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 helped him learn to make better choices and improve his life through education and responsibility to his family.
John Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToJohn Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToParticipant 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 isolate people so they think they are without options. The participant-writer vows to talk to people he trusts.
John Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance ToParticipant 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 thoughts and behaviors. He reflects on how both can lead to hurting others and, subsequently, make you regret your actions.
John Richter's letter to Robert Cormier
Constance Cormier's reply to John Richter
John Richter's response to Constance Cormier
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
Literature-N-Living Oral Presentation H - Tunes for Bears To Dance To
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; Objectives, Teaching Methods, and Assignments; Possible Objections; Why Tunes for Bears to Dance To Should Not Be Banned; Literary Qualities; Alternative Books; References; Reviews; Awards Earned by Robert Cormier; and Books by Robert Cormier. Scallon defends the use of Tunes for Bears to Dance To by citing cognitive theorists on the egocentrism of young adults and the belief that morality is learned. The 11-year-old protagonist, Henry, is developing personal ideologies and emotional independence, which makes him a good model for young readers to explore their own development. Scallon also defends the book against censorship, saying that the book helps students come to a personal understanding of the world and of a period in history students aren't familiar with. Studying literature increases empathy and awareness of social justice. She considers the plot, theme, characterization, and dialogue as unified and purposeful as well as appropriate to young adult reader abilities.
In this brief, half-page letter of reply to Justin, Robert Cormier appears to address Justin's questions that may have been posed in his letter to Cormier about Tunes for Bears to Dance To and After the First Death. Cormier relates his purposes in selecting these novels' topics. He conveys his best wishes that Justin continues his reading life.