Why a good book is a secret door

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Author: Lindsey Lundberg

Lindsey Lundberg: George

Lindsey Lundberg: George

The book George by Alex Gino is about a boy named George who knows she is really a girl. George doesn’t see herself as a boy. When George looks in the mirror, she wishes she could wear her hair long. George looks at feminine magazines and wants to look like the girls in them. George’s class is doing the play Charlottes Web, and George really wants to be Charlotte. George thinks being Charlotte is the perfect opportunity to show the world who George is really meant to be, a girl. George practices her lines with her best friend Kelly. No one knows how George feels. She hides her true self, because George is scared to tell people she’s a girl.

I think this book is super necessary for parents who are struggling with their child’s gender identity. Even though the book is targeted towards children, I think it beautifully captures the emotions of a child struggling with gender identity. The book expresses how simple gender remarks, such as using boy or man, can make a child hurt and uncomfortable. Just because a child looks like a boy or a girl, doesn’t mean they identify with that gender. Making assumptions based on looks can be very harmful for that child.

I like how realistic this book is. Teachers have a huge impact on their students. I would hate to use the wrong gender pronouns for my students and make them feel incredibly uncomfortable. Children are suppose to feel safe in their classroom, and part of that stems from how the teacher talks to his or her students. If we assume gender identities in our classrooms, we’re not creating an open environment for children to feel safe to be who they are. I think it’s super important for children to be able to express and be who they truly are. They may not have the opportunity at home, so having school be a safe and free of judgement environment for them is crucial.

A Series of Character Trading Cards

A Series of Character Trading Cards

I decided to do character trading cards for A Series of Unfortunate Events. I liked how it turned out. I think it came out how I imagined it to be. If I were to do the whole series, there would be way more characters. Since it’s the first book of the series, there were only six main characters who had big enough roles to do a trading card for. I would’ve liked to add a game aspect to this. I couldn’t really think of how to turn it into a game, since there are only six cards with book one. If I had done the entire series, I would’ve liked to make it kind of like Pokemon. Then students could really get into trading their cards to create powerful character stacks. Having a game component to the trading cards would be a fun activity that could continue as the series progresses. As new characters pop up and old characters evolve, students would have to rethink how they collect their cards to create better character stacks.

Lindsey Lundberg: A Series of Unfortunate Events

Lindsey Lundberg: A Series of Unfortunate Events

I’m reading the Series of Unfortunate Events: The Bad Beginning. It’s very different from normal children books. I like it, because I enjoy thrillers and mysteries. I’d recommend this series to children who like thrillers and don’t get scared easily. I wanted to say I’d recommend this group to children who are orphans, foster children, or children that live with stepparents, but I think it portrays a bad connection between stepparent or foster parent and child.

The central characters in this series are Violet, Klaus, Sunny, Count Olaf, and Mr. Poe. Violet, Sunny, and Klaus are all siblings that recently lost their parents in a devastating fire. Mr. Poe is their financial trust holder and placed the three orphans under Count Olaf’s care. Count Olaf becomes their legal guardian. The assumptions about children presented in this series is that they’re intelligent, strong, and capable even though they’re young. There’s multiple activities related to this series. With a simple google search, you can find worksheet kits specifically for the series. You can use these for comprehension checks. If I were creating a lesson for this series, I would have students write poems in the perspective of one of the characters per book. I think it would be a fun way for students to bring more depth into the characters.

I really appreciated Miller’s thoughts on the all or nothing reader. I was a three sport athlete, so I really didn’t have a lot of time on my hands. Between practices, games, and piano lessons I found it hard to set aside time to read. It wasn’t until college that I realized I could bring books with me and read in between waiting for things. It might be three minutes here and fifteen minutes there, but I end up reading way more by doing that. It’s challenging bringing a book everywhere you go, but it’s worth getting a few minutes here and there in. I think I’m most excited about not testing students on reading. Whenever I was tested on reading, I wouldn’t be reading because I wanted to. I’d be reading because I had to. I think making reading fun by not making it a chore is what excites me the most about teaching reading. It’s all about the atmosphere you create in your classroom about reading. I’m not really afraid of teaching reading. I’m excited to make it a fun positive experience for my students. 

Lindsey Lundberg: Little Red GIFing Hood

Lindsey Lundberg: Little Red GIFing Hood

Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called her Little Red Riding Hood.

One day her mother, having made some cakes, said to her, “Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter.” Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.

 

As she was going through the wood, she met with a wolf, who had a very great mind to eat her up, but he dared not, because of some woodcutters working nearby in the forest. He asked her where she was going. The poor child, who did not know that it was dangerous to stay and talk to a wolf, said to him, “I am going to see my grandmother and carry her a cake and a little pot of butter from my mother.”

“Does she live far off?” said the wolf

“Oh I say,” answered Little Red Riding Hood; “it is beyond that mill you see there, at the first house in the village.”

“Well,” said the wolf, “and I’ll go and see her too. I’ll go this way and go you that, and we shall see who will be there first.”

The wolf ran as fast as he could, taking the shortest path, and the little girl took a roundabout way, entertaining herself by gathering nuts, running after butterflies, and gathering bouquets of little flowers. It was not long before the wolf arrived at the old woman’s house. He knocked at the door: tap, tap.

“Who’s there?”

“Your grandchild, Little Red Riding Hood,” replied the wolf, counterfeiting her voice; “who has brought you a cake and a little pot of butter sent you by mother.”

The good grandmother, who was in bed, because she was somewhat ill, cried out, “Pull the bobbin, and the latch will go up.”

The wolf pulled the bobbin, and the door opened, and then he immediately fell upon the good woman and ate her up in a moment, for it been more than three days since he had eaten. He then shut the door and got into the grandmother’s bed, expecting Little Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.

“Who’s there?”

Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but believing her grandmother had a cold and was hoarse, answered, “It is your grandchild Little Red Riding Hood, who has brought you a cake and a little pot of butter mother sends you.”

The wolf cried out to her, softening his voice as much as he could, “Pull the bobbin, and the latch will go up.”

Little Red Riding Hood pulled the bobbin, and the door opened.

The wolf, seeing her come in, said to her, hiding himself under the bedclothes, “Put the cake and the little pot of butter upon the stool, and come get into bed with me.”

Little Red Riding Hood took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes, and said to her, “Grandmother, what big arms you have!”

“All the better to hug you with, my dear.”

“Grandmother, what big legs you have!”

“All the better to run with, my child.”

“Grandmother, what big ears you have!”

“All the better to hear with, my child.”

“Grandmother, what big eyes you have!”

“All the better to see with, my child.”

“Grandmother, what big teeth you have got!”

“All the better to eat you up with.”

And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and ate her all up.

 

I chose to insert gifs into the Little Red Riding Hood fairy tale to show my reactions. I think Little Red Riding Hood is one of those stories that brings out a lot of  “are you serious?” reactions. I thought it would be fun to use gifs to help show my reaction to reading it. Since Little Red Riding Hood isn’t your happy fairy tale, I thought using gifs might be a way to lighten the mood. I liked how it turned out, but I think it could’ve been better if I picked a different fairy tale. Cinderella would’ve been a better choice, since you could use a variety of reactions with that fairy tale.

 

Perrault, Charles. “Little Red Riding Hood.” Firewalking Myth vs Physics, www.pitt.edu/~dash/type0333.html.