Greenwild

Daisy sometimes feels jealous of the children who have grown up in the Greenwild. What do Daisy’s friends gain from growing up in a magical world? How does their background affect their role as Daisy’s supporters in the novel?

Does the novel suggest that children work better with or without adults’ input? How might the adults in the novel interact with the children more effectively?

How do specific names foreshadow different characters’ roles in the novel? Analyze at least two protagonists and two antagonists in your response.

What real-world issues beyond eco-conservatism does the novel address? Use specific examples from the text to support your analysis.

How does the author use moments of foreshadowing to hint at the truth of Daisy’s origins and lineage?

Compare the school-based structure of the novel to other “magic school” novels, such as the Harry Potter series by J.K. Rowling. What common tropes does Thomson employ, and how does her novel transcend these common patterns?

How does the Bloomquist subplot work to portray common anxieties that many children have about scholastic pressures? What role do the dreaded demerits play in this dynamic?

Is the novel optimistic, pessimistic, or neutral about the possibilities of conservation efforts? Explain your answer using examples from the text.