1. Bibliotherapy Lesson William´s Doll Submitted by Carla Uribe-Ravassa SPED 620 Diversity in Education March 2005

2. Title book: William´s Doll Author: Charlotte Zolotow Illustrator: William Pene du Bois Published by Harper & Row c.1972 Materials:

3. Synopsis of story: Willliam´s 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 William´s wish.

4. 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.

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

6. Objectives: By the time this lesson is completed, students will be able to: –Sequence story events of the book William´s 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”.

7. 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.

8. 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.

9. Procedure Read beginning of the story, and discuss how family and friends are re-acting to William´s 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.

10. 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) Comprehension & discussion Q´s

11. 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)

12. 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.

13. 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.

14. 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 complain…but many come to thank you too!