The Raven

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Leaves

Big Bear Hug

      BIG BEAR HUG

Oldland, N. (2009). Big bear hug. Toronto: Kids Can Press.

ISBN # 978-1-55453-464-7

This bear is unlike many, he loves to hug.  He hugs all he sees; even to the animals that bears have been known to eat.  The thing he loves to hug the most is tree.  One day, the huggable bear doesn’t feel like hugging anymore when he sees the man chopping down one of the tallest, oldest and the most magnificent trees in the forest....

I chose this book for three to five-year olds for several reasons.  To begin with, children love it.  The weeks we read it, we had many, many big bear hugs and laughs!  The story line is adorable and is mutually loved by both boys and girls.  Hug is a way to express love and care, and it promotes and projects a friendly environment as well.  I also like it honours the fact that bears eat other animals and explains this bear is different.  The story also helps leading to some bigger topics I would like to explore with children about nature and conservation.

The illustration is likely digitally created, using solid colours and lines.  It is presented in one dimension.  The simplicity of the drawing tells the story as it.  Young children are able to tell and create the story by reading from the picture.

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Provocation:

I would like to have a longer period for provocation before reading the book to children.  I would like to take this chance touching subjects about nature and conservation.  Due to the materials and plans I have for provocations and extensions, I would select summer months for the activities. 

The provocation spreads through two weeks.  I will focus the first week on the animals and the second week on the trees from the story.  At the beginning of the first week, I would post real images of bears, rabbits, moose, birds, skunks, snakes, and beavers on the wall around the classroom and put the related non-fiction children’s books under the images.  As children looking at the images, I will ask children if they know what the animals are and what they know about the animals.  The second week, I will change the images to firs, cedars, birches, apple trees, pear trees, and peaches trees.  Besides books and images, I’ll also put out the stuffed animals around for children to discover and play with it. 

I will read “Big Bear Hug” in the third week.

Four Ways to Present:

1) Felt Board with Felt Characters

• What I need:
• Felt Board, made from 18’×24’ corrugated plastic (available at Home Depot) covered with felt on one side or both sides using spray glue or contact.
• Felt Charactors: 1 Bear, 1 Rabbit (roundest), 1 Moose (bigger than the bear), 1 Bird, 1 Skunk, 1 Snake, 1 Beaver, and 1 Man.  Plus, 1 Big and 1 Small trees, 1 of each Apple, Pear, and Peach trees, and 1 Axe. **when making felt charactors, cut double the pieces to sew together.  Leave a small gap in the bottom for putting the sticks in and turn them to the stick puppets.  As it is puffier and heavier, sew a small piece of coarse side Velcro in the back, the charactors will stay on felt board better.
•  
• Other felt shapes: a few trees, some white cloud and blue sky for background.

2) Puppet Theatre

• What I need:
• Theatre Stand, made from three-side presentation board (available at Staple).  Cut a square or a rectangle big enough as a screen on the upper side of the board.  Paint the rest of the presentation board or glue with fabric (I prefer felt, so I can put name for our different production using felt letters below the screen and/or children’s name on the side panels if it is children participation, or making it as a story TV, see below).  On top of the screen, hang a rope and use a piece of fabric (I prefer velvet), big enough to cover the screen, to make as the curtain.  Put a hole at the top corner of the two side panels of the presentation board and hand a rope to connect the two sides.  The rope is for hanging the backdrop of the story using two laundry clippers.
• For this story, draw a picture, a little bigger then the screen, of a simple forest with a few trees and white cloud with blue sky.  Clip it on the clips as the background.
• Use the felt charactors made from felt story and put sticks in as the puppets.
•   

3) Story TV

• What I need:
• The Theatre Stand made from puppet theatre; take the curtain, rope, and backdrop off.
• If the stand is covered by felt, cut out a black felt frame to frame the screen and put some circles made from white felt or other materials as the pretended channel, volume, and on/off bottoms.
• Using banner paper roll (available at Michael’s) and draw the story on it.  This story takes about 10 scenes.  Measure and make grid of 10 pictures slightly larger than the height and width of the screen.  Cut the paper after measuring and leave about 5 inches at each end for attaching to the rolls.  Then, either, I will enlarge and make colour copy of the pages from the book to glue on the paper, or I will draw the background on the paper and use cut-out from calendars for the animals and trees to glue on the paper.  The 10 scenes are: 1) title with the bear, 2) bear hugging the roundest rabbit, the biggest moose, the smallest bird, the most skunk, and the most scary snake, 4) bear hugging big tree, and small tree, 5) bear hugging apple tree, pear tree, and peach tree, 6) bear hugging beaver and a man with axe, 7) bear and man looking up to a big tree, 8) man chopping the tree and bear growling, 9) bear; and man running away, and 10) bear hugging a big tree with axe mark. 
• Use two long rolls, preferably the empty wrapping paper rolls.  Glue each ends of the paper on the rolls.  Once it is dry, roll it up from the end side of the story to the beginning.

• To tell the story:
• Place the TV board in the front and a children size chair behind it.  I sit on the chair while my two hands controlling the top of the two rolls and the bottom of the rolls planted on my thighs.  As I am telling the story, I roll the rolls and rotate the 10 scenes.
•   

4) Telling the Story from First Person Point of View with Stuffed Animals/Hand Puppets

• What I need
• Either the stick puppets made from puppet theatre or with stuffed animals (bear, rabbit, moose, skunk, snake, bird, man, tree…)

• To tell the story:
• Arrange and hide the stuffed animals nicely, so it is easy to find them when it is their turn to be shown while not giving too much away.
• Use the bear as the first person narrator to tell his story about who he is, what he likes, and acts on his encounters, please see the following script:
• “I am a big black bear.  Unlike other bears who like to hunt and eat other animals, I am filled with love and happiness; I hug every living thing I see.  All day, I roam through the forest (pretended running) and hug, the roundest rabbit, the big moose, the tiny bird (showing each animal and hugged by the bear)…  I don’t care if the skunk is smelly or the snake is scary; I hug them all.  The thing I love to hug the most are TREES, big tree, small tree, apple tree, peach tree, and pear tree… (Bear hugs the skunk, snake, and different trees)

(Bear hugging beaver and a tree, a man walking in)  Who is this man with an axe?  Let me follow him, bye-bye beaver, hug you later!  (Both man and bear look up)  What is he looking?  One of the oldest and the most magnificent tree in the forest, wow, he must love trees as much as me... (Chop, chop, man chopping the tree)  I am shocked; what are you doing?  I am so angry; I am going to eat you…. (Sighed)…I can’t; I can’t eat you…  I know!  (Bear gives the man a hug and the man run away) Bye-bye! (Bear hugs the tree) No worry, you’re safe now.” 

Possible Extensions:

1)    Nature Talk/Drawing

Fortunately, most of the animals in the story are natural habitat in BC.  Some of the children may have seen bears, skunks, rabbits, moose, beavers, and maybe snakes.  I will let children talk about and share their encounters in the large group.  We may wonder together why bears visit our backyard, why skunks are smelly, why snakes are scary, and are they all so scary, and etc.  We may go back to the children’s non-fiction books I displayed during provocation and look for some answers to our questions.  Then, we can take out papers and draw our wonders and connections.  At the end, we can share and talk about our drawings with the group. 

2) Natural Walk/Drawing and Fruit Tasting

Like the animals, most of the trees in the story are natural habitat in BC.  Some of the children may have firs, cedars, birches, apple trees, pears trees, or peach tress in the backyard or garden, or have seen them on the streets or been to farms where apples, pears, and peaches grow.  This is a two-part activity. 

In the first part, children can share their encounters with the trees, and we can wonder together if leaves are all different among those trees, if the trees are all very tell and can live very long, if they are always green and have fruit…  We may take out the children’s non-fiction books to find out the answers to some of our questions. 

In the second part, I will divide the large group to two smaller groups.  In one group, we will have a natural walk outside using our naturalist tools, like hand lens, binoculars, pencils, drawing pads, and transparent zip bags.  I will explain how to use the tools, and we will practice using them.  Before we go, I will remind children about how the bear loves trees and that trees are living things, we shouldn’t pull or break the leaves or branches off the trees when we are outside.  However, we can take or draw pictures, or they can collect fallen leaves or corns from ground and put in their zip bags.  The walk will take about 45 minutes to an hour with 4-5 children, and we’ll look at the leaves of the trees; mostly, we may come across firs and cedars, occasionally arbutus and apple trees.  We can also compare and feel the texture of the trunks.  I will jog down observations and questions from children that we will talk about or find out the answers later.  Along the way children can draw their wonders and connections on the drawing pads; we’ll also find a place to sit, continue more drawing and have some snacks.  At the same time, the other group will stay indoor and look at the different fruits mentioned in the story.  First, the facilitator will put apples (from different varieties, like granny smith and gala), pears (Anjou and Bosc pears), and peaches (yellow and white peaches) in separate cloth-bags.  Without seeing it, let children put their hands in the cloth-bag, feel, smell, and guess what’s inside.  Then, the facilitator will reveal one bag at a time showing the different apples, or pears, or peaches and pass them around for children to touch, feel, smell, and look at.  We will talk about the different colors, shapes, and smells of the fruits.   The facilitator will explain to children that they will be the panel of fruit evaluators.  Children will be each given a sheet which has drawing of the fruits; children are asked to use markers or crayons to colour the fruit, and below it, is where they will put the emotion stickers to show how they evaluate the taste of the fruit.  Happy face means they like it; two happy faces mean they like it very much.  On the other hand, unhappy face means they don’t like it, and two unhappy faces mean they don’t want to try it again.  We’ll wash one fruit at a time, cut it, and taste them, and evaluate.  At the end, when the outdoor group is back, we’ll give children time to share their earlier experiences, observations and evaluations with each others, and let them know we’ll switch the indoor and outdoor group tomorrow.  Later on, with the leaves we collect, we will do different things with it.  We can do drying, painting, or printing with leaves.

3)    Conservation:

Introduce book, “What Does It Means To Be Green?” from Little Pickle Press.  I will use the story to share with children about what we can do in the classroom or at home to conserve the energy and reduce cutting of trees.  We’ll learn papers, i.e. drawing papers, paper towels, paper plates and cups, and etc, we use are made from trees, and how we can respect the resources we have by reducing, reusing, and recycling.  As so, we can still have trees to look at, t

Big Bear Hug

Oldland, N. (2009). Big bear hug.

                New Brunswick: Kids Can Press.

ISBN   987-1-55453464X

Big Bear Hug

This is a cute story about a bear that loves everyone and everything in the forest where he lives. There was so much love in him that the way he manifested that love was by hugging; he hugged every animal that crossed his path, big or small he hugged them all. He also hugged trees; he loved trees, all kinds of trees.

One day something unexpected happened something that made him experience an unhappy feeling, a man came in the forest with an axe trying to chop down a tree, the bear gets so angry that he feels like hurting the man, but at the end he decides to do what he does best. And he gave the man a big hug, and the man obviously ran far away from there.

Why would I use this book for three to five-year olds?

I think is a fantastic book, the content is easy to follow and to connect with; the vocabulary is simple and funny, children would definitely be drawn to the book. The pictures are clear, bright and colourful, it represents the forest idea in a simple yet attractive way; the reactions of the animals the bear hug are hilarious. I personally like the colors that were used, the sky so blue the nice little hills and the trees, that’s what I like trees everywhere. It is a good book with a nice message.

Provocations

·       One idea I have is to print the picture or the bear hugging the apple tree, the pear tree and the peach tree and bring one of them in to the class and place it in a strategic area I know the children will see it, and maybe later that day (or even another day) bring another picture with the bear hugging a different tree and see if the children can notice what’s different. And they are going to start wondering, what is the bear doing? Why is he hugging trees?

·       Another idea is to build some background knowledge about what real bears do? what they eat? The book specifically talks about the bear hugging animal that he has been known to eat.

 I’ll have some pictures of animals including the bear and the ones in the book and together with the children try to figure out which animals bears eat, which ones live in the forest where the bear lives.

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Ways to present the book

·       Felt Story: For the felt story I would have all the characters in the book: bear, rabbit, moose, bird, snake, skunk, the man and the axe, and trees (apple, pear, peach and some pine trees). I already made most of the characters with felt fabric.

 And since what attracted me in the book were the pictures and the whole idea of the forest I’ll have to include the blue skies and some little hills. I’ll probably wonder what the animals are thinking, because they obviously look confused.

·       Puppets(stuffy)also would work, I would have the characters (could use rabbit, moose, skunk only) and create a forest background with fabric (scarves) or a forest picture on the back ground(from a calendar) and some toy trees and recreate the story.

·       Felt characters on sticks(since I have the characters already made it’s just matter of sticking them on to the sticks with tape)

·       Basket presentation, I like the idea of a having a basket covered with a piece of fabric, that contains all the characters in the story; and as I’m telling the story get help from the children to try to figure out what animal is next to be hugged by the bear.

Extensions for learning  

·       Ecosystems: Where the bears live, types of bears. How is our habitat? Emotions: How do you feel when you get angry, how do you deal with it? How you show love?

·       Another bear book: Avery cranky bear.

·       Arts: What kinds of tree are in the place we live? Draw what kind of plants and trees do you see in you habitat?

·       Songs and finger play:

Songs:

Teddy Bear, Teddy Bear
Turn around!
Teddy Bear, Teddy Bear
Touch the ground!
Teddy Bear, Teddy Bear
Do a clap!
Teddy Bear, Teddy Bear
Touch your lap!
Teddy Bear, Teddy Bear
Arms out wide!
Teddy Bear, Teddy Bear
Touch your side!
Teddy Bear, Teddy Bear
Hop on one!
Teddy Bear, Teddy Bear
Your turn is done!  

 Bear
(can be sun to the tune of Row, Row, Row Your Boat)
Big bear, big bear,
Hunting near the trees.
Feasting on the honeycomb
Made by busy bees.
(bzzz, bzzz, bzzz)
Big bear, big bear,
Wading in the lake.
Fish is your favourite dish:
Which one will you take?
(swish, swish, swish)
Big bear, big bear,
Resting in your den.
Sleeping through the winter
Before you're out again.
(zzz, zzz, zzz)

Little Bear
(to the tune of frere jacques)
Are you sleepy, Are you sleepy
Little bear, little bear?
Wintertime is coming,
Wintertime is coming,
Very soon, very soon.
Find a cave, Find a cave,
Little bear, little bear
Wintertime is here,
Wintertime is here,
Go to sleep, go to sleep.
Are you sleepy, Are you sleepy
Little bear, little bear?
You will wake in springtime
In the warm, warm springtime
Little bear, little bear
Time to wake up, Time to wake up
Little bear, little bear
Springtime is here, springtime is here
Wake up now, wake up now!
What is he?
Big paws,
Big black nose,
Stubby tail,
And growl he goes.
What is he?
Well, who knows?
He sleeps all winter
When it snows.

Finger play:

Five little bears were sitting on the ground.
Five little bears made a deep growling sound: Grrrrr!
The first one said,"Let's have a look around."
The second one said, "I feel rather funny!"
The third one said, "I think I smell honey."
The fourth one said, "Shall we climb up the tree?"
The fifth one said, "Look out! There's a bee!"
So the five little bears went back to their play,
And decided to wait till the bees flew away.

Five Little Bears
Five little bears
Heard a loud roar
One ran away
Then there were four!
Four little bears
Climbing up a tree
One slid down
Then there were three!
Three little bears
Deciding what to do
One fell asleep
Then there were two!
Two little bears
Having lots of fun
One went home
Then there was one!
One little bear
Feeling all alone
Ran to his mother
Then there were none!

Poem:

The Black Bear
In the summer, fall, and spring
the black bear sports and has his fling,
but winter sends him straight indoors and there he
snores... and snores... and snores.

In Front of My House

Book: In front of my house

Author & Illustrator: Marianne

Dubuc, M. (2010). In front of my house. Toronto, ON, Canada: Kids Can Press.

ISBN: 978-1-55453-641-2

In front of my house is circular story about a child using their imaginations. Its starts and ends in front of a child’s house, in the duration of the book the child imagination takes the reader from outer space to the sea. This story of a child’s imagination, can help you to see that imaginative play can be used in any place during your daily routines, and can take you all over the world while just sitting in your front yard.

I would choose this book for 3-5 year olds because there are many extensions you can do with this book by just going outside your house or daycare. Also it’s a great was to introduce creative play.

The illustrations in this book are beautifully simple, they are drawn with pencil crayon. I think children would like them because they are very colorful and exciting. I was drawn to the illustrations for the simplicity and child like drawings.

For provocations I would talk with the children a few days previous to reading the book asking them what sort of things they see when they look out their windows from the class room. Perhaps I would get a few pairs of binoculars and get them each takes turns looking out the windows to see what interest them.

 The first way I would present this book is using a felt board , I am going copy the pictures from the book either scan or draw them out myself and laminated them.   I am going to make a felt board at home.  This is a book where I can stop and wonder at almost any place, I think I may stop and wonder when its says “in the dark” on page 48.  I will ask the children what they think will be in the dark.

The second way I was going to present the book is going to be using a clothes line and hanging different pictures from the book on the clothes line while telling the story. For the clothes line I’m going to use a long piece of string and either use two tables to tie  on each end or I might even tape it to the white board in the classroom. I am going to copy the pictures from the book either scan or draw them out myself.

The third way I am going to present this story is singing a song about the story. I am going to use my guitar either use a piggyback song or make my own tune. I might stop in parts of the song and ask the children to fill in the blanks to what they think might be coming next, and perhaps that will change the story a little bit as well. This was they are involved a little more even if they don’t know the story.

The forth way I am going to present the book was doing story yoga. I was going to first read the book to the children and then show them some yoga moves using objects from the book, then perhaps ask some of the students if they have any poses they might want to make up for some of the things in the book.

The first extension from this book may be to go on a walk with the students and get them to list all the things they see around them, and then get them to wonder what may be beyond what they see. By making them wonder it can take them into the imaginative play part that the book takes us into.

The second extension I was thinking would be to get the children to make their own book about the things that they saw from their walk. I would make 4 or 8 pages booklets for each child and they could draw what they see in their surroundings. Then we could all share with each other and see if any of us see the same things even though we live in different areas.

The third extension that came to mind was after the walk and the making of the books we could use the tune that I used for my song about the book and get the children to use their books to make their own songs.

What! Cried Granny

Lum, K. (2002). What! Cried Granny. An almost bedtime story.
         New York: Penguin Putnam Books for Young Readers.
ISBN# 0-14-230092-6
What! Cried Granny. An Almost Bedtime Story is about a boy named Patrick who is having his first sleep over at his grandmother’s house. As evening approaches and bedtime nears, a night of activity ensues for Granny. Whenever Granny tells Patrick to go to bed, Patrick mentions that he is missing an item. Granny races to construct this item so that Patrick is able to go to sleep. Granny ends up building a bed, a pillow, a blanket, and a teddy bear. By the time Patrick has all that he needs, its morning (Lum, 2002)!

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This book is comical. Each time Patrick mentions that he is missing something Granny cries “WHAT?”(Lum, 2002, p. 4). If a funny voice is used each time Granny yells, one could enhance the comedic value of this publication when presenting the story.

There is a pattern and rhythm that is evident as the story progresses.  With each statement from Patrick “But Granny I don’t have a ------” Granny responds “WHAT?”(Lum, 2002, p. 5-6) which gets longer and eventually becomes “WHAAAAT?!!?” (Lum, 2002, p. 18). This could prove to be interactive and engaging.

This is a very action oriented book with a sequence of events that is summarized (and repeated) allowing for connections to be drawn from item to action. Granny requests for Patrick to “climb into bed, lay your head on the pillow, tuck the blanket under your chin and give your teddy bear a hug” (Lum, 2002, p. 21).  This sentence starts earlier in the book and is repeated with the addition of each item, until this last and final summary.

This book could also introduce the concept of manmade items and their origins. This may stimulate connections to nature, materials and construction. I would hope that the children also connect to their personal belongings and possibly gain a greater appreciation for their commodities.

Color references such as “a restful shade of blue’ (Lum, 2002, p. 7) and “the prettiest shade of twilight purple’” (Lum, 2002, p.15) augment this wildly colorful book. The illustrations were produced with acrylic paint on art board. I believe these vibrant and large illustrations may evoke a sense of excitement; inspiring creation and experimentation. This daring color palette is a beautiful invitation to originality.

I would provoke interest in the book before presenting it, in the following ways:

Provocation #1
I would create a large laminated poster by photocopying the double spread illustration of
Granny building Patrick’s bed on page 5/6. This is the most detailed image in the book with a big construction plan surrounded by inset images of Granny’s step-by-step process.
I would post this on a wall at eye level and place a bright red toolbox to the side of this poster.

Provocation #2
I would create a scene out of the book in a section of the room:

Granny sews Patrick a pillow by stuffing a cloth bag full of feathers and sewing it up (Lum, 2002). I would place a cloth bag with feathers and a sewing machine on a low table. I would include pieces of cloth and thread.

Granny spins wool into yarn to make Patrick a blanket, which she then dyes purple (Lum, 2002). I would rent or borrow a spinning wheel and display it with yarn and a sealed container of purple dye. There is a Greater Vancouver Spinners and Weavers Guild, which I would utilize as a resource www.gvwsg.com for this provocation.

Provocation #3
I would use a felt board and place a “WHAT” word bubble on it. The following day I would add Granny to the felt board.

Provocation #4
I would recreate Patrick’s colorful bed somewhere in the room. I could do this by turning a table upside down, wrapping blue material around the base and legs to make the blue bed frame. I would add a red comforter and blankets or cushions to depict the red mattress and provide a purple blanket and pillow.

Provocation #5
I would create a slide of six images
A sheep and beside it wool
a chicken and beside it feathers
a tree and beside it wood.
I would leave the slide up all day and have a wondering session the following day providing information about these resources.

After a week of provocation, I would present this story in one of four ways:

I would present this story with a felt board, felt characters, and images. These would include: a bed, a bed with a blue frame, a blanket, a purple blanket, a chicken, a pair of scissors, a pillow, some sheep, the sun, a grandmother character, a boy character, trees, a house, a hammer and saw, a window with curtains, a feather, a light bulb, knitting needles, a sewing needle, wool, and lastly three word bubbles containing the print “WHAT?”, “WHAAAT?!” and “WHAAAAT?!!?” (Lum, 2002, p. 4,13,18).   3H Crafts, does not carry a felt story for this publication. They may be able to pull these components from existing stories and will be confirming this order by the end of the week.

A second way that I would present this story is as a prop box. I would collect the following items: a little bed, a paint brush, a small bottle of blue paint, a little piece of cloth, a little bucket, a purple piece of cloth, scissors, a pre made mini pillow, a feather, cotton wool, a grandmother doll, a little boy doll, a small branch, a toy hammer, a teddy bear with a red ribbon, a knitting needle, a spool of thread, a sewing needle and recipe cards with the print “WHAT?, “WHAAAT?!” and “WHAAAAT?!!?”(Lum, 2002, p. 4,13,18). I would use a simple shoebox to place all of these items and paint it a bright color to match one of the illustrations in the book.

A third way that I would present this story is as a story vine. I would color photocopy and laminate certain images from the book. I would use a piece of string and clothes’ pins to affix the images too. The laminates would include: Patrick, Granny, three speech bubbles containing the print “WHAT?”, “WHAAAT?!” and “WHAAAAT?!!?” (Lum, 2002, p. 4,13,18),
the trees on page 4, the bed on page 8, a real feather, granny with the pillow on page 11, the sheep on page 14, the image of granny dyeing the blanket on page 15, the teddy bear on page 19, and an image of the sun laminated to depict morning. To aid my presentation I would write my script/story on the back of each piece before lamination.

A fourth way I would like to present this story is by creating 6 large linear drawings of the key parts of the story. I would have these in a stack in front of me on a table and lift them up and place them down as I tell the story. These illustrations would be black drawings on white foam core. There would be a section on each board that would be cut out. As a provocation and group project, I would provide sheets of card stock divided into sections for each child to decorate with materials such as cloth, jewels, pencil crayons, during the week prior to telling the story. I would slip these decorated sheets of card stock into each of the cutout sections. I would adapt the story with the children’s artwork to include their artistic expression into the story. For example when presenting the story instead of mentioning a blue bed I would mention the colours and designs the children created. Their artwork would be emphasized against the white backdrop and be the main point of focus incorporating the idea of color and creativity.
 

During my presentation I would wonder with the children. There is a silent character, a dog, which appears throughout the story. This character is active in so many illustrations and provides a great opportunity to wonder. I wonder what the dog’s name is? I wonder if this is Granny’s dog? What shall we name him or her? I wonder what dog is thinking? I wonder what dog is doing? Look at how silly dog is? I wonder why dog is so silly!!! This would provide an awareness of animals and our shared experiences. This character adds to the humorous of this book and is prevalent once spotted. This character adds another dimension to this book and encourages focus.

On page 4 Granny runs out to her yard to chop down a tree. I would wonder:
I wonder how many trees Granny has in her yard? This may provoke the concept of
our environment and the idea of limited resources? On page 17 I would wonder what Granny is going to do? I wonder how Granny knows how to make so many things? These wonders could encourage arts, crafts and being resourceful.

I would not chunk this book, as it is a perfect length to read in one sitting. If the children were making connections, and were interested in discussing these connections in greater detail, I would stop and allow the conversation.

This book would lead me into the following extensions:

Extension #1

I would sew mini pillows with the children. I would provide material, and the filling. The children would choose their material, which would be pre-sewn except for one opening, they would stuff their pillow and I would sew them closed. A variation of this idea would be to dye pillowcases. We could learn about the creation of colors through this activity.

Extension #2
I would organize a wool spinner to provide a demonstration of spinning wool.

Extension #3
I would take the children on a field trip to see sheep shearing.

Extension #4
I would tie the book into Naptime and encourage everyone to bring a teddy bear and a blanket. We would use the pillows we made.

Extension #5

I would organize a day for children to invite a grandparent to be present for the reading of the book.  I would also like to incorporate and encourage any grandparents who were willing to come in and teach a craft.
  

The Terrible Plop

Written by: Ursula Dubosarsky
Illustrated by: Andrew Joyner
Published by: FSG kids
August 2009
ISBN-10: 0374374287
ISBN-13: 978-0374374280

This book is the adventure of six little rabbits who get scared off by a terrible “PLOP” during their afternoon snack by the lake. They try to escape through the forest, warning the other animals and triggering an alarming frenzy. They are not aware that they are heading towards Bear, who does not like being disturbed during his afternoon sunbath in his peaceful oasis. Fearless and courageous, Bear decided to challenge this horrible “PLOP”, annoyed by the fact that he might not be the most terrifying beast in the area. Guided back toward the terrible noise by the littlest rabbit, Bear quickly realised how frightened he was, and gets scared off as well. Luckily, the courageous little rabbit noticed that the terrible “PLOP” was just the sound of an apple falling into the water. The moral of this story: sometimes, some noises are not as scary as you might think, and the littlest rabbit was actually the most courageous one of all to realise there was no reason to be scared in the first place of “a silly old plop” (Dubosarsky,2009).

I believe this book would be great for children 3 to 5 years old because it introduces emotions and fears. It would be a good way to help children to understand and control the spontaneous reactions fears can sometimes trigger. It is a book full of actions and amusing rhyming, and it is dynamic and visually expressive with illustrations that are bright and colourful, which can easily catch children’s attention. In addition, the illustrator included some real images throughout the book, which add a little something special to it. I think the variety of characters in the book gives a great opportunity to make silly voices and a multitude of facial expressions.

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I would provoke the children with the image (or it could be a painting) of the animals running scared on page 11-12 of the book. At the beginning of the week, I would put it on the wall and let them discuss what this means. After a while, I would say, “I wonder what they are escaping from. They seem very scared!”This book would be a great provocation for the children with less self-confidence, and would send a good message for those who get easily scared off by things and noises. Another way could be to listen to different sounds, and let them explain how they feel about each of the sounds, what it represents for them. If I have access to a projector, I would project various images of the book onto the wall and see what kind of discussions and reactions it triggers.

How I would present the book to the children:

1.    Felt story – From fun coloured foam I have cut out every animal in the story (6 rabbits, fox, monkey, cat, pig, elephant, tiger, bat, leopard, goose, antelope, moose, bear), the apple tree, apple, the lake, the ‘PLOP’, even the rabbit’s snack. I would read the story and display what is happening on the board one thing at the time. When the children know the story by heart, I would let them put the animals on the board themselves.

2.    Magnet story – I would either make all the pieces (same pieces as above) with foam or fimo. While I am reading the story, I would introduce the pieces on a metal board or on a cookie tray and act out all the actions. Afterwards, I would let the children play with the pieces and recreate the story in their own words.

3.    Theatre display – On a long piece of paper, I would paint the story, and wrap it around two bottles in a theatre frame made out of a box. While reading the story to the children, the images will appear fluently in front of them.

4.    Line story – With the line story, I would need the children’s participation. All I need is real photos of all the animals of the book and some drums. While reading the story, the children would come up and display their images on the line. All the other children would play the drums to recreate the noise of the animals running together.

5.    Yoga – If I were using this way, I would leave room for the children to use their creativity, I would ask them to create poses that portray the animals in the book. Also, I would take photos of the children doing their poses and make yoga cards with them.

Whichever way I use to present my book, I would recreate a sound when the apple falls in the lake (either with a drum, by tapping the floor or by dropping something in water). While reading the book I would pause many times and wonder with the children. On page 11-12 of the book, I would ask them if they can see any animals I did not mention, I would let them look at the image for a while, and let them connect and discuss. For example, on page 13-14, the bear is drinking something – I would say, “I wonder what he is drinking!” Around the end of the book, on page 24, when the bear arrives at the lake waiting for “the PLOP”, I would say, “I wonder what’s going to happen! What do you think?” I would like the children to be aware of the characters’ facial expressions throughout the book, and discuss with them what kind of emotion\feeling this might be. What could trigger this feeling in your life? How would you deal with it?

After reading the book, there are many ways to extend the subject. I could let the children explore sounds with water, let them drop different objects in the water and document the sounds. Another way would be to listen to many different types of noises and create conversations around it (what would scare them in the night or when they are alone). Also, I could bring back the rhymes throughout the day; “We cannot stop! We must get away from the Terrible PLOP!” (Dubosarsky, 2009) Yoga could also become an extension after the book, by bringing back the animal poses for fun or simply for calming the tensions and the stress children can undergo. Documenting all the poses would be a great way for children to relate to the book in the future.

Little Cloud

           

 Carle , E. (2001) . Little cloud.  New York: Puffin Books.

ISBN   978-0-698-11830-0

          This book is about  the journey of a little cloud that drifts along the sky. This cloud changes into the shapes of many things it saw throughout this journey. There is time of solitude in this adventure but when little cloud joins the other clouds again it begins to rain.

The main reason I would use this book with three to five- year old children is because the story invites both children and teacher to observe the creativity of nature  and together enjoy the responses of our imagination. It is a captivating story since it provokes wonder in several parts of the book. The text is age appropriate and not too lengthy.

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The illustrations are beautifully, brightly and artistically made. There are textured collages that bring out the beautiful colors and a mix of crayons that was used to represent the rain in the end of the story. The children would be drawn to the illustrations because they invite curiosity by the shapes they form. The illustrations also evoke a harmonious yet shifting mood... one travels with the cloud. I was personally drawn to this book because of its aesthetic aspect and the content of the story itself that  allows interaction and imagination. It invites us to observe nature which I believe to be very important for us as educators and for the children. The cover “spoke” to me as I noticed a smile on Little Cloud.

To build the background (create a provocation) for the children, I would stick a “cloud” on to the window. This cloud would be made out of cotton balls glued on to a cloud shaped paper(representing Little Cloud). Once the children begin a conversation I would invite them to sit by the window and observe the sky. Throughout the day I would exchange the  shapes( with the felt figures) of  the clouds, as mentioned in the story, on the window. The next day I would read the book and observe the children’s observations and connections.

Four ways to present the book: Little Cloud by Eric Carle

1) Drama ( audience participation)

Material:

-    8 ponchos( made of white fleece or other fabric, white towel,sheet) for children

-    1 poncho for teacher

-    Little Cloud ( the one used for provocation)

-    rain stick

Presentation:

-   Teacher invites children to sit in a circle. ( Choose best hour of the day for your class).

-   Give an introduction of what will happen, that we are going to act out the story as the teacher      tells it.

-  Offer a poncho for each child and  have them put it on. If a child doesn’t want to wear it, just leave the poncho available for possible future interest of child in participating as the story commences. Teacher wears her poncho too.

-  Teacher begins telling the story by presenting Little Cloud and making movements that represents the drifting across the blue sky to begin the  journey! Little Cloud goes down and touches the house and tree tops and the other clouds move upwards to the sky. Little Cloud invites us all to travel together and  change into the shapes of  the things that it sees.

-  Teacher continues the story and in every new shape, allow children to use their bodies and form the shapes of the cloud.

-  As teachers tells the story, invite wondering time...”I wonder what shape Little Cloud will change into?”

-  At the end, teacher says that the other clouds are coming back and invite Little cloud to join them. Have all children stand up and  hold hands together to form a huge cloud, move in a circle as if the wind was blowing and then using the rain stick make the sound of rain...children gently fall down as if they were rain.

2) Nature Walk (or outside area of school)& Reading Story

Material:

-  Little Cloud (from provocation)

-  Book

Presentation:

- Teacher invites children to go outside on a cloudy day ( park or outside area of school).

-  Find a nice place to sit. If in the park, begin the story in one location then get up and walk a little to find a new spot to sit and observe the clouds from another position. 

-  Teacher begins reading the story using Little Cloud as a prop.

-  As story flows have children observe the sky to look at the clouds and see the shapes described in the story. If they don’t see the same shapes what other shapes can they see?

-   The story ends with Little Cloud joining again the other clouds and together they form the rain.

3) Basket Story (with audience participation)

Material:

-   Basket

-   Cloth

-   Cotton (larger chunks, not the cotton balls), enough for children to make shape out of it

-   rain stick

-   Little cloud

Presentation:

-   Invite children to gather around the covered basket.

-   Remove the the cloth and spread it on the floor in the centre of the circle.

-  Begin telling the story by presenting Little Cloud and as you begin telling about the shapes get out of the basket a chunk of cotton for every child.

-   Have the children make the shapes with the cotton piece as the shapes change along with the story. Let them use their creativity as they do the shapes (no right/wrong).

-   As the story comes to the end join Little Cloud with all the other cotton chunks of the children and use the rain stick that will represent the rain at the end of the story.

4) Felt Board

material:

-  Felt board ( blue background if possible)

-  Felt pieces:

     Little Cloud (with a faded smile)

     Giant Cloud ( with faded smile)

     other clouds (5 other pieces)

     few houses (3)

     few trees (3)

     sheep (cloud)

     airplane(cloud)

     shark (cloud)

     two trees  (cloud)

     rabbit (cloud)

     hat (cloud)

     clown (cloud)

     rain drops

- rain stick

Presentation:

-  Teacher invites children for story time.

-  Tell the story with the felt figures.

Observation:

-  I did not find ready-made pieces.  I enjoy  making crafts and personally this is a way to “relax”. So this is a story that I will make the pieces myself.

-  The pages I would stop to wonder would be: (  obs. no numbers on pages)

                   When Little cloud changes into a giant cloud. “ I wonder how it became giant ?”

                   When Little Cloud changes into a hat “ I wonder what is going to happen ?”

                   When little Cloud joins the other clouds again “ I wonder where the other clouds

                     went and what they saw?”

-  I would not “chunk” this book because it is not extensive and also there is a “ flow” that I  

   would prefer not to interrupt.

Extension Possibilities:

1)  Art ( making their book of clouds)

-  An activity that could be done throughout the month, choosing alternate days to go outside and   

    observe the clouds to find shapes that they can register it in their book.

-  Give them little booklets to document their observations

-   Offer different kinds of materials each time they go out to observe and make their art work.

   Materials: paint, water color, crayons, pencils, colored cotton and glue, yarn pieces....

2) Science

-  Explore in more depth the formation of clouds

-  Have conversation about  weather conditions

-  Make a calendar of the months and daily register whether there is a formation of clouds

3)  Discussion (social aspect)

-  Talk about how there are moments where we can do many things alone...Little Cloud trailed

   behind as the other clouds went on. Little Cloud could observe and pay attention to things

   around.  

-  Talk about how it is good to join back together, the clouds could “make” rain together.

-   Discuss about relationships among each other.