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 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 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 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 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 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 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 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…
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;…
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…
This typed two-page letter by Robert Cormier dated 9 Dec 1991 to "Craig" is written line-by-line responses to Craig's editorial questions concerning a draft of Tunes for Bears to Dance To.
This May 7, 2000, one-page letter by Robert Cormier to Jason Campbell at the American School in Dubai, appears to address questions about where he gets his ideas for writing. Referenced are Tunes for Bears to Dance To and Tenderness. For Tunes,…
Robert Cormier's letter to Betsy Larsen, answered only three weeks after her letter was written, thanks her for writing. In it, he explains one detail she picked up on: the fallen hammer in Tunes for Bears to Dance To. He gives her a glimpse into his…