Bibliographic information: Henkes, K. (2006). Lilly’s Big Day. New York: Greenwillow Books.

Annotation: This book is about a little mouse named Lilly who finds out that her teacher is getting married to the school nurse. She is so excited, because she thinks that she is going to be the flower girl. Her dreams are crushed when Mr. Slinger, her teacher, tells her that his niece Ginger is going to be the flower girl. He offers her the position of flower girl assistant, which she accepts after a little bribing and it turns out to be very special. The day of the wedding the flower girl showed up, although Lilly had hoped she didn’t, however she froze when it was time to walk down the aisle. Lilly picks her up and walks her down the aisle saving the day, and then offers Ginger the position of being flower girl in her wedding.

 Genre:  Fiction

Grade Level: k-3

Readers who will like this book:  Flower girls (or want to be flower girls), People teaching/learning that you can’t get everything that you want, and flower girl assistants.

Personal Response and Rating: 5/5.

I would give this book a 5/5. I have always loved the books that have Lilly in them. This book also sends a strong message that you can’t always get what you want, and you have to work with what you have. I think it’s a fun read for kids, as well as adults. I like the illustrations in the book as well as the text the pictures really portray what is going on in the story, and the captions are funny.

Text Dependent Question:

Do you think Lilly handled the situation at the wedding correctly? Is there any other ways she could have handled the situation? When Lilly’s parents told her that she wasn’t going to be able to be the flower girl, why do you think she thought that she still would? Why did Lilly know what to do when the flower girl didn’t want to walk up the aisle?

Strategy: #1 All About… Books.

This strategy focuses on students writing books about a certain topic. They make a booklet with 4-5 pages with a couple of sentences each, along with illustrations. This helps them to work on their writing skills. They first choose a topic for the book (or the teacher chooses a broad topic), then they gather and organize ideas for their writing. Next they write the book. After that they read the book with the teacher, and then share their completed book with the whole class.

I think this is an appropriate strategy for this book because you could have students write a book called All About My Big Day. This would be their own version of something that was a big day for them, like Lilly’s big day was the wedding. This would allow room for students to choose their topic while being partly directed to fit their topic under their big day. They could write a little bit about what their big day was and make illustrations underneath their writing.

 

 

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