Blog Tour (Guest Post & Extract): The Girl Who Lost Her Shadow – Emily Ilett

9781782506072.jpg

Rating: ⭐⭐⭐⭐

Title: The Girl Who Lost Her Shadow
Author: Emily Ilett (@EmilyrIlett)
Publisher: Kelpies/Floris Books (@DiscoverKelpies) (@FlorisBooks)
Page count: 224
Date of publication: 26th September 2019
Series status: N/A
ISBN: 978-1782506072

Perfect for Year 6 and Year 7.

#3Words3Emojis:
1. Shadows 👥
2. Adventures 🏃‍♀️
3. Sisters 👭


Gail used to be close to her big sister. But lately Kay has changed: she’s sad and quiet, and Gail has no idea how to help.

But when Kay’s shadow slips away as well, Gail knows she must bring the shadows back.

Gathering her courage, Gail chases the shadows through caves and forests, discovering maps, a pearl and an unexpected new friend who can speak to birds.

Can she find what the shadows are seeking?


“Gail and Kay used to swim every week, but everything had changed after their dad left. Now, Kay never left her room if she could help it. She hardly ate, and if she looked at Gail, it was like she was looking all the way through her, as if she was invisible.”

When Gail’s older sister, Kay, becomes depressed, Gail doesn’t understand what is happening. The two sisters used to do everything together – they dreamed of being marine biologists and swam in the sea whenever they could. So when Kay becomes tired, sad and distant and won’t swim with Gail anymore, Gail feels abandoned and is furious with her sister.

The Girl Who Lost Her Shadow follows Gail as she chases across the island after her sister’s shadow, certain that if she finds it and brings it home, everything will go back to how it was before. On her journey, Gail befriends a young girl called Mhirran.

“A strange girl with orange hair tapping Morse code deep inside a tunnel like the whole island might be listening.”

Mhirran speaks Dolphin and talks to the stalagmites in Morse code. She can mimic bird calls and wave her arms in semaphore. She talks about whistling languages and how spiders can communicate through their webs, like playing guitar strings. She talks about the ways elephants can feel the warning call of other elephants through the ground and how whales speak to each other through miles and miles of cold water.

At first, Gail dismisses Mhirran’s constant chatter. She says that Mhirran talks all the time but never says anything real. But when Gail hears Mhirran’s own story, she realises that Mhirran is also trying to reach out across a difficult silence in her life. And as she begins to listen more closely to her friend, Gail draws strength from learning how different creatures communicate.

This is a story about the impact of Kay’s depression on Gail, and how she finds the courage to be there for her sister, just as Kay has looked out for her, so many times before. I hope this story will help young people and families talk about depression and mental health, and the different ways we can continue to reach out to each other through difficult and painful experiences. Gail learns to ask for help and take the help that is given, and I hope this book, through a tale of magic and adventure, supports young people to ask for, and give help, themselves.


Emily Ilett, author of The Girl Who Lost Her Shadow

IlettEmily.jpg


“Kay said too many people try to do things by themselves – she couldn’t understand it. It’s a brave thing to ask for help, she said. The bravest thing.”


In this extract, Gail is trapped inside a tree’s shadow and she is looking at a photograph of Kay in the hope that it will give her the strength to escape the shadow.

“Gail ran a forefinger down the photo, following the curve of Kay’s cheek. Kay had always been the strong one, not her. She remembered the time when she’d broken her arm and Kay had drawn twenty-three octopi on her cast so that she had all the arms she needed, and when Kay had spent hours explaining the tides because Gail was afraid of not knowing when the ocean would shift or shrink. She remembered when her sister had taken the blame the day Gail had turned their mum’s umbrella into a jellyfish with pink tissue paper and superglue, and when she’d squeezed Gail’s hand and distracted her with stories of marine biologist Asha de Vos while Gail had her first terrifying injection.

And she remembered one day after Kay had started sinking, when she had turned to Gail in the sticky silence, and said softly, “Do you remember the time we went swimming last October? We stayed in for ages and when we came out our lips and fingers were blue. You squeezed my hand and I couldn’t feel anything at all.” Gail had nodded and Kay stared at her own hand, flexing her fingers. “I feel like that now, Gail. Everything is numb. It’s like I’ve been swimming for hours. But I don’t know how to get out. I can’t get out.”

Gail had stiffened at Kay’s words then. Kay was the strong one. She needed Kay to be the strong one. And so she had tightened her mouth and tapped at the window and shrugged and said nothing at all.

Twigs broke behind her. They crunched in a creature-like way. Gail held her breath; she slipped the photo back in her bag and tried once more to wrestle her feet from the tree’s shadow. It was beginning to convince her that there were leaves growing from her nostrils and in between her teeth: Gail had to touch her face to check that there weren’t. She tugged her hair behind her ears, and shifted her rucksack higher on her back.

Leaves crackled to her right, followed by the scuttling of insects disturbed.

“Hello?” Gail whispered. “Who’s there?”

For the first time, she wondered why the deer had been running so fast. Perhaps something had spooked them in the forest…

Gail shrank her head into her jumper. She had to get out of the tree’s shadow. Who am I?Remember who I am. But all she could see was Mhirran’s pale face, and Kay, flexing her fingers sadly on her bed.

Caww. A crow burst upwards, startled into flight: something was moving in the forest. Gail froze. She could smell animal: damp fur and hunger. Every part of her body tensed. She squeezed her eyes shut, frantically racing through all the defences she knew: the octopus’s spray of ink, the eel’s organ regurgitation, the slime of the hagfish. She thought of the leafy seadragon’s camouflage and the jellyfish’s sting. And then she thought of Kay and the way she stared everybody down without any other kind of weapon at all. So Gail opened her eyes.

The eyes staring back at her were full of wilderness. Of hunts and hiding. Of exile and territory. They were full of night secrets and independence. They were coral-proud and luminous. They shone.”


Big thanks to Emily, James and all the team at Kelpies/Floris for inviting me to be a part of the wonderful The Girl Who Lost Her Shadow blog tour and for sending me an advance copy of the book

Extra big thanks to Emily for her guest post and to Kelpies/Floris for inviting me to share this wonderful extract above.

Mr E


Blog Tour (Review, Guest Post & Giveaway!): The Boy With the Butterfly Mind – Victoria Williamson

Butterfly Boy Front Cover 1.jpg
‘Truly sensational. Told through two voices and suffused with real heart; empathy and emotionally-invested storytelling at its best that has so much to teach today’s children. My heart genuinely aches. A must, must, must read.’

Rating: ⭐⭐⭐⭐⭐

Title: The Boy with the Butterfly Mind
Author: Victoria Williamson (@strangelymagic)
Illustrator:
Floris Books (@FlorisBooks)
Publisher: Kelpies (@DiscoverKelpies)
Page count: 264
Date of publication: 12th September 2019
Series status: N/A
ISBN: 978-1782506003

Perfect for Year 5, Year 6 & Year 7.

#3Words3Emojis:
1. Heart 💖
2. Family 👨‍👩‍👧‍👦
3. Butterflies 🦋


It doesn’t matter what I try.
There’s no cure for being me.

Jamie Lee wants to be normal. But his ADHD makes him feel like his brain is full of butterflies.

Elin Watts wants to be perfect. If she can be, surely her dad will come home.

When Jamie and Elin’s families join, chaos and order collide. But perhaps they have something in common. Maybe there’s no such thing as normal, or perfect. Maybe being yourself is more than enough.


Review:

Told through a two-voice dual perspective that’s soon becoming Victoria’s inimitable style of storytelling, The Boy with the Butterfly Mind tells the stories of Jamie and Elin, who unbeknownst to each other at the start of the book, become part of the same blended family.

The difference between the two protagonists is immediately noticeable. As the character of Jamie is introduced to us through his struggles with his work at school, we see on the flip side that Elin is thriving academically. However they actually have more in common than first appears. Yes, they’re both eleven years old but actually they’re both finding it hard to ‘fit in’ and it soon becomes clear that socially they stand out amongst their classmates.

Reading on, the two’s home dynamics are shared with the reader and it is clear that both of these characters are experiencing very complex and fractured family breakdowns. With Jamie, he soon becomes a spare part as his mother wishes to move to the United States with her new partner who isn’t that tolerant of Jamie’s ADHD, forcing him to move in with his father who’s living with his own family. Whilst Elin is a pure perfectionist who distracts herself from her father walking out of the family home by whiling away her time in fairyland writing fictional stories based on the real-life characters around her, believing that if she is perfect enough her dad will soon step back into her life.

Through this chain of events, Jamie and Elin find themselves all living under the same roof, though Elin assures herself that it won’t be for very long as when Jamie comes to stay, his behaviour and the changes in her life soon sends her up the wall. Will she feel that she can continue to live with him? What will change her attitude towards him? Can they live harmoniously?

Victoria yet again gets in to not only the heads but also the hearts of her characters and this story will surely permeate in to not only the heads but also the hearts of its readers. This is a story of self-discovery, suffused with real heart and bursting with empathy, with so much to teach today’s children.

It takes an author with immense compassion, with perception and with to not just recognise the complexities, intricacies and eccentricities that are weaved into this story but to also write them with a nuance that shows that when it comes to emotionally-invested storytelling, Victoria really is in a class of her very own.

600x200


A Summer Adventure on The Book Bus

When you think of a mobile library, what’s the first image that comes to mind? If you’re anything like me, then it won’t be any of these:

Book Bus Animals - The Reader Teacher Blog
But volunteering with The Book Bus in Zambia, elephants by the side of the road, tame zebras, cheeky monkeys and crocodiles in the rivers are part and parcel of the reading assistant’s everyday experience.

This summer I spent four weeks working on Book Bus Charlie in Livingstone, visiting local communities and helping run story and craft activities in the primary schools and libraries which the reading charity has partnered with. It was a unique experience, but the project is something that anyone with a passion for books, children’s literacy and international development can get involved with, either through volunteering, or donating to keep the buses on the road and the bookshelves full.

The Book Bus charity was founded in 2008 by publisher Tom Mascheler, and initially began work with schools in Zambia, before opening further reading schemes in Malawi and Ecuador in 2010. Each Book Bus programme is run by local teams all year round, who work alongside teachers to provide literacy support and literary schemes to improve the children’s overall education standards. The teams also run regular reading sessions at community and public libraries, with the staff in Ecuador running an after-school programme of remedial reading sessions for children struggling in the classroom. Over the summer, international volunteers are invited to join the Zambia project for between two and four weeks, planning and running story sessions, reading activities, and crafts in the primary schools and libraries around Livingstone.

That’s the background, but what’s the actual experience of being a volunteer like?

Well, the day starts early on Monday-Fridays, with breakfast from 7am depending on how far away the school to be visited that week is. Planning for the morning’s activities has already been done in pairs or small groups the afternoon of the day before, so after a quick check to make sure you have all the books, colouring pencils, crayons, scissors and craft materials you need, Charlie sets off from the Lodge.

It’s hot during the dry season, so don’t forget your hat, sandals and sun screen!

Book Bus 1 - The Reader Teacher Blog.jpg

The roads to the schools around Livingstone can be narrow and often lack tarmac, so Book Bus Charlie’s driver, Edward, has to take it easy on the tyres over potholes and slow down as branches brush past the windows, making sure the bus and its occupants all get to the schools in one piece! This gives the volunteers plenty of time for sight-seeing along the way, and elephants and zebras are often spotted along the road through the national park.

Reaching the school, the team sings songs with the children in a big group, often learning local songs and dances in return, before splitting into smaller groups in classrooms and on mats outside. For the next few hours the Book Bus staff and volunteers, often assisted by the school’s teachers, read a story book with the children, followed by songs, activities and crafts based around a chosen theme.

This year’s theme was, very appropriately, ‘Animal Planet’, and all of the books and activities chosen were based around animal stories. At the start of the week, a group working with the older children might look at a book such as Usborne’s Big Book of Animals, helping children read information about the animals, locate where those animals live on a map, and draw pictures of animals they’ve learned about  for hanging on the classroom wall or for taking home.

Later in a week, once the team has had a chance to gauge the children’s reading levels and English vocabulary, they might choose sets of story books that the children will be able to read along with. One that worked very well this year was The Tortoise’s Gift: A Story from Zambia by Lari Don and Melanie Williamson. The children enjoyed making lion masks, monkey finger puppets and a giant tortoise to act out the story at the end of the week.

After packing the books, mats and craft materials back onto Charlie, the team sings some final songs with the children before heading back to the Lodge for lunch and planning for the next day’s activities. Tuesday and Thursday afternoons are spent in one of the local community libraries, reading one-to-one with children and helping them develop their literacy skills and English vocabularies. This is particularly important as English is the official language of Zambia, however there are a total of 73 languages spoken in the country, and children are taught in their local language in Grades 1-3 in school, and are taught in English from Grade 4, which can be confusing in terms of learning to read a new set of phonics to go with all of the new English words.

On returning to the Lodge, volunteers have the chance to wash away the dry season dust, have dinner, continue planning, or have some time to relax. This year some of the evening activities involved card games, roasting marshmallows over a brazier (while trying to stop them being eaten by the tame Lodge zebras!) and singing campfire songs with the group of Girl Guides who joined the project for several weeks. One of the highlights of working with The Book Bus is being part of a team of enthusiastic volunteers who have come together to share their time and effort for a common purpose. As one former volunteer on Book Bus George said: ‘Because of the length of time the project has been running, and the impact it has had, everyone recognises George (not to mention the yellow shirts!), and you immediately become part of the community, rather than just another tourist. Children wave as the bus goes past, shouts of “Book Bus!” accompany any journey by George on the road, and the children suddenly appear at school once George is parked.’

Book Bus 4 - The Reader Teacher Blog.jpg
Does it sound like a project you’d like to get involved with? Find out more about The Book Bus, volunteering and donating here: https://thebookbus.org/


Giveaway!

To celebrate the publication of The Boy with the Butterfly Mind, Victoria has  kindly given me this butterfly BUNDLE to give away!

ZHc0EmCK.jpg-small.jpeg

If you’d like to be in with a chance of winning this beautifully emotional story, simply retweet (RT) this tweet!


Butterfly Mind Blog Tour - Victoria Williamson.jpg

Be sure to check out the rest of the The Boy with the Butterfly Mind blog tour for more exclusive guest posts from Victoria & content & reviews from these brilliant book bloggers!