The Irish hero leaves his sick bed to assist in a kidnapping case.

Set more than a thousand years ago in the soft green hills of Ireland, in a shifting time when enchanted creatures and the Fairy Kind still flickered in and out of the lives of men, the ancient stories of Finn MacCool and the brotherhood of the Fianna shimmer with magic. Here Rosemary Sutcliff breathes new life into adventures of these Irish heroes and their battles with strange and supernatural beings.

When a ten-year-old boy finds an old book of magic in a bookshop in Ireland, the forces of good and evil gather to do battle over it.

Four children find a magic way to go back into the time of Ivanhoe and Robin Hood.

Long ago there dwelt in Ireland the race called by the name of De Danaan, or People of the Goddess Dana. They were a folk who delighted in beauty and gaiety, and in fighting and feasting, and loved to go gloriously apparelled, and to have their weapons and household vessels adorned with jewels and gold. They were also skilled in magic arts, and their harpers could make music so enchanting that a man who heard it would fight, or love, or sleep, or forget all earthly things, as they who touched the strings might will him to do. In later times the Danaans had to dispute the sovranty of Ireland with another race, the Children of Miled, whom men call the Milesians, and after much fighting they were vanquished. Then, by their sorceries and enchantments, when they could not prevail against the invaders, they made themselves invisible, and they have dwelt ever since in the Fairy Mounds and raths of Ireland, where their shining palaces are hidden from mortal eyes. They are now called the Shee, or Fairy Folk of Erinn, and the faint strains of unearthly music that may be heard at times by those who wander at night near to their haunts come from the harpers and pipers who play for the People of Dana at their revels in the bright world underground. At the time when the tale begins, the People of Dana were still the lords of Ireland, for the Milesians had not yet come. They were divided it is said, into many families and clans; and it seemed good to them that their chiefs should assemble together, and choose one to be king and ruler over the whole people. So they met in a great assembly for this purpose, and found that five of the greatest lords all desired the sovranty of Erin. These five were B—v the Red, and Ilbrech of Assaroe, and Lir from the Hill of the White Field, which is on Slieve Fuad in Armagh; and Midir the Proud, who dwelt at Slieve Callary in Longford; and Angus of Brugh na Boyna, which is now Newgrange on the river Boyne, where his mighty mound is still to be seen. All the Danaan lords saving these five went into council together, and their decision was to give the sovranty to B—v the Red, partly because he was the eldest, partly because his father was the Dagda, mightiest of the Danaans, and partly because he was himself the most deserving of the five. All were content with this, save only Lir, who thought himself the fittest for royal rule; so he went away from the assembly in anger, taking leave of no one. When this became known, the Danaan lords would have pursued Lir, to burn his palace and inflict punishment and wounding on himself for refusing obedience and fealty to him whom the assembly had chosen to reign over them. But B—v the Red forbade them, for he would not have war among the Danaans; and he said, "I am none the less King of the People of Dana because this man will not do homage to me." Thus it went on for a long time. But at last a great misfortune befell Lir, for his wife fell ill, and after three nights she died. Sorely did Lir grieve for this, and he fell into a great dejection of spirit, for his wife was very dear to him and was much thought of by all folk, so that her death was counted one of the great events of that time.

This one-stop cross-cultural selective guide to recent retellings of myths and hero tales for children and young adults will enable teachers and library media specialists to select comparative myths and tales from various, mostly non-European cultures. The focus is on stories from Native America, Asia, Africa, the Middle East, Central and South America, and Oceania. The Guide contains extensively annotated entries on 189 books of retellings of myths and hero tales, both ancient and modern, from around the world published between 1985 and 1996. Represented are 1,455 stories suitable for use with young people from mid-elementary through high school. The entries, arranged alphabetically by writer, contain complete bibliographic data, age and grade levels, and evaluative annotations. Seven indexes—title, author, illustrator, culture, story type, name, and grade level—make searching easy. The story type index will enable teachers to select comparative myths and tales from different cultures on more than 50 types of myths and hero tales. Among the many myth types cited are origin of human beings and the world, comparative social customs and rituals, natural and heavenly phenomena, animal appearance and behavior, searches and quests, and tricksters. Among the hero tale types are fools and buffoons, kings and queens, warriors, monster slayers, important female figures, magicians, voyagers and adventurers, and spiritual leaders. The Guide concludes with a bibliography of retellings published earlier that have come to be considered standard works.

Reading-Writing Connections: From Theory to Practice is an extraordinary language arts methods text that enables elementary and middle school teachers to create classroom environments where all students can become lifelong readers and writers. Focusing on developmentally appropriate methods and materials, this remarkably readable book empowers a new generation of teachers to integrate reading, writing, listening, and speaking in K-8 classrooms. Heller's highly accessible writing style makes this book suitable as a primary text for undergraduate and graduate courses in language arts, reading, writing, and literacy. Special features of this second edition include: * a vision of how to transform cutting-edge theory and research into classroom practice that utilizes integrated language arts instruction; *a unique developmental perspective with separate chapters on teaching methods and materials for kindergarten, primary (1-3), intermediate (4-6), and middle grades (7-8); * instructional guidelines that offer generous, detailed suggestions for applying theory to practice, plus "For You to Try" and "For Your Journal" exercises that encourage critical thinking and reflection; and * a wealth of classroom vignettes, examples of students' oral and written language, illustrations, and figures that accentuate interesting and informative theory, research, and practice. In addition, Reading-Writing Connections offers expanded content on the impact of sociocultural theory and the whole language movement on the teaching of reading and writing across the curriculum; greater emphasis on cultural diversity, including new multicultural children's literature booklists that complement the general children's literature bibliographies; and current information on alternative assessment, emerging technologies, the multiage classroom, reader response to literature, and thematic teaching.