Gooney Bird Greene

“Can I tell the story? Can I be right smack in the middle of everything? Can I be the hero?”

Gooney Bird demonstrates confidence in herself in everything she does and says. She wants to be the main character in her own stories, and she encourages everyone else to do the same. Her character is in essence a celebration of the self and what it means to be unique. Her stories demonstrate How to Transform Real Life Into Something Creative.

“You may as well sit down, Mrs. Pidgeon. Take a load off your feet.”

Gooney Bird knows how to engage her audience while also setting herself up for the best chance at having all the attention on her. It is only her first day, yet she is already willing to tell the teacher to sit down, albeit politely, so that she can tell her story without interference. When Gooney Bird sets the stage for a full storytelling experience, she shows that she understands What Makes a Great Story.

“Gooney Bird paused her story. She could see that many of the children wanted to wave their hands in the air and say things.”

Gooney Bird knows What Makes a Great Teacher and demonstrates it in the way she handles a classroom full of children. Even though she is only seven, she knows how to be polite yet stern and to read audience cues to know when to slow down or stop for questions. She understands that her audience is an important part of the storytelling process.

“I wasn’t joking. I only tell absolutely true stories.”

Gooney Bird prides herself on her honesty, but when Mrs. Pidgeon admits her doubt in Gooney Bird’s claims, Gooney Bird is not insulted. She simply states her values calmly and assertively, and in doing so, urges others to live with honesty as well.

“On Friday, Gooney Bird was wearing Capri pants, a satin tank top, and a long string of pearls. Her red hair was twisted into one long braid, which was decorated with plastic flowers. There were flip-flops on her feet.”

Gooney Bird’s fashion is described at the beginning of each chapter. Every day, she comes to school in a unique and vibrant outfit, and one which helps to enhance her story and bring it to life. Illustrations help provide a visual of the different outfits that Gooney Bird wears.

“I cannot tell a story if I am constantly interrupted. There will be at time for questions and comments. Please raise your hand if you want to say something. It’s very distracting for me if you call out.”

Gooney Bird, confident in the fact that she can handle the task as a Teacher on her own, stops Mrs. Pidgeon in her efforts to calm the class. She calmly and clearly explains her request, as well as the reasons for it, in the hopes that her classmates will empathize with her and give her the quiet that she needs to proceed.

“She heard a small sound, like a purr, coming from inside the rolled-up rug. She knew that Catman had entered the rug. He probably found it a warm and dark and cozy place.”

Even though her stories are short, Gooney manages adds suspense by describing strange and unexpected elements and unpredictable factors such as the behavior of her cat. She personifies her cat and his emotions, attempting to imagine what he might have been feeling and thinking in that moment.

“It was the prince, who lived next door.”

Gooney’s stories align with the children’s assumption of what “the Prinns” means. This way, Gooney Bird’s use of a homophone (words that sound alike but aren’t spelled alike) tricks her classmates into thinking she’s referring to a “prince” rather than two people whose last name is Prinn (“the Prinns”). Her classmates must think critically about whether Gooney might have met a real prince.

“Listen for the word suddenly. I put one in the story already, but I like to sprinkle in several. Some other suddenlys will be coming soon.”

Gooney’s art of storytelling hinges on her ability to engage her listeners. By alerting them to her upcoming use of “suddenly,” she hooks their interest and guides them to predict what might happen next. Gooney’s ability to help the class come up with their own answers makes her a Great Teacher.

“Malcolm disappeared under his desk. Ben picked up his arithmetic book and began to do some problems. Nicholas put his head down on his arms and closed his eyes.”

When Gooney starts to lose the class’s attention, their body language is the biggest indicator of their boredom. She takes the experience as a learning opportunity for both herself and the class and decides that lengthy descriptions are not necessary for this type of story.

“On Tuesday, all of the children, including Felicia Ann, arrived at school early—even Malcolm, who had never been early before.”

Signs emerge that the class is becoming more interested not just in Gooney Bird but in learning itself. They start showing up to school earlier, enthusiastic about the prospects of the day. Even Felicia Ann, who has yet to speak, demonstrates that she is interested in what is happening at school.

“The class was silent. The room seemed sad. The lights seemed dim. Even the gerbils, who usually scurried noisily around in their case, were very subdued. George Washington, in his portrait on the wall, looked as if he might cry any minute.”

When everyone thinks Gooney Bird is not going to show up at school, the mood of the room shifts from joyful to mournful and quiet. Even the inanimate objects reflect to the tension and sadness that the children feel.

“Why Gooney Bird Was Late for School Because She Was Directing a Symphony Orchestra.”

Gooney Bird’s story titles contain suspense and usually one odd element to intrigue the reader into predicting what it might mean. In this case, she tells everyone that she directed an orchestra, but she later explains that she gave them directions to the Town Hall Auditorium, rather than being a conductor.

“Gooney Bird was amazed. Even though she had lived in Watertower only a short time, about a week, she knew that the town of Watertower did not have enormous red and white buses.”

Gooney Bird’s detective skills and ability to think critically to deduce logical conclusions come in handy again when she sees the red and white bus and knows it to be out of place in Watertower. That knowledge causes her to stop and see if they need help, and it’s what leads to the great surprise at lunch time.

“All morning the children, and Mrs. Pidgeon, glanced again and again at the big clock on the wall.”

Even the teacher can hardly remain patient when Gooney Bird promises a surprise at lunch time. The surprise turns out to be grand; an entire orchestra plays for the class. The moment is symbolic of Gooney’s appreciation for her new classmates and teacher.

“Carefully, moving slowly in a cowlike fashion, she strolled away toward a corner where yellow cosmos and oxeye daisies were in bloom.”

Sensory imagery is an important aspect of the Catman and cow story, particularly when Gooney is stranded in the middle of a field of flowers. It is a beautiful scene and her memory of the specific flowers in bloom (and her ability to name them) adds to its realism.

“That cat is downright consumed by the cow.”

Alliteration adds a playfulness to the farmer’s claim about Catman being enamored by his cow. The phrase, which Gooney later repeats and uses to title her story, is misleading because many who hear it assume that the cow must have eaten Catman. This excerpt is an example of Gooney’s humor, which often is based on the multiple meanings or sounds of words.

“She looked ordinary. She looked dignified. She looked wise.”

After her first week at Watchtower Elementary school, Gooney Bird is an admired and appreciated member of the class. She introduces a new experience, provides the class a unique opportunity to learn about her (and each other), and teaches how stories are formed. Gooney Bird learns a great deal from her peers during the experience, and they learn from her.