ACROSS THE CURRICULUM

The possibilities are numerous for using both the book and play of Owl Moon as a jumping off point for cross-curriculum and interdisciplinary study in your classroom. From units on poetic language and story setting to owl research and the five senses, this award-winning book offers a platform for reaching any number of educational goals.

Below are a few suggestions for curriculum to incorporate both the book and play Owl Moon into your classroom studies. Please also refer to the ADDITIONAL RESOURCE section at the end of this guide for links and resources to more curriculum ideas and lesson plans.

PLAY SYNOPSIS Through the magic of music and dance, Stages Theatre Company brings to life this Caldecott award-winning book by Jane Yolen. The story is a charming tale

of a little girl and her Pa searching for an owl in the middle of a wintery night. As they walk quietly through the woods—trees, snow and forest animals come alive and as the tale unfolds, the little girl learns that when you go owling you have to not only be brave and make your own heat, you also have to have hope.

ABOUT THE PLAY AND ITS HISTORY Stages Theatre Company’s vision for turning this beautifully illustrated book into a theatrical production using music and dance to help tell the story was first developed in 2012. Stages partnered with Escalade Dance to bring this vision to life and a world-premiere production of Jane Yolen’s Caldecott award-winning book to life on our stage in March, 2013. With music by local composer, Aaron Gabriel, two actors, portraying the little girl and Pa, and a company of young dancers from the Escalate Dance School, this quiet, poetic story is transformed into a magical ballet. Since first producing Owl Moon in collaboration with Escalate Dance, Stages has continued to collaborate with the company over the last six years with a new dance inspired production each season, including Twelve Dancing Princesses, The Snow Queen, The Velveteen Rabbit and The Nightingale. In celebration of our 35th Anniversary Season, Stages Theatre Company has remounted this original dance collaboration.

POINTS OF DISCUSSSION

The ideas and questions in this section are designed as a springboard for student discussion after attending the play.

BIG IDEAS Family Relationships Nature Silence Hope

W HO? WHAT? WHERE? WHEN?

1) When during the day does the story take place? (In the middle of the night)

2) Who does Jane go owling with? (Her Pa) 3) What does Jane’s father warn her to be while owling?

(Quiet) 4) Where do Jane and her Pa find the owl? (In the clearing)

WHY? 1. In Owl Moon the little girl and her father share a special time together when they go owling. It is something the girl has looked forward to for a long time. What are some of the special activities you share with family members or special friends? Why is this activity special? What do you like about it? How often do you get to do it? Is it more special because you get to share time with someone you care about? Why? Would it be the same activity if you shared it with someone else?

2. There are many things that the little girl learns about owling when she goes out with her Pa. One of the main rules that she is aware of from the beginning is to be very quiet. She knows that if she makes too much noise, the owl, wherever he may be, will be frightened and they will never get a chance to see it. What are some other activities that require you to be quiet? Where do you engage in these activities? Why is it important to remain quiet? It is not always easy to remain quiet, even when we know we have to. What are some strategies you may use to remain quiet?

THEATRE ARTS ACTIVITY Predictions and Expectations Grades K-4

BEFORE THE PLAY: Read Owl Moon. With student input, establish the expectations for the upcoming play. What actions or events might be seen on stage? What characters might the play include from the book? Students may draw or write about what they anticipate seeing.

AFTER THE PLAY: Revisit the expectations to see how many were realized. Discuss the similarities and differences from the book to the play, in terms of plot, characters, and action. Were the characters as portrayed on the stage faithful to the characters in the book? How or why? How would you describe the main “message” of the play? How was it similar or different from the book?

ACTIVITY CHARACTER PERSPECTIVE Grades K-3

1. Read Owl Moon. Discuss the different characters, the setting and what happens in the story.

2. Then, have students partner up and try to re-tell the story as if they were the little girl who has gone owling with her Pa. Remind them that they are telling the story by pretending they are the little girl. What were some of the

main things that the little girl experiences? What comes first, second, etc.? Have them remember to try to retell the story in sequence? Have your students share with their partner how they felt during each of the different experiences? For example, explain how cold she was; how she felt being in the woods in the middle of the night; how it felt to be so quiet; what she felt when she heard the owl call back; what she felt when she saw the owl for the first time; how she felt when they stared at the owl; and how she felt when walking back home in silence.

3. Then, have students re-tell the story from Pa’s perspective, as if they are Pa. 4. Then, have students re-tell the story from the Owl’s perspective, as if they are

the owl. 5. After re-telling the story to a partner, in groups or as a whole class discussion,

have students choose one of the three perspectives and write a short monologue describing their character’s owling experience. They may want to choose only one part of the story for their writing. For example, just the part where they are staring at the owl or see the owl for the first time.

6. Once the students have written their monologues, have them practice reading and performing them in front of the class. Memorizing the monologues does make them easier to perform.

ACTIVITY STORY SETTING Grades K-3 The setting of Owl Moon is very important to the action of the story as well as its language. The story hinges on it taking place in the middle of the woods in the middle of the night in the middle of the winter. Read Owl Moon. Then, discuss with the students where the story takes place and when, both time of year and time of day. What are the clues for where? What are the clues for when? Why is the setting important to the story? Have students draw a picture of Owl Moon’s setting. Try not to have them copy what the illustrator has done in the book. They do not have to add any animals or characters to the setting. It is as if they are drawing a backdrop. Once students have drawn their backdrop, have them make it come to life. Group students in groups of about five and working together have them create a frozen picture or tableaux, using their bodies, of each student backdrop in their group. Everyone in the group needs to be in the frozen picture. Have each group present their frozen pictures to the class.

Then, choose one of the frozen pictures as a setting. Choose two other students to play Pa and the Girl to walk through the setting. Have Pa and the Girl pretend to dress for their walk. Have students make suggestions about what they have to “put on” for their walk through the setting. Once they are properly attired, have Pa and the Girl walk through the tableaux. It is also fun if the other students create sound effects, such as “crunch” with each step Pa and Girl make through the setting. You may choose to repeat with different group’s tableaux and different students to play Pa and Girl. Try to remind the students that the most important rule when owling is to remain quiet.

ACTIVITY CIRCLE ACT THE STORY Grades K-2 In this exercise, students will act out the story of Owl Moon as a group. All students will play all the roles. You, as the teacher, will play the narrator to keep the story moving and to give directions.

1) Read Owl Moon to your students. 2) Discuss what happens in the story. Who are the characters?

Where is it set? What are the events? 3) Stand with your students in a circle where you can see

everyone. Make sure each student has enough room to move in place without touching one another.

4) Instruct the students that you are all going to act out the story of Owl Moon and they all will be playing all the roles. It is important for students to listen to when the character changes and to only use their voices when instructed to say a line. They also will only move in place, not around the room. The circle will never be broken.

5) The dialogue and movement throughout will be in a call and response format. This is especially important when you get to the owl hooting. Students love to just hoot away, but there is a rhythm to it that they need to listen to and repeat.

6) Start by setting the scene. Where are we? In the middle of the woods. Perhaps you can start the story as Pa wakes the little girl to go owling. Make up lines for him to say. Have students repeat. Add what the little girl says back, such as, “I’m so excited. I’ve waited a long, long time to go owling.” Pa may even remind her to be very quiet. It is a rule she is aware of. She may say, “I know.” Have them then dress for owling. Then, have them start walking toward the woods. (staying in place in the circle, of course.) What is the scenery look like? Where are they walking? What are they thinking?

7) Go through the whole story. Switching between characters and moving the story along, sequence by sequence, scene by scene. When the girl sighs and Pa shushes her and she puts her hand over her mouth. When Pa calls “whoo, whoo, who, who, who, whooooo” and there is no response and they shrug at each other, when Pa calls out and there is a response. When the girl listens so hard her eyes hurt. When the owl flies over their heads. When they stare at each other. When the owl flies back into the woods. When Pa says, “Time to go home.” And then when they walk home in silence.

8) Make sure to keep the call and response rhythm. 9) Continue to remind students to use their bodies and voice to express the character.

This can be effective to show or play around with—beginning, middle and end; story setting; comprehension; story sequencing and character. It works well also for students to be able to re-tell a story.

LANGUAGE ARTS

ACTIVITY POETIC DEVICE – SIMILE Grades 1-3

LESSON OVERVIEW Owl Moon is written in a poetic language. The author uses many poetic devices to tell the story. There are many examples of similes throughout the text. This provides an opportunity to use the book to teach this poetic device.

STUDENT OBJECTIVES Student’s will: • Learn the poetic device simile • Identify the use of this poetic device in the book • Write their own similes using prompts

LESSON PLAN 1. Define simile for your students.

Similes compare two things using the words like or as. Tie this into writing by explaining that authors use the poetic device of similes to help us understand something that may be unfamiliar. By comparing something unfamiliar with something familiar, we gain a better understanding of what the author is trying to tell us. 2. Show two examples of simile in the text.

“The owl lifted off of the branch like a shadow without sound.” “When their voices faded away, it was as quiet as a dream.”

3. Discuss how the two things that are being compared are similar.

POETIC DEVICE – SIMILE (continued) 4. Have students try to identify other similes in the text. Some other similes in the text are:

“The trees stood still as silent statues.” “A train whistle blew, long and low, like a sad, sad song.”

Have them tell why the two things being compared are alike. 5. Have students write their own similes by finishing the sentences below: The Great Horned Owl glided through the sky like_______________. When we returned home from owling, the night was as dark as_____________________. AND/OR by completing these sentences:

Snow as ____________________ as _______________________________. Trees as ____________________as _______________________________. Water as____________________as________________________________. The sky was _____________________like____________________________________. The stars were______________________like_________________________________. The sun was________________________________like __________________________.

6. Have students choose one of the similes from the book and represent it with a picture drawing. Then, have students draw a picture of one of the similes they have written. Try to tie the pictures into their writing, explaining that the author’s use of poetic language helps us make mental pictures of the story. Poetic language activates our imaginations.

ACTIVITY ACTIVATING OUR SENSES: THE USE OF THE FIVE SENSES IN STORYTELLING Grades 1-3 OBJECTIVE: Students read or re-read Owl Moon paying attention to the use of the five senses in the storytelling. Students identify what they see, hear, taste, smell and feel through the language used in the book.

1. Identify the five senses with your students. See, hear, taste, smell and touch. Have them list examples for the use of each of their senses.

2. Explain how appealing to the five senses in your writing enhances the story you are trying to tell.

3. Read or re-read the book, Owl Moon. Students may read alone,

with a partner, small group or whole group. 4. As the students read or listen to the story, have them identify when the

language describes one of the five senses. 5. Make a class list or board of different passages in the book that appeal to the

five different senses. 6. Have students pick one of the five senses and choose a passage in the book

that appeals to this sense. Have them write the sentence out and then draw a picture of what they think that passage may look like.

7. Have students write sentences that appeal to each of the five senses. They will have five sentences, one for each sense. Have them draw supporting pictures of what their sentences may look like.

ACTIVITY

GETTING THE PICTURE: A Lesson in Story Setting Grades K-3

Owl Moon is filled with rich language and descriptions, which lend to stretching student imaginations along with their vocabulary and comprehension. Utilizing the descriptive language in the story, students will discover how words can set a scene. Using the following memorable lines from the book, have students create their own pictures of what they see in the scene.

• Our feet crunched over the crisp snow and little gray footprints

followed us. • The shadows were the blackest things I had ever seen. They stained

the white snow. • The moon seemed to fit exactly over the center of the clearing and

the snow below it was whiter than the milk in a cereal bowl. • All of a sudden, an owl shadow, part of the big tree shadow, lifted off

and flew right over us. • Then the owl pumped its

great wings and lifted off the branch like a shadow without sound.

• Or – choose a phrase or line of your own from the book.

ACTIVITY RESEARCH AND WRITING PROJECT: THE GREAT HORNED OWL Grades 1-4 OVERVIEW & OBJECTIVE

Since the idea of finding a Great Horned Owl is the main action of the book, Owl Moon, it provides an opportunity to connect a research project on the Great Horned Owl as part of your study of the book. Students will use the Internet to answer the following questions about the Great Horned Owl.

• Where do Great Horned Owls live? • What do Great Horned Owls eat? • Are Great Horned Owls nocturnal (active at

night) or diurnal (active during the day)? • Do Great Horned Owls have enemies? • How big to Great Horned Owls grow? • Can a Great Horned Owl be found in where we live? • What does a Great Horned Owl look like? • What else did you learn about Great Horned

Owls? • What questions do you still have about Great

Horned Owls? • What resources did you use to find your

answers? Students could create their own Great Horned Owl books including an illustration of what the owl looks like. They can also include the setting of where Great Horned Owls are found in their illustration.

BEYOND THE CLASSROOM ADDITIONAL RESOURCES The following links contain more lesson plans using Owl Moon: • http://www.scholastic.com/teachers/lesson-plan/owl-moon-teaching-plan • http://www.ltl.appstate.edu/prodlearn/prodlearn/Products_old/Shawn_Ho

dges/artifacts/Comprehe • http://www.brighthubeducation.com/lesson-plans-grades-1-2/74107-owl-

moon-lesson-plan-and-activities/ • http://www.mrsjonesroom.com/touchstonetext/index.html#owlmoon • http://www.learnnc.org/lp/pages/3857 • http://www.scribd.com/doc/54071930/Lesson-Plan-Owl-Moon-Metaphors-

and-Similes • http://www.webenglishteacher.com/yolen.html

FURTHER READING

YOUNG READERS NOVELS by Jane Yolen • The Hostage Prince (with Adam Stemple) • B.U.G. (Big Ugly Bug) (also with Adam Stemple) • Commander Toad and the Big Black Hole • The Devil’s Arithmetic • Curse of the Thirteenth Fey, The True Tale of Sleeping

Beauty • Girl in a Cage (with Robert Harris) (5-8th Grade) • Commander Toad and the Intergalactic Spy • Commander Toad in Space

• Except the Queen • Commander Toad and the Dis-asteroid • Queens Own Fool, A Novel of Mary, Queen of Scots

(with Robert Harris) • Except the Queen (with Midori Snyder) • Snow in Summer: Fairest of Them All • Commander Toad and the Voyage Home • Commander Toad and the Space Pirates • Commander Toad and the Planet of the Grapes

FURTHER READING (continued) PICTURE BOOKS by Jane Yolen (Ages 4-8)

• Welcome to the Ice House • Miz Berlin Walks (with Floyd Cooper) • The Emperor and the Kite • Elsie’s Bird • Naming Liberty • Lost Boy: The Story of the Man Who Created Peter Pan • All Star! • Merlin and the Dragons • My Uncle Emily

• Sleeping Ugly • Dimity Duck (Board Book) • Welcome to the Green House

OTHER BOOKS ABOUT WINTER: (NON-FICTION) • The Story of Snow: The Science of Winter’s Wonder by Mark Cassino & Jon

Nelson • Animals in Winter by Henrietta Bancroft, Richard G. Van Gelder & Helen K.

Davie

OTHER BOOKS ABOUT WINTER: (PICTURE BOOKS) • The Snowy Day by Ezra Jack Keats • Dream Snow by Eric Carle • Snowflake Bentley by Jacqueline Briggs Martin • The Snowman by Raymond Briggs • Bear Snores On by Karma Wilson • Winter Garden by Ruth Brown • Snipp, Snapp, Snurr and the Yellow Sled by Maj Lindman • Tree of Cranes by Allen Say • Waiting for Winter by Sebastian Meschenmoser • A Chill in the Air: Nature Poems for Fall and Winter By Ellen Hasbrouck • Winter Eyes by Douglas Florian • Winter Poems by Barbara Rogasky • Stopping by the Woods on a Snowy Evening by Robert Frost • Cloud Dance by Thomas Locker • Winter: An Alphabet Acrostic by Steven Schnur • Snow by Uri Shulevitz