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THE VELVETEEN RABIT

BY: MARGARY WILLIAMS

Introduction

The Velveteen Rabbit tells the storey of a toy rabbit who has been so adored that he transforms into a real
rabbit. You'll have a taste of the joy, the sadness, and the enchantment of Margery Williams' storey of a
children's love for his favourite toy in this synopsis. Basically the Velveteen Rabbit lives with other toys in the
Child's crib, waiting for the day the Boy will pick him as a companion. The timid Rabbit eventually meets the
nursery's smartest inhabitant, the ragged Skin Horse, who discloses the aim of all crib toys: to be made "real"
via the affection of a person.

Themes of The Velveteen Rabbit include,

 creating one's own self

 building healthy human connections; and
 living with a dynamically changing environment

As time passes, the rabbit undergoes these transformations, the boy becomes unwell, and the bunny is
discarded as harmful. He as well as the boy are no longer together. In Williams' text, being Real has a
distinct meaning. A toy becomes Real in The Velveteen Rabbit whenever it meets a youngster who
genuinely loves it. You will not need anybody else's affection to validate you, and really don't need anybody
else's approval to tell you who you really are.
Verbal cues

You need to understand that real isn’t how you are made, it is a thing that happens to you , said by the
Skin horse. Skin horse explained rabbit that when a child loves you for a long time, not just to play with but
really loves you. This makes you real. Skin horse further explained that being real might be hurtful sometimes,
you become shabby, your hair had been loved off, or you get loose in joints. But, all these things don’t
matter. Once you are real you cannot be ugly unless people don’t understand this.

As child got skin, doctor asked nana to burn all of his toys including the rabbit. Nana put the rabbit along with
other toys and storybooks into a sack. The rabbit was all alone, sad, and was not able to sleep in the sack as he
used to sleep with boy on the comfortable bed. He was crying a little and suddenly a magic fairy of nursery
arrived. She told rabbit that she and come here to make him real. As we read before that rabbit was real then
what does the fairy mean? Rabbit got confused too and asked fairy that wasn’t I real before? She said; you
were, but only for the boy before he loved to so much.

Visual cues

Toys are the main visual cues of the story. Different toys made the story interesting to read for the children.
Secondly, the colors have made the story more attractive. The cover of the book is quite colorful to grab
children’s attention

Sequence for reading

 Activities involving arts and crafts. Quilt-making and/or other arts and crafts activities with
children may be beneficial. This, as well as other arts and crafts activities, may help to reinforce the
notion of sequencing while also introducing arithmetic principles.
 Cooking with children is fun. Cookbooks for kids can help them remember what they've read, as
well as arithmetic principles (measuring, etc.) and sequencing. Books with no words. Many blank
books are available for use with smaller kids and English learners (or students who may have
limited English proficiency).
 Activities that occur every day. Make a sequence page for a simple exercise you may do at home
or at school. Any blank piece of paper will suffice. Make squares out of the paper by folding it in
half. Begin with four huge squares; for older pupils, add more. Instruct children to sketch the steps
they are familiar with in the sequence in which they occur. Draw each step of making a peanut
butter & jelly sandwich or brushing their teeth, for example.
  Time is measured by the calendar. Remove the pages from an old calendar by cutting or tearing
them out. Toss the months together and distribute the stack of papers. Ask the youngsters to spread
down the pages on the floor in the sequence of the months from January to December. Which month
is the first to start? So, which one is it? Which month is the most recent?[ CITATION lit19 \l 1033 ]

How you can set va sequence for story reading?

 Provide suggestions for each area of your map to help scaffold your instruction. Write prompts like:
Who are the primary characters? in the "Beginning" box of your map, for example. What is the
setting of the storey?
 Determine which children should receive which sequence chart. The beginning-middle-end structure
is the simplest; more experienced pupils can utilise more complicated maps.
 To assist kids comprehend each element, model this technique using a book with very distinct
components.
 Kids may use what they've learned about sequencing to their own writing. Kids may plan,
summarise, and write their own major ideas, actors, setting, and narrative for a novel using sequence
diagrams.

Writing Sequence

 Schedules
The most popular type of graphic organiser for presenting events that take place is the timeline. They
are available in a number of shapes and sizes, including vertical, horizontal, and painted. Timelines may
be used in a variety of ways by children. They can, for example, establish parallel timelines in which
the main character's chronology runs concurrently with a timeline portraying historical facts. They
could also make a map timeline, which overlays the timeline on a map and shows the distance, location,
and dates of occurrences. In both fiction and non - fiction, timelines are useful for sequencing
occurrences.
 The Diagram of the Story Sequence
A series of stair levels is visually represented in this graphic organiser. Students should write the story's
events on each stair step in the sequence they occur, beginning with first event on first step and
continuing with each subsequent event on next step up. Nonlinear tales, such as in middle of the story,
can also be represented in this fashion by students. This organiser is useful for deciphering more
 complicated timelines. The completed chart aids the learner in visualising each of the story's incidents
in chronological order.

 Out of Chaos, Order

Divide the  kids into three or four smaller units for this exercise. Give each person a copy of a short tale
to read (for differentiation purposes, you could assign groups based on ability here and give each a
storey according to their level). Sentences must be ripped up from the short tales (or individual
sentences).  kids reconstruct the tale in their groups on how they believe the timeline should be. If
everyone in the class uses the same tale, the class can evaluate their responses at the conclusion. If each
group has a unique tale, they may read it to the other groups at the end and explain why they made that
decision they did.
 Identify the Sequence
It might be tough to decipher a jumbled text into a logical sequence of events or processes. It's possible,
for example, that the story viewpoint in a literary work varies between distinct people and chronological
periods. Using the timeline as mentioned above is an excellent answer to this. Students may frequently
connect events to dates or times and then reconstruct them on a calendar in chronological sequence.
What about nonfiction, though? Or if there aren't any open dates? When describing a process rather than
an occurrence, for example? Kids should utilise the following hints to help them discover the
underlying sequence.

Allow your kids to consider the following questions:

 What occurred first, second, third, and so on?

 What happened prior to or following a certain event or step?
 What transpired in the end?

Encourage kids to search for context cues in the text to assist them figure out the sequence if it appears a little
hazy at first. They will be able to recognise the exposition, increasing action, climax, and conclusion, as well as
how they connect to the sequence, if they have a strong knowledge of storey structure. It will also assist in
establishing the timeline, even if the tale is delivered in a nonlinear manner.

How to describe sequence in a text or story when or reading or watching it

 In its most basic form, recognising sequence in a text entails determining the beginning, middle, and end
of the text.
 Looking for the sequenced phrases or transitions that connect the various portions of the text is one of
the simplest methods to detect the series of events.
 A few of these words and expressions also serve as indicators of whether the occurrence will take place
at the start, in the middle, or at the conclusion of the text's chronology.
 There are many different types of'signal words,' and the above are just few of of the most frequent, along
with where they have been most likely to appear.[ CITATION WIL19 \l 1033 ]
REFRENCES
james. d. (2019, 5 19). Retrieved 10 10, 2021, from literacyideas.: https://literacyideas.com/teaching-sequencing-in-
english/

WILLIAM. (2019, 1 8). STORY SEQUNENCE. Retrieved 10 10, 2021, from READING ROCKETS:
https://www.readingrockets.org/strategies/story_sequence