Running Head: GAMING AND FLASHLIGHT STORYTIME
Developing Children's Programs:
Gaming and Flashlight Storytime
Mary Parmelee
Assignment Two
ILS 521
March 20, 2012
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GAMING AND FLASHLIGHT STORYTIME
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Abstract
I am developing two programs for the Westport Public Library. One, Flashlight
Storytime, is for the summer only and will be offered as a family program. While technically it
is for all ages, historically this program has had attendance mostly from ages 3-5. It is hoped that
the changes for the summer will attract more (both younger and older) siblings, but the program
basically will continue with content aimed at preschoolers.
The second program is a combination of chess and computer games. Chess will be
offered 3 times a week; computer games will be offered the 4th week. The chess program will
be for grades K-8; computer gaming will be for grades 3 and up. The Westport Public Library
offered a chess program in the past and it was quite popular. The person who offered that
program retired, however, and no one has been willing to assume responsibility for offering a
chess program. The teen department offers computer gaming monthly; frequently younger
siblings ask to attend the teen program and, with no similar offering by the Children's
Department, it has been difficult for the Teen Librarian to refuse the younger siblings. This has
led to behavioral problems that it is hoped will be avoided once the Children's Department is
offering their own gaming program.
There will be no charge for these programs.
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Developing Children's Programs:
Gaming and Flashlight Storytime
Publicity
Advertising will consist of inclusion in the library newsletter and the library website.
The program also will be listed on the calendar handout available in the Children's Department.
There are no additional plans for advertising the program. For Westport librarians, fortunately,
the newsletter and website combined attract sufficient attendance to render additional publicity
unnecessary. In fact, on those occasions where programs have been advertised elsewhere (e.g.,
http://suzysaid.com) so many people came for the programs that many people had to be turned
away. The print newsletter is mailed to every household in Westport. The e-newsletter is sent to
everyone who provided an email address. Programs also may be included in the Library weekly
e-news, which is a weekly newsletter sent to anyone who has subscribed to it. Finally, they may
be listed on our social media sites, such as Facebook and Pinterest.
One of the goals of this assignment appears to be to understand how to publicize your
programs. Given the structure of the Westport Library, rather than obtain information about
newspapers, radio stations and flyers (which I am not allowed to contact or prepare), I researched
publicity at the Westport Library. The Westport Library approaches publicity holistically for the
entire library, whether a program is for children, teens, adults or families. This means that any
publicity for any program has to be approved by one office and prepared by another. The goal is
to have information delivered to the community in a timely manner, yet not inundate patrons
with scads of emails and information to the extent they become annoyed. To this end, all
publicity plans that go beyond the newsletter and website are devised by the Communications
Coordinator. The actual publicity (signs, epostcards, weekly enews, etc.) are then prepared by
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the Programs/Community Relations Director and her assistants. If a program requires
registration (the programs described herein are drop-in), Eventbrite is used for on-line
registration. The librarian in charge of the program then monitors registration and notifies the
Communications Coordinator if she believes additional publicity is needed. Whether, and what
form, that additional publicity takes is the decision of the Communications Coordinator and the
Programs/Community Relations Director.
Gaming
Libraries have changed since the day in 1993 when a man was arrested at the New
Rochelle Public Library for refusing to put away his chess board. Libraries today are often
viewed as community centers, with opportunities for playing games, doing puzzles, watching
movies, using a computer or tablet and getting something to eat and drink at the Library Cafe, in
addition to the time-honored activities of borrowing books and getting reference assistance.
This program will be offered weekly on the first through fourth Wednesdays of each
month from 4 to 5 pm from May 2 through August 15. It is a drop-in program, with no
registration required. The game for the first, second, and third Wednesdays will be chess for
children in grades K-8 and will be a chess club. The games offered for the fourth Wednesday
will be computer games on the Wii or XBox, with board games offered as a supplement.
Publicity for this program will encompass the standard publicity given to all programs at
the Westport Library. It will be included in the Library newsletter which is sent to all town
residents. It will be on the library website under Kids Events. It may be included in the Library
weekly e-news, which is a weekly newsletter sent to anyone who has subscribed to it. Should
either of the programs not attract sufficient attendance, an epostcard can be sent to all subscribers
to children's events. In the past, sending such an epostcard resulted in full programs.
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Chess Club
Additional Publicity
Because this is a reincarnation of a previous chess program, those participants who
provided an email address will receive an email informing them of the program.
Program
The chess program is designed to give participants experience playing chess under
tournament rules. This means the following rules will be (gently) enforced:
1. No chatter during games. They are allowed to say "Check", "Checkmate", and "Good game."
2. If they touch a piece, that is the piece they must move.
3. Think 3 (at least!) moves ahead.
When a player is in check, they are to raise their hand. That will enable the program
leader to advise the checked player on how to proceed. The first step is to see if they can capture
the piece that has them in check. The second step is to see if they can block. As a last resort,
they should run away. Because a key component in chess success is to think at least 3 or 4
moves ahead, this exercise will enable the program leader to help the children to begin to think
this way.
As the hour begins to wind down, for the last 10 minutes the children will play with
pawns only. This is an exercise which also is designed to help participants to think ahead.
In addition to simply playing chess, the program leaders can use the teaching board,
online chess and chess books to enhance players' skills.
Objectives
The goal of the chess club is for children to have an opportunity to improve their
enjoyment of chess and their skills through play. Therefore, in order to participate, the children
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must know the names of the pieces, how the pieces move, and how to set up the board. The
initial weeks of the club will simply allow them to play people to whom they are not related.
They will pair up against another child at random. After the first few weeks, when children are
comfortable with the format, the program leaders can begin to use the teaching board to teach
tactics such as castling. For more advanced players (and some may be more advanced than the
program leader), chess books from the Library collection will be available. Game situations
from the chess books can provide some of better players with more play than might be present in
the room. Other books break the game into smaller pieces, allowing children to learn the moves
and strategies of individual pieces. Online chess also may be made be available at times.
Means of Evaluation
It is hoped that the Chess Club will garner enough attendance that it may be necessary in
the fall to split the children into different groups. Should that occur, the first Wednesday of the
month would be for juniors (grades K-2), the second Wednesday of the month would be for
seniors (grades 3 and up) and the third Wednesday of the month would be for all-play (all
grades). Additionally, the Westport Library will be evaluating the program in the hopes of
starting a similar club for teenagers and adults.
As with any other program, people vote with their feet. If attendance is low, the chess
club will be reevaluated to determine what changes can be made to enhance the program.
Anecdotal evidence from the children and their families also will be taken into account. Some
participants in the previously-offered chess program went on to chess lessons and/or tournament
play. Stories of children playing chess at home will be considered equally important to
tournaments when evaluating the program.
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Computer Gaming
Computer gaming is relatively new to libraries as they evolve to meet both the changing
needs of their patrons as well as the needs of those previously underserved. Studies have shown
that computer gaming programs bring in children who otherwise might not go to the library. The
goal is to keep them coming and to have them think of the library as their first resource for
learning, technology or just a place to go, not as their place of last resort. Children who started
with Webkinz and Club Penguin are experienced with virtual worlds at a pre-school age.
Use of these "new" technologies also can serve to meet a library commitment to lifelong
learning. Numerous studies have shown that playing computer games can support learning in
many complex ways. Gaming can be another form of storytelling and can enhance problemsolving skills.
It is important that the games chosen be appropriate for the age and also for multiple
players. For example, the following games for the Wii are all rated E: Wii Play, MarioKart Wii,
MarioParty8, Big Brain Academy Wii Degree, Playground and Wii Sports. Games for the XBox
system that also are rated E are FIFA Soccer 12, Kinect Sports Season 2, Forza Motorsport 4,
Carnival Games, Kinect Adventures, Kinect Sports, and JustDance 3.
Each month the librarian will select (in advance) the game to be played. The remaining
games will not be displayed, as the program is about playing the games, not arguing about which
game to play. Given that the program has a duration of only one hour, and play is limited to four
players at a time, participants may have to take turns playing the computer game. When they are
not playing, they can either watch the others play or they can play board games.
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Some participants may choose only to play board games. For this reason it is important
to have a variety of board games available from which they can choose. The board games should
cover a variety of ages and interests.
Objectives
The goal of this program is simply to entice children to come to the library, whether they
are new or existing patrons, and to see it as a place to go to have fun. While research supports
that this activity will enhance learning, there will be no study undertaken nor publicity about this
aspect of gaming. It also is hoped that the existence of a gaming program run by the Children's
Department will alleviate the problems referred to above at the Teen Gaming programs.
Means of Evaluation
This program will be evaluated by attendance. Because the librarian offering the
program is a Children's Librarian, she will know if the children attending this are new to the
library. If they are continuing patrons, this program will be an additional reason for them to
come to the library. The Children's Librarian also will consult with the Teen Librarian regarding
the impact of this program on the Teen Gaming Program.
Materials Needed for Chess Club
1. Numerous chess boards (they can be vinyl which are less expensive and easier to store) and
chess pieces.
2. Tables and chairs.
3. Chess clocks, if desired.
4. Large "teaching board" which can be hung on an easel to demonstrate moves.
5. Paper and pencils for algebraic notation for those who desire.
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6. Books from the library collection for advanced play such as Chess Tactics for Kids: 50 Tricky
Tactics to Outwit your Opponent by Murray Chandler.
7. Books from the library collection to be used for teaching the elements of the game, such as
Chess for Children: Step by Step by William Lombardy and Bette Marshall and Chess for
Children by Ted Nottingham, Bob Wade and Al Lawrence.
8. Someone who knows chess! Persuade a colleague with chess knowledge to join the
Children's Librarian in hosting the club.
Budget for Chess Club
Zero. All of the materials needed were either used for the previous program or have been
donated since the retirement of the previous program leader.
Materials Needed for Computer Gaming
1. Wii system with controllers.
2. XBox system with controllers.
3. Wii games.
4. XBox games.
5. Projector, screen and connecting cables.
6. Board games such as Life, Sorry, Boggle, Rummikub, etc.
Budget for Computer Gaming
$100. The Library already owns both the Wii and XBox systems, as well as numerous games
and connecting cables, for use by the Teen Department. The $100 would cover the purchase of
two additional or replacement games, probably on an ongoing basis each year should the
popularity of the program justify the expenditure. The board games can come from donations so
no money need be spent on them.
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Flashlight Storytime
The Westport Public Library currently offers a PJ Storytime for ages 3 and up on
Tuesday nights from 7 to 7:30 pm. The children attend the storytime in the Children's Program
Room on their own for the first 25 minutes of the program. For the last 5 minutes, the parents
and younger siblings join the children to watch a brief Weston Woods video. Because PJ
Storytime is advertised as a family program, it is a shock for new participants that the grown-ups
are not included for the entire program. Because the grown-ups cannot participate, younger
siblings who cannot stay in the room without their grown-up also are excluded. This has resulted
in tears more than a few times.
There are two librarians that offer the program, trading weekly between being on desk
and running the program. Discussions about unhappy family members, as well as the simple
desire to include the entire family, led to the decision to develop a new program for the summer.
If the librarians decide they prefer the new format, it will be modified so that it can be used for
the remainder of the year indoors.
The new program will be called Flashlight Storytime and will be offered weekly on
Tuesdays from 7:30 to 8 pm evenings from July 10 through August 28. (The Town of Westport
fireworks are scheduled for the evening of July 3, so no program will be held that night.) This
change in time was already discussed and approved by the current PJ Storytime program
participants. The later start time is needed to take advantage of dusk in the summer.
The description of the program in the newsletter will say: "Bring your flashlight and
your best bedtime buddy to this family story time on Jesup Green. If it rains the program will be
held in the Higgins Room in the Children's Library."
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Objectives
The goals of this program are many. Of course, the primary goal is to get families to
come to the library with their children. Given that the program is geared to preschoolers, it also
qualifies as an emergent literacy program. Finally, given Westport demographics, we know that
this is one of the few programs that guarantees parent, not caregiver, participation. Westport
working parents are always happy when the library offers a program that includes them with
their children.
For decades, if not centuries, reading aloud was the primary means of family
entertainment. That has changed dramatically in the last 60 years, with television, computers
and scheduled children's activities taking precedence. This program is an opportunity for
families to relax, kick back, and let a real live person (not a tablet or e-reader) entertain them
with stories and books. Families will be encouraged to continue the practice themselves on other
nights. Just because everyone can read on their own, coming together to share a book (or a
story) can bring the family together.
Reading aloud is not just entertainment: it is a demonstrable way to achieve the library
mission to enhance lifelong learning. In a community driven to succeed, that aspect of the
program need not be publicized. The goal is not merely to educate the children, but also the
parents, that reading is not just for education, but also for fun.
Means of Evaluation
Evaluation will consist solely of attendance numbers and participant comments. The
current long-time PJ participants are quite loyal and outspoken. They should not be shy about
their opinion of the new program. Attendance numbers will fluctuate simply because it is the
summer. Additional participants may be attracted because the program is being held in a public
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space. Similarly, attendance will decrease as families travel for vacation. Comments, either
offered or solicited, from participants therefore will be the best evaluation for this program.
The program will be divided as follows:
Introduction
For this portion of the program, children will be invited to share information about their
"bedtime buddy" with the group. Depending on the number of children attending, the program
leader can allow the other children to ask questions.
Stories, Poems and Songs
For this portion of the program, the librarian can tell stories, read stories, recite poetry
and sing songs. Of course, many of these will be group activities. For the program to live up to
its name, there must be at least either one story read by flashlight or one story told with the
flashlight held under the storyteller's chin (remember, this is for little children, so not too scary).
Content will be divided into thematic units which will extend over more than one week.
Examples of thematic units are included as appendixes to this paper. Strict adherence to the
theme is not required. Some songs, books or poems should be included merely because of how
much fun they are. E.g., State Laughs by Tom Chapin, I Know an Old Lady who Swallowed a
Fly. Similarly, some songs, books or poems should be included because they should be part of
every childhood. E.g., Puff the Magic Dragon.
Suggestions for nighttime activities
This program is designed to end by 8 pm, while parents can still easily see their children.
As part of the program, therefore, the librarian will suggest activities that the families can engage
in after returning home, when it may actually be dark. These activities will be tied to the
thematic units, and will not be lengthy. For each suggested activity, books (both fiction and non-
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fiction) on that activity will be available and on display in the Children's Room for the day of
and the day after the program. The Westport library is open for one hour after the program ends
so families will have the option of getting books that night.
Materials needed
1. Headlight or flashlight for the librarian. If a headlight is used, it must be one that can be used
to look in mirror without blinding the wearer; otherwise the program participants will be unable
to see the book. An advantage to using a flashlight is that a child can be asked to be a helper by
shining the light on the book. Alternatively, the children can come to the front of the group and
shine all their own flashlights on the book. This detracts, however, from the "coziness" aspect of
being a family program.
2. A few battery operated lanterns to mark a space for the program on the green in front of the
library. These will be donated by one of the librarians who no longer needs them to go camping
with the Girl Scouts. We also are looking into using glow sticks in water-filled bottles.
3. Felt board if desired.
4. Grass mats for patrons to sit on if they don't bring their own materials to sit on.
5. Battery-powered iPod player with speakers.
Budget for Flashlight Storytime
$100 - This would cover the purchase of glow sticks that can be used to delineate the space
needed for the program outside. Additionally, there is a new portable speaker that can be used
by any tablet or iPod. This speaker lights up and changes colors so might be worth a $30
investment.
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References
American Chess Equipment. (1990). A guide to scholastic chess. Buena Park, CA: Author. (Original work
published 1986).
Bauer, C.F. (1993). New handbook for storytellers. Chicago, IL: American Library Association.
Birch, C.L. (2000). The whole story handbook: using imagery to complete the story experience. Little
Rock, AK: August House.
Chow, A. (2008). The ultimate gamers alliance: Teen run for lots of fun. Voice of Youth Advocates, 31(3),
220-221.
Cox, H. (2010). Boy story: Do you really want guys in your library? School Library Journal, 56(9), 26-29.
Detweiler, C. (Ed.). (2010). Halos and avatars: Playing video games with God. Louisville, KY:
Westminster John Knox Press.
Drake, J., & Love, A. (1998). The kids campfire book. Buffalo, NY: Kids Can Press.
Finnegan-Nightingale, M. (2002). Knight life: Out to woo the after-school crowd? Chess is the answer.
School Library Journal, 48(5), 37.
Foster, J. (Ed.). (2000). My first oxford book of poems. Oxford: Oxford University.
Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York, NY:
Palgrave Macmillan.
Goldberg, B. (1993). Chess player arrested for using game board in library. American Libraries, 24(1), 10.
Gritten, T. (2008). Providing community outreach through the Nintendo Wii. Indiana Libraries: Journal
of the Indiana Library Federation, 27(2), 10-15.
Hughes-Hassell, S., Agosto, D.E., & Sun, X. (2007). Making storytime available to children of working
parents: Public libraries and the scheduling of children's literacy programs. Children and
Libraries: The journal of the Association for Library Service to Children, 5(2), 43-48.
Lombardy, W., & Marshall, B. (1977). Chess for children: Step by step. Boston, MA: Little, Brown.
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Maliszewski, D. (2011). Wii have fun and learn: Video game play can support the curriculum in many
exciting ways. School Library Journal, 57(7), 16-17.
Marino, J. (1994). Sing us a story: Using music in preschool and family storytimes. Bronx, NY: H.W.
Wilson.
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world.
New York, NY: Penguin Press.
Nottingham, T., Wade, B., & Lawrence, A. (1993). Chess for children. New York, NY: Sterling.
Poem Hunter. (n.d.). Retrieved March 13, 2012, from http://www.poemhunter.com/poem/sleepingoutdoors/
Poems for children. (n.d.). Retrieved March 13, 2012, from http://heatheranne.freeservers.com/
childrens/whenallworldsasleep.htm
Prelutsky, J. (Ed.). (1983). The Random House book of poetry for children. New York, NY: Random House.
Root, A. W. (2006). Children and chess: a guide for educators. Westport, CT: Teachers Ideas Press.
Schwarzwalder, J. (2007). wii: Welcome to the library. Voice of Youth Advocates, 30(3), 226-227.
Scordato, J. (2010). Gaming advocacy: When the shine wears off, the results are still golden. School
Library Journal, 56(1), 22-23.
Trelease, J. (2006). The Read-Aloud Handbook. New York, NY: Penguin Books.
The United States Chess Federation. (n.d.). Retrieved March 15, 2012, from http://www.uschess.org/
U.S. Chess Federation. (1996). Guide to a successful chess club. New Windsor, NY: U.S. Chess Federation.
Vardell, S.M. (2006). Poetry aloud here! Sharing poetry with children in the library. Chicago, IL:
American Library Association.
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Appendixes for thematic units for Flashlight Storytime
Moonlight
Books
Moonlight by Helen V. Griffith. In this picture book, the moonlight is compared to butter
covering the countryside.
Night Lights by Susan Gal. A little girl and her dog note the different kinds of light that brighten
the night.
Rise the Moon by Eileen Spinelli. The moon lights the night for farmers, wolves, mothers and
babies, etc.
Nighttime activities for home
1. The family can look at how different things look in the moonlight, either on the ride home or
in their yard.
2. On a night when the moon is so bright that it casts shadows, the family can listen for the
chirps and songs of day birds and see if they can recognize them the next day. On nights when
the moon is small, the family can listen for the sound of night birds such as owls.
The Moon
Poetry
The Moon's the North Wind's Cooky by Vachel Lindsay
The Moon's the North Wind's cooky.
He bites it, day by day,
Until there's but a rim of scraps
That crumble all away.
The South Wind is a baker.
He kneads clouds in his den,
And bakes a crisp new moon that . . . greedy
North . . .Wind . . . eats . . . again!
Books
Happy Birthday, Moon by Frank Asch - Bear thinks the Moon is alive and can talk, and echoes
reinforce that thought.
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I Took the Moon for a Walk by Carolyn Curtis. A boy and the moon walk through his
neighborhood.
The Moon is Following Me by Philip Heckman. The moon follows a family as they drive home
from the grandparents.
Many Moons by James Thurber. Princess Lenore wants the moon.
Nighttime activities for home
1. The librarian may suggest that the family look at the moon that night to see if it is a full
moon, half moon, etc. They also could keep track of the changes in the size of the moon from
day to day or week to week.
2. Check to see if the moon follows you home and come back next week to tell us!
Stars
Poetry
Sleeping Outdoors by Marchette Chute (this can be recited using a felt board)
Under the dark is a star,
Under the star is a tree,
Under the tree is a blanket,
And under the blanket is me.
Stars by Aileen Fisher
It's very hard,
oh, very hard
to cut a paper star.
And so I blink
each time I think
how many stars there are.
I look up high
and think, "Oh, my,
the stars are bright and fine,
But who had time
to make them all
and get them all to shine?
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Books
Dream Away by Julia Durango and Katie Belle Trupaino. A boy dreams of sailing the stars with
his father. This is a particularly good book if it is a clear night and there are people
present who can find the constellations in the sky.
How the Stars Fell into the Sky by Jerrie Oughton. A Navajo legend that explains the patterns of
the stars in the sky.
How to Catch a Star by Oliver Jeffers. A boy tries to catch a star.
Legend of the Milky Way by Jeanne M. Lee. An ancient Chinese folktale that tells the origins of
the Milky Way in the Weaver Princess coming down from heaven to marry a mortal.
Stellar Stargazer! by Jane O'Connor and Robin Preiss Glasser. Fancy Nancy and her family go
camping and sleep under the stars.
Songs
Would You Like to Swing on a Star
Twinkle Twinkle Little Star
Nighttime activities for home
1. The suggestion can be made to try to find the North Star, or constellations if the parents have
sufficient knowledge about constellations.
2. For several nights before and after August 12, the Perseid meteor shower is at its peak.
Families may be able to see shooting stars after dark.
Going to Bed
Poetry
Bedtime by Eleanor Farjeon
Five minutes, five minutes more please!
Let me stay five minutes more!
Can’t I just finish the castle
I’m building here on the floor?
Can’t I just finish the story
I'm reading here in my book?
Can’t I just finish this bead-chain—
It almost is finished, look!
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Can’t I just finish this game, please!
When a game’s once begun
It’s a pity never to find out
Whether you’ve lost or won.
Can’t I just stay five minutes?
Well, can’t I just stay four?
Three minutes then? two minutes?
Can’t I stay one minute more?
Books
Clyde Monster by Robert Crowe - A young monster doesn't want to go to bed because he is
afraid there is a person under his bed.
Can't Sleep without Sheep by Susanna Hill - Hilarious story of what happens when the sheep
counted by a little girl to go to sleep get tired and have other animals fill in for them.
Goodnight Moon by Margaret Wise Brown - perhaps the ultimate in good night books.
May We Sleep Here Tonight by Tan Koide - Several lost animals go to sleep in a cozy house in
the woods and are startled when the very big owner arrives.
Night time activities for home
The parents' favorite - going to bed!
Nighttime
Poetry
Night Comes . . . by Beatrice Schenk de Regniers
Night comes
leaking
out of the sky.
Stars come
peeking.
Moon comes
sneaking
silvery-sly.
Who is
shaking,
shiveryquaking?
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Who is afraid
of the night?
Not I.
Night by Mary Ann Hoberman
The night is coming softly, slowly;
Look, it's getting hard to see.
Through the windows,
Through the door,
Pussyfooting
On the floor,
Dragging shadows,
Crawling,
Creeping,
Soon it will be time for sleeping,
Pull down the shades.
Turn on the light.
Let's pretend it isn't night.
Books
Brave Martha by Margot Apple. Martha has to go to bed without her cat, and she worries
through the night about the night noises.
Night Noises by Mem Fox. A woman's dog is excited by the noises outside at night.
Putting the World to Sleep by Shelley Moore Thomas. As the moon comes up, the crickets sing,
the stars shine, and a baby yawns.
Songs
Found a peanut . . .
Nighttime Creatures
(Bats, owls, raccoons, fireflies, crickets)
This unit can be started with the following poem to get the children to think about all the animals
they know about that are daytime creatures. A felt board can be used with this poem. Make
animals and their sleeping places out of felt and put the animals in their sleeping places as you
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recite the poem. From this you can move to animals that don't sleep at night, but sleep during the
day.
Poetry
When All the World's Asleep by Anita Posey (this also can be illustrated with a felt board)
Where do all the insects go at night,
When all the world's asleep?
Where do bugs and butterflies
And caterpillars creep?
Turtles sleep inside their shells;
The robin has her nest.
Rabbits and the sly old fox
Have holes where they can rest.
Bears can crawl inside a cave;
The lion has his den.
Cows can sleep inside the barn,
And pigs can use their pen.
But where do bugs and butterflies
And caterpillars creep,
When everything is dark outside
And all the world's asleep?
Books
Good-night Owl by Pat Hutchins. The birds are so noisy Owl can't sleep.
Leo the Lightning Bug by Eric Drachman. Leo is the littlest lightning bug and he can't make
light yet. This book comes with a CD of the author reading the book, along with sound
effects, and would be perfect for giving your voice a rest during the program.
Owl Moon by Jane Yolen. The story of a boy and his father looking for owls one night.
Wow! Said the Owl by Tim Hopgood. An owl stays awake for a day to see how things look in
sunlight.
Nighttime Activity
1. Watching fireflies. Male fireflies light up when they are flying; females while they are
resting on a leaf or a blade of grass. By watching the lights to see if they are moving, you should
be able to figure out if the fireflies are boys or girls!
2. Catching fireflies in a jar. If the children can't be persuaded to release the fireflies, the parents
should let, even if the lid has holes in it, as soon as the children are asleep.