the clown of god - nhpbs clown of god by tomie de paola (harcourt) ... performs for the child, who...

THE CLOWN OF GOD By Tomie de Paola (Harcourt)Themes: Italian Culture/ Religion/ ChristmasGrade Level: K-3Running Time: 10 minutes, animated

SUMMARYTHE CLOWN OF GOD takes place in the Italiantown of Sorrento, where a young boy begs forbread and juggles for pleasure. When a group ofwandering entertainers comes to the boy’s town,the boy begs to be included in the show as a jug-gler. Soon the boy is introducing the show withhis juggling and pleasing crowds wherever he per-forms.

Time goes on and the boy grows older. At onepoint in his travels, the young juggler meets twobrothers of a religious order who tell him that hiswork is the work of God. As the juggler, nowelderly, decides to "go home" by journeying to themonastery where he can live out his days. Oncethere, he arrives in time for the celebration of thebirthday of the Christ child. As a gift, the jugglerperforms for the child, who is seen in a picture onthe lap of his mother. The child appears sad to thejuggler and the juggler determines to make himhappy. When the juggler finishes his performance,his heart stops beating. The brothers who comeand find him discover that the Christ child is nowpictured with a smiling face, holding one of thejuggler’s golden balls.

OBJECTIVES• Children will learn about religious beliefs.• Children will explore Italian culture.• Children will understand the importance of hardwork and perseverance.

BEFORE VIEWING ACTIVITIESShare the book THE CLOWN OF GOD with chil-dren. Locate Italy on a map. Show the childrenhow far it is from where they live. Then ask…

• How are the people’s clothing in the story differ-

ent from the clothing we wear now?

Study the character of the boy juggler. We knowmany things about him.(Answers: He is poor, loves to juggle, happy atfirst, a good juggler.) Have the children draw pic-tures of him is he was young or old. Talk withchildren about jugglers they may have seen as partof circus or carnival acts. Ask:• What was the juggler juggling?• Did the juggler ever miss?• How did you feel watching the juggler perform?• Would you like to be a juggler? Why? Why not?

Have children who are familiar with other lan-guages share some simple words and phrases withtheir classmates. Then encourage children to listencarefully to the words and accents used in thestory to explore the differences between the Italianlanguage and their own.

Encourage children to listen carefully to the back-ground music, particularly the music used at theend of the story. Later, ask:• What kind of music do you hear as the juggler isbusy performing for people?• What kind of music do you hear as the jugglerwalks to the monastery?• What kind of music do you hear inside themonastery• How does the music make you feel?

Provide several small plastic balls that childrencan use to practice juggling while at recess. Ask:• Was it easy to juggle? Why? Why not?• What were the children who were watching youdoing?• How do you think you would feel about jugglingin front of a large audience?• What helped the juggler in the story get betterand better at juggling?• What might have happened if he simply gave upwhen the man who ran the show said that he couldnot perform with them?• How do you think he felt about performing for

crowds of people?• How do you think he felt when he heard theapplause?

Have children recall what the brothers told thejuggler when he met them. Explain that peoplehave many different kinds of religious beliefs,and, the beliefs of the brothers in the story are justone of them. Have children who care to sharetheir own religious beliefs with others in thegroup. Encourage children to think about the waystheir own beliefs are similar to, and differentfrom, their classmates.

Ask children to describe skills that they havedeveloped over time. (Children may be takingpiano lessons, dance lessons, learning to bicycleride, play sports, etc.). As children share theirknowledge of these activities with their class-mates, ask:• How well did you do this when you began learn-ing?• What has helped you to improve?• How do you feel when you do this well?• Did you ever feel like giving up?• What made you decide to keep trying/• Are you glad you kept trying? Why?

As children respond to these questions, emphasizethe importance of hard work and perseverancewhen learning a new skill.

Other videos and films about Christmas availablefrom Weston Woods include:

MAX’S CHRISTMAS by Rosemary WellsMORRIS’S DISAPPEARING BAG byRosemary WellsTHE NIGHT BEFORE CHRISTMAS byClement Clarke Moore, illustrated by RuthSandersonTHE TWELVE DAYS OF CHRISTMAS byRobert Broomfield

THE CLOWN OF GOD

CALL 1-800-243-5020 TO ORDER THESE AND OTHER WESTON WOODS VIDEOS!This guide may be photocopied for free distribution without restriction

The Three Robbersby Tomi Ungerer (Antheneum)Themes: Scary StoriesGrade Level: K-2Running Time: 6 minutes, animated

Summary

The Three Robbers is the story of three men whoroam about at night frightening and stealing from peo-ple. Each night, the robbers would carry their stolenloot to their cave in the mountains.

One night, the robbers stop a carriage, only to findnothing to steal except one very unhappy little girlwho is delighted to be carried away. Eventually, therobbers snatch up all of the abandoned, unhappy chil-dren and use their stolen money to buy a castle wherethey could all live together.

As time passes, the children grow to adulthood andbuild homes around the castle. The story ends withan entire village being created around the castle of thethree robbers. The villagers, all former abandonedchildren, erect three tall towers in honor of their threefoster parents--the three robbers.

Objectives

• Children will enjoy the mystery and suspense of ascary story• Children will investigate their own feelings regard-ing what they consider to be appropriate and inappro-priate behavior• Children will explore the different ways peopledemonstrate caring towards one another

Before Viewing Activities

Share the book, The Three Robbers, with children.

Then ask:

Since the robbers didn't think about spending themoney they stole, why do you think they wanted todo it in the first place? Do you think their feelingsabout stealing changed at the end of the story? Why?Why not?

Talk with children about scary stories they are famil-iar with. Ask: What was it about the stories thatmade them seem so scary? How did you feel whileyou were listening to/reading/watching the story? Aschildren watch, encourage them to think about theways the music, colors, and quick-paced action con-tribute to the scary feeling of the story.

Play a variety of musical pieces for children. Includein your selections music that creates a suspenseful orfrightening mood. As children listen to each piece,have them describe the way the music makes themfeel.

After Viewing Activities

Have children perform a dramatization of the story ofThe Three Robbers. Supply paper hats and capes cutfrom both red and black construction paper, ropes andblankets which can be used to create tentlike struc-tures to represent the robbers' cave and the catle, anda large box filled with coins and jewelry cut fromconstruction paper. Provide art materials such aspieces of flat and cylinder-shaped cardboard, boxes ofvarious sizes, and other appropriate materials that

children can use to make a pepper-blower, blunder-buss, and axe. Also have children work together topaint a village scene, with three tall towers, on a largesheet of kraft paper. Invite other classes to watchyour colorful, scary rendition of The Three Robbers!

Talk with children about the activities of the robbers.Ask: Was it right for the robbers to take the aban-doned children? Why? Why not? How do you thinkthe robbers felt about the children? How do you thinkthe children felt about the robbers? If you were oneof the abandoned children that the robbers took, howwould you have felt about the robbers? What do youthink you might have chosen to do when you grewup?

Discuss the different ways the robbers showed caringtoward the children and the ways the children showedthe robbers that they cared for them when they grewup. Ask: How do you know when someone cares foryou? What do you do to let other people know thatyou care for them? Allow children to use some classtime to write a note to someone they care for.

Other book based films and videos that are scary sto-ries are available from Weston Woods. These include:A DARK, DARK TALE by Ruth BrownGEORGIE by Robert BrightKING OF THE CATS by Paul GaldoneTEENY-TINY AND THE WITCH-WOMAN writtenby Barbara Walker and illustrated by MichaelForemanTHE TRIP by Ezra Jack KeatsWHAT'S UNDER MY BED? by James StevensonWHERE THE WILD THINGS ARE by MauriceSendak

THE THREE ROBBERS


Teeny-Tiny and the Witch-Womanby Barbara Walker (Pantheon)Themes: HalloweenGrade Level: K-9Running Time: 14 minutes, animated

Summary

TEENY-TINY AND THE WITCH-WOMAN is a Turkishfolktale based on a theme very similar to that of Hansel andGretel. The story concerns three brothers who are told notto venture into the woods in order to avoid the wrath of thewicked witch who lives there.

One day, the boys take a chance, against the wishes of theyoungest brother, Teeny-Tiny, and find the home of thewitch. The older brothers, Big-One and In-the-Middle,willingly go inside. Teeny-Tiny follows reluctantly behind.

Once inside, the witch offers them a meal and a bed for thenight. Teeny-Tiny suspects that this witch is indeed thewitch they were warned about. That night, Teeny-Tinyresists sleep. When the witch calls to the boys to see if theyare asleep, Teeny-Tiny tells the witch that he needs onething after another before he will be able to sleep.Eventually, Teeny-Tiny asks for water from the well. Hesees the witch leave her magic soap, needle, and knifebehind before she goes out to collect the water. Teeny-Tinywakes his brothers, warns them about the evil witch, andthe three escape with Teeny-Tiny snatching the witch's threemagical objects on the way.

The end of the story finds Teeny-Tiny using the magicalobjects to keep the pursuing witch away from himself andhis brothers. Teeny-Tiny and his brothers return safelyhome, never again to venture into the forest which is thehome of the evil witch.

Objectives

• Children will learn that being young does not mean being

less intelligent or creative than those who are older• Children will investigate the importance of listening toone's own thoughts and feelings• Children will explore problem-solving techniques


Share the book Teeny-Tiny and the Witch Woman with chil-dren.

Then ask:

What kind of boy was Teeny-Tiny (possible answers - hewas scared, brave, smart, small.) Have the children write asimple character study, and draw a picture.

Talk with children about their favorite fairy tales. Ask:Why are these stories your favorites? If you could be oneof the characters in the story, which would you be? Why?What is the scariest fairy tale you ever heard? Which fairytale had the happiest ending?

Find a version of Hansel and Gretel and share it with thechildren. Explain that different countries have different ver-sions of fairy and folk tales. (For example, Cinderella isretold in China, France, Africa and Germany.


Talk with children about the fence made of bones, the treesthat looked like people, and the witch's house whose win-dows and doors appeared to make a sad or frightening face.Then supply art materials that children can use to createtheir own witch's house in the deep, dark woods. Youmight include popsicle sticks, pipe cleaners, dried leaves,corrugated cardboard, toothpicks, and pieces of styrofoamamong the supplies offered to children. Later, display chil-dren's creations on a classroom table.

Encourage children to think about the ways Teeny-Tiny

used his head to solve various problems he was confrontedwith. Ask: Why did Teeny-Tiny climb the tree when heand his brothers were in the forest? Why did Teeny-Tinykeep asking the witch for food and drink after he went tobed? Why did Teeny-Tiny ask the witch to bring him waterfrom the well? Why did he take the magical objects?

Help children understand that Teeny-Tiny listened to hisown thoughts and fears concerning the witch, and that thisis what, in the end, saved him and his brothers. Encouragechildren to try and recall fears or other strong feelings theymay have had about something or ideas they had that wereimportant to them. As children talk, stress the importanceof listening to, and developing a respect for one's own feel-ings and thoughts.

Other book based films and videos that are folktales areavailable from Weston Woods. These include:THE EMPEROR'S NEW CLOTHES by Nadine BernardWestcottKING OF THE CATS by Paul GaldoneMUFARO'S BEAUTIFUL DAUGHTERS by John SteptoeSTONE SOUP by Marcia BrownTHE STONECUTTER by Gerald McDermottA STORY, A STORY by Gail E. HaleyTIKKI TIKKI TEMBO written by Arlene Mosel and illus-trated by Blair LentWHY MOSQUITOES BUZZ IN PEOPLE'S EARS writtenby Verna Aardema and illustrated by Leo and Diane DillonScary Stories on video are:GEORGIE by Robert BrightKING OF THE CATS by Paul GaldoneTHE THREE ROBBERS by Tomi UngererWHAT'S UNDER MY BED? by James StevensonWHERE THE WILD THINGS ARE by Maurice Sendak

TEENY-TINY AND THE WITCH-WOMAN


The Star-Spangled Bannerby Francis Scott Key, illustrated by Peter Spier(Doubleday)Themes: American History, Flags, Francis ScottKey, National Anthem, PatriotismGrades: PreK – 6Running time: 12 minutes

SUMMARY

This is the story of the American victory duringthe war of 1812, set to the song created byFrancis Scott Key. Detailed illustrations accom-pany the words of our national anthem.

The American flag, flying high over FortMcHenry, is shown in all its glory, remindingAmericans of the battles fought and won to cre-ate the free nation that we are today.

OBJECTIVES

• Children will become acquainted with thenational anthem.• Children will learn that our flag is a symbol offreedom.• Children will enjoy seeing a familiar songcome alive.

BEFORE VIEWING ACTIVITIES

Share the book The Star-Spangled Banner withchildren.

Then ask:

Where have you seen the American flag? Whatdoes it mean to you?

Show children an American flag. Discuss themeaning of the stars and stripes. Then supplytwigs, kraft paper, crayons, and string that chil-dren can use to create their own American flags.Have children use the twigs to represent flagpoles. The string will be used to attach the paperflags to "poles." Later, play some marchingmusic. Have children wave their flags as theymarch in time to the music.

Give children an opportunity to sing a chorus ofthe "Star-Spangled Banner." After singing, havechildren talk about the meaning of the lyrics.

AFTER VIEWING ACTIVITIES

Help children understand that the flag is a sym-bol of freedom. Encourage children to thinkabout other symbols they may be familiar with.You can offer help by asking children what theythink of when they see McDonald's goldenarches, or what a police officer's badge makesthem think of. Then give children an opportuni-ty to create their own symbols with constructionpaper, scissors, glue and crayons. When fin-ished, let children describe what their symbolsrepresent to their classmates.

Talk with children about the places they haveseen the American flag. Then show childrenphotographs or illustrations of governmentbuildings, monuments or school grounds, wherethe flag is flown. Encourage children to be onthe look-out for this national symbol as theytravel from place to place.

Attach an illustration or drawing of theAmerican flag to a bulletin board or classroomwall. Then have children describe the flag andthe things it makes them think of. Have childrenwrite their thoughts about the flag in the form ofsimple poems. (Younger children can dictatetheir poems to you.) Display children's poetryon the bulletin board or wall surrounding theflag.

Other videos about American History are avail-able from Weston Woods. These include:

THE PILGRIMS OF PLIMOTH by MarciaSewallSHH! WE'RE WRITING THE CONSTITU-TION written by Jean Fritz and illustrated byTomie De PaolaSO, YOU WANT TO BE PRESIDENT? byJudith St. George, ill. by David SmallWHERE DO YOU THINK YOU'REGOING, CHRISTOPHER COLUMBUS?written by Jean Fritz and illustrated by MargotTomes

THE STAR-SPANGLED BANNER


SEVEN CANDLES FOR KWANZAA

By Andrea Davis PinkneyThemes: African American Culture/HolidaysGrade Level: K-3Running Time: 12 minutes

SUMMARY

Kwanzaa is a seven day festival during whichtime millions of families of African Americandescent rejoice in their ancestral values. This bookfollows the sequence of Kwanzaa week, showinghow one family celebrates their faith and unity.

OBJECTIVES

• Children will learn about African American cul-ture and traditions.• Children will learn about the celebration ofKwanzaa.


Talk with children about the different ways theycelebrate winter holidays with their families.Encourage children to share symbols of these holi-day celebrations (Menorahs, wreaths, tree orna-ments, candles, etc.) with their classmates. Thenask:• What special things do you do to celebrate theholiday?

Share the book SEVEN CANDLES FOR KWAN-

ZAA with children. Then ask:

• What does the holiday Kwanzaa celebrate?• What do the candles in the kinara represent?• How is Kwanzaa similar to, and different from,the holidays you celebrate with your family?


Talk with children about the ways the familymembers worked together to celebrate Kwanzaa.Ask:

• How do you think the family members felt dur-ing this holiday?• If you were one of the family members, whatwould you like to do to help?

Have a Kwanzaa feast in the classroom. Gather uprecipes for traditional African foods, includingcollard greens and roasted yams. Let childrenwork together, under adult supervision, to makesome of these recipies. Invite other classes tocome in and enjoy the Kwanzaa feast. Supplystrips of colored construction paper and glue thatchildren can use to weave their own mkeka orplacemats that can be used during the feast. Ifpossible, find colorful shawls, beads, and headpieces children can use to dress in traditional garbfor the feast.

Invite someone who celebrates Kwanzaa to cometo your classroom and describe the Kwanzaa cele-brations with children. Ask the person to bring the

kinara and candles used in the celebration as wellas any other symbols of the holiday that will helpgive children an "inside look." Encourage childrento ask questions.Talk with children about the kinds of gifts theymight make for one another as Kwanzaa presents.Emphasize the fact that during Kwanzaa, the giftsthat are exchanged are homemade. Later, supplyart materials children can use to make simple giftsfor one another. As children exchange gifts, havethem discuss the reasons why their gifts are appro-priate for their friends.

Other multicultural videos and films availablefrom Weston Woods include:

HOT HIPPO written by Mwenye Hadithi andillustrated by Adrienne KennawayMUFARO’S BEAUTIFUL DAUGHTERS byJohn SteptoeA STORY-A STORY by Gail E. HaleyTHE VILLAGE OF ROUND AND SQUAREHOUSES by Ann GrifalconeWHY MOSQUITOES BUZZ IN PEOPLE’SEARS written by Verna Aardema and illustratedby Leo and Diane Dillon

SEVEN CANDLES FOR KWANZAA


SAM AND THE LUCKY MONEYBook by Karen Chinn, illustrated by CorneliusVan Wright & Ying-Hwa Hu Themes: Chinese Culture/ Decision MakingGrade Level: K-3Running Time: 11:00

SUMMARYThis Chinese New Year, Sam’s parents tell himthat he may spend his “lucky” money on anythinghe wants. When he arrives at the festivities inChinatown, he is tempted by many nice things.But a homeless man without shoes or socks helpsSam decide on the best way of all to spend his“lucky” money.

OBJECTIVES"Children will learn Chinese customs and cele-brations."Children will explore decision making."Children will investigate the value of money.

BEFORE VIEWING ACTIVITIESShare the book Sam And The Lucky Money withthe children. Then ask:"What did Sam’s grandparents give him to useduring the Chinese New Year celebrations?"Who did Sam meet during the festivities?"What did Sam decide to do with his money atthe end of the story?"How do you think Sam felt as he left Chinatownat the end of the day?

Talk with the children about the different waysthey celebrate the New Year. Encourage them tocompare and contrast their own celebrations with

those of the Chinese New Year. Ask:"Which of Sam’s New year traditions would youlike to try?"Which of your own traditions would you like toshare with Sam?"What special foods do you have that you wouldlike to introduce to Sam?

Collect library books that describe the ChineseNew Year, sharing pictures, photographs andinformation with children. Plan a Chinese NewYear celebration in your own classroom.

AFTER VIEWING ACTIVITIESTalk with children about the decision Sam made toshare his money with the man in need. Ask:"What would you do if you had seen the sameman on the sidewalk?"What kinds of things can you do to help thosewho have less than you do?"How do you feel when you help others?"How do you think others feel when they knowthey are being cared for?

Explain to children that rice is very important tothe diets of Chinese people. Investigate some ricedishes and cook up a rice recipe with the children.See if you can find a recording of some traditional

Chinese music and have children listen as theyenjoy the rice dish.

If possible, invite a guest knowledgeable inChinese customs and traditions to the classroom toshare this information with the children.Encourage children to ask questions of the visitor.

Have children work together to paint a mural of aChinese dragon. Encourage children to make thedragon as colorful and fanciful as possible. Whendry, supply art materials such as pom poms, glit-ter, crepe paper, ribbon, etc. that children canattach to the dragon to make it even moredramatic.

OTHER VIDEOS AND FILMS ABOUT CHINESE

CULTURE AVAILABLE FROM WESTON WOODS

INCLUDE:

THE FIVE CHINESE BROTHERS, by ClaireHuchet Bishop, illustrated by Kurt WieseTHE STORY ABOUT PING, by Majorie FlackTIKKI TIKKI TEMBO, by Arlene Mosel, illus-trated by Blair Lent

This guide may be photocopied for free distributionwithout restriction

SAM AND THE LUCKY MONEY


THE NIGHT BEFORE CHRISTMAS

THE NIGHT BEFORE CHRISTMASBook by Clement Clark Moore, © 1997 Theme: ChristmasGrade Level: Pre-K - 2Running Time: 7:00

S U M M A R YTHE NIGHT BEFORE CHRISTMAS isClement Clark Moore’s well known storyin verse of the magic of seeing Santa atwork on Christmas Eve.

OBJECTIVES• Children will learn about Christmas traditions.• Children will enjoy a story written inverse.

BEFORE VIEWING ACTIVITIESTalk with children about the Christmasholiday. Encourage those who celebratethe holiday to describe some of theirholiday traditions. Then ask:• What is your favorite part of theChristmas holiday? Why?• When you think of Santa Clause, howdo you imagine him?

Share the book The Night BeforeChristmas with children. Then ask:• What magical things did Santa do thatreal people could never do?


Have children talk about the feelings ofthe different characters in the story.Ask:• How do you think the children felt justbefore they went to sleep?• How do you think Santa felt aboutdelivering presents on Christmas Eve?• How do you think the reindeer feltwhen they finally finished delivering pre-sents?

• Play a game of “What’s In TheStocking?” Cut out a Christmas stockingshape from red construction paper foreach child in the group. Tell children tothink about things they might want toput in the stocking to help make theworld a better place. You might suggesta soft teddy, so that everyone wouldhave something to hug; a tree, so thatthe world would be filled with beauty;food, so that no one would ever go hun-gry. When children have finished fillingtheir stockings, arrange them on a class-room wall under the title “Peace OnEarth.”

• Talk about the rhythm and rhyme inthe story. Then give children an oppor-tunity to create their own story inrhyme. Offer a beginning sentence, suchas: “The winter morning was chilly andcold.....” Have a child in the class offerthe next rhyming line. Print the story on

the board as it unfolds. Continue untileach child in the class has had an oppor-tunity to contribute to the story. Later,print the story and display it on a class-room wall. Have children draw illustra-tions to accompany the story and dis-play them along with the story.

. Encourage children to share some oftheir Christmas traditions with everyonein the group. They might bring in aChristmas stocking that is hung on theirmantle each year, show photos ofChristmas celebrations held in theirhomes, have a parent come in to mix upa simple holiday treat. Also, encouragechildren who do not celebrate Christmasto tell about a holiday that is special tothem.

O THER VIDEOS A N D FILMS A B O U T CHRIST-M A S AVAILABLE F R O M W ESTON W O O D S

INCLUDE:• THE CLOWN OF GOD by Tomie dePaola• THE LITTLE DRUMMER BOY byKatherine Davis and Henry Onorati &illus. by Harry Simeone and Ezra JackKeats• MAX’S CHRISTMAS by Rosemary Wells• MORRIS’S DISAPPEARING BAG byRosemary Wells• THE TWELVE DAYS OF CHRISTMAS byRobert Broomfield


MORRIS’S DISAPPEARING BAG By Rosemary Wells (Dial)Themes: Feeling Small/Sibling Rivalry Grade Level: Pre-K-1Running Time: 6 minutes, animated

SUMMARY

MORRIS’S DISAPPEARING BAG takes place inChristmas morning, when a young child named Morris,his two older sisters, and his older brother open theirChristmas presents. Morris’s siblings receive gifts thatinclude a chemistry set, a beauty set and a hockey set.Morris receives a stuffed bear.

As the day moves on, Morris becomes increasinglyupset because everyone thinks he is too young to enjoyhis siblings’ toys. Eventually, Morris unwraps one lastpresent under the tree and discovers a disappearing baginside. Whatever Morris puts inside the bag disappears,and Morris soon discovers that he can enjoy his sib-lings’ toys without being seen. He can even make hissiblings disappear, so that he can play without beingbothered! The end of the story finds Morris’s brotherand sisters pleading with Morris for a chance to use thedisappearing bag, while a tired and satisfied Morrisfalls fast asleep.

OBJECTIVES

• Children will investigate feelings associated withbeing very young.• Children will learn about sibling relationships.• Children will explore the Christmas holiday.


Share the book MORRIS’S DISSAPPEARING BAGwith children.

Discuss children’s family members. Ask:

• How many brothers and sisters do you have?• How old are they?• What kinds of things do they do that you may dowhen you are older? (If children do not have older sib-lings, or have no siblings at all, encourage then to thinkabout what they are looking forward to doing as olderchildren.)• How do you feel about having to be older to do thesethings?

Ask children to consider how it might feel to be invisi-ble. Ask:

• If you could make yourself invisible, what would youdo?• Where would you go?• Would it be fun to be invisible? Why? Why not?• How could you be helpful to others if you were invis-ible?


Bring a variety of brightly wrapped packages into theclassroom. Place and object inside each one. Have chil-dren ask questions about the contents of each box. Seeif children can identify the objects inside the packagesby listening to your answers to their questions.Hang an old sheet or blanket in the classroom to act asa curtain. Have children close their eyes as one childquietly goes behind the curtain. Then have childrenopen their eyes and give then clues about the personbehind the curtain. (You might describe the child’s hair

color, identify the first letter of his/her name, describesomething particularly wonderful about this person,etc.)

See if children can identify the child who "disap-peared" behind the curtain from your clues.

Talk with children about the kinds of activities theyenjoy with their siblings. Then ask:

• What happens when you are playing with your sib-lings and you don’t agree on something?• What helps you solve your problems with your sib-lings?• How do you feel when you and your siblings are notgetting along?• How do you feel when you and your siblings are hav-ing fun together?• What kinds of things do you share with your siblings?• What things are just for you?• What things do your siblings have that you with youcould have too?• What do you like best about the Christmas holiday?Hanukkah holiday?

Other videos and films about sibling rivalry avail-able from Weston Woods include:

JOHN BROWN, ROSE & THE MIDNIGHT CATwritten by Jenny Wagner & illustrated by Ron BrooksMAX’S CHOCOLATE CHICKEN by Rosemary WellsNOISY NORA by Rosemary WellsPETER’S CHAIR by Ezra Jack Keats

MORRIS’S DISAPPEARING BAG


In the Month of Kislevby Nina Jaffe, illustrated by Louise August (Viking)Themes: Hanukkah, GreedGrade Level: K-3Running Time: 11 minutes, iconographic

Summary

This is the story of a Polish community preparingfor the celebration of Hanukkah. One day, the chil-dren of a poor family stop under the window of awealthy family in town, and thoroughly enjoy thearoma of potato pancakes cooking in the kitchen.

The children do this each day, until the owner of thehouse discovers them under his window. Angrily, theowner brings the children and their parents to thelocal Rabbi and insists on being paid by the familyfor the enjoyment the children have been gettingfrom smelling the potato pancakes.

The story ends with a wise and creative solution tothe problem offered by the Rabbi.

Objectives

• Children will learn about Hanukkah.• Children will explore concepts such as sharing,kindness and generosity.• Children will investigate the meaning of familylife.


Share the book In The Month of Kislev with chil-

dren. Discuss new words like menorah and latkeswith children. Then ask:

• What kinds of holidays do you celebrate at home?• What is (would be) your favorite part of theHanukkah celebration?• What other solutions might the Rabbi have sug-gested for the problem between the families ofMendel and Feivel?

Have children in the group take turns describingtheir own winter holiday celebrations. Encouragechildren to bring objects from home which are sym-bolic of their holidays to school and share them withthe group.

Explain that holidays are a time when our sensescome alive. See if children can describe the differentobjects, foods, experiences that appeal to their sens-es of taste, touch, sight, and sound during theirfavorite holidays.

After VIewing Activities

Use the following recipe to cook up a batch of pota-to pancakes for children to enjoy:

Potato Pancakes

Ingredients:

4 pounds potatoes2 eggs2/3 cup chopped onion6 tablespoons flour1 1/2 teaspoons of salt

1/2 cup butter/margarine (makes about 16 latkes)

1. Wash and pare the potatoes. Shred the potatoes tomake about eight cups. Drain.2. Beat eggs until thick. Add potatoes, onion, flour,and salt.3. Melt butter in large skillet. Form potato mixtureinto patties. Place patties in skillet. Cook patties oneach side, about five minutes for each batch of pat-ties.

Talk with children about the attitudes of Feivel andhis family, and how their feelings changed at the endof the story. Ask children to think about times whenthey may have been treated unkindly, or experiencedthe anger of someone. Encourage children to talkabout how this felt, and then to consider what peoplecan do to show greater kindness toward one another. Discuss the music in the movie and how it "fla-vored" the viewing experience.

Other videos and films about Hanukkah and otherholidays available from Weston Woods include:

CHICKEN SOUP WITH RICE by Maurice SendakTHE CLOWN OF GOD by Tomie de PaolaMAX'S CHOCOLATE CHICKEN by RosemaryWellsMAX'S CHRISTMAS by Rosemary WellsMORRIS'S DISAPPEARING BAG by RosemaryWellsZLATEH THE GOAT by Isaac Bashevis Singer,illustrated by Maurice Sendak

IN THE MONTH OF KISLEV


MAX’S CHRISTMAS

By Rosemary Wells (Dial)Theme: Holidays/Siblings/ChristmasGrade Level: Pre-K-1Running Time: 5 minutes, animated

SUMMARYMAX’S CHRISTMAS is a charming tale about a littleboy named Max and his older sister Ruby. It’s ChristmasEve and Ruby gets Max ready for bed so that Santa cancome down the chimney with his holiday gifts. As Rubyhelps Max prepare for bed, the little boy is full of ques-tions about Santa- who is coming? where is he coming?when is he coming? When Max asks why he can’t seeSanta, a frustrated Ruby answers "Because!"

Ruby finally gets Max into bed, only to have the little boyclimb out, sneak downstairs, and wait by the fireplace forSanta. When Santa arrives, Max begins with his questionsagain. Santa eventually says it is time for him to go, andfor Max to go sleep. When Max asks "Why?" and Santaanswers "Because!"

Santa leaves his hat, along with the presents, and flies upthe chimney. Ruby comes downstairs and sees Max, cov-ered by a bulging, bumpy blanket, and wearing Santa’shat. Ruby asks why the blanket is so bumpy, and as shepulls it off Max discovering the Christmas packages asMax answers, "Because!"

OBJECTIVES• Children will learn about the Christmas holiday.• Children will explore bedtime rituals.• Children will explore sibling relationships.


Share the book MAX’S CHRISTMAS with the children.

Then ask:

• How did Max feel on the night before Christmas?• How do you feel?• Would you like to see Santa Clause? Why? Why not?

Share other books about Christmas with children. If chil-dren celebrate this holiday at home, have them bring toschool some of their homemade decorations or other sym-bols of Christmas they might have. Encourage children todescribe these items, and their family’s Christmas tradi-tions, to their classmates.

Talk with children about other winter holidays they cele-brate with their families. Encourage children to describetheir holiday celebrations to others in the group.Ask:

• How does your family prepare for the holiday?• What is your favorite part of the holiday?• What other things does your family do together to makethe holiday special?

Discuss children’s bedtime routines. Encourage them totalk about the things they do every evening, including thehealth care routines they follow before going to bed. Havechildren compare their own rituals to those that Max andRuby follow. Ask:

• Which of the things that Ruby helps Max do before beddo you do at home?• Who helps you?• What might happen if you forget to do some of thesethings?


Discuss the Christmas stockings children saw in the story.

Then play a game of "Guess What’s Inside the Stocking."Provide a large sock. Have children close their eyes andplace an object into the sock. Have children open theireyes and take turns reaching into the sock and, withoutlooking, feel the object. See if children can identify theobject simply by feeling it. Continue the game by placingdifferent objects in the sock.

Talk about how people around the world celebrateChristmas in Scandinavia, France, Spain, etc. using booksabout Christmas from the library.

Suggest this as a story starter: One Christmas Eve I could-n’t sleep so I sneaked downstairs. There before my eyeswas…

Talk with children about the relationship between Maxand Ruby in the story. Ask:

• How do you think Ruby feels about caring for Max?• How do you think Max feels about being cared for byhis sister?

Encourage children to describe their own sibling relation-ships, including how they feel about being cared for byolder siblings.

Other videos and films about witnter holidays avail-able form Weston Woods include:CHICKEN SOUP WITH RICE by Maurice SendakTHE CLOWN OF GOD by Tomie de PaolaTHE LITTLE DRUMMER BOY written by KatherineDavis, Henry Onorati and Harry Simeone & illustrated byEzra Jack KeatsMORRIS’S DISAPPEARING BAG by Rosemary WellsTHE TWELVE DAYS OF CHRISTMAS by RobertBroomfieldZLATEH THE GOAT written by Issac Bashevis Singer &illustrated by Maurice Sendak

MAX’S CHRISTMAS


Max’s Chocolate Chickenby Rosemary Wells (Dial)Themes: Easter/Sibling RivalryGrade Level: Pre K-2Running Time: 5 mnutes, animated

Summary

Max's Chocolate Chicken is a charming storyabout Max, a curious little rabbit, who spies achocolate chicken in the birdbath left by theEaster Bunny. Max's sister Ruby, who tends to bea bit bossy, tells Max that whoever finds the mosteggs in the egg hunt is entitled to the chocolatechicken. As Max looks about for eggs, hebecomes easily distracted by the mud puddles,acorns, and objects he finds on the ground.Meanwhile, Ruby diligently goes about her busi-ness of finding eggs.

When it becomes clear that Ruby will find moreeggs than Max, Max runs to the birdbath, snatchesthe chocolate chicken, and begins feasting on itstail and wings. The story ends with Max poppingout of his hiding place, only to discover, to hisamazement and Ruby's, that the Easter Bunny hasreplaced the chocolate chicken in the birdbath.

Objectives

• Children will explore Easter holiday traditions• Children will learn about the advantages ofbeing inquisitive• Children will investigate sibling rivalry


Share the book Max's Chocolate Chicken withchildren.

Then ask:

Why do you think Max had a hard time huntingfor eggs? What would you do with acorns, ashovel, and a mud puddle?

Discuss the Easter holiday with children.Encourage children who celebrate the holiday toshare their traditions with their classmates.Children might want to bring items from homerepresentative of the holiday to share with theirclassmates.

Talk with children about egg hunts they may haveparticipated in. (If children have not beeninvolved in egg hunts, discuss other kinds of scav-enger hunts they may have experienced.) Ask:How did you feel when you discovered the eggs(objects) hidden here and there? How did youknow when to stop looking? What did you dowith the eggs (objects) that you found? Later, cutout eggs from sheets of construction paper andhide them in the classroom. Supply children withpaper bags and have a classroom paper egg hunt!


Try some egg dying experiments with children in

the classroom. Supply hard boiled eggs that chil-dren can dip into food coloring and enjoy as aspecial treat at snack or lunch time when dry. Youcan also boil onion skins or berries and have chil-dren dip their eggs into the water for a "naturallydyed look."

Arrange to have an outdoor scavenger hunt to helpchildren explore nature and to gain skill in classi-fying. Begin by having children collect as manyround objects as they can find within a given timelimit. When you return to the classroom, helpchildren draw a large circle on their individualsheets of poster board. Have children glue theround objects within the circle to create a collage.Later, instruct children to look for objects repre-senting other categories, such as rough objects,smooth objects, brown objects, etc.

Encourage the children to think about the differ-ences between the personalities of the two charac-ters Max and Ruby and how their character traitsinfluenced the way they behaved during the egghunt. Talk about older and younger siblings, andsibling rivalry.

Other book based films and videos about siblingrivalry are available from Weston Woods. Theseinclude:JOHN BROWN, ROSE AND THE MIDNIGHTCAT by Jenny Wagner, illustrated by Ron BrooksMORRIS' DISAPPEARING BAG by RosemaryWellsNOISY NORA by Rosemary Wells

MAX’S CHOCOLATE CHICKEN


BY THE LIGHT OF THE HALLOWEEN MOON

BY THE LIGHT OF THE HALLOWEEN MOONFrom the book by Caroline Stutson © 1993 Theme: HalloweenGrade Level: Pre-K - 2Running Time: 6:00

S U M M A R YThis is a cumulative story started by ablack cat trying to catch a little girl’s toeone spooky Halloween night.

OBJECTIVES• Children will share their Halloweenexperiences.• Children will become acquainted with therhythm and rhyme of cumulative poetry.

BEFORE VIEWING ACTIVITIESTalk with children about Halloween Ask:• What kinds of costumes do you like towear for Halloween?• What is your favorite thing aboutHalloween? What is your least favoritething about the holiday?• What kinds of feelings do you have onHalloween night?

Share the book By The Light Of TheHalloween Moon with children. Then ask:• What did you think might pop up to tickle

the little girl’s toe?• How did the different things that appearedmake you feel?• Why do you think the girl continued to sitthere while her toe was tickled by these

things?

AFTER VIEWING ACTIVITIESHave children think about the music andrhythm of the story. Ask:• How did the music make you feel?• How would the story have felt if thewords didn’t rhyme?

Supply costumes and props children canuse to dramatize the story of “By TheLight Of The Halloween Moon.” You can useseveral chairs turned backward or a longbench for the bridge, and have childrenwork together to paint a moonlit nightscene on a large piece of cardboard or alarge white sheet for a backdrop.Encourage children to perform theirdramatization of the story for other class-es. (You might even serve up some specialHalloween treats to the audience duringshow time!)

Remind children of the fiddle the girlplayed in the story. Then play a variety offiddle music for children to enjoy in theclassroom. As you play different selectionsask:• How does the music make you feel?• How is the music different from thesounds you hear from a piano? a drum?

Later, offer children a variety of house-hold objects that can be used to imitate thesounds of various instruments (an eggbeater, a tin pie plate and wooden spoon,pot lids, etc.) Let children experiment

with making different kinds of music withthese homemade instruments.

Read other cumulative poetry to children,such as: This is the House that Jack Built.Then give them the opportunity to createtheir own verses (you might want to suggest aHalloween theme). Children can dictatetheir poems to you as you print them onpieces of manila construction paper. Letchildren illustrate their poetry. Displaythe poems in an area where they can beenjoyed by children and parents alike.

OT H E R VIDEOS A N D FILMS ABOUT

H AL L O W E E N/ SCARY STORIES AVAILABLE

F R O M W ESTON W OODS INCLUDE:• A DARK, DARK TALE by Ruth Brown• JACKIE TORRENCE: TWO WHITE HORSES by Jackie Torrence• TEENY-TINY AND THE WITCH-WOMANwritten by Barbara Walker and illus. byMichael Foreman• THE THREE ROBBERS by Tomi Ungerer• WHAT’S UNDER MY BED? by JamesStevenson• WHERE THE WILD THINGS ARE by Maurice Sendak

CALL 1-800-243-5020 TO ORDERTHESE AND OTHER WESTON WOODS

VIDEOS!This guide may be photocopied for free

distribution without restriction


GIVING THANKS, A NATIVE AMERICAN GOOD MORNING MESSAGE

GIVING THANKSBook by Chief Jake Swamp ©1995Theme: Native Americans/TheEnvironment/ThanksgivingGrade Level: Pre K - 2Running Time: 7:00

SUMMARYThis story is based on the “ThanksgivingAddress,” a Native American message ofpeace and thankfulness for all the bless-ings of the earth.

OBJECTIVES• To help children recognize all the thingsthere are on earth to be thankful for.• To introduce children to Native Americanculture.• To help children appreciate the diversityof our nation’s people.

BEFORE VIEWING ACTIVITIESTalk with children about the many thingsthe natural world provides us with eachday, including the sun to warm us, trees toprovide shade, rain to fill reservoirs andprovide drinking water, etc. Encouragechildren to describe the different kinds ofthings the earth gives them that they arethankful for.

Share the book Giving Thanks, A Native

American Good Morning Message withchildren. Then ask:• Why do you think the Native Americanscall the thunder “Grandfather,” the sun“Brother” and the moon “Grandmother”?• How do you think the author of this bookfelt about the earth? How does this storymake you feel about the earth?

AFTER VIEWING ACTIVITIESHave the group work together to paint alarge mural showing the things we all canbe thankful for. As children work, stress theidea that some of the most wonderful, andimportant things we have been given onearth are free for all to enjoy. When fin-ished, display the mural on a classroomwall or bulletin board. Have children inventa title for their mural and display the labelalongside the mural.

Take a walk outdoors with children.Encourage them to notice the green colorof the grass, the different shapes of theclouds in the sky, the feeling of the rocksthey might pick up from the ground, thesound of crunching leaves under their feet.Talk about the wonders of the naturalearth, its colors, shapes, and textures.Mention the foods that grow from the soil,

and the weather conditions that provide us

with the water crops need and relief forourselves from heat and humidity. Whenyou return indoors, have children draw apicture, or write about one object of naturein detail.

Have children work together to make ameal and invite another class in to enjoy it.As children enjoy the meal, talk about thepleasures of inviting friends to share in the meal andthe fun of working together to create it.Encourage children to talk about the differ-ences among themselves, and how thisdiversity help to make the meal, and thepartaking of it, more enjoyable. At the endof the meal, have children take turnsdescribing what they feel thankful for aboutthis event.

OTHER VIDEOS AND FILMS ABOUT NATIVE

AMERICANS AVAILABLE FROM WESTON WOODS

INCLUDE:• OWL MOON by Jane Yolen and Illus. by John Schoenherr.• HIAWATHA by Henry WadsworthLongfellow, illus. by Susan Jeffers• TIME OF WONDER by RobertMcCloskey• HOT HIPPO by Mwenye Hadithi, illus. by Adrienne Kennaway


Georgieby Robert Bright (Doubleday)Themes: Halloween/Home Sweet HomeLevel: Grades K - 2Length: 6 minutes, iconographic

Summary

This is the tale of a nice ghost named Georgie wholives in the attic of a home belonging to elderly Mr.and Mrs. Whittaker. Georgie is comfortable here withhis routine of coming down the creaky stairs everyevening and opening the squeaky door to theWhittakers' parlor. These sounds signaled to theWhittakers that it was time to go to sleep, signaled tothe pet cat that it was time to go prowling, and sig-naled to the owl outside that it was time to beginwhooing.

One day, Mr. Whittaker repairs the creaky stair andsqueaky door. This leaves poor Georgie without apurpose! He decides to find another house to hauntbut has no luck. Eventually, while Georgie visits anold cow barn and freezes during the cold winter, theowl comes to Georgie to tell him that the board on theWhittakers' stair and the hinges on the parlor door areonce again creaking and squeaking. Good news forGeorgie! Georgie flies home at once and everyone inthe Whittaker house settles back into their happy rou-tine.

Objectives

• Children will learn to appreciate home and familymembers• Children will explore their fears• Children will investigate those things that contribute

to the mood of scary stories on Halloween


Share the book Georgie with children. Talk withchildren about the things that make them think ofHalloween. As children discuss Halloween celebra-tions and the mood of the event, ask: What is thescariest part of Halloween? What do you like mostabout it? What was your favorite Halloween cos-tume?

Discuss children's home routines. Ask: When is yourbedtime? What do you do before bedtime? What doyou do when you wake up in the morning? Whathappens when you get home from school each day?


Supply children with art supplies that they can use tocreate their own version of Georgie and the Whittakerhome. Include pieces of tagboard, white and blackconstruction paper, scissors, crayons, and paste.Later, have children share their artwork and retell thestory of "Georgie" to their classmates.

Remind children of the peace and contentmentGeorgie, the Whittakers, the cat, and the owl felt withtheir nightly routine in the beginning. Then talk withchildren about their own family members and pets.Ask: What do you like most about being part of yourfamily? What is your favorite time with your family?What other things do you do together? How wouldyou feel if your favorite times togther were disturbed?As children discuss these questions, help them toappreciate those everyday experiences that happen infamilies to make family members feel a sense of

belonging and contentment.

Have children think about what might have happenedif Georgie had stayed in the house after Mr. Whittakerrepaired the stair and door hinges. Ask: What otherthings could Georgie have done to be important to thefamily? Have children dictate or write their ownGeorgie stories based on this idea.

Other book based films and videos about Halloweenand Home Sweet Home are available from WestonWoods. These include:Halloween:A DARK DARK TALE by Ruth BrownTEENY-TINY AND THE WITCH WOMAN writtenby Barbara Walker and illustrated by MichaelForemanTHE THREE ROBBERS by Tomi UngererTHE TRIP by Ezra Jack KeatsWHAT'S UNDER MY BED? by James StevensonWHERE THE WILD THINGS ARE by MauriceSendakHome Sweet HomeTHE COW WHO FELL IN THE CANAL written byPhyllis Krasilovsky and illustrated by Peter SpierHAPPY BIRTHDAY, MOON by Frank AschJOEY RUNS AWAY by Jack KentMADELINE AND THE GYPSIES by LudwigBemelmansMOON MAN by Tomi UngererPANAMA by JanoschTHE SELKIE GIRL written by Susan Cooper andillustrated by Warwick HuttonTHE STORY ABOUT PING written by MarjorieFlack and illustrated by Kurt Wiese

GEORGIE


A Dark Dark TaleBy Ruth Brown (Dial)Themes: SuspenseLevel: Grades K - 3Length: 4 minutes, iconographic

Summary

A DARK DARK TALE takes the viewer through adark moor, to a dark wood, to a dark house, and onand on until a dark box is discovered in the cornerof a dark cupboard. The eerie music and the darkcolors of the journey from the moor to inside thecastle work to hold children in suspense until theyfinally discover what is inside the dark box--amouse! The surprise ending is a welcome relief tothe tension of this exciting story. A wonderfulexperience to share with children at Halloweentime, or anytime!

Objectives

• Children will begin to appreciate suspense in astory• Chidlren will think about the ways music andcolor contribute to creating mood.• Children will try to think critically


Share the book A Dark Dark Tale with children.Talk with children about scary stories they may befamiliar with. Encourage children to share thesestories with classmates.

Ask children if they have ever been in a dark roomor building. Ask: How did it feel to be inside theroom/building? What kinds of things did you thinkabout? What was most frightening about beingthere? What would make you feel better aboutbeing in a dark place? How do you feel onHalloween night?

Talk with children about what they think a castlewould look like inside. Ask: How do you think acastle would be different from your own home?How many rooms do you think a castle wouldhave? What would the kitchen look like? the bed-rooms? What would you like most/least about liv-ing in a castle? Give children an opportunity todraw their own castles and describe them to theirclassmates.


Give children an opportunity to recreate the endingto A Dark Dark Tale. Ask: What other thingsmight have been in the box in the corner of thecupboard? How would this make children watch-ing feel? Help children to write or dictate theirown versions of A Dark Dark Tale. Later, havechildren illustrate their stories and display them ona classroom wall for everyone to enjoy.

Talk with children about the background music andother sounds they heard. Ask: How did the musicmake you feel? How would you have felt differ-ently about the story if the music was light andhappy? What sounds did you hear that made the

story seem scary?

Play a variety of instrumental pieces on your class-room record player or tape recorder. Include light,happy music; low, sad sounding tunes; slow,dreamy music; bold, brisk marching band music.As children listen, encourage them to describe theway each musical piece makes them feel.

Encourage children to think critically by helpingthem recall all of the elements that contributed tothe scary mood. In addition to the music, havechildren think about other changes that could bemade to make it a light, happy story or a quietbedtime story.

Other book based films and videos appropriate forthe Halloween season or anytime a scary storywould be enjoyable are available from WestonWoods. These include:GEORGIE by Robert BrightJACKIE TORRENCE: TWO WHITE HORSES byJackie TorrenceKING OF THE CATS by Paul GaldoneTEENY-TINY AND THE WITCH-WOMAN writ-ten by Barbara Walker and illustrated by MichaelForemanTHE THREE ROBBERS by Tomi UngererTHE TRIP by Ezra Jack KeatsWHAT'S UNDER MY BED? by James StevensonWHERE THE WILD THINGS ARE by MauriceSendak

A DARK DARK TALE


the clown of god - nhpbs clown of god by tomie de paola (harcourt) ... performs for the child, who...

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