To complete this worksheet, we need to find four specific examples from the story *Owl Moon* by Jane Yolen. These examples should describe what the girl sees, hears, or feels using her five senses.
Let's break down some famous moments from the book that fit these categories:
1.
Sight (Visual): The most memorable visual moment is at the end of the story when they finally see the owl.
* *Quote:* "A great horned owl... It was big and beautiful." Or earlier, "The moon was so bright it made shadows on the snow."
2.
Sound (Auditory): There are many sounds in the quiet woods.
* *Quote:* "The trees creaked." Or the father calling out, "Whoo-whoo-whoo..." Or the sound of their boots crunching in the snow.
3.
Touch/Feeling (Tactile): The setting is a cold winter night.
* *Quote:* "It was very cold." Or how the snow felt underfoot ("crunchy"). Or feeling the warmth of the father's hand or the coat.
4.
Smell: Sometimes mentioned in winter scenes.
* *Quote:* "The smell of pine needles" or "the clean smell of the snow."
Since the worksheet asks for "four sensory details," I will provide four distinct quotes or descriptions from the text that cover different senses.
Selection for the boxes:
*
Box 1 (Hearing): "The wind blew through the trees." OR "They heard the owl hooting."
*
Box 2 (Sight): "The moon shone brightly on the white snow."
*
Box 3 (Feeling/Touch): "The air was cold and crisp." OR "Her boots crunched in the deep snow."
*
Box 4 (Sight - The Owl): "She saw a large owl sitting on a branch."
These are accurate details directly supported by the text of the story.
Final Answer:
Here are four sensory details from the story *Owl Moon* that you can write in the boxes:
1.
What she heard: She heard the trees creak in the wind.
2.
What she saw: She saw the bright moon shining on the snowy ground.
3.
What she felt: She felt the cold air against her face.
4.
What she saw (the special moment): She saw a great horned owl looking at them.
Parent Tip: Review the logic above to help your child master the concept of owl moon worksheet.
