Browse Items (40 total)
Sort by:
Betsy Larsen's letter to Robert Cormier
In this short, well-written typed letter dated January 4, 1996, Betsy Larsen, a high school senior, from Ottawa, Kansas, shares her enthusiasm for Tunes for Bears to Dance To with Robert Cormier. She expressed that she enjoyed its depth, brevity, and…
Robert Cormier's response to Amanda Goetz
In this brief, but appreciative letter, Robert Cormier thanks Amanda for writing, expresses satisfaction that she has transformed herself into a reader, and offers an explanation for the title Tunes for Bears to Dance To, about which she inquired in…
Amanda Goetz's letter to Robert Cormier
Amanda Goetz, when she wrote this typewritten letter to Robert Cormier, was a freshman in high school. In this honest and well-written piece of correspondence, she attributes Cormier's novels as the factor that brought her back to reading. She…
Literature-N-Living Oral Presentation K - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation G - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation E - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation D - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation F - Tunes for Bears to Dance 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…
Literature-N-Living Oral Presentation J - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation C - Tunes for Bears to Dance To
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.
Literature-N-Living Oral Presentation I - Tunes for Bears to Dance To
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,…
Literature-N-Living Oral Presentation B - Tunes for Bears to Dance To
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…
Literature-N-Living Oral Presentation A - Tunes for Bears to Dance To
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…
Rationale for 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;…
Cover Designs for Tunes for Bears to Dance To
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…