حل المشكلات

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).

نُثْري لغتنا

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الحكاية غنيّة بالمفردات اللغويّة الجميلة والجديدة (وادعة، تدهورت، أتروّى، هانئة، مضاءة)، نفسّرها لأطفالنا أثناء القراءة، ونحاول أن نستخدمها في سياق حياتنا اليوميّة.

نتمتّع

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استخدمت الرسّامة عناصر بصريّة من ثقافاتٍ شرقيّة مختلفة. نحاول أن نخمّن مكان الحكاية وزمنها بالاستعانة بهذه العناصر.

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ساعة قصة

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Let’s talk...

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About desires and wishes: Mountain wanted to see the sun, but he couldn’t. We can talk to our child about the things they want and desire: which things can they have, and which are hard for them to get? How do they feel? We can think together and suggest different ways to fulfill our desires.

Feelings: We can follow the drawings with our children and talk about the various feelings of Mountain and his friends. We can name them and ask the children about their causes, such as: feelings of frustration when he could not see the sun; feeling excited; Sympathy from friends. We can connect feelings to their effect on our behavior.

Solving problems: Mountain’s friends tried to deal with his problem by suggesting several solutions. We can talk with our children about the solutions that his friends have suggested and offer others that they have not. We can train our children to be flexible, creative outside-the-box thinkers.

Helping and Cooperating: Mountain’s friends sympathized with him and tried to fulfill his desire to see the sun. We can ask our children: Did anyone help them get something they wanted? Then we can also ask: Who supported them? How did they feel?

Let’s play and imagine...

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We can choose an object, think outside the box, and suggest many uses for it beyond the well-known traditional use.

Let’s act and innovate...

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We can train our children to think flexibly by suggesting issues and problems that our child faces in daily life and searching for and acting out many solutions.

Let’s explore...

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We can go out to nature with the family to observe the mountains and witness their beauty and the life of the creatures living there.

Together, you can...

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Together, you can discuss what the crow, the turtle, and the mouse each did to save the deer from the trap. Could the deer have been saved without their cooperation?

Recall an incident...

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Recall an incident at home or in your neighborhood where people cooperated to help someone. What did each one do? In addition, what did our child do? It is time to talk about the role of every one, even if it is a small role.

The story starts...

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The story starts with an illustration of the friends playing chess. Maybe it can encourage us to play chess with our child.

How about a theater...

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How about a theater show of the mouse and his three friends? We can make masks of each character and play the story. Who will play the hunter role?

Hunting deer...

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Hunting deer is illegal in our country because deer is an endangered species. It is time to talk about hunting wild animals. Why do some people would want to hunt? Maybe we can learn about endangered species with our children and what animals it is illegal to hunt in different parts of the world.

What do you think...

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What do you think the new adventure of the three friends will be the next day? We can encourage our child to use his/her imagination and make up a story about another adventure the three friends might have.

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 have a conversation...

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About the title: We can read the title with our children and ask them: What do they think we can do with a problem? We hear and listen to them and continue our reading of the book.

About the plot: having a dialogue about the plot enables our child to understand the book and then proceed to infer the information between the lines. We can trace the drawings and talk with our child about various events. For example, we can ask them: What happened to the child? How did he feel? The problem is depicted in the drawing as a black cloud. What do they think could be that problem he faced? How did it happen? How do they deal with it? What happened when he ignored her and kicked her out? And what happened when he encountered her? What did he discover then?

About feelings and thoughts: The drawings express various feelings beautifully. We can follow the drawings with our children and ask about each event: how did the child feel? What was he thinking? What did he desire? We can call feelings and thoughts by their names: confusion when the problem arose; anger; anxiety; fear… We can also ask: Why did the child have this feeling?

About our thoughts: What thoughts did the child have? We can list them with our children: “What would happen if you swallowed me?” “What if I took all my things?” We can ask the child: Are these things really possible? and how? Have they ever thought this way? when? how did they feel?

About solving problems and getting out of a problem: We can ask our child: What is meant by “to face the problem”? What is meant by “inside my problem there is an opportunity hiding?” We can ask our child: Did they ever get into trouble? How did they feel? How did they get out of it? Who helped them? What did they learn from that experience? We can involve our child in ways of solving problems: we can determine the reason for the problem, then we can determine what the problem is, and then we can put possible solutions to it and determine what the consequences are of each solution, and on this basis, we can choose the best solution.

About child empowerment: Children rely on their abilities, positive experiences, and past successes in dealing with problems. We can remind our children of previous experiences in which they were able to overcome problems and difficulties, and we can talk about the qualities and things that helped them to overcome the problem and face it.

We can write...

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The book is rich...

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The book is rich in beautiful and new linguistic vocabulary. We can explain them to our children while reading and we can talk about it afterwards as well, such as: I am facing a problem; I ignore it; I crept in; camouflage; opportunity. We can use these words in our daily lives to become part of our child’s linguistic dictionary.

Super Phil can...

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Super Phil can fly in the sky, Aunt Zelda is a brilliant seamstress, and Filo is brilliant in devising tricks. We talk about the things that our child does brilliantly and that make him “super”.

We imagine that...

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We imagine that the two elephants come across a herd of giraffes, or a group of bears, or frogs in the puddle. Which tricks may Filo devise to bypass the animals?

We think about...

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We think about why illustrator drew Filo and Aunt Zelda in different colors while he drew the other elephants in gray.

Filo helps...

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Filo helps his little friend. Did we ever help our friend? How?

A family workshop...

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A family workshop to design fashion that makes us with superpowers! We need old clothes, fabric dyes, and some small pieces for decoration like buttons, feathers, shiny fabrics, etc.

We can recall...

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We can recall the experience of learning a new skill with our child, such as riding a bike, or crossing the street. What prompted him to learn this skill? Who helped him? How did he learn it? It is also nice to share with our child our experiences in learning skills such as using a computer or a mobile phone, etc.

We can talk...

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We can talk with our child about the things that he can do (such as assembling a certain number of puzzle pieces, preparing simple food, etc.), and about the things that he wants to do and is not yet able to. We point out that many skills develop during the course of our growth, as well as with practice.

Mamba passes...

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Mamba passes through countries of different colors, and we get to see the changing seasons of the year. What would an orange or lilac country look like? Our child may want to draw it.

The wolf howls...

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The wolf howls, what do the cat, bird, dog, and other animals do? This is an occasion for our child to learn the sounds of familiar animals by playing a picture card game for example, or using animal dolls available at home.

Mamba goes to...

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Mamba goes to her grandmother, who will teach her to howl. What did our child learn from his grandmother or grandfather? What does he like to learn?

Do wolves really...

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Do wolves really howl only when the moon is a full moon, as we see in the last illustration? Let’s search with our child for more facts about these exciting animals.

The hedgehog walks...

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The hedgehog walks, the rabbit hops, the squirrel jumps. We can take turns with our child to imitate and guess each animal’s way of walking in the story.

Move – movement...

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Move – movement, hop – leap, what would the author write if the hedgehog met a snail and a raven?

We can discuss...

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We can discuss the question at the end of the story with our child: What does s/he gain and what does s/he lose if they share the apple with their friends, and if s/he does not share it? We try to listen to our child well, and understand how difficult it is for him/her to share what s/he has with others.

We can talk...

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We can talk about the times we share what we have with others, such as serving food to guests and sharing a game with another child. What do we feel when we do so?

The hedgehog plans...

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The hedgehog plans to divide his apple into two, then three, then four pieces. We can draw our child’s attention to these mathematical concepts while preparing food together, or while using playdough.

If we read...

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If we read the story several times, the repeated sentences provide an excellent opportunity to involve the child in the narration.

We can also...

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We can also act out the story using toys available at home, or by making toys from sticks.

This is an occasion...

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This is an occasion to invite neighbors, friends or relatives to celebrate by sharing a meal together!

Together, we can...

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Together, we can recall the situations that Fares went through during his day, and that led to the emptying of his bucket. How did he feel? We can talk about other situations that Fares would have encountered at home, in the street, and at school, which would empty his bucket.

With our child...

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With our child, we can remember the situations in which Fares felt that his bucket was full. How did Fares feel in every situation? Can we imagine other situations in which he feels his bucket getting full?

How do we encourage...

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How do we encourage and help others in our daily life? We can chat with our child about what they are doing and what they can do to achieve that.

We can write...

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We can write the title “We are a family that fills buckets” on a large paper, on which family members can record actions and words that help them fill buckets, such as saying thank you, helping with housework, sharing games with siblings, and others.

نشاط مع الأهل

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أفكار لدمج الكتاب في الصّفّ

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