Bibliotherapy Lesson
William´s Doll
Submitted by Carla Uribe-Ravassa
SPED 620 Diversity in Education
March 2005
Materials:
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Title book: William´s Doll
Author: Charlotte Zolotow
Illustrator: William Pene du Bois
Published by Harper & Row c.1972
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.
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.
Goals
Students will begin to develop understanding
of gender stereo-typing through story and
respond to questioning of these issues.
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”.
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.
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.
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.
Comprehension & discussion Q´s
• 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)
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)
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.
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.
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!