The Moon Inside works well for reading aloud during library time, particularly with younger children.
Here are some suggestions for discussion questions:
- Ask the children about their favorite colors. Ask them to think about something in the natural world that is their favorite color.
- Ask them to think about what sounds they hear outside during the day. Do they hear the same or different sounds outside at night?
- What things do they see at night that they can’t see during the day?
- Have them say their favorite thing about the night and their least favorite thing. For some, the least favorite thing may be the dark.
- Discuss what could make them like the least favorite thing any better. Let other children offer suggestions.
- Talk about whether Ella was still afraid of the dark at the end of the story.
- Mention a fear you had as a child that you overcame. Share a favorite nighttime experience.
Here are some suggestions for using the Daisy Series in your school library.
After a few sessions, your students not only will associate the library with books but also, very clearly, with the words that are in them!
1. Read Daisy’s Big Night aloud.
- Read Daisy’s Big Night and talk about poetry. Share some of your favorite poetry. Robert Frost’s poem “The Road Not Taken” is a wonderful one to share with children and one that they can understand. Talk about times they’ve chosen to take a different path and why.
- Pick one poetic form from those that are highlighted in Daisy’s Big Night and write a group poem. Haiku works well.
- Ask students to think about something in nature that they like. Examples include a falling leaf, a particularly smooth rock, the ocean, and the moon.
- Teach them the 5-7-5 syllable format for haiku.
- It helps younger children to think about counting beats rather than syllables, as Daisy learns to do in the book. Show them by tapping out the beats to the line of a familiar song.
- Help them think about what words to use just like Daisy does! Are the words descriptive, full of action, or meant to invoke a certain tone?
- Have students substitute different words with similar meanings into their poems to see if it affects how the poem sounds, its rhythm, its feel.
- Later, share the haiku on your school’s website so that the students can show off their poetry. Poetry is meant to be shared.
- Visit http://www.poetryfoundation.org/children/poet-laureate-book-picks for suggestions of poetry for children by the Poetry Foundation’s poet laureate.
2. Read Daisy’s Defining Day aloud.
- Talk about the fun of using alliteration and how it makes phrases, names, and titles more memorable. Point out well-known characters and book titles that are alliterative such as the characters Mickey Mouse and Donald Duck, and the book Lily’s Purple Plastic Purse.
- Come up with a list of favorite alliterations and ask your students to keep a list of their own when they find an alliteration in a book, on a sign, or anywhere else.
3. Read Daisy’s Perfect Word aloud.
- Challenge your students to start their own word lists by picking five words they like from the book they are currently reading.
- Encourage them to pick at least one word because they like the sound of it but don’t know its meaning. Have them look up its meaning in the dictionary and then add the definition to their word list.
- Start a library word list. Share your favorite fun library words. Dewey decimal seems like a natural. Post your list and add to it with each class.
- During the next library session, ask the students to pick a word to put on the list because it is fun to say.
- Also have them pick a word that they think is particularly meaningful to the story or to a particular character. Notebook is a word that is important to Daisy.
- Each library session spend a few minutes having them add to their word lists. You can give criteria for adding to the list or simply have the students pick words they like.
*You can download pages that look like those found in Daisy’s notebook here. Your students can use the pages to create their own word lists.