رؤية وجهات النظر

Let's Talk

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• About Characters in the story: We can compare the traits of the merchant, the tiger, the bull, and the rabbit. We can deduce what distinguishes them through their behaviour.
• About the Concept of justice and fairness: Does doing good always bring good in return? We might initially think that the good deed the merchant did for the tiger would lead to a disaster, but the cleverness of the rabbit shows us a different outcome. What can we conclude?
• About the Trust: A simple word that can be expressed through feelings, thoughts, and actions. We can recall people we trust deeply. How did that trust develop?
• About experiences from our lives: Have we done a good deed and offered help to someone? We can recall experiences from our lives where we received help or provided it.

Let’s Enrich our Language

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• New words and vocabulary: We can familiarize ourselves with unfamiliar words and understand their meanings.
• Punctuation marks: We can observe question/exclamation/quotation marks. What do they mean?
• Proverbs and sayings: We can search for proverbs, sayings, and admonitions that talk about doing good, justice, caution, and other meanings that captivate us.

Let's Create

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• Role-playing: Each of us plays the role of one of the story’s characters. We can think about their situation, feelings, and expressions.
• Courtroom game: We can choose situations from our daily lives, and each of us can play a role in defending a different position. Who among us is the judge/accused/lawyer? Who supports another character?

Let's Explore

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• Nature: We can go on a hike to the nearby nature. Which trees do we notice? What animals might we encounter? We capture natural scenes and compile them as a memory of our enjoyable outing together.
• Animals around us: Are there any pets in our neighborhood looking for shelter or food? How can we help them safely? (We might prepare a box for cat food or a bird feeder).

Let’s Talk

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• About Trying and experimenting: The bear planted seeds that blossomed into similar flowers, except for one plant that didn’t bloom. Nevertheless, he didn’t give up, he took care of it, and provided all the necessary conditions. We can ask our child: Have you ever tried something and didn’t get what you wanted? How did you feel? What did you learn? Did you change something during your attempt, as the bear did?
• About Differences: Children enjoy planting seeds and observing their growth. This is an opportunity to talk to our child about the conditions for the growth of each type of plant (the amount of water and light it needs) and about what is common and different in the growth of each type.
• About Different perspectives: We can follow the drawings in the story and compare the rabbits and the bear. We can ask our child what the bear might be thinking about the plant, and what the rabbits might be thinking. Why do they have different ways of thinking?

Let’s Enjoy Leaning

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Caring for plants requires the ability to wait and to be patient, a skill which our child may still lack. We can support them in developing this skill by agreeing to perform specific daily tasks that suit their abilities, such as watering the plant or measuring its height with a small ruler and marking it. Imagine how happy your child will be when they share in making a healthy dish from vegetables they planted in a pot on the balcony or in a garden bed!

Let’s Enrich our Language

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In the book, there are two stories happening at the same time. We can enhance our child’s narrative ability by thinking up stories. We can look at the drawings and creatively add alternative endings of our own.

Look through the...

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Look through the book together and examine the unusual illustrations that accompany the text. Notice the various perspectives the illustrator used in creating these pictures. Which pictures show the action from above—and which from the side? Talk with your children and ask them why they think the illustrator chose to portray the events on the bridge as she did.

Sometimes, before we...

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Sometimes, before we arrive at a good idea, we first have to try (and discard) some not-so-good ideas. Together with your children, go back over the various solutions which the bear and the giant proposed in the story. What are the upsides and downsides of each idea?

Do you remember...

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Do you remember the game of “Golden bridge”? Stand opposite your child and hold both his hand high to form a bridge. Invite other family members and friends to pass under the bridge, while singing: “Oh Golden bridge, Oh golden bridge/ we all pass under you and someone will be caught”. Whoever is passing the minute you say “caught” is out.

Let’s talk...

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Drawing the monster: Before reading, we can ask the children to draw a monster, and describe its shape and colour, and ask: What scares us about it? How does it live? Which languages does it speak? When do we see it? Then we can read the story and compare between the monster we imagined and the monster in the story.

Let’s talk...

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About our desires and tendencies: Both the child and the monster were sensitive to each other, and each got to know the other’s desires and needs while preparing for the meeting. We can follow the child and the monster in the story and learn about what each of them wanted and required and how they prepared for the meeting. We can ask our children: How do we prepare to receive a guest?

Let’s talk...

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About Preconceptions: We can follow the thoughts that the child and the monster had about each other and talk about what they found in reality. We can ask our child about our perceptions of others. How are they made? Is our perception of others always correct? We can compare preconceived notions with reality.

Let’s talk...

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Let’s act...

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We impersonate the characters of the story: “the child and the monster” and act them out. We can invite our child to think, feel, speak, and express themselves in the same way.

Let’s create...

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We make masks: As a family activity, we make funny monster masks.

Let’s communicate...

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We can write a letter: The power of the letter stands out in the text. We can help our child to write a letter in which we express our opinion about the book, and we send it via e-mail to the Al Fanous Library project.