“Catching Mice,” by Eoin O’Mara, age 11, is the featured story from our July/August 2014 issue. It starts innocently enough. Eoin is visiting his grandparents in Colorado. It’s a beautiful morning. Eoin and Granny are sitting on the porch, enjoying the sunrise. Birds and chipmunks are nibbling the sunflower seeds Granny put out for them. Then it happens. Granny spots a field mouse among the other animals. It’s the very field mouse Eoin has been observing for the past two weeks with growing affection. Granny hates field mice. She commands Eoin to shoot an arrow at the mouse and kill it. What will Eoin do? He was taught to respect his elders, and he feels obligated to obey his grandmother. But his feelings for the little field mouse run deep. The mouse has done nothing wrong. He is just passing by, lonely, hungry. Why must people hate him? Eoin wonders how the little mouse must feel. He relates to the poor creature. Reluctantly, Eoin shoots one arrow at the mouse, then another. He can’t believe he’s doing it, but what choice does he, a little boy, have, when faced with his grandmother’s command? Maybe because his heart is not in it, Eoin’s arrows miss the mouse, who scampers off to safety. What a relief! His friend is safe for now. Granny is so angry with Eoin that she doesn’t speak to him for the rest of the family’s visit. Author Eoin O’Mara is only eleven years old. His story is only three pages long. But somehow he manages to capture a world of emotions in his powerful story: a boy’s love of nature and animals, a peaceful morning that turns into a nightmare, a complex relationship between child and grandparent. Be sure to read Eoin’s story, “Catching Mice,” and think about what you would do if you were faced with a similar dilemma.
Stone Soup Magazine for young readers, writers, and artists
Yes He Can! Challenging Stereotypes with Fiction
Can a boy dancer be cool? Yes he can! And yet Alex, the main character in “Standing Alone,” is teased mercilessly by his classmates because he likes to dance. They call him “ballerina,” even though he actually does contemporary dance, not ballet. They make his life miserable every chance they get. Nobody likes to be made fun of. Nobody likes to be bullied. Everybody wants to be liked and appreciated. In our modern world, we think of ourselves as open-minded. Boys and girls can follow their dreams, no matter what they are. But some stereotypes persist from the past, like the one that says it’s unmanly for a boy to be interested in dance. It’s important to look at those stereotypes and see how wrong they are, how much they hurt people. Then maybe we can get rid of them and become better people. Eleven-year-old author Erin Trefny helps us do just that in “Standing Alone,” the featured story from our May/June 2014 issue. She shows us the world through Alex’s eyes – his love of dance, the cruelty of his classmates, how he deals with his problem. Some of the best stories we receive are stories in which the author is writing about his or her own experiences. In Erin’s case, though, she is a girl writing from the viewpoint of a boy. How does she do it? Maybe she knows a boy like Alex, or maybe she is really good at using her imagination and observations to put herself in someone else’s shoes (or bare feet, in Alex’s case!). Whatever her secret, Erin has created a believable character. She has placed him in a story that holds our interest from start to finish. The story teaches us an important lesson, not by telling but by showing. Read Erin’s story twice, then read it again. Each time you will notice more little details and bits of dialogue that make the people and places come to life. Most of all, notice how Erin shows us, through her well-crafted story, that it is wrong to tease, wrong to bully, and wrong to stereotype.
Character, Plot, and Setting, Oh My! (Part 3)
Developing the Elements of a Story, Part 3 I can’t even count how many times I have read Thomas’s Christmas Delivery or Little Bear’s New Friend. My children never tired of hearing about Thomas’s and Little Bear’s adventures. Though as adults we may not read the same book as many times as our children reread their favorites, we can appreciate the draw of a good story. It’s that connection we have with the story that keeps us up to the wee hours of the night turning page after page and lingers in the periphery of our minds, wooing us as we go about our day. But what makes a story one to treasure, and how can we help our kids develop a tale beyond a sequence of events? The glue that holds a story together is character, plot, and setting, and when children understand and develop them, a great story is born. Have you ever imagined strolling along the paths of the shire or sitting in potions class at Hogwarts? The authors of these worlds have so craftily described the settings of these places that it makes it easy for us to fall right into the stories alongside our favorite characters. The setting of a story can set the mood, influence the characters, and affect the readers’ emotions. Although setting is an element children tend to forget, developing it can add interest not only for the reader but also for the writer. First, children need to understand the different aspects of setting: time, place, and environment. When and where does the story take place? What does the place look like? Who lives there? Is it a suburb, city, or countryside? Is it a rich or poor area? There are free lesson plans available online for teaching about setting. “Using Picture Books to Teach Setting in Writing Workshop,” by ReadWriteThink.org is a useful guide and easily adaptable to the homeschool classroom. Second, developing the setting is more than just telling the reader the where and when. Like the rest of the story, the writer should show rather than tell the reader the setting. This is not an easy task, but Teaching Ideas provides a wonderful lesson sure to help kids see and practice how this is done. Finally, once the children have a better understanding of what setting is and how it is projected, they can have some fun developing the setting for their own story. A simple way to do this is to have them list the aspects of time, place, and environment on a sheet of paper and brainstorm ideas for each category. For example, have them attach sensory descriptions to the environment category. Primary Paradise, however, has free graphic organizers that both upper and lower elementary aged students would find useful for this purpose. Story writing should be fun for kids. When they also understand and develop the elements of a story, they not only become better writers, they also go on an adventure, exploring their characters, plot and setting—oh my!
