Don’t Trust The Tiger 
The Day the Elephant Flew 
Mouse’s First Night at Moonlight School 
A Friend for Mole 
The Cow That Laid an Egg 
Filo and Super Phil 
Mamba 
How Full is Your Bucket? 
When I’m feeling scared 
Why Am I Tired At Night? 
Good Night Burhan 
نتحاور
فعاليات متنوّعة
نبدع
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Let's talk...
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.
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Let’s enrich our Language...
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.
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Let's create...
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?
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Let's explore...
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).
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Let’s talk...
-About the mouse’s feelings: We can read the story with our children a few times. We can talk about the mouse’s feelings from the beginning to the end of the story. We can also ask our children how the mouse feels and why she feels that way in each event of the story.
-About feelings of shyness, fear and nervousness: We can ask our children if they have ever felt the feelings the mouse had. When did they feel like that? Who helped them deal with these feelings? and how?
-About disappearing and hiding: We can ask our children if they ever felt the need to hide or disappear like the mouse did. When did that happen? And why?
-About our safe place: The mouse hid behind the curtain, and there, she felt safe. We can ask our children: What places make them feel safe and comfortable at home? And why?
-About skill: The little mouse was skilled at hiding. We can ask our children about the things they are good at, and we can talk to them about them.
-About adaptation in the beginnings: We can talk with our children about the feelings they had at the beginning of different stages or experiences they went through for the first time, such as talking about their first day at school, a new course, or the birthday of a new friend. Together, we can look for ways to help them cope.
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Let’s explore...
-Magical Hand: Moonlight School is a night school for teaching magic. We can search online with our children for videos of fun sleight of hand magic tricks that can be used with children.
-Hide-and-seek: Miss Moon played a game of hide-and-seek with the animals. Hide and seek is a fun game that requires mental and social intelligence, and we, the parents, played it during our childhood. We can play hide and seek and have fun with our children.
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Let’s have a conversation...
Let’s have a conversation about feelings: We can follow the feelings of the mole and the wolf with our children. We can name them and discuss the reasons for why they felt this way.
Let’s have a conversation about personal space: Mole liked his personal space. He loved his house, his bed, the smell of dirt and the darkness around him. We can ask our children about their favourite place/corner: Why did they choose it? What do they like to do on their own?
Let’s have a conversation about dealing with problems and overcoming fear: The mole and the wolf were lost and strayed away from their homes, but they were able to support each other and return safely. We can discuss the following with our children: How do we feel when we are lost? And how should we act? We can listen to them and direct them on how to act.
Let’s have a conversation about the formation of friendship: The mole and the wolf are two different animals, but they were able to become friends when they felt and supported each other. We can ask our children: How do the mole and the wolf resemble their friends and how are you different from them? What does it mean to feel the other or sympathize with him? How did the mole and the wolf support each other, and how did they become friends? Have they ever felt sympathy for their friend, or has someone supported them and become their friend?
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Let’s act...
Let’s act getting Lost: We give our children a similar scenario that the mole and the wolf faced, and we act out how we would act if we got lost. We can take turns with our children, give them a model to deal with the problem, and talk to them about it.
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Let’s enrich our language...
Let’s enrich our language The story is rich in vocabulary such as: humming; heaped, dazzle, horizons; etc. We can explain them to our children before reading and immediately after reading them in the text.
Mental and emotional dictionary: the story contains mental vocabulary, such as: imagination; decided; realized; fake/unreal. It contains emotional vocabulary, such as: poetry; in love; amazed; fear; feeling reassured and confident. It is important that our child acquire these new words and can use them in their daily life to describe and express emotional states and ideas, and to facilitate their use during dialogue.
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Let’s play together...
Let’s use a blindfold: The wolf and the mole played in the dark and had fun. We can blindfold ourselves and play a game where we search for our children when blindfolded while our children try to escape from us.
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Let’s explore...
Let’s explore Mole’s Life: The mole is a special animal that lives underground. We can search with our children for information on the Internet or encyclopaedia about it (you can explore other animals featured in the story as well).
The Blind: We can suggest to our children to put themselves in a blind person’s shoes, to sympathize with them and describe their feelings and the challenges they face.
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Let’s communicate...
We invite our child’s friends to visit our home, and we contribute to strengthening our child’s social relationships.
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We can discuss...
About the title: We can discuss the title of the story “The Cow that Laid an Egg,” and we can ask the children: Does the cow lay eggs?
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We can ask...
About the concept of the unique and the special: We can ask the children: What is meant by unique and special? What are things that are common and normal? What are the special things that distinguish us and that we do differently? When do we feel special? Has anyone given us that feeling? Do we do things that make others feel special?
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About trickery...
About trickery: The chickens used a trick to support the cow. What is the trick? Why did the chickens use it? What did the characters in the story think about it, and how did each of them feel? We can follow the drawings and talk about them. We can ask the children: Did they ever use a trick? How? Why? How did they feel?
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A Fun night...
“A Fun night” – we can arrange a family session, grab a book of jokes, laugh and have fun together. We can also come up with some funny jokes and stories.
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We can write...
We can write a funny book adapting the collage style by using newspaper clippings and colors to create funny scenes, such as sticking a chicken’s head on a cat’s body – for example.
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We can browse...
We can browse the encyclopedia, or the Internet, and search for different animal species and how they breed.
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We can look...
We can look for videos showing the stages of egg hatching. We can watch it and talk about it with the kids.
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Super Phil can...
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”.
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We imagine that...
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?
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We think about...
We think about why illustrator drew Filo and Aunt Zelda in different colors while he drew the other elephants in gray.
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A family workshop...
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.
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We can recall...
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.
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We can talk...
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.
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Together, we can...
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.
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With our child...
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?
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How do we encourage...
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.
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We can write...
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.
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We can chat..
We can chat with our child about things that make them afraid. We can encourage them to talk about everything: What exactly frightens them, and which feelings do they ?experience physically at that moment
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People differ in...
People differ in their physical reactions in situations of fear, some of them become irritable, sweat and feel hot, and others feel paralyzed, or they may feel cold. It may be helpful to share what scares us with our child, and how we physically feel in moments of fear.
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What can help...
What can help us relieve our fear in each situation? Together, we can think of practical ways that suit our child’s abilities, such as asking for help, breathing deeply, or turning to someone they trust.
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Often, when we...
Often, when we materialize the source of our fear, we feel that we are in control of it, and this reduces the severity of its impact on us. We can encourage our child to draw what they are afraid of, or to shape it with playdough.
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Read together with...
Read together with the child the title of the book. Discuss what can make us feel tired by the end of the day.
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Read the dialogue...
Read the dialogue between the girl and her mother. Pause at every action the organs do (the mouth, the nose…). Many verbs that appear in this book are in classical Arabic. Some of these verbs may be novel to the child. Following the verbs in the drawings can help the child to understand the meaning of the verbs.
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"let's reenact wha...
“Let’s reenact what the hands do!” Change roles by reenacting one of the organs. Acting helps the child in understanding and internalizing the meaning of a verb. This way, the child will reuse the verb to express his/her own experience.
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The body organs...
“The body organs tell their own story!” Ask the child to lay down on a big cardboard. Mark the lineout of the entire child’s body. Help the child draw the body details while he/she talks on behalf of the organ about what it has accomplished today. For example, “I am the nose, I smell and breathe.”
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Our body organs...
Our body organs work hard for us. So, how do we take care of our organs? Discuss with the child daily care routines of body organs.
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We can talk with...
-We can talk with our child about the need of adults and young children for a ritual that helps us fall asleep (such as reading, or having a hot drink, etc.). What helps our child to relax? What helps us?
-We can talk about books that our child would like us to read with them before bed. We may allocate a place for these books beside our child’s bed so that they are easily accessible.
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Together, we can...
Together, we can look at the cover of the book and read its title aloud. We can talk with our child about the paradox between the the title, which suggests that the child is asleep, and the illustration, which shows the opposite. We can browse the book’s drawings, looking for the smile on the father’s lips, and the smile on Alfie’s lips. What does it tell us about the feeling and mood of each of them? We can search for other physical expressions and talk about what they indicate.
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Alfie’s father in...
Alfie’s father in this story is the one who cares for him and takes care of him. This is an occasion to have a dialogue with our child about the things they would like to do during the day with their father in particular.
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The illustrator uses...
The illustrator uses the “collage” method, in which she inlays her drawings with pieces of cloth, with wool threads, and with various pictures from newspapers, magazines and postcards. Together, we can design a painting in which we mix these elements, and add others that are available in quantity at home.
