A STORY FRAMES PLOT ANALYSIS OF MR. FERRIS AND HIS WHEEL

Summer is a time for exploring new things and new places. County fairs, amusement parks, and local celebrations abound, but did you ever consider the engineering feats behind local attractions or the chemistry and physics behind pyrotechnology at your local fireworks display? Asking young people to take a closer look at the fun rides and exciting attractions can spark interesting conversations about science and technology.

With that in mind, this month's Story Frames Analysis explores Mr. Ferris and His Wheel, written by Kathryn Gibbs Davis and beautifully illustrated by Gilbert Ford. This analysis (along with many others) can be found in my resource for teachers and speech-language pathologists, Story Frames for Teaching Literacy: Enhancing Student Learning Through the Power of Storytelling, which includes additional tools and lesson plans for using this story and many others in the classroom. The picture book has a Lexile reading level of 900, placing it at approximately a fifth-grade level, making it a narrative appropriate for all ages. 

Summary: George Washington Gale Ferris, a mechanical engineer, races the clock to create the main attraction for the 1893 World’s Fair. 

1. Ordinary World: Mr. Ferris works as a mechanical engineer designing roads, bridges, and tunnels. 

2. Call and Response: The newspapers announce a nationwide contest for a design for the star attraction for the 1893 World’s Fair in Chicago. 

3. Mentors, Guides, and Gifts: George’s partner, William, helps him create a design for a Monster Wheel. 

4. Crossing: Mr. Ferris takes his drawing to Chicago to show it to the construction chief for the fair. 

5. New World: The construction chief tells Mr. Ferris that his wheel looks flimsy and will most likely collapse.

6. Problems, Prizes, and Plans: Ferris finally gets permission to build his wheel, but he must raise his own money. 

7. Midpoint Attempt: When George’s crew starts digging, they discover that the ground is frozen. Underneath the frozen earth, they find quicksand. 

8. Downtime Response: Thirty-five feet down, George’s crew erects the two towers and the axle that serve as the foundation for the wheel. This is a big accomplishment, but there is no time to rest. 

9. Chase and Escape: The men work nonstop to complete the Monster Wheel. 

10. Death and Transformation: George’s partner, William, loses hope, but the water wheel from George’s youth is finally transformed into a giant Monster Wheel. 

11. Climax: The Final Test: The final test is to see if the wheel will spin. It is a success, and the news spreads across the country. 

12. Final Reward: Now the Ferris wheel is a favorite ride at amusement parks across the world. 

The complete story analysis for this book, along with analyses of 21 additional picture books and 10 chapter books and novels, is available on the download hub at the publisher's website for purchasers of Story Frames.

Check out my February post on A Race Around the World to explore more travel adventures.

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THE SECRET LANGUAGE OF STORIES

I have given several presentations and workshops over the years on "The Secret Language of Stories," exploring the plotting secrets of professional writers. In addition to working in the public schools as a speech-language pathologist and as a private dyslexia therapist, I have published three young adult novels. (Find out more about my novels HERE.)

In 2021, I combined my love of writing with my experiences working with struggling readers and writers to create Story Frames: Enhancing Student Learning Through the Power of Storytelling. It is a twelve-step story analysis I created that is inspired by The Writers Journey: Mythic Structure for Writers by Christopher Vogler and various other books on story plotting for professional writers (See my blog post about How Screenwriting and Novel Writing Strategies Influenced Story Frames). I use the Story Frames method to create my novels and teach writing to kids of all ages and adults. I teach students storyboarding and a strategy called Pictography to capture important plot points through quick sketches. 

My method is broken down into twelve basic elements or Story Frames. Stories don’t necessarily contain all of the components, and they don’t always occur in the order given here. In longer stories, many of the elements are repeated. The twelve basic elements for the COMPLETE Storyboard are below:

BEGINNING:

1. Ordinary World

2. Call and Response

3. Mentors, Guides, and Gifts

4. Crossing

MIDDLE:

5. New World

6. Problems, Prizes, and Plans

7. Midpoint Attempt

8. Downtime

END:

9. Chase and Escape

10. Death and Transformation

11. Climax: The Final Test

12. Final Reward

For younger students or when analyzing simpler stories, I use a BASIC storyboard containing eight elements:

1. Ordinary World

2. Call and Response

3. Problem and Prize

4. Plan

5. Attempt 1

6. Attempt 2

7. Climax - The Final Test

8. Reward

This year, my blog posts will focus on sharing a variety of children's books that I have analyzed using this structure.  I'm always looking for ways to make the writing process fun and engaging. Chapter 6 of my Story Frames book focuses on "From Speaking to Writing: Sentences, Paragraphs, and Stories." One of the many downloadable resources from that chapter is a Story Ad Lib. It's a fun, fill-in-the-blank story writing activity similar to commercial Mad Lib games. My version gives students a fun way to practice working with narrative structure. This year, I will be giving away several PDF activities in my monthly newsletter based on Story Ad Libs. The first will come out on February 27, 2026. Sign up HERE if you would like to receive my newsletter and receive those free PDFs.

Go to Brooke's Publishing for more information about Story Frames.

Educator's Guide for TAD LINCOLN'S RESTLESS WRIGGLE

Last week's blog post featured an Interview with Beth Anderson, author of the picture book, Tad Lincoln's Restless Wriggle: Pandemonium and Patience in the President's House. This week I'm providing an analysis of the plot that teachers and SLPs can use with students to talk about the story after reading the book. The analysis is based on the approach found in my resource, Story Frames for Teaching Literacy. Find out more about Story Frames HERE. This blog post is also available as a downloadable Educator's Guide.

This narrative non-fiction picture book is an excellent resource to use with students of all ages for the following objectives:

1. Improve Understanding of Text Structure. Talk to students about the plot structure found below. Then ask them to retell the story to a peer or write a summary. 

2. Connect to the Social Studies Curriculum. The narrative explores what it was like living in the White House during the Civil War and contains an extensive Author's Note that will appeal to older readers. Ask students to find other books about the Civil War appropriate for their grade level.

3. Build Grit, Resilience, and Disability Awareness. The story features a child with both speech/language and learning challenges and can be used to talk about resilience, determination, and acceptance of self and others as well as additional topics related to social-emotional development. Ask students to list their strengths and weaknesses.

4. Improve Vocabulary. The author uses many action verbs to portray Tad's exuberant nature. Have students go through the book looking for action words like careen, launch, scurry, trot, scramble. Have them find definitions for each word and practice conjugating the verb for various tenses (scurry, scurries, scurried, scurrying). Then use the verbs in a story or summary.

5. Promote Ideas for Writing Personal Narratives. The book can be used to inspire students to write their own stories. After reading the book, ask students this question: Have you or someone you know ever tried to find a small way that you could help impact a big problem?  Examples might include homelessness, hunger, poverty, or protecting the environment. 

For more suggestions on how to use picture books to encourage students to write personal narratives, see my AUTHOR PANEL video with Beth Anderson and other children's authors and download the free PDFs from my website below:

PDF for Parents: Picture Books for Reminiscing

PDF for Teachers: Writing Personal Narratives: Using Narrative Nonfiction Picture Books as Inspiration for Telling Your Story

PLOT ANALYSIS

ORDINARY WORLD- Tad lived at the White House with this father, Abraham Lincoln, during the Civil War. He was a restless child who ran from his tutors and interrupted his father's meetings, but he also brought joy and comfort to the president during a very difficult time.

CALL TO ADVENTURE- His father invited him along on official business. 

MENTORS, GUIDES, & GIFTS- Tad learned much from watching his father. He preferred learning from his father to learning from his tutor.

CROSSING- When Tad was 10, his parents took him to visit an army camp.

NEW WORLD- Tad slept in a tent and visited the troops. He was greatly affected by the experience and when he returned home, he listened to the problems of the people who came to visit his father.

PROBLEMS, PRIZES, & PLANS- There were many problems related to the war, but the one that seemed to affect Lincoln the most was that the generals didn't have enough bandages and medicine for their soldiers. Tad planned to raise money to help the war effort.

MIDPOINT ATTEMPT- Tad charged a fee to people who wanted to visit his father at the White House until his father shut down his efforts. He also tried selling food, broken toys, and his parent's clothing until his father brought that to an end as well.

DOWNTIME- He finally settled for keeping his father company in his office. Late each night, his father carried him to bed.

CHASE & ESCAPE- Tad tried to find other ways to help. He gave coins to the homeless and freed a turkey that arrived shortly before the holidays.

DEATH & TRANSFORMATION- When Tad realized that the cook had recaptured the turkey was going to cook it for Christmas dinner, he begged his father to intervene. Lincoln wrote a note saving the turkey's life.

CLIMAX/THE FINAL TEST- For Christmas, Tad received many books as presents. That's when he got his best idea yet. He packed up the books along with warm clothing and food and took a large box to the soldiers recovering in the army hospital.

REWARD- The soldiers are the ones who received the gifts in the end, though we can be certain that Tad benefitted as much as they did and that his generosity brought joy to his father as well.

To get the most out of this narrative analysis and to find additional supports for writing, vocabulary development, and comprehension, check out my book, Story Frames for Teaching Literacy.

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Interview with Beth Anderson, the Author of TAD LINCOLN'S RESTLESS WRIGGLE

I’m excited to be interviewing author, Beth Anderson, for a Q&A about her new book, Tad Lincoln’s Restless Wriggle: Pandemonium and Patience in the President’s House. The book is illustrated by S.D. Schindler and due to be released on October 5, 2021, but I was very lucky to get a sneak preview. Speech-language pathologists and classroom teachers are going to love this unique look into Abraham Lincoln’s special relationship with his most unique son, especially as we approach Dyslexia Awareness Month coming up in October.

Carolee: As a speech-language pathologist, what excites me the most about your new book is that you feature a main character with a speech difference which your sources indicate may have been a partial cleft palate. Could you give us more details about what evidence points to that conclusion?

Beth: Thank you for inviting me to share some of the research, Carolee. It was fascinating to see what experts learned from the historical record. But, before I share their work, it’s important to know that they used limited details reported by non-professionals at a time when there was no generally accepted terminology for speech disorders. I found one in-depth analysis and a few other articles that explore possibilities while noting the limits of available information and the complicated nature of diagnosis.

Definitive evidence for cleft lip shows up in photographs, while strong evidence for cleft palate or partial cleft palate comes through other sources. Considering the hereditary aspect of cleft palates, a picture of Tad’s grandfather appears to have the same notching on the upper lip.

A reference to an orthodontic device of the time signals a dental abnormality. Also, Tad’s need for specially prepared food indicates problems chewing/swallowing. Some of Tad’s speech patterns are associated with cleft palate, as well as some of his reported social emotional and learning challenges that young people with cleft palate sometimes face. 

Carolee: Because I work with so many students with dyslexia, I’m also interested in learning more about Tad’s language-based learning disability. Were there interesting details about his learning style and/or differences you would like to share that didn’t make it into the book?

Beth: This area lacks specifics. The most detailed research addresses his speech rather than learning disabilities. The evidence for LD tends to be that of association with other issues of his. There’s a strong indication of language delay and possibly dyslexia. Tad was called a slow learner, impulsive, and hyperactive. And he was also described as quick-minded and wise beyond his years. I’ll share some of his documented language issues here.

There are multiple examples from first-hand accounts of Tad’s pronunciation issues. Many are consistent with immature speech patterns. Tad called Elizabeth Keckley “Yib” (probably for “Lib”), Crook was “Took”, Papa dear was “Papa-day,” and Mrs. Sprigg was “Mith Spwigg.” There seems to be a consensus that Tad had an articulation disorder, perhaps a severe one.

As far as his "gushing" speech, it’s possible he had a cluttering disorder as he also exhibited a few of the issues that go with it like distractibility, hyperactivity, certain social/vocational problems (such as delayed ability to dress himself), and language difficulties. Experts are cautious due to the difficulty in diagnosing cluttering.

Tad’s behavior also had signs of ADHD. Though this is supported by association with some of his other difficulties, a diagnosis would require more information.

He insisted (at age 12) that a-p-e spelled monkey when presented a picture and the word. It appears to be more than a substitution as the anecdote notes the interaction had an intentional focus on the letters. Some see that as evidence of dyslexia.

As a former educator, when a child runs away from his tutor and does anything he can to avoid lessons, I tend to think he’s frustrated by his failure and learning differences—even more disheartening when your older brother is a whiz kid. And when you consider all the stress he was dealing with from his personal challenges, as well as living life in the White House (age 8 to just after his 12^th birthday), it adds another layer. When Willie died in 1862, Tad lost a brother, playmate, and the person who “translated” his speech for others. In school, he was mocked for his garbled speech and called a stutterer. There’s no real evidence he was actually stuttering, and it’s likely that people used the term for a speech impediment. Many reported a lisp and said his speech was unintelligible due to both his pronunciation and his words flooding out and being jumbled. So you can imagine how people reacted to him, rejected him, and discredited him. Learning about what Tad struggled with and all he faced helped me try to understand the world from his point of view.

Carolee: As an adolescent, Tad did learn to read and write and to speak clearly. Is there any more information available about how he overcame his challenges?

Beth: Tad was a joyful rambunctious child. I would bet he got away with a lot and pushed his limits because he was the son of the President. The President’s House, as the White House was called at the time, was an exciting place. An attic full of treasures. A bell system to call servants. A rooftop perfect for play cannons. A stable with all sorts of animals. A soldiers’ camp on the property. All pretty irresistible for a child! I think there are a number of factors contributing to Tad’s rejection of schooling, and there are a few hints that one of those was that he wasn’t giving lessons his all. After the loss of his father, he realized that he would have to take life more seriously, be more responsible, and grow up.

There is little information about how he overcame his challenges. At age 14, in Chicago, his brother Robert hired an “elocution” tutor. At 15, Mary took him to Germany where he boarded at Dr. Johann Heinrich Hohagen’s Institute and received special instruction. Tad didn’t learn to read, write, and speak clearly until he was sixteen. I didn’t find any information about his instruction.

Carolee: You portray a very unique relationship between Abraham Lincoln and his son, Tad. The president was quite understanding and accepting of his son’s differences at a time when most adults had little patience with children. When you consider that the story is set during the Civil War, Lincoln’s relationship with Tad is even more impressive. How do you think this relationship affected Tad’s development as a person? As a parent and an educator, do you have any personal suggestions for building self-esteem in students with learning challenges?
 
Beth: Abraham and Mary Lincoln were considered permissive parents and criticized for their lack of discipline. The quote that opens the back matter gives us a window into Abraham’s thinking:

“Love is the chain whereby to bind a child to its parents.”

Other quotes from Lincoln showed he understood the challenges Tad faced, the pressure of life in the public eye, and a child’s need to play. There was plenty of time for Tad to learn his letters. After Willie died, Tad and his father had a special bond that sustained both of them. Lincoln said, “I laugh because I must not weep.”

The more I learn about Abraham Lincoln, the more I see his extraordinary ability to see goodness in people, whether the “enemy” or an unruly child. And I think that’s the secret—being able to see past the inappropriate behaviors to find the goodness. Not always easy, right? When I look at father guiding son, I see the familiar “I do, we do, you do” pattern. I saw the father’s behaviors come through in the son. If you look at Tad’s actions, especially the turkey pardon, he’s seeing goodness, too, and speaking for those who can’t. Papa modeled, then guided, then gave Tad opportunities to be successful and use his energy in deeds that allowed others to recognize his goodness. Patience is hard, but I have to imagine that the child is feeling frustration too, and trying to be patient with the rest of the world. I think it’s about mutual trust and respect, and offering a scaffolded path that provides comfort and encouragement for each child to see their own goodness. 

Thanks so much for your questions and the opportunity to share the fascinating research!

Carolee: Thank you, Beth, for taking time out of your busy writing schedule to talk about your book.

Earlier this summer, Beth joined me and two other Colorado authors for a discussion with Second Star Books about writing memoirs and personal stories. Watch the video and read the Q&A HERE. Pre-order your copy of Tad Lincoln’s Restless Wriggle today from a local bookstore or from AMAZON.

Watch for next week's post where I will share an Educator's Guide for Beth's new book.

Beth has another book that is featured in my recent educational resource Story Frames for Teaching Literacy: Enhancing Student Learning through the Power of Storytelling. That title is An Inconvenient Alphabet: Benjamin Franklin and Noah Webster’s Spelling Revolution. Beth is a former ESL teacher and conducts intensive research for her books about the lives of popular historical figures. I always learn something new from reading her work. Narrative non-fiction picture books make great therapy tools for SLPs working in the area of narrative intervention which is the subject of Story Frames.