Bibliotherapy Lesson

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Bibliotherapy Lesson

• Williams Doll
• Submitted by Carla Uribe-Ravassa
• SPED 620 Diversity in Education
• March 2005

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Materials

• Title book Williams Doll
• Author Charlotte Zolotow
• Illustrator William Pene du Bois
• Published by Harper Row c.1972

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Synopsis of story

• Willliams Doll is a book for young children
  about a boy who wants the forbidden toy for a
  male a doll. He gets laughed at by neighbors,
  put down by his brother, and his father is in
  denial of this wish. Not until the grandmother
  comes and during an outdoor walk does she hear
  about this. She buys him a doll and has a valid
  explanation at the end so that all the family
  will accept Williams wish.

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Grade level

• First grade ages 6-7
• To compliment project on Sexuality or discuss
  favorite toys.
• Activities depend
• on unit of study
• and/or interest of
• Students.

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Goals

• Students will begin to develop understanding of
  gender stereo-typing through story and respond to
  questioning of these issues.

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Objectives

• By the time this lesson is completed, students
  will be able to
• Sequence story events of the book Williams Doll.
  (beginning, middle, end)
• Prediction skills, listening skills, identify
  problem and resolution in events of story.
• Individually demonstrate comprehension by making
  a Venn diagram about toys for boys and/or girls.

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Themes explored in the book

• Becoming sensitive towards cultural behavior
  characteristics of boys and girls
• Stereotyping toys for girls or boys
• Recognizing heterosexuality and homosexuality
  gender issues that may come up.
• Encourage children
• to discuss gender beliefs in a
• safe environment.

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Introductory activities

• Have the students sit in a circle on the floor in
  a group. Tell the students that today they are
  going to read a book about a child who wants a
  special toy. Ask them to predict what the story
  is about by looking at the title and front cover.
• As group ask students to fill in a Venn
• diagram on a large sheet to classify
• boy and girl toys.
• Leave poster up while story is read.

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Procedure

• Read beginning of the story, and discuss how
  family and friends are re-acting to Williams
  wish.
• In groups divided by gender discuss problem and
  solutions, with teacher present to document
  conversation. (Teacher assistant with other
  group)
• Bring the students back to a large circle and
  have students share their ideas. Finish reading
  story.
• Revisit original Venn diagram and see how it can
  be changed. Edit the class Venn diagram in a
  different color, to identify that boys and girls
  are capable of having same interests and talents.
  Each student can write his own Venn diagram.

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Comprehension discussion Qs

• Retell what problems occurred in the book
  (knowledge)
• Could this story be true? (analysis)
• Ask each student to reflect on experiences they
  have had similar to this. Identify the hurtful
  words used in the book and discuss how they made
  William feel. (empathy)
• What would you do if you were bullied by your
  friends? (application)
• How would this story have been different if the
  boy did not get the doll that he wanted? What
  other activities did William do also? (synthesis)

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Integrated thematic enrichment

• Drama Provide objects from the story and have
  the children role play the story. Ask counselor
  to be present to help intervene with topic and
  help create a safe support for all.
• Writing Shared writing ask the children to
  write a story together as if they were the
  brother or sister. Have students in pairs
  illustrate each page to make classroom book.
• Art collage of pictures in magazines that show
  boys and girls with stereotyped toys. (look
  through catalogues)

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• Gross motor Collaborate with P.E. teacher to
  make mixed teams in soccer and other sports.
• Independent or further reading
• Read Where the Wild Things Are and replace Max
  for a Maxine. Question why boys are always the
  mischievous ones in some books.
• Read Amazing Grace and open up discussion about
  girls playing boy parts on stage.
• Math Collect data by asking parents or
  grandparents what toys they played with when they
  were little what colors are favorite for
  newborn baby boys and baby girls, and why?
  Discuss alternative colors for newborns.

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Assessment

• The teacher will continuously monitor the
  students while they are participating in group
  and individual tasks. The teacher will also
  monitor application of respecting differences in
  centers and watching our for put-downs during
  free play.

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The end is just the beginning in Preprimary!

• This very short but concise book I chose is an
  old favorite of mine. It opens up a gender
  discussion with young children. I am sure there
  are many more new books available.
• Warning one has to always remember to be
  politically correct, and these issues may make
  parents come in to complainbut many come to
  thank you too!