By the end of The Girl Who Drank the Moon all the loose ends have been neatly tied up. This makes it an excellent jumping off point for a discussion about foreshadowing. Foreshadowing is best understood after the fact. So an easy way to discuss foreshadowing in The Girl Who Drank the Moon is to ask students how one of the big reveals at the end of the book was suggested by details throughout the beginning and middle of the book. Here’s an example… Using Big Reveals to Discuss Foreshadowing Big Reveal: At the end of the book we learn that the Protectorate was imprisoned by Ignatia’s greed for sorrow.…
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How to Teach Suspense Using “The Girl Who Drank the Moon”
The Girl Who Drank the Moon is a GREAT example of steadily growing suspense. The author uses multiple perspectives to keep the reader in the loop about impending danger. All of this culminates in a climax that is so straightforward it could be the quintessential example of climax. In short, you could use this book as your mentor text for both suspense and climax. Building Suspense Through Multiple Perspectives The reader is aware of growing danger for each character because we have access to multiple perspectives. The characters, on the other hand, are trapped inside their own perspectives, so they don’t see the danger coming, at least not as well…
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How to Teach the Italicized Sections of “The Girl Who Drank the Moon”
A long time ago, I saw something on Pinterest titled “Beyond PIE: Teaching Author’s Purpose.” It made me laugh because, as much as I love PIE, it gives student (and teachers) the impression that the author’s purpose always fits into one of three neat categories: persuade, inform, entertain. Of course a nonfiction book can be entertaining, and a novel can do much to persuade, so PIE only takes us so far. It can also obscure what I want to talk about today: author’s craft. When discussing author’s craft, we’re asking students to see beyond the page and infer the author’s motive, or purpose. What is the author trying to say?…
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How To Discuss Multiple Perspectives In Your “The Girl Who Drank The Moon” Novel Study
In The Girl Who Drank the Moon, Kelly Barnhill uses multiple perspectives to develop suspense, foreshadowing, irony, and theme. So before we get to these big ticket literary devices, it’s worthwhile to spend some time on the seemingly humbler topic of point of view and perspective. The Girl Who Drank the Moon is written in third person omniscient, but the author’s use of multiple perspectives deserves way more attention than the typical “What’s the point of view?” discussion will render. The real treasure lies in analyzing how the author uses multiple perspectives to build suspense, theme, irony, etc. We’ll get into this more in future posts, but here are some…
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7 Important Literary Devices in “The Girl Who Drank the Moon”
Some books present you with the best kind of difficulty: they are full to bursting with literary goodies, so rich that you can’t hope to teach the book for absolutely all it’s worth. Far from scouring the page to figure out something that will excite students and meet your instructional goals, these books require you to practice restraint–to pick out a few gems and leave the rest alone, so as not to belabor the reading. The Girl Who Drank the Moon by Kelly Barnhill is one of those books. I recently digitized my Girl Who Drank the Moon novel study, and was reminded of how well the author used multiple…
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Blog Series on the Book, “Reader, Come Home”
In Reader, Come Home Maryanne Wolf reminds us how the reading brain works, how it can be altered by digital media, and how we can help our students (and ourselves) develop a reading life in a digital world. Here’s a round up of posts on topics found in the book: “The good readers of a society are both its canaries–which detect the presence of danger to its members–and its guardians of our common humanity.” –Maryanne Wolf
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Festina Lente: Hurry Slowly, Reading as Contemplation
This is the seventh in a series of posts about Maryanne Wolf’s Reader, Come Home. You can read the introductory post and find links to other posts in the series here. “To read…we need a certain kind of silence that seems increasingly elusive in our over-networked society…and it is not contemplation we desire but an odd sort of distraction, distraction masquerading as being in the know. In such a landscape, knowledge can’t help but fall prey to illusion, albeit an illusion that is deeply seductive, with it’s promise that speed can lead us to illumination, that it is more important to react that to think deeply…Reading is an act of contemplation…an act…
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How to Facilitate Deep Reading & Foster Biliterate Brains
This is the sixth in a series of posts about Maryanne Wolf’s Reader, Come Home. You can read the introductory post and find links to other posts in the series here. Before getting to Marynne Wolf’s final point in Reader, Come Home, I wanted to share some practical takeaways from the book. These are my own personal takeaways and I’ve divided them into two categories: Examining My Own Reading Life, and Imagining My Children’s Reading Lives Examining My Own Reading Life Since reading Reader, Come Home I’ve been ever more aware of my shallow reading tendencies. I experience continuous partial attention when I read on my phone, and that bleeds over to…
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The Biliterate Brain: The Reading Brain of the Future
This is the fifth in a series of posts about Maryanne Wolf’s Reader, Come Home. You can read the introductory post and find links to other posts in the series here. So we know that deep reading is good and shallow reading is problematic, which begs the question…what do we do? Throw our phones in a lake? Raise our kids off the grid? Maryanne Wolf suggests a more balanced, more livable option. She’s the first to admit that we can’t go back in time, and wouldn’t want to. The goal, according to her, is to maximize the benefits of digital media and minimize the costs. She has suggestions for both the adult…
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What You Need to Know About Digital Media & Shallow Reading
This is the fourth in a series of posts about Maryanne Wolf’s Reader, Come Home. You can read the introductory post and find links to other posts in the series here. “Will the quality of our attention change as we read on mediums that advantage immediacy, dart-quick task switching, and continuous monitoring of distraction, as opposed to the more deliberative focusing of attention?” maryanne wolf, Reader, Come Home In Reader, Come Home, Maryanne Wolf points out that while we may be reading just as much as ever (we may very well be reading more than ever) the quality of our reading has become shallow. She connects this to our inundation with digital…
