This packet of cover design documents includes the final cover for Tunes for Bears to Dance To along with the art as its own stand-alone image. Also included are four mock-ups of potential cover designs including that of the final design. An internal…
Robin Scallon writes a rationale for using Tunes for Bears to Dance To in the classroom. Sections of the document include: Grade Level and Audience; Plot Summary; Theoretical Support and Redeeming Values; Literary Value and Summary of Reviews;…
Participant A in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To is a story about decisions and choices. He then recounts how incarceration has…
Participant B in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To taught him to act with integrity and do what he knows is right, even if doing wrong…
Participant I in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To highlighted the role peer pressure had in his own decision to commit a crime,…
Participant C in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He summarizes Tunes for Bears to Dance To and states he couldn't destroy a person's life.
Participant J in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To highlighted the role of peer pressure in doing wrong and maintaining secrecy to…
Participant F in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He compares his past self to Mr. Hairston and how his mind was full of negative thoughts. He feels he has changed since then and is…
Participant D in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To taught him not to judge a person by their appearance since Mr. Levine was more than…
Participant E in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He summarizes Tunes for Bears to Dance To and talks about how making a bad mistake doesn't make one a bad person. He also mentions…
Participant G in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To taught him to be more positive to avoid being like Mr. Hairston, who was full of bad…
Participant H in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how he is like Henry who watches his neighbors carefully before he went down the wrong road.
Participant K in the Literature-N-Living class presents his thoughts to an audience of peers and their family members. He talks about how Tunes for Bears to Dance To has taught him how to handle peer pressure and bribery that can produce negative…
Three pages of typed, and in places, typed-over, text appears to be Robert Cormier constructing interview responses and possibly even questions to which to reply about his audience, topic, research, and writing processes for After the First Death. He…
This typed letter, written in 2003 by Constance Cormier, Robert Cormier's widow, appears to be in response to packets of written materials sent by John Richter. In the letter, Mrs. Cormier seeks Richter's permission to ensconce the packets in the…