Why I Picked It Up:
I will have to come clean here. I honestly don’t remember why I have this one. It probably came in a package of multiple books that I ordered one late night, when I probably shouldn’t have. It was a surprise when the books arrived, because I couldn’t remember everything I had ordered!
Why I Finished It:
It’s a unique, fast moving story. The little girl has a fabulous idea that she can’t wait to create. Unfortunately, she can’t make exactly what she envisions. She becomes frustrated, even angry. She’s so real. Her emotions are definitely something that all children experience when they hit a frustration point. She winds up leaving her idea for a time and coming back with a fresh lens to complete it. This book has such a great message of perseverance without being overly cheesy. The illustrations were captivating and complimented the text as well.
Who I Would Give It To:
Any teacher who teachers a Writers’ Workshop MUST have this book. Honestly, it’s just a great read aloud for all elementary and middle school aged students.
Integration Ideas:
Writer’s Workshop
I am constantly convincing teachers to allow their students to have a few drafts going on simultaneously. It’s so difficult to write a draft and immediately edit and revise. Students need time. Just like in this story, once some time has passed, when they return to the paper, they see it with a new lens. They are able to identify mistakes and they have ideas of how to make changes in the draft.
Also, this story allows students to realize that it can be very hard to relay the great ideas in their heads and that it’s okay to be frustrated by this. So many of our students come up with ideas, but can’t write it out the way they initially envisioned.
Students can also use this story as a seed idea. Has there ever been a time when they thought of something, or tried to create something, and it didn’t work out the way they thought it would? How did they handle the situation? How did they feel?
Characterization
It is important for students to have a running list of different characterization words. Most of our students like to refer to characters as “happy” or “sad”, possibly “mad.” We want our students to use words like frustrating, discouraged, and agitated. Have students work in groups with a thesaurus to decide how she feels. Then each group can share their word and provide text evidence as to why they chose that word. Each student should write all the words on their running list of characterization words.
Students also need to make inferences about how a character feels. While reading aloud, stop and ask the students how she feels. Students must say how they think she feels (inference), what text made them think that (text evidence), and why they think she feels that way based on the evidence (background knowledge).
Social Studies and Science – Inventors
This book would be a great story to read to students before you begin a unit on inventors or inventions. Have students discuss the process of inventing something new. How does it start? How can you plan out idea and follow through? What are some difficulties that inventors face?
Expository Writing Prompt: Think: What is the best invention ever invented? Write a composition that explains the most influential invention of all time.
Resources for Inventors:
Lemelson-MIT Program Find profiles of inventors, an inventors handbook, and other educator resources.
onInnovation Learn about modern and historical innovators, find lesson plans on Innovation 101
Read more about encouraging students in creative design:
Embracing Student Creativity with a Wonder Shelf
A Librarian’s Guide to Maker Spaces (It’s not just for librarians though!)
Genius Hour – the official site
Genius Hour and the 6 Essentials of Personalized Education
So excited for your training!