"We borrow the sun that shines on us today from the people on the other
side of the world while they borrow the moon from us. Then we give it
back. We can't keep the sun, no matter how afraid we are of the dark.” pp. 57
No Ordinary Day by Deborah Ellis
Published by Groundwood Books Copyright 2011
Optimistic, Strong in cultural detail (India), Controversial, Courageous, Coming of age
Awards:
- A Booklist Editors' Choice
- Listed as one of the ALA Notable Children's Book 2012
- Southeast Asia Book Award 2012
- Finalist for the Ruth and Sylvia Schwartz Children's book award 2012
- Canadian Library Association Book of the Year for Children Award
Summary: Valli, an Indian girl from a poverty-stricken coal town, decides to run away one day when she discovers that her "auntie" is actually just a woman who was paid by her own family to watch over her. Valli does not come from much, not being able to go to school or to even eat on a regular basis. Her background helps her to be resourceful when she ends up in Kolkatta, homeless. Valli's only fear is of the "monsters", who are actually lepers, who resided on the wrong side of her coal town. Little does she know that her magic feet that don't feel are a symptom of leprosy, and that to escape poverty, she must choose to face the monsters.
Reading Level: Lexile Framework 580L, Grade 4.4
Suggested Delivery: whole group instruction
Description: Contemporary, Current Events, Diversity
Key Vocabulary - Many more are in a glossary in the back of the book for cultural and foreign-language words. (by page number): haze (25), sari (25), pakoras (31), "the namaste"
(39), Bollywood (46), rickshaws (61), dialect (65), bullock (74), ghat (80)
Teaching Suggestions:
- No Ordinary Day is a controversial book, with topics such as child sex-slavery, poverty, homelessness, and leprosy being addressed. A letter home to parents that includes resources and a book outline would be beneficial before teaching this book to students. This way parents will be prepared for the questions that students may come home with.
- Make sure students become aware that Valli has leprosy as they read. Even though the fact that she has this disease is a main complication in the book, it is never explicitly stated that this is what is happening to her. I suggest that this is addressed at around pages 47-48.
- Ellis's is a role model that students should know about. All the royalties from No Ordinary Day go to The Leprosy Mission out of Canada. In fact, all of Deborah Ellis's book royalties go to various charity organizations that correlate with the books. Talk with students about what royalties are, and impress the difference that Ellis is making by giving all of her funds to these organizations.
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| Deborah Ellis |
Comprehension Strategies
Pre-Reading- In true KWL fashion, have students get into groups compile their knowledge about the following topics, one per group (if there are a lot of students some groups could share the same topic as another): India, leprosy, and homelessness. Put everyone's knowledge on the board. This is a way to introduce important themes before reading, themes that are mentioned in the World Literacy Canada teaching guide (see link below). These themes can later be developed on by using the discussion questions found in the guide.
During Reading- Valli remains optimistic through much of the story, only becoming negative when she has to choose to be helped among the lepers or to remain homeless. Have students list the reasons why Valli was afraid of the lepers (for example, she thought that she could catch the disease by touching them, and that these people were "monsters"). Ask students if they think Valli would have acted differently if she had been educated about leprosy, therefore allowing them to reflect on an example of prejudice that was formed out of ignorance. After this exercise, students should be able to articulate the importance of education in ending prejudice.
Post-Reading- While the novel brings up many important issues, it is not a first-hand experience for many students, and takes place in another country. Contact your local social services for a speaker from a homeless shelter. Sometimes local homeless youth may be able to speak, or people who were homeless as children. Hearing about homeless people within their local community may make it easier for students to connect to the book.
Writing Activity: Each day that students read, open with a discussion on what students know versus what Valli knows, whether it be about leprosy, school, or even how to read. Keep a running list of student responses on a piece of paper or the board. At some point in the reading (perhaps when Valli runs away from the hospital) have students journal about what they know in comparison to Valli and vice versa (for example Valli knows how to live on the streets, is optimistic, etc.). This will allow students to reflect on the privileges that they have, and would be a great tie in to a lesson about first vs. third world countries.
Electronic Resources:
This teaching guide provides great discussion questions (pp. 9) in regards to society's bias around leprosy, poverty, and education that students should be exposed to. Students who participate in these discussions will learn about the bias found within language, such as around the very word "leper" and "beggar." They will also reflect on what it is like to be uneducated, and therefore be able to articulate the difference that an education makes in a person's life.Teaching About Homelessness
Homelessness is a touchy issue that once the topic is opened, it is hard to close. The Illinois State Board of Education has compiled a list of lessons all about homelessness that span across the disciplines, making at least one of these the perfect fit for your classroom.
Ellis, D. (2011). No ordinary day. Toronto: Groundwood Books.
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