Samantha, The Spoiled-Rotten Singing Soprano
What’s the point of having a great singing voice if no one can hear it? That’s a question Samantha might ask after sharing the spotlight. The need to be the center of attention and have her own way sends Samantha down a road consisting of meltdowns, screaming, and embarrassment. Will Samantha be able to participate in the Christmas program, or will this soprano’s antics cause her to miss out?
When it was time for the altos to sing, Ms. Fable pointed to their group. Samantha chimed in, but Ms. Fable waved her wand for the group to stop singing. “I did not point to your group, Samantha. You are a soprano, not an alto.”
Samantha looked confused. “What is a soprano?”
“I’ll show you.” Ms. Fable called on a little girl with blonde hair, who was part of an alto group: “Okay, Chelsea, from the top.”
Chelsea sang the first six verses of ‘Silent Night’ by Joseph Mohr and Franz Gruber.
“Now, Samantha, I want you to sing the same verses as Chelsea.”
Samantha sang the verses. When she finished, Ms. Fable called on students to tell her how the two girls’ voices were different. A lot of students said Chelsea’s voice was lower than Samantha’s voice.
“And you are right, class. Chelsea’s voice is lower, which is why she is in the alto group. Altos have a lower singing voice while sopranos have a higher singing voice.”
Samantha placed her hand on her chin. “Oh, I get it. It’s like cats and dogs. Cats are sopranos and dogs are altos.” She meowed like a cat: “Meow, meow.” Then she barked like a dog: “Ruff-ruff.”
Ms. Fable thought for a moment. “Kind of.” Ms. Fable picked up her wand from her desk where she had laid it. “Okay, everyone, let’s start again. Now, remember, you are to only sing when I point at your group.”
Ms. Fable led the song and pointed to the alto group. As the group sang, Samantha joined in again. This time, she tried to lower her voice to sound like the altos, but her voice was simply too high, drowning out the voices of the altos.
Ms. Fable frowned. “Once again, Samantha, I did not point to your group.”
“But, Ms. Fable, I lowered my voice.”
“It does not matter. It is not your turn to sing.”
“But they’re singing my favorite part! I want to sing that part!”
Ms. Fable shook her head.
“But – but –” Samantha insisted.
The Dog That Was Different
What normal dog wears a robe or uses silverware to eat food? That would be a pup named Golden; a cute, golden retriever who belonged to a boy named John. According to John, Golden just didn’t fit the model of a typical dog, and he was frustrated with having to remind Golden of appropriate dog behavior. Nevertheless, Golden continued with his antics despite being scolded by John. Golden just wanted to sing to a different tune; a tune that involved him wearing a shower cap while bathing. While John struggled with getting Golden to conform to what he considered was a normal dog, John received a dose of his own medicine; a dose that would have him singing a different tune. This narrative story is good for character building; it aids students in making connections and learning how to treat others. Also, it aligns with academic standards; the story can be incorporated in Language Arts lessons involving recounting the beginning, middle, and ending of a story to help find the theme/central message. In this story, the central message is acceptance. Acceptance as well as empathy can be topics of discussion in lessons as it pertains to this story. The book is geared toward early readers K-2 grade.
Once home, John set bowls of food and water on the floor for Golden.
“Golden,” he called. “come eat!”
Golden ran into the kitchen with his tongue flapping, and a bib fastened around his neck. Instead of going to his bowls, he hopped onto a kitchen chair and picked up a fork.
John yelled, “Get down! Dogs don’t eat at the table. Your food is over there.” And he pointed to the bowls on the floor.
Golden whimpered and looked at him with those same sad, puppy dog eyes he gave him when they were at the park.
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