A Crazy-Fun Method for Teaching Grammar to 4th-7th graders
“Do you have clearance from the tower for take-off?” the teacher, Mrs. Miller, asks Jason.
in the classroom a muffled, nasal voice is heard, sounding strangely
like a flight controller. “Gulf-alpha-niner-five, cleared for take off,”
a voice intones. Students smile at each other.
guess we’ve got it,” Mrs. Miller continues. “Engine number one, 100%
RPMS.” Jason turns an imaginary key and mimics an engine’s roar. “Engine
number two, 100%. Feel that power vibrate the aircraft!” the teacher
exclaims. All the students grin and giggle a little as they wiggle back
and forth in their desks, pretending to feel the engines’ power.
“Release the brakes, and here we go! Oops, Jason, remember to bring up
the landing gear—three up and locked!”
class “takes off” in the imaginary C-12, they lean way back in their
seats, grinning, pretending to feel the plane lift off as the C-12 gains
take-off, Jason,” Mrs. Miller compliments Jason, who smiles proudly.
“Everyone look out your windows. Look, down there—do you see it? The
Rapids in Grammarland.” “Oooooh!” the class says in unison, smiling as
they pretend to look out their imaginary windows.
of you brought your life vests today?” Mrs. Miller asks. All the kids
raise their hands. “Waterproof covers for your books?” she asks.
Cindy moans, pretending. “I forgot mine.” “You’ll just have to hold your
grammar book up out of the spray,” Mrs. Miller answers, smiling. “We’re
just about ready to land at the Rapids.”
they land smoothly at the Rapids, eager and ready to begin a classroom
session doing grammar exercises on punctuation, which is what they study
when they are at the Rapids in Grammarland....
Grammarland was designed out of one teacher’s desperation at having to
teach the ultimate drudgery of grammar day after day and her worrying
that her students were not writing with enough creativity, enthusiasm,
and personal voice. From this despair, “imaginative grammar”—an
oxymoron—developed into the Flying to Grammarland program. Flying to
Grammarland is a flexible framework method that can wrap around any
existing textbook or language arts program and is used to teach grammar
from second grade to upper middle school. The philosophy of Flying to
Grammarland is that grammar can be more easily taught and more easily
understood if it is taught in a concrete, visible, and active way,
rather than if it is taught as abstract concepts on a page.
students begging to do grammar and eagerly participating in classroom
grammar activities, even bringing “props” from home to add to the
atmosphere of the grammar lesson. Imagine students liberated from the
abstract drudgery of grammar exercises and set free into a world of
imagination and creativity in grammar that carries through into their
writing with personal voice and into all their other classroom
activities with enthusiasm. Flying to Grammarland is a method of
teaching grammar that accomplishes all of these objectives.
framework of Grammarland is an imaginary landscape where each type of
landform or destination represents a different concept in English
grammar. Students “fly” to each imaginary destination, taking turns as
pilots and bringing up the air stair, using authentic flight
instructions for the light aircraft, the C-12. At each different
destination or location in Grammarland, they learn a different grammar
concept through hands-on, concrete analogies, including their own
“props” they bring from home, or imaginary props, to add to the
atmosphere. Because they pretend they are in a real geographic locale,
all their classroom activities and language while doing the lessons and
exercises will reflect that location. The location itself is clearly
tied in analogical form to the concept being studied, adding to
reinforcement and retention.
Grammarland is “teacher-friendly,” because teachers can use any
component of the Flying to Grammarland concept that they feel is
appropriate for the age group and level of their own students, from
instructing the class in actual flight procedures to each destination
and bringing appropriate props, to simply using the geographic locations
as analogical, hands-on examples of the grammar concept under study.
Teachers can modify, change, and add to Grammarland themselves; it
becomes their own program.
example of how Grammarland actually works, look in on a class that has
flown to “the Jungle,” which is complements (predicate adjectives and
predicate nominatives). The students imagine they are in a real jungle.
They bring in stuffed animals appropriate for a jungle: flashlights,
imaginary mosquito netting and mosquito repellent, and anything else
they imagine would add to the setting of the Jungle. A sixth grade boy
once brought in baked bananas! The abstract idea of complements is
compared to the concrete, vivid, imaginary location of the Jungle for
the whole grammar unit on complements. When they are “in the Jungle,”
they learn about the two paths in the Jungle: the action verb path and
the linking verb path. They can never be on both paths at the same time,
and the two paths never cross, so they don’t dare get off whichever
path they’re on, because they’ll get lost in the dark, creepy jungle!
(“Watch out for that boa constrictor! Yikes!” The kids giggle and
pretend to unwrap giant snakes from around their necks.) On the action
verb path, the only plants that students will find growing are direct
and indirect objects. Conversely, they will find only predicate
nominatives and predicate adjectives growing along the linking verb
path. Students draw little maps of the paths in the jungle and they are
ready to do the exercises in the grammar book in pairs.
To add to
the atmosphere and to encourage creativity and imagination, when
students need help, they ask the teacher, using terminology that would
fit the geographic location. In the Jungle, they raise their hands,
saying, “Help, we’re tangled in the vines!” or “Help, we’re being
attacked by a boa constrictor,” accompanied by appropriate choking
sounds and giggles. Creativity in thinking of imaginary little events
that might “happen” while they are doing their exercises is encouraged.
For example, students might say, “Hey! This little monkey is bothering
me—get away! It’s trying to untie my shoelaces!” Students are also
especially encouraged to make their own connections between the grammar
concept and the geographic location. All their comments and
contributions can be added to the “Flight Manual” for Grammarland for
inclusion in the remainder of the unit and for next year’s format and
class. This also validates their creativity and rewards them for trying
to find ways that the grammar concept ties into the location, thus
increasing their understanding of the concept..
exercises are completed and awarded a simple reward such as a rubber
stamp (with a pun attached—for example, the cow stamp is “Moo—raculous”,
or “I moo you cud do it,” and the students themselves vie with each
other to guess what the meaning of each stamp is) or a gold star or a
sticker on a recording page in their notebooks that sets up the desire
in the students to earn as many of the rewards as possible.
Grammarland is a flexible framework that almost teaches itself, because
the students become so involved in each location that they eagerly try
to find connections between where they are and the grammar concept they
are studying so they can share their ideas with the class. Grammarland
also encourages students’ creativity, increasing their awareness of the
power of their own imaginations and thus freeing them to write with a
stronger sense of personal voice in their papers. In addition, teachers
feel liberated, and the rewards they feel when the students enjoy and
learn the grammar will energize them and free them to be even more
creative in other areas in the classroom. When even the English grammar
lesson can be a liberating, unique experience in the power of the
imagination, students feel empowered in their other academic areas as
well. It’s time to take off with Grammarland!
FLYING TO GRAMMARLAND: LANDSCAPE
THE GRASSY KNOLL—THE SENTENCE
learn about subjects and predicates and the different types of sentences
while climbing up grassy knolls. Climbing up the grassy knoll is the
predicate (always find the action first that gets you up the slope) and
the subject is the other side of the knoll, the way you get down.
Incomplete sentences are the ones that make you say “—and so?” or “—then
what?” because you’re stuck on top of the grassy knoll with no way
down. Watch out for those pesky little squirrels nibbling on their
shoelaces—not to mention the gophers that keep wanting to grab the
students’grammar books and papers and pull them down underground! A good
thump on a gopher’s head usually does the trick.
THE WILD ANIMAL PARK—PARTS OF SPEECH: NOUN, PRONOUN, AND ADJECTIVE
visit the Wild Animal Park and meet the large furry critters—the
Nouns—and the little snuggly ones—the Pronouns. Adjectives appear and
disappear next to the other animals., the nouns and pronouns. Grab one
when you see one! When students have a problem, they can growl for help,
but they’d better be sure they don’t get grabbed and pulled inside a
cage! Students have been known to do their grammar exercises with
stuffed gorillas draped around their necks!
THE WATERFALL—PARTS OF SPEECH: VERB, ADVERB, PREPOSITION, CONJUNCTION, INTERJECTION
meet Mr. Trail Boss (Verb) at the Waterfall, who is the boss of the
sentence, telling the other words what to do. His driver for his Jeep is
the Adverb; his recreational tennis balls are Prepositions; ropes for
tying everyone together while climbing are the Conjunctions, and
everyone says Interjections when he or she gets splashed by the
Waterfall, or begins to slip into the falls. Students must bring
waterproof covers for their books and towels on this trip!
THE GLACIER—THE PREPOSITIONAL PHRASE
will enjoy scooping up the snow (all the words in a phrase) at the
glacier and forming little snowballs with them, making either an
Adjective or an Adverb phrase. Students can have a snowball fight and
throw their snowballs at Nouns and Pronouns to make Adjective phrases,
or they can throw their snowball phrases at Verbs, Adverbs, and
Adjecives to make Adverb phrases. They can diagram their way out of a
crevasse by going into Grammarland through “the back door.” Hot cocoa
and marshmallows are a favorite of your mittened and capped students on
will need flashlights and mosquito netting for this location so they can
see which path in the Jungle they are on—the Action Verb path or the
Linking Verb path. Direct and Indirect Object plants grow along only the
Action Verb path. On the Linking Verb path, students find Predicate
Adjectives and Predicate Nominatives. “Manglish” (Math plus English)
helps to find a linking verb by saying, “The fish = bad” instead of “The
fish smelled bad”—then they’ll know it’s a linking verb, if the equals
sign works as well as the verb for meaning. “The bell sounded loud,”
“The bell = loud.” They’ll learn to look out for those boa constrictors!
THE SWAMP—AGREEMENT OF SUBJECT AND VERB
students thought it was safe to go back to Grammarland again, they put
on their hip boots for the Swamp. Students must be careful when picking
out a the correct verb form for their subject—it may look like solid
ground, but they may end up sinking down in quicksand. “Gurgle, gurgle,”
they’ll choke out! You can throw them a rope to pull them out. They
need to look out for the little red flag in the ground that says,
“Prepositional Phrase,” because no subject is ever in one! Students will
have to help clean the slime off the C-12 windshield after these trips.
THE FOREST—USING VERBS CORRECTLY
learn about the roots of the tree (Infinitive), the trunk (Present
Participle), the branches (Past Tense), and the leaves (Past Participle)
and study the trees, not the forest when it comes to lie-lay, sit-set,
and raise-rise. They’d better watch out for those pine cones dropping on
their heads! The ants have been known to march off with papers left on
the forest floor, too.
THE INFAMOUS BODYSURFING BEACH, THE WEDGE—USING PRONOUNS CORRECTLY
learn which cooler to use for their Pronouns (him or he?) when they find
out which wave it is that is rolling into the beach. Here comes a new
set—is it a Predicate Nominative wave? An Indirect Object wave? A Direct
Object wave? They’ll have their Nominative Pronoun coolers and their
Objective Pronoun coolers for help. Sunglasses, sunscreen, and towels
are a must; swimfins are optional for the Wedge! Wipe out!
THE DESERT—USING MODIFIERS CORRECTLY
quickly find out there are not enough “wells” in the desert when they
discover how to modify words. They’ll learn the three degrees of
comparison—how thirsty are they? Water bottles and stuffed desert
animals are appropriate for this trip. Watch out for heatstroke!
THE CLIFFS—CAPITAL LETTERS
climb up higher and higher, students find out that the Cliff capital
letters are always more important than the little, lower-case letters.
They’ll use special climbing tricks to remember how important some
Cliffs really are, so they’ll be sure to capitalize them. Students must
shake the pebbles out of their shoes before getting back into the C-12!
Be sure they coil up their climbing ropes neatly and stow them under
get into kayaks and whitewater rafts to paddle their way through the
sentence streams, avoiding Comma rocks and Semicolons and seeing what is
around the next bend in the river: is it a complete stream or an
incomplete stream? Class V sentences are the worst and students will
have to call out, “Help! I’m being windowshaded!” when they’re stuck. Be
sure to remind them to shake the water droplets off their lifevests
before re-boarding the C-12!
FLYING TO GRAMMARLANDÓ
suggested flight “script” follows. First, choose two students: one will
be the pilot and one will bring up the air stair (the hydraulic set of
six steps with which everyone boards the aircraft.
Teacher: “Does everyone have his or her grammar books?
(or whatever you want them to do their exercises in) Students: “Yes!”
They need to answer enthusiastically— encourage them to do so!
Today, we are going to fly to Grammarland—and to a special place in
Grammarland. I’d like you all to look at the C-12 (pretend to look out
the window or at the back wall) Doesn’t it look shiny? The ground crew
just washed it. Everyone say, ‘Oooooh!’” Your attitude here is key,
because they need to know that you are having fun with something
imaginary, and they will take the cue from your behavior.
“Okay, pilot, here are the keys!” Toss an imaginary set of keys to the
student chosen as pilot. The student should reach up in the air and grab
Teacher: “All right, everyone, duck under the wing, please.”
You duck your head.
Students: Duck heads!
You could say, to help set the atmosphere, “Susie (pick a student with a
good sense of humor) -- good grief—I said duck! What will I tell your
mother about the big bandaid on your forehead?”
By now, the students should begin grinning a little, wondering what in the world is going on.
“Okay, pilot, open the fuselage, please, and bring down the air stair.
Let’s hear a good hydraulic sound of the stairs descending.”
Student: mimics your hand motion of turning the keys, and he/she will pretend to bring down the air stair.
“All right, everyone, let’s climb into the C-12. Up the steps, everyone.
Hold on to the guy wires so you don’t slip.” You make stepping motions
with your feet and pull yourself up with your hands as if you were
holding on to guy wires strung on each side of the air stair for
railings. Students: do the same, while they are still sitting at their
Teacher: “Let me hear those seat belts click, please!”
Students: make a clicking noise or say “Click.”
“Oops, Trevor (or the student who is bringing up the air stair),
unfasten your seatbelt and please bring up the air stair. Here’s how you
do it. Let’s hear a good hydraulic sound, here.” Pull up an imaginary
stair and crank the large handle down. (It is similar to commercial
aircraft). Student: (air-stair person ) mimics you.
“It’s important to close it firmly—we don’t want to lose (say a
student’s name) -- during the flight, as we almost did last time.”
point, you will ask students if they brought the special equipment or
props needed for the day’s lesson, depending on the location to which
you are flying. Refer to the specific chapter on the concept you are
teaching for ideas.
example, when flying to the Waterfall (Verb, Adverb, Preposition,
Conjunction, and Interjection), you would ask, “How many of you brought
waterproof covers for your books today? Hold them up please, if you did.
Okay, not bad. The rest of you will have to hold your books out of the
spray and use your towels you brought to dry them off.” Pause here. “You
did bring towels, didn’t you? Hold them up if you did.” By now most of
the students will be in the groove and many will nod yes and hold up
imaginary (or real—if you told them the day before to bring towels from
home) towels. “Very good, class. This is going to be a great flight, I
Teacher: “All right, pilot, have you done the pre-flight check?
Student: (pilot for the day) “Yes, pre-flight check, Roger.”
Teacher: “Okay, engine number one, 50%
Student: turns an imaginary key
Teacher: “Engine number two, 50%.”
Student: turns a second imaginary key.
“Okay, pre-taxi clearance? Fine, release the brakes and let’s taxi over
to the engine run-up area. Let’s taxi, everyone—bump up and down gently
in your seats.” Students: all follow your lead here and bump up and down
in their seats.
“Put on the brakes, please, and we’ll wait for clearance for take-off.”
(Sometimes you can have fun with this such as, “I said put on the
brakes! We almost ran right through the terminal!” or “Good grief,
gently, please, you almost gave Robby whiplash!” Sometimes you can run
over a speedbump, and the whole class bumps up in their desks, much to
their delight. The speedbump idea was contributed by my students—they
love it! Teacher: “Do you have clearance for take off?” At this point,
you can hold your nose and mimic a control tower, or ask a student to
mimic unintelligible noises sounding like a flight controller—there will
be many volunteers.
(holding noses) “Flight four-niner (or your classroom number), you have
clearance for take-off!” Teacher: (while turning the imaginary keys and
encouraging the pilot to follow you,) “Okay, engine number one, 100%
RPMS, engine two, 100%. Feel that vibration from those powerful engines!
Vibrate, everyone.” Vibrate a little.
Students: follow your lead and wiggle back and forth in their desks.
“Pilot, here we go—release the brakes—and don’t forget to bring up the
landing gear—three in the green— heeeeere we go!” Then you lean way
Students: follow your lead, leaning back in their desks, mimicking the feeling of taking off in a plane.
flight, sometimes you and the class can experience some “turbulence,”
and they can all jiggle around in their desks. Larger classes may want
to include a few flight attendants who can distribute magazines or
imaginary drinks to the “passengers.” Your only limitation is your and
your students’ imagination!
you’re flying, you may also include humorous or descriptive comments
about the destination where you are about to land. This helps set the
tone and the atmosphere and helps to break the pattern of the typical
grammar lesson routine. Refer to the specific chapter you are using for
example, when flying to The Waterfall, you would say, “Nice job,
especially for an inexperienced pilot! We’re going to circle Grammarland
today and look down at the places we’re going to visit. Everyone lean
over and look out your window.” You lean and look out an imaginary
window, and everyone else should do the same. “Look—look down
there—there’s where we’re going—The Waterfall! Everyone say ‘Oooooh’!
Look at the falls—that spray must be twenty feet high! Hope everyone
brought ropes today in case someone slips in!”
have landed, you need to make comments regarding the location where you
have arrived. Refer to the specific chapter for ideas. For example, at
The Waterfall, you could say, “Okay, what a great landing—here we are,
everyone. Climb out of the C-12 and find a nice rock to sit on. Yikes,
Jason, not so close to the Waterfall! What would I tell your parents if
you never returned from Grammarland?”
the pilot and the class on a great flight. You can probably already
sense the excitement and surprise resonating in the classroom. Your
students know they are about to embark on an adventure—and you will not
disappoint them! They’re ready for anything!
EXAMPLE: THE WATERFALL THE PARTS OF SPEECH
SECTION ONE: THE VERB
Creating the Grammarland Atmosphere:
your class have landed at The Waterfall after undertaking the basic
flight. You are ready to begin a lesson on introduction of the verb. The
day before, you may have encouraged your students to bring any or all
of the following props from home, which you will store in your classroom
as long as you are studying this concept. Students who don’t bring real
props will, of course, have imaginary props, which work just as well!
Make reference to the props during the flight and the lesson, as well as
during the exercises for developing more atmosphere and creativity.
You’ll find that your students catch on quickly, and their enthusiasm
will help to fuel yours!
List of Real and Imaginary Props with Appropriate Phrases:
· ropes (be sure they are coiled correctly!)
· hiking boots (be sure students have them laced up securely)
· life vests (be sure students have them fastened!)
· waterproof covers for textbooks or workbooks
· canteens (keep those caps on tightly!)
· towels (to dry off books and themselves if they get wet)
Suggestions for Introducing and Teaching the Lesson:
Teacher: “Here we are at the waterfall—we’ll all have to speak a little
louder to be heard over the spray and roar of the falls. First, let me
introduce you to our Trail Boss—Mr.Verb. Look at those muscles,
everyone. Say, ‘Oooooh!’ class. (Students love to “ham it up” during
this part) Everyone flex your muscles, just like the Trail Boss.”
(Students usually do this eagerly!)
is the Trail Boss for our hike up next to the waterfall and he’s the
Boss of the sentence.Yes, the verb is the most important word in the
whole sentence, because he tells the rest of the words what to do. He’ll
tell you what to do, too. You don’t want to make him mad, Kevin! You’ll
be doing wind sprints up the rocks! Mr.Verb, our Trail Boss, is usually
full of action, like climb, run, hike, swim, throw, jog, and race. How
can you tell if a word is a verb? If the Trail Boss can do the action at
the waterfall or on the way to the waterfall, it is a verb. Here’s an
example. ‘The Trail Boss studied his climbing manual.’ What is the verb?
You can certainly say, ‘He studied at the waterfall or on the way to
the waterfall,’ right?” Then you know that ‘studied’ is a verb.”
When teaching the linking verb lesson, you tell the students that it is a
quiet verb—the Trail Boss just stands there and flexes his muscles; he
doesn’t even have to do anything.)
several students to come up and be the Trail Boss and mimic an action
appropriate for The Waterfall (hike, climb, swim, etc.), asking the
class to identify the action. Reinforce by having the students say that
the action can be done at the waterfall or on the way to the waterfall.
Using the verb form with different pronouns also reinforces the concept
of the action verb. Then have students suggest other verbs, those not
necessarily done at The Waterfall (such as study, sew, etc.) and use
them by filling in the blanks in the sentence “He ________ at The
Students Work Together on Grammar Exercises:
students to get into small groups (pairs and apples) to do an
introductory grammar exercise that makes them identify action verbs.
Have them pick out a good rock to sit on, one not too close to the spray
from The Waterfall. Use an exercise from your language arts textbook or
use the exercise provided below.
Teacher: “When you’re in trouble and you have a question, say, ‘Help!
Splash! Splash!’ and raise your hand and I’ll throw you a rope and come
help you!” Students may spread their real towels, if they have brought
them, on their seats, (or on the floor), and pull their desks into
little clusters. When they do call for help, say, “Here’s a rope,”
tossing them an imaginary rope and reel yourself into them. They’ll get
the idea and tug on the other end of the rope to bring you closer!
Reinforce the concept by answering questions using the Grammarland idea;
for example, “Okay, Randy, which word is telling the other words in the
sentence what to do? Which one is the Trail Boss? Which word can you do
on the way to The Waterfall or at The Waterfall?”
they are doing the exercises, remember to refer to their props as listed
earlier. During the exercise, sprinkle students with water droplets
from cups of water you have strategically placed about the room. Also,
you can make comments to individual students such as:
“Watch out—you’re about to slip in!”
“You’d better get that one right, or Mr. Trail Boss will have you doing laps!”
“Feel the spray—doesn’t it feel refreshing?”
“Tighten your life vest—it looks as if it’s about to slip off, and we don’t want to lose you!”
“Oops! Your hiking boots have come untied—you don’t want to trip and fall in, do you?”
“You’re huffing and puffing! Are you out of shape for this hike?”
respond and grin—and come up with their own comments as well. Be sure to
write them down in your manual so that you can use them the next time
you fly to The Waterfall! Remember to write down your own inspirations,
ACTION VERB IDENTIFICATION EXERCISE EXAMPLE:
Write the numbers 1-20 on your paper. After each number, write the action verb from the sentence.
1. For a math project, Carol made a cube.
2. Mrs. Smith carefully explained the problem.
3. For her fall sport, Jill chose soccer.
4. This waterfall drops two hundred feet.
5. Ginny’s bicycle skidded on the street.
6. In Cedar City, you transfer to another bus.
7. Mix the cookies well.
8. Loren ran down the field
9. Gina smiled at her little brother.
10. The police chased two suspects.
11. The team scored two runs in the first inning.
12. The C-12 made a good landing.
13. Susie read a good book yesterday.
14. My mother listened to my report.
15. Clyde’s parrot screeches all day.
16. Donna kicked the soccer ball.
17. Robby lost his backpack.
18. Diana waited for Christmas.
19. All the students ran out to recess.
20. My uncle planted the trees
Concluding the Standard Lesson:
have just successfully introduced the verb and can continue to do more
grammar exercises from your textbook or workbook that will reinforce the
concept for your students. You know your students’ needs best. You will
correct each exercise, following the method you read in Chapter 3 on
teaching the standard lesson. You can test the students, using the tests
provided by your textbook publisher— and you will be surprised and
pleased at the results! Your students are actually learning the
grammar—and it’s relatively painless.
Integrating Grammarland Lessons with Writing in Follow-Up:
your students turn to writing their next writing assignment, you will
discover that the idea of Mr. Trail Boss’s being the most important word
in the sentence has a powerful effect on the strength of their verbs in
their writing. It is much easier to reinforce the idea of the
importance of the verb in their writing using the “Trail Boss” from
Grammarland. They will begin to write with stronger, more concrete
detail, more “showing not telling,” and more personal voice. Students
can be reminded to choose strong action verbs for more voice and
vividness in their writing. They “need Mr. Trail Boss” in their
sentences, not a weak little puny verb, you can tell them. After all,
the verb is not just a colorless part of speech any more— he is the
all-powerful Trail Boss at The Waterfall. You and your students are
ready to learn another grammar concept!
Margo Sorenson is the author
of twenty-eight books for young readers and has won recognition and
awards for her work, including being honored by ALA nominations and
being named a finalist for the Minnesota Book Award in YA Fiction. A
National Her latest tween/middle grade mystery is ISLAND DANGER,
MuseItUp Publishing, 2012. Visit her website at www.margosorenson.com and follow her on Twitter as @ipapaverison.
Murder, Mystery, Intrigue, Suspense, Romance, Sleuth, Drama, Sensual...and more! A seemingly isolated murder triggers the unravelling of a seam of corruption leading to the highest levels of police hierarchy. When
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seat, smiling at him. Uh-oh. This can’t be good. “Good morning, Detective Quinn. I understand you have good news regarding Doctor Moreland.” Quinn did his best to return the smile. “Yes sir. Sera’s opened her eyes and indicated she can see and hear me.” “That
is very good news. I hope you know my prayers are with her every day.
All our prayers.” After nodding at Angel, he said, “That affair was a
gruesome thing to endure, and she’s a wonderful person.” Affair? Quinn answered, “Yes, it was pretty bad, but she’s on her way back to us. Now, Angel said you wanted to run something by me?” “I
did. We did. Quinn, I won’t waste time mincing words. You’re the best
at what you did, even considering the pain in the butt you were at
times. We need you in the department, but I understand you feel your
career is over. I’ve got an idea for a way you can live the life you
want and be an even more effective homicide detective at the same time.” Quinn couldn’t help the sarcastic laugh he gave Cowell. “With all due respect, Commissioner, how the hell would I do that?” “An
‘Army of One,’ I think the recruiters call it. I want to give you a
chance to be a division of one—undercover, no chain of command other
than reporting when you need to, directly to me by way of Captain
no specific assignments. A stealth agent, as it were. No publicity, no
waiting for approval from your supervisors, just good, quiet detective
work that brings in bad guys who work the community harm. And this does
not go through Jeff City.” “Wow.
That’s a mouthful and a half.” Avoiding the one-and-a-half-century bone
of contention between state and city meant true anonymity if he did it. Remembering
his original meeting with Sera and the task she’d put before him back
then, he mentally sifted through all the things that could go wrong.
There were some rough spots, mostly concerned with how he’d interact
with the regular force in gaining data he’d need to do this. “Worth
considering.” Angel’s face lit up. “Really?” He
laughed. “Sure. You folks don’t know it, but this is close to what Sera
offered when she was setting up Biscayne’s foundation. It worked,
though not well enough to keep her from suffering and those other little
girls from dying. How soon do I need to say yes, if I decide to do it?” “Soon.”
Cowell’s face shrank into his customary scowl. “We have a case right
now that will not go well if we have to resort to our traditional
system.” Dan took a stab at it. “The dead gay you’re holding Marlin for?” Cowell nodded. “I thought you had an airtight case against Fish.” The commissioner scowled. “On the surface, we do. But we’re not buying that this creep could have done it. So, what do you say?” This
offered a chance to help his snitch out. Better yet, a chance to do
real police work free of the cumbersome trappings of officialdom. “Yes.” “Yes?” “Yes, I’ll do it. I have a few conditions that go with it, but you can count on me giving it my best.” “Conditions such as?” Dan
grinned. “All in good time, Commissioner. I’ll not hold you up for
anything you’d take offense at. I assume my pay will be the same as when
I left the force.” Angel
interjected, “No, you’ll be given a raise. And a title. On paper,
you’ll be the equivalent of a lieutenant, though nobody will know that
other than the three of us and a faceless office accountant who’ll
handle your pay.” “Sounds
like you’ve thought it all out. Well, then, I’d best get started. Oh,
yeah, I will share this with Sera.” He couldn’t help the wicked grin he
added to his final words. “But I have it on good authority that she’ll
not tell anybody about it.” Quinn
walked out into the bright sunshine of an unusually brisk fall day, his
feet tripping along as he sniffed the clean, crisp breeze. Even it,
with low humidity and positive evidence that St. Louis’s air quality had
become cleaner than ever, served to make this a day to remember. He’d
gotten his love back. Well, not quite back, but she was on the way. Now
he’d gotten his job back, only it, also, was better than ever. He had a
case to solve, and life was good. Of
course, that was before he discovered the parking ticket he’d gotten
while parked in the commissioner’s reserved spot. Rather than grumbling,
Quinn laughed out loud, realizing he’d found a way to fix even that
little irritation. Ah yes. Life is good!
Our publisher graciously gave permission to post an offer I've made about my novelThe Wrong Enemy. The Wrong Enemy is now available for preorder at 20% off the regular price ($4.76).
I'm offering a donation of $1 per preordered copy to Heifer International.
Heifer International is a global nonprofit with the goal of ending hunger and poverty in a sustainable fashion, usually with gifts of livestock and training. Yes, a pair of goats can get a family out of poverty. I love this organization, and I'd like my book to benefit them.
Please consider preordering the book to get both the discount and the good feeling of donating so others can truly benefit. If you don't want the book, please consider donating directly to Heifer.
The Wrong Enemy is the story of a guardian angel who killed the child he vowed to protect, an action that should have landed the angel in Hell and instead gets him…a second chance? And it’s not a ‘second chance’ guarding a star out in Sagittarius, either. Tabris is assigned as co-guardian over a ten-year-old girl, alongside an angel who absolutely doesn’t want Tabris anywhere near that child for fear it will happen again. The only one who does seem to want Tabris is a demon who’s making a full-court press for him to leave the God who set him up to fail -- and Tabris isn’t sure the demon’s wrong. Read the excerpt. Preorder the book.
Kai refuses to wed the jerk her father has promised her to, and she is
desperate to escape her world. Unfortunately, the mysterious substance
called Lifeblood royalty must drink serves as a daily reminder that she
can never leave Arei. When the cocky privateer, Joswen, shows up to
ferry the Chosen Areians off planet, Kai is certain he will help her.
But he has secrets of his own.
Kai finds out Joswen has come not to take the Chosen to greater
rewards, but to harvest them as slaves -- a sacrifice to prevent the
Orachians from destroying Arei, she must decide where her loyalty truly
lies -- with the man who holds her heart, with her father, or with her
teacher Judy Winters sets out to solve the mystery surrounding her only
living relative’s murder. Back on the farm where Aunt Louise grew up,
Judy encounters Hart Wingate, a young man renting the adjoining farm who
helps with farm chores. When Judy learns that her boyfriend, Graham,
had been secretly visiting Louise, Judy takes the opportunity to move
away from him for the summer and think over the situation.
loves her teaching job, but is intrigued by her heritage in the
farmstead and particularly the old house, but whether to sell or stay,
she has yet to decide.
visitors, a job offer, new friends, along with one special old
one—Carranza, the opinionated cat—all figure into Judy’s dilemma.
Judy learns that a former friend of Louise’s father, Bryce, lost a
treasure of gold somewhere on the farm. As Judy and Hart look for clues
to the cause of Louise’s death and Bryce’s missing treasure they develop
a close friendship. Judy breaks off her relationship with Graham, who
doesn’t take the news very well.
Judy explores the farmhouse, she finds and follows clues in Louise’s
mother’s diary to unearth the buried treasure. But was it the treasure
that might have been behind Louise’s murder?
Bragan, a fifty-nine year old ex-prostitute from New Jersey, operates a
novelty shop in the small town of Carterville, Georgia. She's a
clairvoyant known throughout the community as Mama Jo-Jo and she uses
her gift to help her customers find sexual satisfaction and romantic
Banks and Julia Richards have entered Mama Jo-Jo's shop. Though
strangers to each other, both women have troubling relationship
problems: Julia has to reveal to her new boyfriend she's a male to
female transsexual in mid-transition, while Tammy desperately needs to
extricate herself from an emotionally abusive relationship. If they
follow Mama Jo-Jo's advice, will it prove helpful in either situation?
Novels set during the French Revolution, the Napoleonic Wars and The Regency are very popular, so I am sharing my research with this group.
Those Englishmen, who considered the French Revolution was a disaster, regarded the massacres in September not only as a vindication of their predictions but as a prelude to war. However, the Prime Minister, William Pitt, dreaded war and preferred the path of appeasement.
The influx of thousands of penniless refugees, each with a tragic tale about the cruelty of the French Revolution, touched the hearts of kind-natured English men and women. The horror of events in France brought to mind the massacre of St. Bartholomew and the persecution of French Huguenots. Almost hereditary hatred of the French swept the country.
Pitt remained calm in spite of war mongers, and refused to deport representatives of a government which sanctioned the massacre at the Tuileries.
In England, after the wettest summer anyone could remember the harvest failed. Hunger spread throughout the land and peopled rioted in the north. Those in support of the revolution across the English Channel were blind to the facts. They envisaged the prospect of the happy, free life that French politicians promised. Pitt faced confrontation from those in favour of revolution who threatened stability at home. He was afraid of hungry men angered by a rise in the price of bread who believed French propaganda.
At this crucial period in English history news that General Custine had captured Mainz, had terrorised the Rhineland and then marched to Frankfurt arrived. Four days later Dumouriez, with a horde of skirmishers and ragged fanatics chanting ‘the Marseillaise’ swept the Austrians from their northern fortresses, and then marched on to Brussels.
The French politicians were delighted. They issued edicts which gave permission for their generals to follow the fleeing foe into neutral territory, and to flout the international agreements not to invade the Scheldt estuary in Holland. Soon, French gunboats sailed along the river to attack Antwerp.
Britain, the main guarantor of the Scheldt treaties, could only agree to the Dutch Ambassador’s request for Britain to honour the pledge if France invaded Holland. Pitt, who knew European peace was dependent on respect of international agreements, consented. Nevertheless, he hoped for the chance to settle the differences between European nations, thus concluding the war and leaving France to sort out her internal affairs. This became almost impossible because, after Antwerp fell, the French demanded free passage for their troops through the frontier fort of Maestricht, and the Dutch requested a British squadron to assist them.
It was essential for British trade to retain control of the Dutch coastline and the anchorages in the Scheldt. The Dutch alliance was one of the keystones of Pitt’s foreign policy which he could not risk. In a friendly conversation with Maret, a French diplomat on a private visit to England, Pitt warned him that an attack on Holland would lead to war.
The revolutionary leaders in France wanted conquest, an instrument of the revolution. They also wanted Holland’s international banks and gold reserves.
French criticism of Britain and her institutions, which the British were proud of, had turned the public opinion against France. English men united to preserve their rights and liberties and were determined to:-
‘Stand by the Church and the King and Laws;
The old Lion still has his teeth and claws.
Let Britain still rule in the midst of her waves,
And chastise all those foes who dare call her sons slaves.”
Sure that Britain would intervene Dumouriez was ordered not to invade Holland. In the British parliament Whigs and Tories united and sanctioned recruiting 17,000 more soldiers and 9,000 sailors.
Pitt’s pursuit of peace failed, but the French were forced to reconsider although they believed Britain’s strength depended on trade, and that if they could cut it off Britain would collapse. In their opinion, the British people would then revolt and welcome a French invasion, which would “regulate the destiny of nations and found the liberty of the world.”
On January 10th, 1793, the French Executive Council sanctioned the invasion of the United Netherlands. Immediately the British government issued orders to ban grain, which might be used by the invasion.
War was inevitable. After five years on half-pay, Captain Horatio Nelson rejoiced when offered a ship. He wrote: “everything indicates war, one of our ships looking into Brest has been fired into.” On the 20th of January, Britain negotiated with Austria and Prussia to act against France. When news of the French king’s execution reached London the response was hysterical fury. On the 1st of February the Republic of France declared war on Holland and Britain.
In Parliament Pitt declared: “Unless we wish to stand by, and to suffer State after State to be subverted under the power of France, we must now declare our firm resolution effectually to oppose those principles of ambition and aggrandisement which have for their object the destruction of England, of Europe and the world….whatever may be our wishes for peace, the final issue must be war.”
One can only imagine the Prime Minister’s despair after his strenuous efforts to maintain peace at home and abroad.