The Sound of Kwanzaa

Tokenbo, Dimitrea (2009). The Sound of Kwanzaa. New York: Scholastic Press.







ISBN # -13: 978-0-545-01865-4 or


ISBN # -10: 0-545-01865-X


This book helps Children discover the purposes and meanings behind the African American Holiday of Kwanzaa. Each page has step by step teachings about the language, culture, and traditions.



I think this book is appropriate for children age’s three to five because the book is organized in a way that allows for easy comprehension of the Kwanzaa holiday. The language is simple, and when the author refers to an African American word, the definition is then given in English.



The illustrations in this book help the reader to feel active, alive and energetic. The bright colors are bold and exuberant. Children can get a sense that Kwanzaa is a happy, fun, and exciting feast.


To help introduce the Kwanzaa holiday and the book to the children, I would place a Kinara (candle holder) in the classroom prior to reading the book. This will provoke interest in the book for the children and get them familiar with the Kinara. On the day that I would read the story to the children, I would turn off the lights and have them explore with flashlights. This will help illuminate the setting that goes along with the Kinara.


Another provocation I would do would be to find some music that is played at Kwanzaa and play it in the classroom before I read the book. The idea of the music is to introduce music from the African American culture.






Three ways to present the story


Story props: as the story is being told, the children could add the significant colored candles to the Kinara. (Candleholder). We could then dim the lights and shine flashlights on the candles rather than lighting them.






Audio participation: In this book the children in the story are invited to listen to the sound of Kwanzaa. I would read the book in a way so the children could not see the pictures. I would then have the children focus on the audio part of the story. I would then pass out drums and encourage children to chant when they hear the sounds of Kwanzaa.






Puzzle: This is another fun idea of how to present the book. I would make a puzzle that would represent the Nguzo Saba. (Which are seven guiding principals). Then I would have the puzzle pieces laminated. The puzzle pieces would include:


1. UMOJA – unity


2. KUJICHAGULIA – self-determination


3. UJIMA – collective work and responsibility


4. UJAMAA – cooperative economics


5. NIJ – purpose


6. KUUMBA – creativity


7. IMANI – faith


The children would be given the puzzle pieces. Then as the story is being told the


children could put the pieces of Nguzo Saba together.










Three possible extensions


Baking brownies: There is a no-bake Kwanzaa brownie bites recipe in the back of the book. I would be sure of any allergies before we made the recipe. Also any nuts in the recipe would have to be omitted and other ingredients would have to be substituted. I would also explore other Kwanzaa recipes and think of ways that I could introduce them to the children. This is also a great way to get the children thinking about different kinds of ethnic foods. I think making a recipe related to the book would be fun for the children but would also have to be done with adult supervision.






Ethnic day: After the book has been read to the children and we have had the opportunity to explore this African American culture, I would encourage the children to bring something from home that symbolizes something significant from their ethnic backgrounds. This could be called ethnic day and could extend into discoveries and exploration around other cultures and traditions.






Kinara (candleholder) craft: This craft could be constructed from empty toilet paper rolls. The rolls could be painted green, black, and red. The colors that represent the Kinara. The flames could be made from yellow tissue paper and glued to the toilet paper rolls. (Candles). The candles could then be mounted on something flexible that represents the holder. (ie. Coat hanger).

A Poppy Is To Remember

     Patterson, Heather and Lightburn, Ron (2004).  A Poppy Is to Remember.  Ontario:  North Wind Press

      ISBN # 0-439-96786-4

“A Poppy Is to Remember” is a book that helps introduce Remembrance Day to children.  The book helps children understand some basic ideas about war and the hardships families have to face as a result of war.  The book helps children understand why we honor those who served in the war, and why a poppy is a significant symbol of peace. 

This book is simple yet straight to the point.  War is a complicated subject.  This book provides a basic understanding about war and uses simple words that are easy for children to comprehend.

“A Poppy Is to Remember” has some colorful aspects to the illustrations, but is shadowed by a dull glow that helps convey the mood of sadness.  The facial features of the characters give awareness that the idea of war is sad and dramatic.

To help children understand the Remembrance Day holiday and the book, I would start by enlarging a photo of a soldier and place it in the classroom.  I would encourage questions from the children like what is this man wearing?  Why is the photo in black and white?  Why does the man in this photo look so serious? 

Another way I would help provoke questions around Remembrance Day would be to make giant poppies and place them all around the classroom leading up to the book.  I would later connect the poppies in the book to the poppies in the classroom.

   3 ways to present the story

Story masks:  I would construct sad and happy masks made from paper plates.  I would give them to the children when I was about to read the story.  The idea here is that when they thought the story was sad they could put on the sad masks and when the story was happy they could put on the happy masks. 

Story sticks:  I would photocopy pictures of the characters in the book, and laminate them.  I would then place them on sticks.  Then, as I read the story to the children they could tape a poppy on their character that coordinates with the character in the book. 

Felt poppy wreath:  When presenting the story this way, I would use a felt board and felt poppies.  I would then cut out a large piece of green felt into the shape of a wreath.  I would place the wreath on the felt board.  As I read the story, I would explain to the children that they would be invited to place the poppies on the wreath at particular times when the story signified peace.  This concept will help the children understand that a poppy is for peace and the significance related to the poppy.

    3 possible extensions

Art project:  I would put out supplies to make poppies such as red tissue paper, glue, and a small black button for the center of the poppy.  After the children finished making their poppies, I would have them glue them on a laminated copy of the poem “In Falnders Fields”.  (This poem can be found in the book).

Guest Speaker:  In this extension for the book, I would phone ahead of time the Royal Canadian Legion and get a veteran dressed in uniform to come and talk with the children about some basic concepts about war and what it was like during that time.

In class march:  In this extension I would help the children connect back to the book.  We would then review the idea behind The Royal Canadian March.  Then I would give the children a poppy to wear and a small Canadian flag (this could be constructed out of construction paper and wooden sticks) to hold.  We could then have a mini march around the classroom which would represent The Royal Canadian March on Remembrance Day.  If weather was nice we could even do the march outside.  I would end the march with two minutes of silence for the children. 

Turkey Trouble

     Silvano, Wendy (2009).  Turkey Trouble.  New York: Marshall Cavendish Corporation

      ISBN #978-0-7614-5529-5

“Turkey Trouble” is a fun book about a turkey that makes the discovery that he is going to become the main course for Thanksgiving dinner.  The turkey realizes that this is a big problem and comes up with some funny creative disguises to help him get out of this big mess.  

I think this book would be great for children age’s three to five because the story line is funny and can keep the interest of the children.  Each page leaves the children pondering on the ideas of what will happen next for our turkey friend. 

The expressions of the characters faces in the book are comical and this is conveyed through the great illustrations of the book.  The pictures are colorful, big, and easy to see.  The children can also get an idea about the turkey’s character through the detail of the illustrations. This book is also based around the Thanksgiving holiday and the illustrations help portray that sense of fall.  The natural colors and tones help to set the scene. 
 

To help introduce this book to children, I would set out a tray of interesting disguises.  (i.e.: fake mustaches, different types of eyeglasses, a selection of funny noses, etc.).  I would let them explore with the different types of facial pieces and get them to see how many interesting disguises they could come up with.

Another idea I would use to help introduce this book to children would be to laminate and enlarge a picture of the turkey from this book.  I would then dress him up in a disguise and get the children try and guess what kind of animal was in disguise.

    3 ways to present the story

Puppets:  To present the story this way, I would use wool socks.  To make the turkey, I would hot glue on some googly eyes and feathers.  I think this would help the turkey look funny.  I would also use socks to make the other characters in the book.  For the sheep, I would also glue on some googly eyes and cotton.  For the cows, I would attach pieces of white and black felt to the socks.  To make the pig, I would cut out a snout and ears from using pink felt.

Story props:  To present the story this way, I would use a large piece of flat cardboard from the bottom of a big box.  Then I would hot glue on pieces of straw.  This material will help give the children the idea that the setting of the story is in a barn.  I would then add farm animal figurines.  (These can be purchased at dollar stores).  The teacher could then use the figurines (story props) to tell the story or come up with their own creative way to improvise another story.

Magnet board:  To present the story this way, I would use a cookie sheet.  I then would photocopy and laminate pictures from the book and add magnetic adhesive strips to the back. Then I would let the children explore with them and try to guess what character the turkey was trying to disguise himself as the story was being told.

      3 possible extensions

Mask making:  I would have the children make their own comical masks using paper plates.  I would then put different materials that the children could use to make their masks into different disguises.  Some of the materials I would put out for their masks would be cotton balls, feathers, pipe cleaners (to make interesting glasses), or any other materials that could be related to the book.

Turkey making:  The story is based around the Thanksgiving holiday so I would also want to incorporate the idea about being thankful. To help the children understand this idea, I would ask them what they think they are thankful for in their lives.  I would then document this for each child.  I would then have the children make a turkey.  They could use colorful construction paper for the wings of the turkey.  On each wing, I would help the child write down what they are thankful for. 

Outdoor experience:  For this extension I would take the children outside and help the children discover what is related to fall in our environment.  I would also help the children understand that we should be thankful for our environment such as fresh air, clean water, trees etc.

Under the Ramadan Moon

Whitman, Sylvia (2008). Under the Ramadan Moon. Morton Grove: Albert Whitman &  Company.

     ISBN # 978-0-8075-8304-3

Under The Ramadan Moon tells the story of what a Muslim family does when celebrating Ramadan. Ramadan is celebrated during the 9^th month of the religious year, which is measured by the moon cycle. It is a time of reflection and celebration. The family in the book fast by day and eat at night, speak kind words, stop bad habits, give to the poor, read Qur’an, hang bright lights, bake sweet treats, visit friends, tell stories, laugh, play and most importantly, pray.

I would use this picture book for 3 to 5 year olds because it gives a simplified explanation of Ramadan, a holiday that is not easy to explain. The language is appropriate for this age group, with rhythm and repetition (‘under the moon, under the Ramadan moon’) evident in the story.

The illustrations have a soft feeling to them, evoking a sense of calm and respect for the book content.

To build background knowledge and provoke interest in the children, I would print out and laminate large pictures of different moons and post them up high on the ceiling (in the order which they appear within the moon cycle) to make children wonder about the moons.

3 ways to present the story

Audience Participation: To tell this story with audience participation, I would first hang the large pictures of the different moons (from provocations) on the ceiling directly on top of the circle (or wherever you choose to tell your story). Then throughout the story, I would give a child (or children) a turn to go ‘under the Ramadan moon’ and do what was described in the book. For example, at the part ‘We eat at night, under the moon, under the moon, under the Ramadan moon’ I would get a child (or children) to go stand under the moon and act like they were eating.

Felt board story (different parts of the moon): I would use the felt board to help children see the different moons in the moon cycle. I would also make different pieces to correspond to the story (food, book of Qur’an, sweet treats, bright lights, nuts, hot tea). I would incorporate audience participation by allowing each child to put up a piece onto the felt board.

                                                                                     

Prop Basket: I would have props corresponding to the story set in a basket (food, book of Qur’an, sweet treats, bright lights, nuts, and hot tea). I would give each child a different prop for them to hold during the story. 

3 possible extensions

Explorations with the moon: As an extension for learning, this story might lead us into a scientific inquiry about the moon. Why does the moon change shapes? What does the surface of the moon feel like? How big is the moon?

Discussion: The story might lead the children and I to have a discussion on “What kind words will we say?” during Ramadan. We would discuss during circle what words are kind and what words aren’t and as a class we will make a list of ‘Kind Words’.

Making and hanging bright lights: An art activity of making paper lamps would be a fun way for children to extend their learning about Ramadan. After making the paper lamps, I would help the children hang them up on a nearby tree (if possible) or on the ceiling of the centre.

The Earth and I

   Asch, Frank (1994). The Earth and I. Orlando: Harcourt Brace and Company.

    ISBN # 0-15-200443-2

‘The Earth and I’ tells the story of a friendship between a boy and the Earth. They listen to each other and they go for walks, play, grow, sing and dance together. However, when the Earth is sad and polluted, the boy gets sad as well. He helps the Earth become happy again by helping clean up the pollution.

I would use this book for 3 to 5 year olds because the sentences are short and written using simple language that the children can understand. With the simple language, children can understand and relate to the important message that the book conveys, which is being friends and respecting the Earth.

The watercolour paint illustrations evoke a positive mood as they are bright, colourful and sunny. The rainbow, tye dye-like feel of the illustrations draw children to the book as it’s almost as if the Sun is within the book. The bright colours make it easier for children to see the contrast between the bright, happy, clean Earth, and the dark, sad, polluted Earth.

To help build background knowledge and provoke interest for the children, I would put out a globe during free play for the children to explore with.

I would also get different pictures of places on the Earth (forests, rivers, gardens, etc). I would enlarge and laminate the pictures and put them around the room for children to see and think about.

3 ways to present the story

Nature Walk: I would take the children on a walk outside. To introduce the story-telling during the walk, I would say that we were going on a walk with our special friend. When they asked who, I would say the Earth! I would ask them to tell the Earth what’s on their minds and then to listen to the Earth. We would sing for the Earth and then listen to the Earth sing for us. We would dance together and look for signs if the Earth is dancing for us (i.e.: rustling leaves). If we saw litter during the nature walk, given hygienic reasons, I would promote the children to clean up or get me to clean it up.

Magnet Board: I would make a magnet board for children to come up with their own stories about the friendship between the boy and the Earth. I would make a ‘Boy’ piece, as well as several changeable backgrounds (forest, river, garden) that will serve as different settings for their stories.

Puppet: I would use the boy puppet and talk from his perspective. During the story-telling, I would get the children to act as the Earth. For example: I (the boy) dance for her (the Earth), I would make the puppet dance, then after get the children (the Earth) to dance. 

3 possible extensions

Growing plants: Growing plants is a simple and fun activity for the children to engage with. Bean seeds are particularly effective at growing. Growing plants gives children an opportunity to have a relationship with growing, living things, as they are encouraged to water their plants regularly and talk to their plants.

Start a recycling program: If your preschool/or daycare doesn’t so already, after reading the story you could start a recycling program. This can be something as simple as putting blue bins for plastic / paper. During snack time, putting out a container for compost (i.e.: banana peels, orange peels) makes the children aware of what happens to their waste.

Art project with recycled materials: Gather loose parts that would have otherwise been thrown away (i.e.: toilet rolls, bottle caps). After ensuring that they are safe for children, allow the children to explore with the materials. Do not put glue out; glue implies a ‘one-time’ ethic with the materials, which at times can be wasteful. Rather, let the children explore the many different ways they can manipulate the loose parts.

Cumulative and Circular books

Jump, Frog, Jump!

Kalan, R. (1981) Jump, Frog, Jump!. New York, NY: Greenwillow Books

ISBN: 0-688-13954-X

Summary:
This is a book is a cumulative about a frog who tries to catch the fly with the dangers of getting caught himself. The children can wonder which animal is going to try to put the frog in danger and there is also a repetitive line, “Jump, frog, jump!” which invites the children to follow with the reader. The illustrations are simple yet alive in colour and each page also shows who is going to show up next so the children can start to guess which character is going to come up. This is a great book for 3 to 5 year olds because it has a simple story line to follow and it makes the listener wonder what will happen next, which can help them focus.

Provocation:

• Around the classroom, pictures of the frog jumping can be displayed which can provoke the children into thinking where and why the frog is jumping.

Presenting the book:

• Around the third time the frog has jumped, you can wonder with the children who will appear next to put the frog in danger. And by asking the question “How did the frog get away?”, which is a line that always comes before the line “Jump, frog, jump!”, the children can yell it out even without the page being turned.
• One child can be the frog and the other children can be the other characters in the story and present an audience participant story. To do this, there needs to be an open space for the frog to jump and possibly a basket or a blanket to catch the frog (which happens near the end of the story).
• Present the story as a felt board story; you need to prepare a frog, a fly, a fish, a snake, a turtle, a net and few children. Invite the children to yell “jump, frog, jump!” with you when you are presenting the story.

Extensions:

• Explore the concept of predator and prey. The class can research together which animals are the predators and which animals are the prey.
• Visit the aquarium or the zoo to see an actual frog and to explore how animals move.
• Have frogs as a class pet and examine with the children. If it is possible, it is great to start off with a tadpole and examine as the tadpole transform into a frog.

What Goes Around Comes Around

McGuire, R. (1995) What goes around comes around. New York, New York: Penguin Books

ISBN: 0-670-86396-4

Summary:
When a doll flies out the window, it bounces off to the road, to the sea, to China, and other places around the world. This is a circular story suitable for 3 to 5 year olds because it is a silly story which can bring up giggles. The illustrations are funny and it shows the face expressions of the characters when they see the doll bounce by them. The story does not happen just in one place, but all over the world so there are pictures of the famous architecture or culture of other countries.

Provocation:

• First, you need a doll. Then for over a few days or with every transition, the doll can be placed in a different place and come back to the place it originally started off. If the children do no notice, you can say out loud “Hmm…I wonder what happened to this doll?” which then can spark the children’s imaginations.

Presenthing the book:

•  Even before reading the book, you could wonder with the children what the phrase “what goes around comes around” means and if they have heard it before. And then when you are reading the book, you could wonder with the children what places the doll would bounce to.
• Glue a picture of a doll to one of the hands of a broken clock and glue pictures of where the doll has been on the numbers and spin around the doll around the clock until it comes back home. If you do not have a broken clock, it is also possible to make it out of a big cardboard and but it into a circle or however you want it to look like.
• Another way is to present it as a stage story that Susan Munzer-Briner suggested in the video that we watched in class. For the places the doll goes to, you can use old calendars and you can tie a picture of a doll or an actual little doll in a string and bounce it across the stage as you change the scenes in the back.

Extensions:

• The children can make a doll or a robot for boys. For this, it could just be a simple paper doll or a felt doll. Then the children can roam around the room with the doll.
• The clock for presenting the book can be place in the classroom as an activity for the children to enjoy by themselves.
• The class can discuss about their favourite place or a place they would like to visit. And once you get a few ideas, set up a dramatic play centre for the children to explore the places’ culture.

The Napping House

Wood, A. (1984) The napping house. Orlando, Florida: Harcourt Books

ISBN: 978-0-15-256708-8

Summary:
This book is a cumulative story about what happens in the napping house. The napping house is where everyone sleeps, however everyone wakes up due to a small bite from a flea. The illustrations are warm and pleasing. The illustrations tell who will go on top of the bed next, which the listener can try to figure out who will be next. This book is great for 3 to 5 year olds because it has detailed illustrations and rich adjectives to describe the characters.

Provocation:

•  Present a felt board story with the pieces of the story where all the characters are awake. Without telling anything about the book, listen to what the children have to say and wonder with them.

Presenthing the book:

• A felt board story is great for this book. The pieces that you need are the bed, granny, a child, a dog, a cat, a mouse and a flea. And as you read the story, you can stack them on top of each other and in the end you could throw all the pieces off to represent how they woke up.
• Prepare a granny, a child, a dog, a cat, a mouse, and a flea props. This could be stuffed animals, puppets or you could even glue the pictures of the characters on wooden blocks. And present the story as a prop story. As you present the story, stack the blocks on top of each other.
• For an audience participation story, you could gather all the characters from the book, but also you could tell the children to bring in one of their favourite stuffed animals to class. Then on the day when you are presenting the story, a child, possibly the one that did not bring in a stuffed animal can be the granny (or grandpa) and as you tell the story, you can go around saying the children’s name and their animals to be stacked on top of the granny. And when it is time to wake everyone up, you could pass back the animals to the children.

Extensions:

•  The class can have a pajama day and bring their favourite stuffed animals and replay “The napping house” with their own stuffed animals.
• Glue the character’s pictures on blocks first and the children can recite the book the way they want to to their friends or just simply stack the blocks to see how high it can go until it tumbles down.
• Present the felt board story or the prop story as a centre for the children to enjoy.

All for pie, Pie for All

Martin, D. (2006). All for Pie, Pie for All (Library Binding ed.). Cambridge: Candlewick

ISBN: 076362393-8

Summary:
This is a circular story about an apple pie that Grandma Cat bakes. When Grandma cat bakes an apple pie, not only her family enjoys the pie, but also the Mouse family and Ant family enjoy it. Each family, one family after another, eats the pie and takes naps. When everybody is awake, they all help baking a blueberry pie.

This book is great for three to five-years olds because
-the story is written in repetitive pattern with simple structures: "Little Brother Cat ate a piece. Big sister Cat ate a piece..." and "Little Brother Ant walked away with a crumb. Big sister Ant walked away with a crumb."
-this story also shows the concept of sharing and cooperating. Each family (Cat, Mouse, and Ant) shares the pie until the whole pie was gone and everyone helps baking a new blueberry pie.

This picture book's illustration is very appealing- cozy, warm and friendly atmosphere is created. Pen (ink-pen) is used and different species (types of animals) are illustrated in cute ways. They all look happy and friendly.

Provocation:

• In the book, there is a picture of all families gathered in a kitchen, making a pie. In the pic, it shows all different food ingredients. This picture pages can be enlarged and presented to the children before reading. Wonder with the children about what all animals are trying to do together: let's be curious about why they are all together in the kitchen and about what they are making. 

Presenting the book:

• Felt story  Pieces need for this felt story:
  
  
  
  
  -5 Cats: Little Brother Cat, Big Sister Cat, Momma Cat, Poppa Cat, Grandma Cat
  -5 Mouse: Little Brother Mouse, Big Sister Mouse, Momma Mouse, Poppa Mouse, Grandma Mouse
  -6 Ant: Little Brother Ant, Big Sister Ant, Momma Ant, Poppa Ant, Grandma Cat, Baby Ant (wearing a diaper)
  -One big blanket to cover 5 cats. One for 5 Mouses. One for 6 Ants.
  -One big Apple pie, One piece of pie, Six crumbs, One big Blueberry pie.
  -Any ingredients that can be used for blueberry pie: Big bowl, Box of flour, Sugar, Blueberry
  -When reading "they took naps," simply cover the animal pieces with blanket felt.
• Magnetic sheet
  
  
  
  
  Pieces needed for this story will be the same as Felt story.
  Blankets still needed to show children that animals are taking naps.
  Instead of painting the cooking sheet, use different Calendar paper or background paper (with magnetic attached) for Cat, Mouse and Ant.
  Then we can also show children that the scenes are changing as different each group's living style is different. (Background Suggestions: House pics for Cat, Tree holes for Mouse, View of the table for Ant)
• Reading the story
  
  
  
  
  Use different loudness for each animal- loud voices for Cats, less loud for Mouse, and very quiet voice for Ant. Since the sentences are repetitive, read sentences rhythmically. 

Extensions:

• Using Felt board, talk about how to make a blueberry pie (or an apple pie). On Felt board, start with putting big bowl piece and putting a pieces of flour, sugar, milk. 
• Talk about where each animal live, what they see from where they are, and talk about their sizes and talk about how one pie becomes pieces and crumbs. 
• On Kididdles, there is a song called the pumpkin pies that Grandma bakes. Simply change pumpkin to Apple! (http://www.kididdles.com/lyrics/p055.html)

Too Much Noise

McGovern, A. (1967). Too Much Noise (1St Edition ed.). Cookery: Houghton Mifflin Books For Children.

ISBN: 0-395-18110-0

Summary:
This is a cumulative story about an old man, Peter, who complains about the noise he hears in the house. "The bed creaked./ The floor Squeaked." He thinks it's "Too noisy" and decides to to see the wise man of the village. Listening to the Wise man's advice, he begins to bring different kinds of animals one by one: starting with cow, there come a donkey, a sheep, a hen, a cat, a dog. The house got too noisy and Peter begins to let go each animal. Then "the bed creaked./The floor squeaked." But he said, "What a quiet noise."

This book is great for three to five-years olds because
-many different sounds are illustrated in the book: "creaked, squeaked, Swish, Hiss."
-different animals’ sounds are also explained.
-it is fun to repeat the sounds.

The story is about valuing what Peter has in the beginning. In the end of the book, the story comes to the beginning. In the beginning, the old man was not thankful for what he had, but when the story comes back to the start, he begins to appreciate it.

The story is drawn basically using ink and pen. The colors are interesting: everything seems a bit bluish. Different animals are illustrated using main characteristics. Great image of a wise man in that he looks smart while Peter, the old man, looks a bit grumpy.

Provocation:

• Present a cut out piece of a grumpy old man with a background of his house. Talk to the children about why he looks so grumpy.

Presenting the book:

• Felt Story
  
  
  
  
  Pieces needed for the story:
  -Make the felt board look like a house: One window, Bed, Table.
  -One old man, One wise man, and different animals: a donkey, a sheep, a hen, a cat, a dog.
• Puppet Story
  
  
  
  
  Use a big box (stage) and make it look like a old man's house.
  One suggestion: Draw pictures and cut them, laminate them and glue them on a stick to make paper puppets. Need the same pieces as in Felt story.
  Focus on the sound you are making as this book is about different kinds of noise.
• Read the book. Ask the children what sounds will be made if the leaves fall on the roof. what kinds of sounds different animals make.

Extensions:

•  Discuss about the sound illustrated in the book. Ask questions like "where would you hear a sound like "swish, swish", "hiss, hiss".
• Use music prop box. Use a straw from Tim Hortons or Starbucks to make a small whistle to make "hiss" sound. Examine what kinds of sound a rainstick makes, a drum makes, when rubbing a paper sounds like.
• Discuss about the outcome of the story. Talk about children's experience when they have had a similar situation. If it's hard for them to think, talk about the sound that they hear at home when going to sleep. Ask them to describe and observe the sound that they have heard and will hear.

Bearsie Bear and the Surprise Sleepover Party

Waber, B. (1997). Bearsie Bear and the Surprise Sleepover Party. Boston: Houghton Mifflin Company.

ISBN: 0-395-86450-X

Summary:
This is a cumulative story about a cold winter night when Bearsie Bear has surprise visits from all different kinds of animal friends and has an unexpected sleepover party. In Cold snowy winter night, when Bearsie Bear is in bed, falling asleep, there comes an unexpected knocking at the door. "Who is it?" "It's me, Moosie Moose," "May I sleep over?" Starting with Moosie Moose, the surprising, unexpected visits from animal friends begin: Moosie Moose, Cowsie Cow, Piggie Pig, Foxie Fox, Goosie Goose, Porkie Porcupine enters into the bed. As Porcupine peeks at other animals who were already in bed, they all went away. As a way to sleep together, they put porcupine under the bed, but finally they finds a way to sleep all together in one bed without hurting others.

This book is great for three to five-years olds because
-the story is very repetivie using simple sentences such as "It's me, Moosie Moose." "It's me, Cowsie Cow." At the door, when there is a knock, different animals show up, but they have the same repetitive conversation. Children can get used to what is expected to be talked about.
-Even if the book is a bit long, teachers can always shorten the story. It's easy to read.
-Interesting character names appear in the book. e.g. Foxie Fox, Porkie Porcupine.
-the story is about problem solving and about friendship too. Everyone is welcome in Bearsie Bear's house for sleepover, even the porcupine who has hurt other animals. He is not welcome in the beginning, but friends come up with a solution to have porcupine back to bed.

This picture book used watercolor. Animals are drawn in a simple way with soft colors.

Provocation:

• Show children a picture of a house standing in the snowy forest and one animal approaching to the house. (the first page of the book) Ask children questions like "Who do you think lives in that house?" "Who is the shadowy animal walking towards the house? What is the animal going to do?"

Presenting the book:

• Felt story Pieces needed for the story:
  
  
  
  
  Animals: Bear, Moose, Cow, Pig, Fox, Goose, Porcupine,
  one piece of Big Bed, One long blanket, A house covered with snow, A door.
• Audience Participation
  
  
  
  
  Draw a picture of each animal's face. Make two masks for porcupine (1 mask with picky fur, 1 mask with softer fur) Laminate the masks. Prepare one big blanket.
  Let children be the animals in the story. Call each other and make them go under the blanket. When porcupine (picky mask) comes, everyone runs away. When porcupine comes again with soft one, everyone is back under the blanket.
• Prop basket
  
  
  
  
  Bring a basket with different animal puppets. Tell the story using these puppets. Children can participate if they want to.

Extensions:

• Ask children about the ending of the story. Ask them whether they have any other suggestions if they want to sleep with a porkie porcupine. In play time, when children face some challenges or they are not cooperating, remind them of the story how animals came up with a solution to welcome their friend in bed.
• Draw animals. Try to let them draw a distinctive feature found in each animal. For example, porcupine with prickly fur.
• Have a Pajama Day at school! Ask all children to bring pajamas and build a tent for them and let them play in the tent house.

Inside a Zoo in the City

Capucilli, S. A. (2000) Inside a zoo in the city. New York, NY: SCHOLASTIC, CARTWHEEL BOOKS

ISBN: 0-590-99715-7

Summary:
This is a cumulative story that starts from a closed zoo and gathers animals from outside a zoo in the city. The rhyme begins ‘Parrot stretched and squawked outside a zoo in the city…. Here is the parrot that stretched and squawked that woke up the tiger that growled and stalked outside a zoo in the city.…’ It is repetitive and is added to each sentence one by one, the story is about the animals that are sleeping in their areas in the city. First, the parrot starts by waking up the tiger, the tiger wakes up the lion and so on, they begin to wake up one another and ride on the bus. Finally all the animals are inside a zoo in the city. The illustration shows that the entire story has taken place during night time. This book is good for 2-5 year-old children, there is appropriate vocabulary for the aged children and the sentences are repeated.

Provocation:

• The pictures of the animals that appeared in the story can be displayed around the classroom, and then children can find and attach them on the board.

Presenting the book:

• Felt Board
  Prepare the felt board and all the characters’ pictures that are laminated and storytelling with the board.
• Prop
  Storytelling with the animals’ props and children can play with them.
• Audience participation (Role play)
  Children wear the animals’ masks and play the story.

Extensions:

• Puzzle (Animals in the zoo) 
• ‘Whose foot is it?’ – Prepare the pictures of the animals’ foot and children can find out whose foot it is.
• My favorite animal in the zoo- Children can think and talk about what my favorite animal is. 

I Know an Old Lady who Swallowed a Fly

Westcott, N. B. (2004) I know an old lady who swallowed a fly: Little, Brown and Company

ISBN: 0-316-73409-8

Summary:
This book is a cumulative story about an old lady swallowed a fly, a spider, a bird, a cat, a dog, a goat, a cow, and a horse. The interesting thing is that repetition of the rhyme ‘She swallowed the cat to catch the spider….that wriggled and jiggled and tickled inside her…I don’t know why she swallowed the fly, perhaps she’ll die.’ When she eats each one, children might wonder what is going to be happened to her if she will really die or not, also the illustration is realistic and funny. This book is great for 3-6 year-old children because the story line is simple and the characters are familiar.

Provocation:

• Lay out a huge cloth which can represent an old lady’s apron in the middle of classroom, and cover all the props inside the apron so children can have curiosity.

Presenting the book:

• Audience participation Prepare a huge cloth which can represent an old lady’s apron, children wear the each character’s headbands one child play as an old lady so need to hold the cloth and other children can go under the apron of the old lady as insects and animals.
• Singing Sing the song
  ‘I know an old lady who swallowed a fly’ which includes the same content as the book together with music instruments.
• Felt Board
  Prepare the felt board and all the characters’ pictures that are laminated and storytelling with the board.

Extensions:

• Origami – old lady
• Baking cookies and decorating them as the characters of the story book.
• Learning the words of insects and animals that appeared in the book.

If You Give a Pig a Pancake

Numeroff, L. (1988) If you give a pig a pancake. U.S.A.: Harper Collins Publishers

ISBN: 0-06-026686-4

Summary:
This book is a circular story about a little pig, starts with ‘If you give a pig a pancake, she will want some syrup to go with it.’ The story starts off with the pig that gets a pancake, she will want some syrup, she will get sticky…. She will ask for wallpaper and glue, she will get all sticky again which remind her of syrup which leads to the pig asking for another pancake like in the beginning of the story. This is great for children aged 3-5 because the actions of the little pig is appealing through the illustration and story plot is simple and interesting.

Provocation:

• Prepare 10 pieces of pancake pictures, 10 pieces of pig pictures. Hide them in the classroom, children can find them and match them together.

Presenting the book:

• Felt Board
  Prepare the felt board and all the characters’ pictures that are laminated and storytelling with the board.
• Overhead Projection story telling
  Draw or copy the pictures from the storybook on overhead papers, show children through a screen.
• Audience participation (Role play)
  One child can be the girl and another child can be the pig, they experience the story as each character.

Extensions:

• Cooking class- pancakes
• Making a story using circular pattern. For example, teacher asks “if you give a mokey a banana,” then students finish the sentence. “Mokey will ask to come into the house.”
• Activities that a pig did in the book: going outside play with bubbles, writing letter, making a house made out of tree branches or box using sticky glues, dancing, taking pictures.

Hanukkah, Oh Hanukkah

     Roth, Susan L. (2004). Hanukkah, Oh Hanukkah. New York: Dial Books for Young Readers.

      ISBN # 0-8037-2843-3

Hanukkah, Oh Hanukkah tells the simple story of a Jewish family (depicted as mice) celebrating Hanukkah. The mice light the menorah, dance the horah, play with dreidels and eat latkes. It is the picture book version of a famous song.

I would use this book for 3 to 5 year olds because of its simple explanation of Hanukkah. The story does not get weighed down by trying to explain the holiday in too much detail, which would be too much information for children in this age group.

The illustrations were made using paper and cloth collages. This medium gives the story a warm and genuine feel, as they look handmade. They evoke a lively mood; like the pictures could come to life and start moving at any second!

To build background knowledge and provoke interest for the children, I would put out dreidels on a table during free play for children to explore and play with.

I would also leave out a menorah (without candles) somewhere visible in the centre 8 days before telling the story, giving children time to wonder about what this object is. Each day that passes by I would put a candle on the menorah, leading up to the day that I first read the story. I would see if the children notice the number of candles increasing as the days go by.

3 ways to present the story

Felt story: The illustrations in the book make a felt board a suitable way to tell the story. I would make mouse pieces similar to the design in the book, as well as dreidels and latkes pieces. I would also make a menorah piece and accompanying candles. At the beginning of the story I would put the menorah in the top corner of the felt board and throughout the story, add candles to the menorah.

Song: This picture book is based on a popular song. I would sing the song as another way to present the story. At the back of the book, there is the sheet music for the song. I would sing this version to the children using an acoustic guitar.

Puppets: I would make enough stick mouse puppets for each child in the class have during the storytelling. I would get the children to dance the horah, eat latkes and play with dreidels using the puppets. If the class is small (8 children), throughout the story I would get each child to put a candle on the menorah.

3 possible extensions

Cooking latkes: Cooking latkes would be a fun activity for the children to learn more about Hanukkah. The children would help me with the measuring, adding, and mixing of ingredients. If it gets too crowded/busy, make a few batches and have small groups of children at a time working on a batch, allowing everyone to eventually get a chance to make them. I would cook the latkes (requires hot oil, do not let children take part in cooking) and serve them to the children. They get to eat their hard work! 

Recipe - http://www.chabad.org/kids/article_cdo/aid/361560/jewish/Latkes.htm

Movement experience: Dancing the horah would be an active and physical way for the children to learn more about Hanukkah. The horah is a circle dance: all the children would hold hands and move in a circle to the right as they cross and uncross their feet. It is a fun, cheerful, and energetic dance! 

Making yarmulkes: Yarmulkes are traditional Jewish caps. I would invite the children to make their own yarmulkes. I would make the caps beforehand (using fabric such as suede, felt or velvet) and invite the children to decorate them using a wide medium of materials (feathers, yarn, fabric pieces, etc)