الاحترام والتقبّل

Let’s talk...

• share
  • 
  • 
  • 
  • 

About the title: What distinguishes a hotel from a house? Are there other words with the same meaning? How should we behave in a hotel?

About differences: People and animals have different needs, and the girl and her mother tried to accommodate the rooms accordingly. Let’s follow the drawings, discuss the needs of each visitor, and explore how the girl responded to them.

About personal traits: we can ask our child about the girl’s qualities and how they manifested in her actions. We can also discuss our child’s unique qualities compared to siblings or peers and how they are presented in their behavior.

About fostering responsibility and a sense of belonging: we can talk to our child about the roles they enjoy taking on at home and the roles each family member plays. We can emphasize how these roles express real responsibility and a sense of belonging.

About solving problems creatively: we can recall situations at home that required unconventional solutions, and how we successfully overcame them together. We can explore further by researching information about the animals mentioned in the story and their characteristics and habitats.

Let’s explore...

• share
  • 
  • 
  • 
  • 

We can search the encyclopedia or the internet for information about the animals mentioned in the story, about their characteristics and how they live.

Let’s create...

• share
  • 
  • 
  • 
  • 

The book’s illustrations beautifully capture the harmony between the setting and the different character traits. We can delve into the charming details of the drawings, create or design rooms for other animals based on their features.

Let’s communicate...

• share
  • 
  • 
  • 
  • 

We can take a stroll around town and look for signs indicating accessibility for people with special challenges. We can take their picture with our phones and discuss their importance for inclusivity in general.

Let’s talk...

• share
  • 
  • 
  • 
  • 

About feelings: we can read the story with our children and talk about “Tala” and “Fadi’s” feelings from the beginning to the end. We can ask our children: How did they feel and how did these feelings change?

About new beginnings: we can share our feelings about new beginnings with our children, such as the first day of school or joining a new club. We can ask our children about their feelings in new beginnings: what makes them feel secure, and what helps them overcome feelings of fear or dread. We can remind them of situations where they adapted successfully.

About friendship: “Tala” was able to form a friendship with “” We can follow the text and illustrations with our children and ask them how that friendship formed, what they did together, and how friendships are made. We can also ask our children who their friends are and what they to do with them.

Let’s play and work together...

• share
  • 
  • 
  • 
  • 

We can initiate a fun and shared activity, such as recalling things we love to do together, like going on a family picnic, reading a book, or preparing a favorite dessert and more. We can try to allocate time during the week to enjoy an activity or more with our child.

Let’s explore...

• share
  • 
  • 
  • 
  • 

We can explore and learn about pets and how we can take care of them at home, and about the relationships that form between the animal and its owner.

Let’s communicate...

• share
  • 
  • 
  • 
  • 

We can invite one of our child’s friends to visit our home or participate in a shared activity, like a park trip, to strengthen social relationships and support them in building friendships.

Let’s talk...

• share
  • 
  • 
  • 
  • 

Drawing the monster: Before reading, we can ask the children to draw a monster, 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.

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?

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.

On friendship and difference: The monster and the child are different, but they manage to become friends. We can ask our child: Do you have a friend? How are they similar to you? How are they different from you? What are the things that you two do together? What are the things that both of you do alone?

Let’s act...

• share
  • 
  • 
  • 
  • 

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...

• share
  • 
  • 
  • 
  • 

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

Let’s communicate...

• share
  • 
  • 
  • 
  • 

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.

We can chat...

• share
  • 
  • 
  • 
  • 

We can chat about how Edward the giraffe feels about his neck. Why did he feel like this? What helped him accept his neck and see its benefit?

We can think...

• share
  • 
  • 
  • 
  • 

What do we like about animals? We can think of different animals, and take turns completing this sentence: What I love about the elephant/the dog/the ant is…because…

We can talk...

• share
  • 
  • 
  • 
  • 

We can talk to our child about the qualities they do not like and that bother them about themselves. It is important to support the child in seeing what these characteristics allow (for example: being small in size enables them to enter confined spaces). We can also talk about other qualities that they love about themselves.

Turtle helped Edward...

• share
  • 
  • 
  • 
  • 

Turtle helped Edward the giraffe to love his neck. Which friend makes us feel loved? Which friend makes us feel happy?

We can look...

• share
  • 
  • 
  • 
  • 

We can look in the mirror and describe what we see: short straight hair/wide brown eyes…

Edward is in...

• share
  • 
  • 
  • 
  • 

Edward is in our house! We can create a model for Edward’s neck from a long cardboard cylinder, and search our wardrobes for different ties that we can we can wrap around it.

We follow everyone...

• share
  • 
  • 
  • 
  • 

We follow everyone who gets under the umbrella. What does their appearance tell us about them? We think about others who may get under the umbrella

The umbrella becomes...

• share
  • 
  • 
  • 
  • 

The umbrella becomes larger gradually to include everyone who seeks refuge under it. We try this by opening our arms like a hug. How many people can we hug if we open our arms slightly? What if we open our arms as wide as we can?

We look at...

• share
  • 
  • 
  • 
  • 

We look at the park in the last pages of the book and imagine that we visit this park. Who do we see there? With whom do we like to go to the park? What do we like doing there?

We talk about...

• share
  • 
  • 
  • 
  • 

We talk about things we do in our family to display our love and concern to each other, such as doing home chores, or preparing our favorite food, or doing a fun family ritual.

The family umbrella...

• share
  • 
  • 
  • 
  • 

The family umbrella: we draw a simple umbrella on a cardboard sheet and cut it. We draw and cut the shapes of a boot and a raindrop. Then, we give each family member one clipping of each shape. Every member writes his/her name on the boot clipping and sticks it under the umbrella, and writes or draws one thing he/she is afraid of on the raindrop (such as the darkness, or certain animals) and stick it around the umbrella. Eventually, we will get a fantastic board to hang. We may want to write beneath the board statements like: “We feel happy and safe under our umbrella.”

We cut fruits...

• share
  • 
  • 
  • 
  • 

An umbrella on my plate: we cut fruits and vegetables such as apples, pears, carrots, cucumbers into half circles and little sticks and form colorful umbrellas out of them. In addition to all the fun and play, the children learn about shapes and eat a healthy meal!

We turn...

• share
  • 
  • 
  • 
  • 

We turn the pages of the book together. Which character resembles us today, and how? We may find that the character we identify with changes every time we read the book.

How are we...

• share
  • 
  • 
  • 
  • 

How are we similar and different from the rest of our family? On a large canvas, we can glue a picture of each family member. We draw or remove pictures from magazines and newspapers of things or activities that we share, such as food we all enjoy, or a place we like to visit, and stick them on the canvas. In addition, we draw or search for pictures that express the difference between us, such as: preference for quiet or noise, sleeping early or staying up late, etc.

We can play...

• share
  • 
  • 
  • 
  • 

We can play the game of opposites: we say an adjective aloud, such as: fast, cold, etc. and our child should say the opposite of the word. We can discover that a word may have more than one opposite!

We can stand...

• share
  • 
  • 
  • 
  • 

We can stand with our child in front of the mirror and explore our similar features. Do we have the same eye-color? Or maybe the same eyebrow shape? We take turns creating and mimicking funny facial expressions. Which expressions made us laugh the most?

We sit in...

• share
  • 
  • 
  • 
  • 

We can play the game “Imitate Me”: we sit in a circle, and the first player has to make a certain move. The second player imitates them if he likes the move, and if he doesn’t like it, he makes a new move, and so on. What moves do all the players like?

نشاط مع الأهل

• share
  • 
  • 
  • 
  • 

أفكار لدمج الكتاب في الصّفّ

• share
  • 
  • 
  • 
  • 

What did we see...

• share
  • 
  • 
  • 
  • 

What did we see when you read the story for the first time: a duck or a rabbit? Did our child see the same drawing? Which is easier for us to see in each drawing: the duck or the rabbit? If we had to decide the identity of the animal in the book, would we have chosen the duck or the rabbit?

We can look...

• share
  • 
  • 
  • 
  • 

With our child, we can look at the drawings, and follow the attributes and actions of each creature with them. For example, the beak of the duck and the ears of the rabbit, the duck flies, and the rabbit jumps. We can think together about other features and actions that our child may wish to draw.

We can play...

• share
  • 
  • 
  • 
  • 

With our child, we can play the game “What is hidden in the drawing?”: Each participant draws an abstract drawing (which may be random lines) and another participant tries to distinguish something familiar in it, then looks at the drawing to highlight it.

What happens when...

• share
  • 
  • 
  • 
  • 

What happens when the other player does not succeed, or does not accept, to see what we see? We can show our child drawings with optical illusions (drawings like this can be found on the Internet or on the book’s page on the Lantern Library website). We can then have a conversation with our child about what they see.

The perspectives change...

• share
  • 
  • 
  • 
  • 

The perspectives change at the end of the book; Whoever sees a duck in the beginning sees a rabbit, and vice versa. Have we ever had a change of mind following a different point of view? How can we convince others to see reality through our own eyes?

On the first page...

• share
  • 
  • 
  • 
  • 

On the first page of the book, there are clouds of different shapes and sizes. Can we distinguish familiar shapes in them? It would be fun to go out and look at the clouds in the sky: what do we see?