Ready to Enter the Land of Stories?
I have enjoyed my series so far. Fairytales are my gig and I am always thrilled to see an author’s new vision for stories that are already so well known. The prolog is an enchanting and engaging introduction to the author’s use of fascinating language in a means to illustrate the intriguing twists of the tales to come. As the book progresses, there is little fantasy mentioned unless it is in the story-books presented in Alex & Conner’s (the main characters) classroom. I have to admit I was expecting to jump right into the ‘fairytale-esque’ sort of novel but the first few chapters spend time focusing on the development of characters. I enjoyed learning about the twin’s as individual and felt empathetic for their story, but also found humor and many relatable scenarios in their past and daily lives. I appreciate how the author paints a very realistic picture of the troubles that families deal with after the loss of a loved one, and significant part of the immediate family. Alex and Conner are distinct individuals and represent the kind yet overlooked braniac, in companion with the unexpectedly thoughtful troublemaker. The twins portray a complimenting, yin – yang relationship with the undeniable brother & sister spirit. Anyone who enjoys an innovative author, fairytales, and can relate to the family life, the twins classroom environment, or teacher, would enjoy this book. I would love to have all books included in the series in my classroom. I find it to be a perfect example of actually stepping into a whole new world filled with dark queens, frog men, one magical book, and so much more.
Students who feel that they have not been able to find the ‘right’ text may find enjoyment in indulging in a world completely unlike their own reality. When I am reading the book on my own time, outside, in the library, coffee shop, etc. there are slight murmurs in the background, but I am still fully content and am happily obtaining the depth of the story. I enjoyed the time to silently read in the classroom, however I find myself focusing on the smallest noises around me, and having serious wandering thoughts… from what I think was produced by the silence. I am still debating how I will go about silent reading in my classroom. I like the idea of creating a reading nook in compilation with the classroom library, or possibly taking a trip outside where the students can find their own comfortable spot to read. There is an undeniable importance in ensuring that our students are taking the time to read and reaping the benefits of their literate life. I feel that part of the “fear” of reading is the forced, or timed aspect; I don’t believe those are components in the process of enjoying a good book. This text would be very useful in an English language lesson for upper elementary to middle school students. It is a very good book for a book club, it could be used for story-telling writing examples, or you could even cut out sections of the book to have the students perform for the class. As Donalyn Miller refers to abandoning books in her second chapter of ‘Reading in the Wild’, it makes me wish someone had taken the time to curate through and show me good books I would love to read. If the Land of Stories, The Wishing Spell, was available when I was in primary school I feel I would have found a great joy in reading the novels.
One Reply to “Ready to Enter the Land of Stories?”
The land of stories sounds like an interesting series! It seems like the author is meshing old fairy tails with new real-life problems. This would be good for our students because its relatable. Children are more likely to find the motivation to read and finish reading a book when they can relate it to their own lives. Miller talks a lot about this in her book — having this kind of literature on your shelves in your classroom can open up opportunities for the students to become wild readers.
I am with you in your second paragraph. Even just having people near me, where I can hear them shuffle, or sniffle, or breathe can be distracting to me. However, the sound of the birds or wind through the trees is not. I wonder why this is, but mostly I like a solitary confinement to read. Every studnet will be different — some might even want to listen to music while they read. It is important to allow this freedom to chose their reading environment but it’s also important to make sure they’re actually reading. Miller talks about this as well… Noticing the “fake readers”. This could be difficult when some students chose to read outside and some inside. I liked Millers method of observing them one at a time and then meeting with each studnet individually.