WARRIORS IN THE CROSSFIRE

By Nancy Bo Flood

Publisher: Front Street

ISBN: 978-1-59078-661-1

FROM THE FLAP: Where could they hide? The Japanese would shoot anyone in the caves. The Americans would eat the children. Who could they trust? Joseph didn’t know. There was no one left to ask. The explosions kept coming closer.

In the final months of WWII, the tiny South Pacific island of Saipan provided a vital buffer between Japan and the advancing American forces. Japan vowed to defend these islands to the last man. One of the bloodiest battles in the Pacific war ensued—more than 30,000 Japanese and Americans lost their lives. These numbers do not include the natives who were killed—the Chamorro, Rafalawash, and Rapaganor—all caught in the crossfire.

Based on historical events, this story unfolds through the eyes of Joseph and his half-Japanese cousin, Kento. These clear-voiced characters move convincingly through war and mounting pressure to take unimaginable horrors of Suicide Cliff, they discover, within themselves, what it means to become warriors. One boy’s journey through this little-known chapter of history illuminates the rich texture and culture of the island.

KATE’S TAKE: A harrowing WWII journey that celebrates family, friendship, and honor.

BOATS THAT FLOAT Visual/Spatial Logical/Mathematical

Divide students into pairs. Give each pair a 12 by 12 inch piece of aluminum foil, ten tongue depressors, and a glue stick. Ask each pair to design a boat. Place each boat in a tub of water and see how many pennies each boat holds. If you want, have students graph the results and calculate the mean, medium, mode, maximum, minimum and range of pennies held by each pair’s boat.

IMPRESSIONISTIC POEMS Verbal/Linguistic Interpersonal Intrapersonal

Write a brief poem modeled after the poems that lead into each chapter. Have students read their poems to the class. Although Ms. Flood’s poems are free-form, haiku and diamante poems work well with this activity, too.

KANJI CHARACTERS Visual/Spatial

Give students a paper, brush, and black ink. Ask them to choose a Kanji character that speaks to them. They may choose one from the book, or pick one on line at http://www.japanese-symbols.org/popular-japanese-symbols . Then, ask them to paint the symbol.

TURTLE AND SHARK ORIGAMI Visual/Spatial Verbal/Linguistic

Rewrite chapter two, Turtle and Shark, from the turtle or shark’s point of view. Then, fold an origami shark or turtle to accompany your story. http://en.origami-club.com/sea/index.html

WIND IN THE WILLOWS Musical Interpersonal Intrapersonal

Gather the class in a circle and ask one member to step forward and name a song, musician, or type of music that the individual likes. Anyone else who likes the named song, person, or music steps into the circle. Repeat until everyone has had a turn. No one may step into the middle and repeat something that has been said before.

BOOK BUDDIES (These are all listed in the back of Ms. Flood’s book)
A Boy at War: A Novel of Pearl Harbor by Harry Mazer
The Cay by Theodore Taylor
Eyes of the Emperor by Graham Salisbury
House of the Red Fish by Graham Salisbury
Under the Blood-Red Sun by Graham Salisbury

Interview with UNDER THE SNOW author, Melissa Stewart

KN: You did a fantastic job of including a wide variety of animals in all four of the habitats. You’ve been exploring nature for most of your life. Would you please describe an encounter or a real-life observation you’ve had with one of these animals?

MS: At a recent school visit, a boy raised his hand as I was discussing the page that shows red-spotted newts swimming just below the icy surface of a pond. “That’s a magic picture!” he exclaimed. It turns out at that school, teachers uses the term “magic picture” to describe a book illustration that also appears on the cover. I love that.

I told the students, for me, the newt image was a magic picture for another reason. They are the little critters that inspired the book. A few years ago, as I was hiking on a winter day, I saw newts swimming below the ice. They looked just like Constance Bergum’s beautiful illustration. Those real-life newts made me curious. I started wondering what other creatures do under the snow all winter long. How any of them stay active. I did some research to find out, and eventually, my findings developed into Under the Snow.

KN: How does a wood frog freeze solid and still survive?

MS: Incredible isn’t it. For a great explanation, check out this video: http://www.youtube.com/watch?v=Fjr3A_kfspM. Please note, the last couple of seconds may not be appropriate for all young viewers.

Believe it or not, wood frogs aren’t the only critters that freeze in the winter. Check out Bugs and Bugsicles by Amy S. Hansen (Boyds Mills Press, 2010). You’ll love this book, and so will your students.

KN: When teachers instruct writing, they talk about the importance of word choice. UNDER THE SNOW has many strong verbs such as dodge, dart, whiz, and whirl. How do you choose the best words for your stories?

MS: I really wanted the text for Under the Snow to be lyrical and one of the ways to achieve that is through careful word choice, including the strong, active verbs you’ve mentioned. Studies have shown that certain sounds and combinations of sounds are particularly pleasing to the human auditory system. That’s why a writer’s tool box includes devices like alliteration, repetition, and the occasional rhyme.

When it comes to word choice, one of the most talented science writers for kids in April Pulley Sayre. The text of books like Vulture View and Home at Last is truly magical. I think all students—and all writing teachers—should read and study her books closely.

Writing lyrical text takes a lot of time and effort and trial and error. I have heard Newbery-medalist Linda Sue Park say that writers shouldn’t be afraid to play. They should experiment, try writing the same scene or passage a few different ways. Then see which one works best. I agree with her.

For me, writing a lyrical picture book is what award-winning nature writer Diane Ackerman calls “deep play.” Athletes sometimes call it “being in the zone.” I can get completely lost in the process for hours.

On really good days, I sit down at my computer at 7:00 a.m., when my husband leaves for work. The next thing I know, it’s 2:00 p.m. and I never ate lunch. The reason I was pulled out of “the zone” is because my stomach is growling. These days don’t happen very often, so I treasure them when they do.

KN: Just like the animals and the children in your story, we’re getting ready for spring in New England. What will you do outside to celebrate spring’s arrival?

MS: My husband and I go hiking just about every weekend. One of the things I like the most about living in New England is seeing the seasonal changes in the natural world. Sometimes they happen so, so slowly. Sometimes they seem to catapult out of control.

My husband says it’s spring on March 1. But for me, spring doesn’t really start until I see the trees leaf out. That usually happens in mid to late April.

KN: Is there anything else you’d like to tell us?

MS: Kate, I really think this blog is a fantastic resource for educators. You always come up with creative, practical activities to accompany the books you feature. I feel privileged to be included. Thanks for all your hard work.

KN: Thanks Melissa! I feel the same way about your blog Celebrate Science and your books. Our principal, Sean O'Shea, has been posting blurbs from a study which demonstrated that it is more difficult for children to comprehend and analyze non-fiction texts than fiction texts. Your books are accessible, entertaining, and provide great information for your readers. Thanks again for the interview.

FINEST KIND by Lea Wait

Publisher: Simon & Schuster

ISBN: 978-1-4169-0952-1

FROM THE FLAP: It’s 1838. Jake’s father has lost his job and his savings. Hearing of work in Maine, the family leaves their large home in Boston and heads north, taking with them a few furnishings and a deep family secret. In Maine they find only a dirty, isolated farmhouse, and a job for Father that takes him away from home.

“I’ll have to depend on you,” Jake’s mother tells him. But how can Jake find food? How can he prepare for the dangerous cold of a Maine winter? How can he protect his mother and his family’s secret?

Slowly, Jake learns the ways to survive, catching game and storing food for the long winter months. Nabby McCord, whose family also has a secret, helps him. So does Granny McPherson, who may be a witch. But when it comes to earning the money they need, Jake knows he’s on his own. He shows his determination as the winter approaches, but does he have what it takes to bring his family together to face their future and their past?

Finest Kind is the powerful story of a boy who is forced to become a man and to learn the truth about courage, friendship, and secrets.

Family Secrets (Linguistic)

Jake’s family’s secret is that his little brother has cerebral palsy. Choose a specific disability and compare and contrast the current medical treatment and understanding of that disability versus them past medical treatment and understanding of that disability. Or write about a friend or family member who is differently abled and describe your relationship with him or her.

Plant Classification (Naturalist)

Jake had to learn about the different plants in his area to survive. Take a walk outside and collect species of plants or draw pictures of them. Classify the plants into categories such as flowering or non-flowering, herbaceous or woody stems, and whether or not they use the wind, water or animals for seed dispersal.

Relay Races (Bodily/Kinesthetic and Interpersonal)

Jake is surprised when Tom is not a good sport after their race. As a class, brainstorm a list of supportive comments before, during and after a race. During the race, require that each teammate shout a supportive comment during each team-member’s turn. If anyone demonstrates bad sportsmanship, that member has to run an extra leg of the race or if it is after the race, that team is automatically disqualified.

Songs from the 19^th Century (Musical)

Jake and his mother sing to soothe Frankie. What songs did they sing? In cooperative groups have students pick one song written in the 19^th century and perform it in class. Encourage students to play instruments as well as sing.

Wax Museum (Linguistic/Interpersonal)

Have students research 18^th and 19^th century presidents. After each student picks a specific president, have them write a short biography of that president. Ask students to dress up as that president, read their bio, and ask their classmates to guess who they are.

Book Buddies:

-A Small White Scar by K.A. Nuzum

-Bigger by Patricia Calvert

-Rules by Cynthia Lord

-Wintering Well by Lea Wait