1. Running head: BIBLIOTHERAPY LESSON 2 1
Bibliotherapy Lesson 2: Coat of Many Colors
Lisa Gault
CRIN G82 Social and Emotional Development and Guidance of the Gifted Learner
Dr. J. Robbins
July 31, 2016

2. BIBLIOTHERAPY LESSON 2 2
Rationale
Coat of Many Colors is the true story of young Dolly Parton’s decision to ignore the ridicule of
others, valuing her own beliefs over outside opinions. Poor and in need of a warm coat, Dolly
receives a handmade coat “of many colors” from her mother. The coat is fashioned from rags,
and prompts Dolly’s classmates to taunt her. However, the bullied girl perseveres by adopting
her mother’s philosophy that “you are only poor if you choose to be.” A brief yet emotionally
mature story, Coat of Many Colors advises children to embrace individuality and creativity
despite economic disadvantages.
Themes/Key Concepts
 Economically disadvantaged learners
 Individuality
 Creativity
 Family relationships
Possible Introductory Activities
 Read, listen to, and discuss titular song, “Coat of Many Colors” (written and performed
by Dolly Parton) Audio version: https://youtu.be/c1zJzr-kWsI
 Display a large image of a coat made from rags. Ask students to write on Post It notes
comments or assumptions people their age would have if a student wore such a coat to
school. Read responses aloud and discuss the implications of each remark.
 Facilitate the activity above in a social media format, allowing students to comment on a
photo posted by a fictitious cyber-bully on Instagram or Twitter.
Selected Passage to be Used in Discussion
 “But they didn't understand it / And I tried to make them see / That one is only poor / If
they choose to be / Now I know we had no money / But I was rich as I could be / In my
coat of many colors / My mama made for me.”
Menu of Possible Discussion Questions
 Why do parents explain things to their children differently than how they would explain
the same situations to other adults?
 Why did Mama tell Dolly the story of Joseph’s coat of many colors?
 Do you think Dolly will be bullied again? If so, how might she handle it?
 Which is more important, what we (and our family) think of ourselves or the way people
will react to us?
 Why do you think the schoolchildren ridicule Dolly about her coat? Do you think they
benefit from their actions?

3. BIBLIOTHERAPY LESSON 2 3
 If Mama had simply given Dolly the coat without telling her the story of Joseph or
teaching her that being poor is a mindset, do you think Dolly would have responded to
the bullying in the same way?
 Would you call Mama’s actions creative, necessary, or a combination of the two? Why?
 Do we always choose what makes us unique?
 What lesson(s) does Dolly learn through her own experiences? Which lesson(s) does
Dolly learn from other characters?
 Why is it important for Dolly to survive the bullying experience? What might happen if
Dolly believes what the bullies say about her?
Menu of Possible Follow-Up Activities
 Conduct and record (via video, audio, or notes) an experiment in which you or someone
you “hire” wears a makeshift clothing item similar to Dolly’s coat. Record the reactions
of children and adults. Invite people you observed to attend your brief presentation of the
experiment. You may extend this project by publishing an article, blog, or video-blog
about the experiment.
 Create a list of statements or a collage of pictures that represents negative reactions to
children whose families do not have much money.
 Research Dolly Parton’s full biography. Compare and contrast young Dolly in Coat of
Many Colors with the adult Dolly. Focus on Dolly’s self-image and persona as an adult.
 Compare and contrast the song, children’s book, and TV-film versions of Coat of Many
Colors. Analyze major differences, providing reasons the authors, producers, directors,
etc., may have changed details of the true story.
 Perform a skit reimagining the children’s book Coat of Many Colors in the 21st
century,
in your school.
 Write one or more poems about Dolly Parton and other well-known individuals that
achieved their goals despite growing up in low-income households.
 Draw, paint, or sculpt artwork that represents Dolly’s self-image versus the image her
classmates had of her.