then give a presentation to your class about hat you ve learned. Also choose a poem by your selected poet that does not appear in either of Sharon Creech s books to share ith your classmates. 5. Letters of admiration. Follo Jack s example and rite a letter to the author of your choice. Tell the author hy you love his or her ork and hat it means to you. Keep in mind that, should you send your letter, you may not get a response as Miss Stretchberry arns Jack in Love That Dog: riters are very very very very / busy / trying to rite their ords. 9. Going outside of the lines. By the end of Hate That Cat, Jack s poems have started to leap around nearly as much as his kitten does! Choose a movement that you do every day throing a ball, brushing your teeth, climbing the stairs and rite a poem that doesn t stay strictly horizontal; instead, let the ords follo the motion. Can you describe the movement ithout saying explicitly hat it is? If you give the poem to a friend, can he or she figure out hat you ve ritten about just by reading the ords and looking at the shape? 10. Tintinnabulation and other onderful ords. Start a collection of ords that catch your fancy, riting them in a journal so that you have them handy for your poems. Consider noting here you first heard the ord, riting its definition, and adding an illustration. Make sure this journal is not locked up try out your onderful ords on your friends! 11. Thesaurus treasure hunt. Sometimes ords become so common that they lose their impact ords like cool or pretty. Bury these ords for a hile and dig into your thesaurus to find appropriate substitutes. See if your classmates can think of other good synonyms for the too-common ords. Make a list and post it in your classroom to encourage your peers to use a ider variety of ords. 12. Tell Bill. In Hate That Cat, Uncle Bill dislikes William Carlos Williams s poems because he thinks that they are minor (not important), faux (fake), and only about small moments. Do you agree ith Uncle Bill s vies about hat makes a good poem? Does Jack? Write a script for Jack to use the next time he sees his uncle, defending his favorite authors and explaining ho techniques like alliteration and onomatopoeia can enrich a poem ithout having to be there every time. 6. Poetic comparison. Choose one of Jack s poems that is inspired by another poet. Ho is Jack s poem similar to the original? What ords or phrases does he reuse? Ho does he rearrange them? Do you think that his poems are original? Write a paragraph comparing Jack s poem ith its model. 7. inspired by. Select your favorite poem that appears at the end of Love That Dog or Hate That Cat. Use that poem s form to rite one of your on. Not sure here to start? Jack gets his start ith The Red Wheelbarro, so give William Carlos Williams s style a try. 8. Upside don and inside out. In Hate That Cat, Jack says that his chair is like a pleasingly plump momma, but he s not sure if his momma is like a pleasingly plump chair. Find another simile in either book and turn it inside out. For example, Jack s April 26 th statement in Love That Dog that your brain / feels like / a squashed pea could change to: a squashed pea feels like your brain. Imagine a situation that might lead someone to say this ne simile (and hy that person might be touching your brain!). Start a story or a poem ith your inside-out-simile..harpercollinschildrens.com For exclusive information on your favorite authors and artists, visit.authortracker.com. To order, please contact your HarperCollins sales representative, call C-HARPER, or fax your order to Prices and availability subject to change ithout notice. Teaching Guide prepared by Kate Coxon, teacher at San Antonio Elementary School in San Jose, California.
6 SHARON CREECH 5) 9).95) p and evie) ) ) 0) evie) ) l, e evie) Lyle Rigg r I love the ay that t each book any book is its on journey. You open it, and off you go. You are changed in some ay, large or small, by having traveled ith those characters. Sharon Creech ice.
7 A Day in the Life of Sharon Creech I love aking up in the house to hich e ve recently moved. I roll out of bed around seven a.m. and go immediately to the indos, hich look out on the yard ith tall, old trees and a hill rolling don to a lake. I study the sky and the lake and the squirrels and chipmunks. Sometimes it is calm and still out there, sometimes indy and stormy, but alays beautiful. I make a cup of tea, take a shoer, and eat breakfast. Then I settle into my offi ce (hich also overlooks the lake) and try to stop atching the squirrels and chipmunks and focus on ork. Nearly every day, the same squirrel stops miday up the tree nearest my indo and atches me. He s very distracting. I check to see if there is anything urgent to address, and then I try to ignore the piles of paperork (mail, intervies, requests, preparing for appearances) and turn to hatever story I m orking on. First I ll reread hat I ve already ritten on the story, and then I dive into the next section hile I have the rhythm of the ords in my head. I like to get five pages ritten (on the computer) in the morning. I get out of my chair a lot hile I m riting those five pages to put the laundry in, make another cup of tea, open the indos, take the laundry out. My brain keeps orking hile I do these things, so that hen I sit back don, the ords are ready to continue. When I finish those five pages, I feel so happy! Time to reard myself: If it s nice enough eather, I ll go kayaking ith my husband, or putz around the yard, or go for a alk. Then lunch and a little reading, folloed by a precious nap. Those naps have fostered some great ideas. I ll ake up and discover that the story has been cooking along hile I as dozing. Amazing! Back to my office to rite a fe more pages. Next, I ll turn to ansering mail and returning phone calls. In the late afternoon, I ll call my granddaughter (she s six) and e ll have a lovely conversation about hatever is on her mind: It might be horses or dimetrodons or her younger brother, hom she calls Boodgiesaurus. I talk to Boodgiesaurus, too, but I can t understand everything he says. He s to and loves trucks and trains and elephants. Dozens of pictures of my grandchildren surround my desk; I love them to pieces In the early evening, my husband and I make dinner and eat; I iron hile e atch the nes and orry about the orld; and I ll return to my office and ork for a couple more hours. By then my brain is pretty much empty. In order to fill it up again for the next day, I look forard to reading and sleeping. Mountains of books topple beside the bed. So much to choose from! This probably does not sound like a very exciting day, and it s only typical of the days I am home and not traveling, but to me it s delicious time to read and rite and be near a lake and time to be ith my husband and talk to my family and friends. Yum. Kno Ne Ame nove Bloom That relati In co for b assist she a Q: W C A: J r t W a Q: W A: I e M e
8 About the Author go e. I es ke) ops ail, hat my ea, ack, or eat late nd: us, res the In ide elto Knon for riting ith a classic voice and a unique style, Sharon Creech is the bestselling author of the Nebery Medal inner Walk To Moons and the Nebery Honor Book The Wanderer. She is also the first American in history to be aarded the CILIP Carnegie Medal for Ruby Holler. Her other orks include the novels Hate That Cat, The Castle Corona, Replay, Heartbeat, Granny Torrelli Makes Soup, Love That Dog, Bloomability, Chasing Redbird, Pleasing the Ghost, and Absolutely Normal Chaos; and three picture books, Who s That Baby?, Fishing in the Air, and A Fine, Fine School. These stories are often centered around life, love, and relationships especially family relationships. In college, Ms. Creech took her first riting courses and attended riting orkshops, hich sparked her enthusiasm for becoming a novelist. Folloing her studies in college and graduate school, Ms. Creech orked as an editorial assistant before deciding to become a teacher overseas. After spending eighteen years teaching and riting in Europe, she and her husband returned to the United States to live. A Conversation ith Sharon Creech Q: What motivated you to return to Miss Stretchberry s classroom to tell more of Jack s story in Hate That Cat? A: Jack s voice has stayed in my head, more so than other characters voices. That may be, in part, because I ve received so many letters from students ho have read Love That Dog and ho rite in Jack s voice. Many of their letters suggest sequels about other pets: Love That Gerbil, Love That Turtle, Love That Rabbit, Love That Worm (!). I thought it might be intriguing to follo up ith an animal that Jack ould not like at least not at first. Q: What has most pleased you about the responses from teachers, librarians, and children to Love That Dog? A: I have been stunned by the sheer number of responses and by the enthusiasm for poetry. Many, many teachers have sent collections of their students poems poems that are inspired by Jack or by other poets that Miss Stretchberry has introduced. Over and over, so many students say, I as like Jack. I didn t like poetry either until I read this book. To see students interested in poetry is beautiful! Q: H M A: I to rh d I on Q: W A: T d sa th I an st to
9 A Conversation ith Sharon Creech (continued) the rst the og, ho s and sm rial pe, hat I ve y of hat not og? chhat try Q: Ho do you go about selecting the poems that Miss Stretchberry uses in Hate That Cat? A: I try to imagine hat Miss Stretchberry might choose to encourage Jack poems ith strong sounds and rhythms and images, and poems about cats. When I don t readily kno of a poem that seems appropriate, I tral through my on poetry library until I find one that resonates. Q: What are the most interesting aspects of being a riter? A: The most interesting part for me is the riting: discovering hat ill pop out next, listening to hat the story ants to be, and shaping that story, ord by ord, page by page. I think the best passages come hen I get out of the ay entirely, hen I immerse in the language and rhythm of the ords and let them surface as they ill. I also love doing Readers Theatre ith students and ith my colleagues because this allos the stories (not just mine, but other riters stories as ell) to be enjoyed in a hole ne ay. To be able to see and hear the audience s response to the ords is fascinating. Q: You ve ritten novels in verse, novels that include plays, and standard prose. Do you kno before you begin riting hat shape a story ill take? A: The idea for a story and the form of the story seem to arrive together, ithout conscious planning. Sometimes a story seems to ant to be told in prose, sometimes verse, occasionally drama. I love the surprise of atching the form unfold, and I enjoy playing ith the form, stretching it, to see ho it ill best suit the story. Q: Thinking across all of your books, hich of your characters ould you say is most like you? A: This is hard to say. I think that all of my main characters from Salamanca to Zinny to Domenica to Sophie to Jack to Rosie to Dallas and Florida and Pia and Enzio, etc. are like me in some ays, and if you squished them all together, you might get a good sense of me. Q: What other exciting projects are you currently orking on? Will e be hearing from Jack and Miss Stretchberry again in the future? A: Right no I m revising a book called The Unfinished Angel, hich to me is very, very funny. I ve spent some time in Sitzerland this year, and the story is set in a stone toer in the mountains of Sitzerland. As for Jack and Miss Stretchberry: I don t kno if they ill surface again. I kno Jack ill be talking in my head, so it depends, I suppose, on ho insistent he becomes.
10 Novels by Sharon Creech: A Selected Bibliography Hate That Cat Tr $15.99 ($17.25) Lb $16.89 ($17.89) CD $14.95 ($16.25) This stunning sequel to the bestselling and beloved Love That Dog is about a boy named Jack, his beloved teacher Miss Stretchberry, a hole bunch of poetry, and one mean black cat. Love That Dog Tr $15.99 ($16.50) Lb $16.89 ($20.89) Pb $5.99 ($6.50) CD $13.95 ($16.50) A poignant, funny picture of a child s encounter ith the poer of poetry. This book is a tiny treasure. School Library Journal (starred revie) ALA Notable Children s Book IRA/CBC Children s Choice NCTE Notable Children s Book in the Language Arts Carnegie Medal Finalist Publishers Weekly Best Book School Library Journal Best Book Ne York Times Bestseller Amazon.com Editors Pick Book Sense Pick Christopher Aard Claudia Leis Aard Dorothy Canfield Fisher Children s Book Aard (Vermont) Maine Student Book Aard Mitten Aard (Michigan) Great Stone Face Book Aard (Ne Hampshire) Volunteer State Book Aard (Tennessee) Ne York Public Library s 100 Titles for Reading and Sharing The Castle Corona Illustrated by David Diaz Tr $18.99 ($22.99) Lb $19.89 ($21.89) Pb $8.99 ($9.99) CD $22.95 ($26.95) This lengthy original fairy tale is immensely satisfying both in its telling and its presentation... captivating. Kirkus Revies (starred revie) Book Sense Top Ten Pick Ruby Holler Tr $16.99 ($18.50) Lb $17.89 ($22.89) Pb $6.99 ($8.99) An altogether engaging outing. Kirkus Revies (starred revie) Carnegie Medal ALA Notable Children s Book School Library Journal Best Book Book Sense Pick California Young Reader Medal Volunteer State Book Aard (Tennessee) Young Hoosier Book Aard (Indiana) Ne York Public Library s 100 Titles for Reading and Sharing Walk To Moons Tr $16.99 Lb $17.89 Pb $6.99 Pb Rack $6.99 CD $25.95 An engaging story of love and loss, told ith humor and suspense.... A richly layered novel about real and metaphorical journeys. School Library Journal Nebery Medal ALA Notable Children s Book NCTE Notable Children s Book in the Language Arts Bulletin Blue Ribbon School Library Journal Best Book Sequoyah Young Adult Book Aard (Oklahoma) Virginia Young Readers Aard Parents Choice Gold Aard The Wanderer Illustrated by David Diaz Tr $16.99 ($21.50) Lb $17.89 ($20.89) Pb $6.99 ($7.50) Creech again crafts a profound tale of simultaneous inner and outer journeys. The Bulletin of the Center for Children s Books (starred revie) Nebery Honor Book ALA Notable Children s Book ALA Best Book for Young Adults IRA/CBC Children s Choice ALA Booklist Editors Choice Bulletin Blue Ribbon School Library Journal Best Book Ne York Times Bestseller Book Sense Pick Parents Choice Gold Aard To o
11 More Aard-Winning Novels by Sharon Creech S vie) ith ys. urnal ) s. oks Absolutely Normal Chaos Tr $17.99 ($19.95) Pb $5.99 ($5.50) Those in search of a light, humorous read ill find it; those in search of something a little deeper ill also be rearded. School Library Journal Ne York Public Library s 100 Titles for Reading and Sharing Bloomability Tr $17.99 ($19.95) Pb $6.99 ($8.75) Creech sends readers along on a thoughtful young character s life-changing odyssey.... A story to stimulate both head and heart. ALA Booklist IRA/CBC Children s Choice IRA/CBC Young Adults Choice Chasing Redbird Illustrated by Marc Burckhardt Tr $17.99 ($20.00) Pb $5.99 ($6.75) Creech crams her novel full of onderful characters, proficient dialogue, bracing descriptions, and a merry use of language. Kirkus Revies ALA Best Book for Young Adults IRA/CBC Children s Choice IRA/CBC Teachers Choice IRA/CBC Young Adults Choice Parents Choice Silver Honor Granny Torrelli Makes Soup Tr $15.99 ($17.25) Lb $16.89 ($21.89) Pb $5.99 ($7.99) CD $17.95 ($22.95) A heartfelt novel celebrating friendship and family ties. Publishers Weekly (starred revie) ALA Notable Children s Book ALA Booklist Editors Choice Book Sense Pick Virginia Young Readers Aard Ne York Public Library s 100 Titles for Reading and Sharing Heartbeat Tr $15.99 ($19.99) Lb $16.89 ($17.89) Pb $5.99 ($6.50) CD $17.95 ($21.00) Its richness lies in its sheer simplicity. School Library Journal (starred revie) School Library Journal Best Book Publishers Weekly Best Book Book Sense #1 Children s Summer Pick Ne York Public Library s 100 Titles for Reading and Sharing Replay Tr $15.99 ($21.99) Lb $16.89 ($22.89) Pb $5.99 ($7.50) CD $17.95 ($22.95) In this arm, funny, philosophical novel, Creech cleverly juxtaposes life and stage life. Kirkus Revies (starred revie) Book Sense Top Ten Pick Ne York Public Library s 100 Titles for Reading and Sharing.harpercollinschildrens.com.sharoncreech.com For exclusive information on your favorite authors and artists, visit.authortracker.com. To order, contact your sales rep, or call C-HARPER, or fax your order to Prices subject to change ithout notice.
Full Version What is Good Writing? More More information Visit ttms.org by Steve Peha 2 The best way to teach is the way that makes sense to you, your kids, and your community. www.ttms.org 3 What is Good
Reading to Inform Your Writing is an excerpt from Writing Through Childhood: Rethinking Process and Product by Shelley Harwayne. 2001 by Shelley Harwayne All rights reserved. No part of this material from
T HE G LENCOE L ITERATURE L IBRARY Study Guide for Walk Two Moons by Sharon Creech To the Teacher The Glencoe Literature Library presents full-length novels, nonfiction, and plays bound together with shorter
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How to Read Like a Writer by This essay is a chapter in Writing Spaces: Readings on Writing, Volume 2, a peer-reviewed open textbook series for the writing classroom. Download the full volume and individual
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Active! Brought to you by: The U.S. Department of Education, through the U.S. Office of Special Education Programs, is a major funding source for Special Olympics Project UNIFY. Grades K-2 Grades 3-5 Grades