The Story of Ferdinand, by Munro Leaf

            This is the story about a bull who was contented and happy being himself even if he was not like all the other bulls. This is a story about accepting others for who they are. Ferdinand is a bull who just does not like to fight and play rough like all the other bulls.  He is happy to sit and smell the flowers.

Materials

  • Dip cotton balls into different scents.  Put the cotton ball into small containers that the scent can come through. (IE; a zip lock bag with small pin holes along the seal). Seal the container so the children can not open them. (vanilla, perfume, vinegar, mouthwash, shampoo, liquid soap)
  • Tape measurer or yard stick

Vocabulary

  • Bull ( a boy cow)
  • Lonesome (sad from being alone)
  • Snort (the sound of air being forced through nose)
  •  Fierce (the fightingest)

Before Reading the Story

            Ask the children if they ever like to be alone and do quiet things all by themselves?  What kinds of things do you like to do by yourself?  Do you have a special place that you go when you want to be alone?  Show the children the front of the book and ask if they know what kind of an animal Ferdinand is (bull). Point out his neck muscles and say that bulls are very strong.  Show the children where Spain is on a globe or a map.  Explain to them that in Spain people fight with bulls kind of like how in the U.S. wrestlers fight with each other on television, it is a sport.

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

Reading the Story

When you get to the part where the author is telling how all the other bulls played and knocked their heads together; hold up your two fists and bump them together saying these are their heads.

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.

When you get to the part where Ferdinand sits on the bumble bee, stop and ask the children what they think is going to happen.

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

After Reading the Story

            Ask the children how they felt about Ferdinand not wanting to fight.? What if someone wanted to fight with you, what would you do?  Is it ok to not do what everybody else is doing?  Does everyone have to like to play in the mud just because I do?  Am I being a good friend if I try to make you play in the mud when you do not want to?  Is it ok to tell somebody “no” that you do not want to do something?

Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflicts with others. AND Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Discovery

            In the story Ferdinand liked to smell the flowers.  Bring in several small containers that you have soaked a cotton ball in a scent.  Let the children sniff and guess what the scents are.  Ask them to tell you which scents they like and do not like.  Ask them to tell you what other scents they like (peanut butter, my shampoo, my baby when he’s not stinky)

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences.

            Begin a discussion on smells.  What do we use to smell with?  How do smells help us? (They tell us about smoke, they tell us where to find food). 

Science/Scientific Skills & Methods; begins to describe and discuss predictions, explanations, nad generalizations based on past experiences.

            Did you know that if you have a very plugged nose you can not taste food?  At lunch if someone says they do not like something, see if they will try an experiment.  Have them plug their nose and take a bite of the food.  Tell them to hold their nose until after they have swallowed. THere, you see that was not so bad.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Music and Movement

            Do the fingerplay 5 Little Bulls

 5 little bulls                                           (hold up 5 fingers)

Bumping heads                                       (bump knuckles of hands together)

Bumped too hard so went to bed.          (rub forehead)    

4 Little bulls                                          (hold up 4 fingers)

Bumping Heads                                      (bump knuckles of hands together)

Bumped too hard so went to bed. (rub forehead)

3 bulls

2 bulls

1 little bull                                             (hold up 1 finger)

Couldn’t bump heads                               (shrug shoulder

He got bored so off he fled                         (put hands behind back)

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

            Teach the children the fingerplay, Here Is The Beehive

                        Here is the beehive                                   (Make a fist with hand)

                        But where are the bees?                            (Shrug shoulders)

                        Hiding away where nobody sees.            (Use other hand to point to fisted hand)

                        Oh, do you hear them?                             (Hold fisted hand to ea

                        They’re coming out of the hive

                        Here come the bees, 1,2,3,4,5!                   (Open up hand as count out the bees)

Mathematics/Number & Operations; develops increasing ability to count in sequence to 10 and beyond.

Blocks

            Encourage the children to use the blocks to make a fence.  Can they make a pattern fence with the blocks?

Mathematics/Patterns a & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.

Art

            Cut out circles, petal shapes, leaf shapes, and long strips for stems. Let the children collage the parts together to make flowers.

Creative Arts/Art; progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative, or realistic.

Library and Writing

Ask each child what it is that they especially like to do. Write their responses onto a piece of paper. Encourage the child to then illustrate their words. (I like to pet my cat cause he is soft and tickles me. I like to play video games on my Mommies phone. I like to play with my sister).

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences. AND Physical Health & Development/Fine Motor Skills; progresses in abilities using writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology.

Sand and Water

            Add silk or real flower petals to the water today.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Dramatic Play

            Put fresh or silk flowers onto the table for the children to enjoy.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Math and Manipulatives

Using unifix cubes or counters, put out two sets and ask the children to count each set and tell you which has more or which has less.

Mathematics/Number & Operations; begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, and equal to.

Outdoor Play

            Encourage the children to run and jump on the playground.  Set up a long jump area.  Mark a line across the ground and bring out a tape measurer.  Have the children run and at the line jump as far as they can.  Measure the children’s jumps using a tape measurer or yard stick.  Also have the children stand at the line and jump from this standing position.  Measure the length of their jumps.

Mathematics/Patterns & Measurement; shows progress in using standard and non-standard measures for length and area of objects.

Transitions

            Ask the children questions about their five senses as they go off to the next activity.  What do you use your nose for?  How does your nose help you to know about the world?  What is one thing you have to do to take care of your nose?  Continue using all the senses.

Science/Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Resources

flower collaging

The Rainbow FIsh, by Marcus Pfister

Rainbow fish thinks he is so beautiful and special that he does not want to share with others. What he learns is that to have friends, one must be a friend and share.

Materials

  • Shiney and silver materials that can be used for collaging (foil, ribbon, sequence, papers)
  • A silver writing marker or pen
  • Sidewalk chalk and spray bottle
  • Minnows (found in a bait shop) This is an added expense but if you can afford is really fun to do.

Vocabulary

  • Shiney (something that sparkles)
  • Silver (a color)
  • Scales (the skin covering of fish)
  • Fin (the part that moves to help fish swim)
  • Gills (the part of the fishes body that help it get air to breath)

Before Reading the Story

Ask the children how they feel when someone ignores them or is not nice to them? Ask the children what does it mean to share? How do you feel when someone shares with you or you share with someone else? Allow the children to discuss any ideas they have about friendship and sharing.

Language Development/Speaking & Understanding; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes. AND Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy and caring in others.

Reading the Story

On the page where the octopus tells Rainbow Fish to share his scales, ask the children if they know why this will make Rainbow Fish happy? (Because he is sharing)

Literacy/Book Knowledge & Appreciation;demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

After Reading the Story

Ask the children if they know what makes a good friend? Allow them to discuss and write their responses onto a piece of paper (or small fish shapes) and hang it on the wall. (My brother is my friend because he plays with me, Amy is my friend cause she let me ride the bike). As the children discuss, reinforce the concepts of sharing and kind acts.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Discovery

Bring in pictures of real fish for the children to examine and compare. Ask them to describe each fish with 2-3 attributes. (It is fat, it has stripes, it has a big mouth, it has teeth, it is long). As the children compare pictures, introduce words such as fin, scale, and gills. Have them repeat the words back and try to use in sentence.

Science/Scientific Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes. AND Language Development/Speaking & Communicating; uses an increasingly complex and varied vocabulary.

Music and Movement

Sing 5 Little Fish Swimming in the Water. https://www.youtube.com/watch?v=VtgdKHt1W9E

Teach the children the first verse of Fish Song. https://www.youtube.com/watch?v=vRRe6bHNDkA

Fish have fins and are covered with scales.

They swim in the water and breath with their gills.

(After the children can repeat the verse, pretend to be fish and swim around the classroom. Can you swim fast, slow, in circles, very low, backwards?)

Language Development/Listening & Understanding;demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Blocks

Tell the children that many fisher people fish from a boat. Challenge the children to build a boat they can get inside of.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increased flexibility, imagination, and inventiveness.

Art

Put out shiney and silver materials that the children can collage with today. These will show up nicely on black construction paper.

Creative Arts/Art; begins to understand and share opinions about artistic products and experiences.

Library and Writing

Cut out scale shapes, one per child. Encourage the child to write or mark their letters on the scale using a marker. Then ask the child what they are willing to share with others? Write their response under their name. Hang all the scales together on the wall with a fish head shape and a tail.

Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name. AND Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy and caring in others.

Sand and Water

Fill the table with COLD water today. Add the live minnows. Make sure the children wash their hands both before and after touching the fish and stress the importance of being gentle when touching. (When I have done this with children, some are very interested and some are a bit afraid. Though this will require some adult supervision, it is a fun and different sensory activity for children).

Science/Scientific SKills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships. AND Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and activities.

Dramatic Play

Math and Manipulatives

Cut out a simple fish shape in small, medium, large, and largest. Cut these out in several colors. The children can use them to sort by size or shape or put them in order from small to large. If you cut out a large variety they can use to make patterns.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in series, and regroup objects according to one or two attributes such as size or shape.

Outdoor Play

Give the children sidewalk chalk to write on the cement today. ENcourage them to practice writing their name or draw fish. When they are finished they can use a spray bottle of water to spray over their writing/fish.

Literacy/Early Writing; progresses from scribbles, shapes or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name. AND Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing , drawing, and art tools, including pencils, markers, chalk paint brushes, and various types of technology.

Transitions

Send the children to the next activity by having them pretend to swim like a fish. Call out colors starting with silver, then gold. (If you are wearing silver go line up. Remind children to check around zippers and shoelace holes).

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Resources

Max Found Two Sticks, by Brian Pinkney

Materials

  • Objects made from plastic, wood, and metal of various sizes and shapes. These will be used to hit with a stick and listen to the different sounds that the materials make. Think tin cans, shoe box, wood block, cubbie, empty paper towel tube, jewelry box, etc..
  • A timer that makes a ticking sound
  • Working stethoscope
  • 2 paint sticks per person or 2 pencils (paint sticks are free wherever you buy house paint)
  • More paint sticks for art
  • Bring in a basket of natural materials such as sticks of various barks, acorns, corn husks, stones both smooth and rough, leaves with strong ridges.
  • Pre-writing page per child

Vocabulary

  • Stripes (a long narrow band or strip, typically of the same width throughout its length, differing in color or texture from the surface on either side of it).

Before Reading the Story

Explain to the children that today you are going to read a story that uses your sense of hearing. Do the children know what the five senses are? Do they know that you use your ears for hearing? Talk about some sounds that you like (my cat purring, when my brother laughs, music) and some sounds you do not like (when my Mom yells at me, when the timer says turn off the tv, I get scared when I hear the siren). Explain that in the story today a boy named Max makes sounds with two sticks. Let’s find out what kinds of sounds he can make.

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Reading the Story

When you get to the pages where Max plays his sticks and makes various patterns (pat…pat, tat. pat…pat, tat. pat…pat,tat. or Putter-putter…pat tat, putter-putter pat tat). Stop and have the children try to repeat these also. Expect it to take at least three tries. Say them slowly so they make patterns with sound.

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

After Reading the Story

Remind the children that in the story Max did not want to talk that day. It was just a listening day. Ask the children to sit very quietly and just listen. After a moment ask them to name some of the sounds they heard. Explain that when it is very quiet, you can hear many more sounds with your ears. Did any of the sounds the children hear make a pattern? Help them repeat it. (Yes Francois, the clock said tik,tik,tik,tik,tik.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Have the children cover their eyes while you hide the timer. Make sure to turn it on so that it is ticking. The children uncover their eyes and listen carefully and then point to the center/area where they are hearing the ticking coming from.

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Discovery

Give the children rhythm sticks or pencils. Have them hit them on a variety of objects to make different sounds. Talk about the various sounds. Which item makes the loudest sound, which sound do you like best, which item makes the softest sound?

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Show the children how to tap out patterns by counting 1-2-3 or 1-2-1-2, etc.

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

Music and Movement

Give the children sticks, pencils, or even blocks and tap to the Hap Palmer song, Put Your Sticks in the Air.https://www.youtube.com/watch?v=z8lK7cvJWME. Or try, Tap Your Sticks https://www.youtube.com/watch?v=nLfEW3SwpdI

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

Pull out your musical instruments today and let the children tap along to songs of their choice. When you finish one song, have the children pass their instrument to the right. This allows children to experiment with several different instruments during a music setting.

Creative Arts/Music; experiments with a variety of musical instruments.

Make Music Cubes. On one write the name of six familiar songs. On the other write six actions (IE jump and turn, stomp your foot, clap your hands). Let the children take turns rolling the dice and then as a class do the actions to the song that was rolled.

Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes. AND Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games and using materials; and to interact without being overly submissive or directive.

Blocks

Any type of pattern play that you have.

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

Art

Give each child a paint stick. Add paint into small containers or egg cartons. Have the children use watercolor brushes (they are smaller and so will be able to produce more details). Tell them that today we are going to make stripes. Show them how to make stripes across the paint stick. One day one, paint one side and on the next day paint the other. When dry, hang these from the ceiling. (My children especially liked when we hung them over the lunch table).

Creative Arts/Art; begins to understand and share opinions about artistic products and experiences. AND Language Development/Listening & Understanding; shows progress in understanding and following simple and ,multiple-step directions.

Library and Writing

Give each child a pre-writing page and markers to follow the lines.

Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology.

Sand and Water

Add damp sand to the center today. Bring in a basket of natural materials such as sticks of various barks, acorns, corn husks, stones both smooth and rough, leaves with strong ridges. Let the children mash these into play dough to see the patterns that they make.

Science/Scientific Skills & Methods; begins to participate in simple experiments to observe and discuss common properties, differences and comparisons among objects and materials.

Dramatic Play

Add your doctor kit to the center today. If you have a working stethoscope, add it to the center. Show the children how to use it and quietly listen to each others heartbeat.

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Math and Manipulatives

Any kind of pattern type play. (My class really enjoyed parquetry shapes and patterns. Check out this web page for ideas). See Resources for more ideas. https://www.prekinders.com/pattern-blocks/

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

Outdoor Play

Bring some of your sticks outside for the children to bang on the fence, the ground, the tricycle, wagon, etc.. Making music sounds and patterns.

Mathematics/Pattern & Measurement; enhances abilities to recognize, duplicate, ande extend simple patterns using a variety of materials.

Transitions

Dismiss the children by what is on their clothing. If you are wearing stripes, shapes, letters, numbers, pockets, zipper, buttons, etc..

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.

Resources

paint stick art
Ideas for pattern play

Take pictures of several block structures and see if the children can copy them using the blocks.