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Author Interview: Daphne Benedis-Grab (I KNOW YOU STARTED IT)

Book cover for I KNOW YOU STARTED IT by Daphne Benedis-Grab

Daphne Benedis-Grab has thrilled audiences with her Secrets and Lies series, and she’s back with a fourth installment: I KNOW YOU STARTED IT. With a crackling mystery and captivating characters, the book is a firestorm of suspense and intrigue. Daphne was kind enough to join the blog to talk about her writing process, her inspirations, and the power of words. 

This interview has been edited for length and clarity.

From the very first chapter, I felt like I was in such good hands when it came to the central mystery of the book. How important is that opening line or that chapter to you when you’re writing? 

That is a really good question. I put a lot of thought into where we’re starting – what’s going to be that inciting incident that kicks things off. So we start at a place where there’s room to get to know the characters. But we’re in it. We are not wasting a second. We are not leading up to it. It’s there. It’s starting. 

The reader is right there from that beginning point –  you are part of it. I think particularly in a mystery or a thriller, you’re getting on a ride and it’s going fast. 

How important is it for you as the writer to know the ending of the book as you’re starting that opening? 

For me (and I know everybody writes differently) it’s essential. 

I need to know where I’m going. I always write from an outline, and hammering out an outline is one of the hardest parts of writing for me  – because I can come up with a lot of really fun inciting incidents and ideas, but does it have legs to sustain interest? 

Is there going to be room for a twist or two in there? And is it going to stick the landing? Is it going to be something that I can see an ending all the way through that is going to be extremely satisfying for readers? 

And if I can’t, if I don’t know what the ending is – I don’t know where I’m going with it.

So, everything needs to lead to that twist – and then to the final reveal. 

This book is told through multiple perspectives, and you did an incredible job getting into the psyche of each of those characters. Did you always plan to tell this story that way? 

Yes, so all of the Secrets and Lies books have three to four narrators, and I am inspired by the books that I have read with multiple characters. I used to do just one character narrating – either 1st or 3rd person. But when I read a couple of really well-narrated books with a number of different narrators, I understood this keeps the reader guessing – because none of us know what the full story is, right? 

In any given situation, everyone is going to have a different perspective, and that’s going to be based on who we are and how we perceive things and how our brains work and our experiences in the world.

And so, to tell a story in a book really well, I feel like you need those multiple characters who are going to give this different perspective and this different take on the bigger situation.

The reader then has a fuller picture than they otherwise might if it’s just that one person. 

Do you have an exercise or anything you do to get into that mindset more fully when you’re moving from character to character? 

That’s a really fun question. So one thing is that when I make the outline, I’m very conscious of who’s narrating what. And sometimes I’ll come to something and I’ll be like –  wait a minute – another person discovered this, and then I have to restructure things. But by the time I’m sitting down and writing, it’s organic who I’m going to be going to next. 

And if it doesn’t feel right, then that’s not the problem. That’s telling me that this probably isn’t the character to narrate this.

Another thing is that when I write – because I have the outline – I’m never sitting down to write a book. I’m sitting down to write a scene. And when I know what that scene is and who that narrator is, it makes it a lot easier to dive in.

That said, if I’m sitting and I’ve come to a chapter break and I’m moving into the next one, I definitely need a break. I need to do a little reset, where I dive into the next character so it’s their voice. 

I love how you break the book into the five stages of the fire, from kindling through incineration. Is that how you structure the outline too? Or does that come along later in the process? 

100%, yes. And I love devices like that. I love a book written in letters or written with texts or there’s a little something at the top of the chapter that gives you some insights to something else. That’s one of my favorite things. And all of these books, I’ve tried to have something like that. 

I looked up the stages of a fire, and I was like – oh, this is perfect. Many moons ago, I read Robert McKee’s books, and now each act has to get built in intensity – and that’s perfect for a fire, right?

Absolutely! Through all of the twists and the turns of the book (which there are many, and they’re wonderful and surprising!), there are important ideas that come through as well. Seeing people as they truly are, standing up for one another and oneself, and being aware of online bullying. 

Did those themes start from the beginning, or did they find you as you’re writing the story? 

That’s a really interesting question. They tend to find me as I’m writing.

But I’m very aware of the things that are important to me to lift up when I write. Part of that comes from parenting children and from being a school librarian. And the things that I see – [that] my students grapple with, and in the fears that they have and how scary it is to speak up – and how lonely you feel when you’re bullied and how that’s part of it. 

A theme that I come to again and again in my writing, but also my life is that – evil grows in darkness, right? It’s hidden when it’s secret, when we hold it, and there isn’t the light of many people seeing it.

That’s when it grows. 

How do we shine that light? How do we bring it into those same corners and lift things up?

Another thing that’s always really important to me is understanding that everybody has a story and that we might present in a certain way. And you don’t understand where someone’s coming from you.
You don’t know them. You can think that you do. You can judge on a few features. 

But everybody has a story and everyone has a perspective. And we’re missing out in life if we’re not getting a little bit more of that. 

There’s a line at the end of the book where Liam says, “Words can be dangerous.” How do you feel about that line as an author and a librarian and someone who’s concerned about young people? 

Of course, the first place my brain goes to is social media, right? Where words live forever. Where you always have a digital footprint. Where the things that you can say without thought can cause such incredible damage to another person – to a situation where you can get pushed to do something that you just would never do if you stop to think. 

I think words have power in that way, but words also have the most important and the most beautiful power because they can express us and they can express our stories.

And when you have language to name your feelings and name what you’re thinking and name who you are – that’s how you exist and own space in the world.

That’s so beautiful and important. Thank you!

 

Author photo of Daphne Benedis-Grab


Daphne Benedis-Grab is the award winning author of the Secrets and Lies Novels, companion middle grade books that include I Know Your Secret, I Know You’re Lying and I Will Find You, as well as the young adult book The Girl in the Wall. Her middle grade book The Angel Tree was made into a Hallmark Original movie. She earned her MFA from The New School and is the librarian at Warder Elementary School in Arvada, Colorado. She lives in Boulder, Colorado with her husband, two college student kiddos and cats Mishka and Blue.

More at daphnebg.com

Read-Alouds for Middle Grades: An Rx for Reading Success in Today’s Fast-Paced World

Book turning pages

Read-alouds aren’t just for younger students! Research shows that reading aloud—even for just a few minutes a day—is just as effective for intermediate grades, middle schoolers, and even high schoolers.

Whether at home or during dedicated time in class, reading aloud to students demonstrates that reading is not merely a difficult task required for testing. It transforms book discussions into opportunities for students to open up about complex topics and signals the true importance of literacy. “Never underestimate the power of a well chosen read-aloud. Even students who swear they don’t like books can be drawn in by a great story,” says Kinla Nelson, a Georgia-based educator with twenty-five years of classroom teaching under her belt.

Book turning pages

Photo by Horia Varlan

Thirteen fabulous reasons why you should read aloud to your older students:

1. Unlock higher-level thinking.

 Students can often listen and comprehend at a higher level than they can read independently.

2. Let students escape into the story.

They can experience the magic of the narrative without the struggle of decoding text.

3. Bridge spoken and written language.

Read-alouds connect oral fluency with literacy skills.

4. Model fluent reading.

Show students how a reader’s voice gives meaning to words, demonstrating how punctuation, sentence structure, pauses, and inflection shape understanding.

5. Demonstrate expressive reading.

Bring characters’ emotional states to life through tone and pacing.

6. Build active listening skills.

Students learn to concentrate on both the sounds words make and their meanings simultaneously.

7. Grow vocabulary and correct pronunciation.

Hearing words in context reinforces proper usage and articulation.

8. Improve working memory.

As students make connections between different parts of the story, they flex their memory and retention muscles.

9. Boost comprehension.

Especially for struggling readers, listening allows them to focus on the story rather than getting bogged down by reading mechanics.

10. Build classroom community.

Shared experiences level the playing field between students of all reading levels. Listeners can ask questions and feel fully part of the story, just like any other reader.

11. Create memorable experiences.

A well-told story leaves a lasting impression on the listener. And this experience is something the whole class can share.

12. Decrease stress.

Numerous studies highlight the social and therapeutic benefits for both the listener and the reader. Through the phenomenon of “Narrative Transportation,” listeners can momentarily forget their surroundings.

13. Increase joy.

As Jim Trelease noted, “Every time we read aloud to a child, we send a ‘pleasure message’ to their brain.” This reaction is triggered by feelings of happiness and self-worth when someone takes the time to invest in our enjoyment.

Why Read-Alouds Are More Important Than Ever:

  • Attention is fragmenting. In an age where digital media pulls focus, read-alouds recenter collective attention, prompting students to pause, listen, and engage deeply with language.
  • Equity gaps are widening. Frequent adult read-alouds boost vocabulary for historically underserved learners and, when structured inclusively, help close those gaps.
  • Standards demand higher-order thinking. Interactive read-alouds naturally embed inquiry, inference, and synthesis, aligning with Common Core and Next Generation Science expectations.
  • Teacher workload is growing. Measurable gains can be achieved in just a few minutes without adding to grading loads.

Find an engaging, vocabulary-rich novel (bonus points for STEM ties!) and start your read-aloud program today.

Let us know in the comments below which books you’ve found particularly great for read-alouds for older students!

STEM Tuesday– Amphibians– Writing Tips & Resources

Hello! Welcome back to STEM Tuesday’s Writing Tips and Resources. I’m Stephanie.

Did you know that axolotls are amphibians? I hadn’t really thought about it before, but it’s true; they’re salamanders. And actually, they’re strange ones, since they don’t fully grow up, but instead stay in their “tadpole” stage, keeping their gills and living underwater completely. Very rarely, they can spontaneously morph into terrestrial animals. When this happens, their gills recede and they depend on their lungs to breathe.

Anyway, happy poetry month! If you’ve read last week’s post, you’re familiar with poems about frogs, like the informative ones found in Amphibian Acrobats. Today I’m excited to share two writerly resources with surprisingly relevant titles. The first, by a Utah poet and professor, is Real Toads, Imaginary Gardens: On Reading and Writing Poetry Forensically (2024). Its title references American poet Marianne Moore, who said that a poem is “an imaginary garden with real toads in them.” Elaborating on that, Rekdal states that a poem is “an artificial structure, yes, but one in which something genuine can live” (5). That definition sings—and croaks, and ribbits—for me. More on frog calls to come. We’ve got one long exercise today. Let’s hop to it.

Part 1 | Gathering Raw Materials

Book coverRekdal writes that, “When it comes to reading or writing poetry, we have to balance between the forensic and the creative, between staying within the bounds of definition and fact and moving into the realm of the interpretive” (35).

Thus, the first step is to gather interesting details for your imaginary garden: nickel-sized glass frogs, perhaps. You’re free to depart from the theme of amphibians, but if you like a good challenge, start there. Think “forensically,” gathering precise words as rhetorical evidence. Imaginary gardens are curated… this is your flowery language, your favorite nature facts rearranged into poetic phrasings. With every additional noun, you’re populating the garden, constructing the banks of the pond. Give yourself at least 15 minutes to brainstorm.

After assembling a motley group of characters, setting details, and imagery, it’s time to begin considering interpretation. How will you make meaning(s) of these things? Rekdal offers this insight, “If anything, poems offer me patterns of expectation and then disregard them in ways I find either delightful, annoying, instructive, or baffling” (3). How can you invite readers to feel those emotions? What might your metaphorical toad be—your something real? Aside from lyrical language, what’s the second layer to the poem? How can you take it from not-story to story? Let’s let those thoughts percolate while we try the next part.

Part 2 | Finding and Shaping Story

Book cover

The second writerly resource for today is A Swim in a Pond in the Rain by George Sanders. This book addresses structure through several guided readings of Russian short stories. He writes, “We’re always asking, of a work we’re reading (even if it’s one of our own): ‘Is it story yet?’ That’s the moment we’re seeking as we write. We’re revising and revising until we write the text up, so to speak, and it produces that ‘now it’s a story’ feeling” (50). But what is a story? He answers, “We could understand a story as simply a series of…expectation/resolution moments” (12). Isn’t that interesting? That’s also what Paisley Rekdal said about pattern, expectation, surprise. A story, or in our case, poem, has a call-and-response structure. What must come first? What details are essential? What will change? How does the poem end? How can the beginning enhance the end?

Choose an existing poem. If you’re feeling stuck, here are some suggestions: “[rain frog thorn bug bat tent], “Naming the Heartbeats,” or “Amphibians.” Before you’re tempted to read the poem in its entirety, cover up the last 2-6 lines. Read the first portion, then ask yourself these questions. What energy has the poem built up? How do you expect it to end? What ending feels so obvious that it would be disappointing? Now read the rest of the poem. What helps the poem land with a satisfying feeling?

Using your materials from part one, construct a poem that “responds alertly to itself” (Saunders, 29), that makes energy and then uses it (35), “advanc[ing] the story in a non-trivial way” (42). This is much easier said than done, but as Saunders teaches, “That’s really all a story is: a limited set of elements that we read against one another” (48). Tend your imaginary garden. Hide some toads. Find your voice, whether that frog-song is a cro-qui or a different onomatopoeia altogether. (They make lots of different calls!)

Remember that your poem, though it may turn toward a surprising resolution, doesn’t need to answer questions or conclude anything. Its power is the shared journey between writer and reader: sensing and thinking together. Poems can never avoid being situated, being about something, whether or not the author intends it. But as Paisley Rekdal wrote, “If we can all agree on the exact meaning of a poem, doesn’t that suggest the poem itself may be too narrow, even lifeless?” (Kidlit poems are the exception, in which we routinely opt for clarity and conclusions. But write this one for yourself! Poetry-joy is contagious.)

For themed writing prompts geared toward kids, check out Amazing Amphibians from our book list, specifically pages 49 (“Write a Slimy Story”) and 85 (“Write an Amphibian Haiku”). And of course, I’d love it if you clicked over to visit me at StephanieWritesForKids.com for more writerly tips and book recommendations.

Happy writing,

Stephanie

Stephanie Jackson is a mother of four kiddos ages 5-14. Her kidlit work has been published in Cricket magazine, Dirigible Balloon, and elsewhere. She holds an English creative writing degree and writes from her book-glutted home in northern Utah.