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With a few clicks you can get just about anything delivered to your home. It's (scary) simple, shockingly fast, and all too familiar nowadays. Boxes of all shapes and sizes show up on doorsteps and create cardboard congestion in recycling bins. The environmental impact of online shopping is real and rising, which is why these forgotten shipment shells deserve a second chance.

Not to mention that kids often find the most fun in an empty box of possibilities!

Check out these 12 ways to "unbox" play:

1. Indoor forts

Stuck inside on a blustery day? Use empty boxes and cardboard tubing to create a custom castle or fort. Add blankets and pillows for extra comfort and fun.

2. DIY wagon

Kids can push, pull, and slide around in makeshift cardboard wagons. When it's time for a rest, see #3.

3. Drive-in

Grab some healthy snacks and pull up to the "drive-in" with a cardboard box car. If resources and space allows, project the movie in an outdoor space and enjoy under the stars.

4. Puppet theatre

A big box makes the perfect stage for puppets. Use toys and dolls from around the house, or make your own, and put on a show!
Related read: Making use of loose parts
5. Robot dress-up

Boxes of all shapes and sizes can be fit to make a robot costume. Tip: Use empty tissue boxes for robot shoes and cardboard tubing (cut length ways) for arms.

6. Cardboard sports

Hockey net, basketball hoop, skeeball ramp, mini putt target, bowling pins, etc. Cardboard can be an easy indoor solution for sports and activities.

7. Tunnel time

Cut out the tops and bottoms from different sized boxes and make tunnels for crawling. Tip: tape them together for a homemade maze.

8. Construction site

Kid-friendly cardboard construction tools make it easy to create and play.

9. Colouring cave

Jump inside an extra-large box for a four-walled colouring canvas.

10. Balloon baton

Discarded gift wrap tubing is an indoor alternative to a bat or racquet and perfect for balloon batting and balloon tennis.

11. Cardboardville

Flattened cardboard can be the foundation for a new town or city with roads mapped from edge to edge.

12. Pretend play

Cardboard can transform into almost anything: a food truck, rocket ship, kitchen, train, time machine... an empty box is full of possibilities.

Do you have other suggestions about what to do with cardboard boxes? Leave us a comment below to share your ideas.

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What's in a cardboard box? 12 new play ideas for kids - Active For Life

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With the influx of online shopping, boxes of all shapes and sizes show up on doorsteps and create cardboard congestion in recycling bins. But kids also love to play with them, so why not give cardboard a second use? Here are 12 ways to

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Social & Emotional Learning (SEL)

A collection of picture books to guide dramatic play and foster students' literacy and social and emotional skills.

I have a photograph of myself from when I taught kindergarten. I'm sitting in a chair with a tiara, wearing sunglasses, and holding a cup of coffee, surrounded by my students. No, that was not a typical day. On that day, the students had created a salon and needed a customer. As my nails were being filed and my hair primped, I was surprised (and yet not surprised) how many of the routines and how much of the language connected to this scenario that my students had absorbed and were now applying.

During the school year, the classroom dramatic play area had many incarnations beyond salon; sometimes it was a bakery, or a house, and occasionally even a train. The students' imaginations were the guiding force for this area; I was there to observe, listen, and support.

In the current pursuit to foster social and emotional wellness in young children, there's perhaps no better activity to dedicate time, resources, and space to than dramatic play. Dramatic play, in its most familiar setting, looks like a kitchen or housekeeping center. Other programs have assorted prop boxes and hollow wooden blocks.

Whatever a teacher's resources-whether a temporary area on the meeting rug with milk crates and miscellaneous props or a fully accessorized play housekeeping area-dramatic play is worth the effort. In dramatic play, children must improvise, sustain flexibility, and negotiate wants and needs with their peers in the context of imaginative play. It's the ultimate classroom community builder.

The following picture books are meant to encourage ongoing discussions about dramatic play in the classroom. These books feature characters who dress up, assume different personalities, and create or utilize assorted props for imaginative play purposes. While these books don't take place in a school setting, they do suggest ideas that easily adapt to a school dramatic play setting and seamlessly suggest a home/school literacy opportunity.

Picture Books to Inspire Dramatic Play
Courtesy of Simon & Schuster
Amazing Me! Dressing Up!, by Carol Thompson. In this board book, a group of young children discover a cardboard box filled with costumes that they try on with glee. (Preschool)

Andy & Sandy's Anything Adventure, by Tomie dePaola and Jim Lewis. Friends Andy and Sandy open a steamer trunk filled with costumes and take turns surprising each other with different outfits. (Preschool-kindergarten)

, by Mo Willems. Piggie is not Piggie today; today Piggie is Frog. Gerald the elephant becomes anxious. Will he turn into a frog as well? Piggie reassures Gerald that it is just pretend. (Preschool-first grade)
Courtesy of Scholastic Inc.
, by Antoinette Portis. Rabbit is here to inform you that what you think is a cardboard box... isn't. In fact, Rabbit is also here to show you that this not-a-box is, among other things, a car, a mountain, and a rocket. (Preschool-first grade)

Bunny's Staycation, by Lori Richmond. Bunny is none too pleased that Mama is going on a business trip. Clever Papa suggests a "staycation." Papa and Bunny pack up a cardboard box car and embark on a week's worth of adventures without leaving the house. (Preschool-first grade)

Best Day Ever, by Michael J. Armstrong, illustrated by Églantine Ceulemans. William prefers structured accomplishments. Anna loves improvised adventure. William has finished his summer to-do list, and he has one item left: "Have the most fun ever." Could Anna hold the key to having the best day ever? You bet! (Kindergarten-second grade)

How to Find Gold, by Viviane Schwarz. Anna and Crocodile spend the day searching for gold. They make a map, sail a boat, and deep-sea dive. They discover gold on the ocean floor and bury it aboveground for safekeeping. A full day's work (and play). (Kindergarten-second grade)
Courtesy of Roaring Book Press
I Am Someone Else: Poems About Pretending, edited by Lee Bennett Hopkins, illustrated by Chris Hsu. This poetry anthology celebrates imagination and trying someone else on for size; subjects include storybook characters, occupations, and makers. (Kindergarten-second grade)

Is That You, Eleanor Sue?, by Tricia Tusa. Ding-dong! Eleanor Sue's mom is having a very busy morning. So far, a neighbor, a witch, a wizard, a bear, a delivery man, and a cat have come to the door to visit. Why all the visitors? Because Saturday is dress-up day for Eleanor Sue. (Kindergarten-second grade)

Additionally, Literacy Play: Over 300 Dramatic Play Activities That Teach Pre-Reading Skills, by Amy Cox and Sherrie West, is a resource book that suggests how teachers can integrate dramatic play into the classroom with a theme-based approach.

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Encouraging Dramatic Play in the Early Childhood Classroom

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Social & Emotional Learning (SEL) A collection of picture books to guide dramatic play and foster students' literacy and social and emotional skills. I have a photograph of myself from when I taught kindergarten. I'm sitting in a chair with a tiara, wearing sunglasses, and holding a cup of coffee, surrounded by my students.

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This is a great activity for children ages five to ten.
(These ages are approximate and are suggested guidelines only.)

What's the benefit?

This activity can help a child to:

release pent up energy

engage sensorially with the world around them

learn through embodied experience

find calm through self expression and release

explore and share their learning without words, which supports differentiated learning have fun!

What do you need to make it happen?

A leaf per child

Background music - music suggestion below

Enough space to sit in a spaced circle together

A scarf or sheet (optional - used for movement extension activity)

How do you do it?

Each child is going to need a leaf for this activity. You have a few choices in how you get the leaves for the activity.

Ideally, your class would go on a walk or have time to explore the school playground where leaves have fallen. If you are facilitating this as part of this activity, you would let students know that each of them on their walk (or playground exploration) should search and select ONE leaf each.

Let them know that their leaf does not have to be pretty or beautiful in any way! They are simply choosing a unique leaf that stands out or looks different to them in some way. It is important to let them know this, otherwise students often tend to think you want them to pick a 'pretty' leaf and will not know they can select leaves that are crumpled, muddy or have holes. Let them know that their chosen leaf can ...

be small and smooth

be brown and crumpled

have holes in it

be huge

be bright and beautiful

be curled up

be any type of leaf!

If you do not have the time or resources to bring the children outside to select their own leaves, then another option would be for you to gather a bin of leaves and bring them into class to distribute amongst the students. (If you do this, be sure to bring in a variety of shapes, textures, colours etc.)

Let the children know that they are going to make a 'frozen picture' of their selected leaf. This frozen picture is called a tableau.

Provide an example to the students of what this might look like by selecting a leaf, describing some of the physical characteristics of the leaf out loud and demonstrating it for them.
For example: The leaf I chose is small and one side is crumpled. Therefore, the way I am going to try and show this is by making my tableau small and crouched down and crumpling up one arm into my side.
Then physically demonstrate YOUR tableau for the class so that they can see you do it.

Let the class know that there is no right or wrong way to make their frozen picture tableau - it is completely up to them how they do it! Offer ideas for various ways to create their tableaux, such as:

you could do it standing up

you could do it lying down in 'birds eye view' (as if you are looking at the leaf when it is lying down flat)

you could use your legs to show something

you could use your face to show if your leaf is crumpled or smooth

Getting started

1) Give each child their own separate spot to work in. (This could be outside or spread out in a gym or the classroom.)

2) Ask each child to hold their leaf and look at it. Ask them some questions about their leaf, such as:

Is the leaf big? Small? Tiny?

Is it smooth? Rough? Bumpy? What texture is it?

Does it have holes?

Is it curled?

Is it bright?

3) The next part of the activity is helping the children transition from seeing what their leaf is ... to becoming it. As the children are exploring the various ways to become their leaf, ask them prompt questions (see below) that will support their creative process.

Some children will not need this and will already be well on their way to trying things out, whilst others may need these prompts as a structure to help them get started.

4) Give each student about 5 minutes to get up and try out different ways of making their frozen pictures. This part of the process is important. If you just ask them to imagine their frozen picture and then have them share it, it is harder to be creative and discover the many ways they could become their leaf. By giving them the time and space to play with their ideas, not only is it more fun, but it makes room for more expression and discovery.

Prompts for while they are exploring:

How could you show that you are big?

How could you use your hands or face to show you are bright?

How could you show you have a hole in you?

How could you show ...

Remember, there is no right or wrong way to be your leaf - this is up to you! Lie down, stand up, whatever - try it all!

Music suggestion:

Title: "Moving Worlds"

Artist: Secession Studios

Album: Epoch

Note: You will have to loop this music and play almost twice to cover the exploration time. (The length as it is, is perfect for the below movement extension activity.)

Helpful tips:

Playing music during the 5-minute exploration time can help children
more readily fall into their creativity as it sets a mood and backdrop
for the experience. It can also support the children in feeling less
self-conscious as it diffuses the mood and can hold the space, especially
if doing this activity indoors. Additionally, it creates a clear start and
end time for the activity.

Let the students know that when they no longer hear the music,
it means that exploration time is over and that they should come to the
center to form a circle. (This prompt may help them transition but
they will need reminders!)

After the class has had about 5 minutes of time to try out different ways of making their tableaux, turn off the music. Ask them to bring their leaf with them and come to the center to form a sitting circle.

Split the class in half. (Groups A and B) Group A will share first, followed by Group B.

Step 1
Let them know that you are going to take time as a class (you included!) to look at all the different ways people have come up with to show us their leaves!

Group B backs away from the circle.

Step 2

Group A stays in a large circle and each puts their leaf down in front of them.

Step 3

Put the same music on that you played while the groups were exploring.

Step 4

Ask Group A to make their individual tableaux, all at the same time. Their tableaux can face any direction.

Step 5

Group B then goes for a walk 'in the forest'. (Join them in the walk.) What this means is that Group B slowly walks around the circle and looks at all the leaves - the real ones and the human-made ones!

Following this, the groups switch and Group B becomes their leaves while Group A walks around them.

Note: Doing it all together tends to help children feel less self-conscious. And playing the same music may help with their sense memory to naturally cue them to what they explored earlier. Music can also help to keep chatter down!
(No leaves are needed for this activity.)
Additionally, it is normal for the tableaux to be simple and not that expressive at first. As children develop comfort with using their body to communicate, their tableaux typically become more and more expressive. So have fun creating tableaux (on any topic) and watch them develop over time!

Have the children spread out, find their own space, and curl up into a ball on the floor with their eyes closed. (As able - alternate possibilities can be suggested for the class if there are varied physical needs.)

Let the students know that they are each going to be a fall leaf on the ground. When the music starts, you (the teacher) will be the wind. As you come near a student with your scarf, they will blow up from the ground and can start moving as if the wind is blowing them around. Let them know that you will move around the room until all the 'leaves' are up and moving.

Once up, they can blow around the room, sometimes landing for a bit and then swirling around once again, being careful not to bump into any other leaves.

When the music starts, you (the wind) start moving through the space and 'waking up' the leaves. Some students may need verbal cues alongside the visual cue of the scarf to remember to get up and start moving.

After 2 - 3 minutes, stop moving as the wind and come to the side of the space. Slowly lower the volume of music and ask them to use their bodies to copy the volume - so as the music gets softer and softer, they slowly get lower and lower to the ground until eventually they are lying down as if they are a leaf that floated down to the ground. They should keep moving, even if it's just the tiniest bit (even just a finger!) until the music is completely gone. Talking them through this as you lower the music may help them to mirror the volume as it gets softer and softer.

Note: The more playful and expressive you are as the wind, the more comfortable your class will likely be as your comfort will set the tone. Use your large scarf or sheet to vary the intensity of the wind by making it big and fast, like a hurricane to slow and gentle, like a breeze. By changing it up - the class is more likely to stay engaged as well as try different ways to move through the space.

You can use the same music for this activity as from above.

Helpful Tips
Dimming the lights can help create a warmer and more comfortable
atmosphere for any expressive activity, regardless of the age group.

Looking for additional resources to explore movement with your class?

Check your school library for my I Can Dance the Outdoors book. This book supports children with fun and playful ways to explore the outdoors through inclusive movement. It comes with my voice-over facilitation to guide the children through the concepts - or has music tracks so that educators/parents can facilitate it themselves.

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Which leaf am I? Expressive activity for children - Hannah Beach

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This is a great activity for children ages five to ten. (These ages are approximate and are suggested guidelines only.) This activity can help a child to: release pent up energy engage sensorially with the world around them learn through embodied experience find calm through self expression and release explore and share their learning without words, which supports differentiated learning have fun!

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How we can reduce anxiety and aggression through activities that provide emotional release

As our elementary students head back to school during this turbulent time, there will be many emotions stirred up in them. Alarm. Frustration. Worry. Excitement.

And this will be mirrored by what we, as educators, may also be experiencing. On top of what we may be emotionally experiencing ourselves, we are being called to be the caring leaders that guide our students to a place where they can learn together. We all know that this is going to be challenging. Very challenging.

We need to expect that our students will be arriving to us with their emotions stirred up. And we know that when emotions get stirred up, they need somewhere to go. Finding healthy ways to pre-emptively channel this emotional energy for our students can help to alleviate dangerous or disruptive eruptions in our classrooms.

Understandably, the last thing we may feel like is doing is planning for how to help our students to release emotion. We are already planning the many changes to our physical space, health regulations, and how we will learn together. And yet, if we do make plans for how to help our students to release the alarm and frustration whirling inside of them, they are going to cope better - and we are going to cope better.

So, what can we do?

This is not the time for anything complicated. We need simple, easy, and engaging activities that can help kids to release some of what is inside of them.

We can make sure to provide a release activity every day. This can be especially helpful for supporting students to get out frustration before it leads to outbursts of aggression. These outlets can also help students to reflect on and express their feelings in natural ways that don't make them feel self-conscious. Some general ideas for helping kids to release the emotion inside of them are:

Below are three activities from the Inside-Out Handbook; the companion guide to the book Reclaiming Our Students: Why Children Are More Anxious, Aggressive, and Shut Down than Ever - and What We Can Do About It

These release activities can be facilitated while maintaining social distancing practices. You can facilitate these same activities often as children may enjoy engaging in them as part of their daily routine.

Release activity #1: Scribble Time!

What age groups does this work for?

This is a great activity for kids ages four to eleven.

What do you need to make it happen?

one large piece of paper per student

one dark pencil crayon per student (note: wax crayons tend to break when scribbling hard, so pencil crayons are best)

fast-paced music (see below for music suggestions)

How do you do it?

Give each child a large piece of paper and a dark pencil crayon.

Tell them that they get to scribble as hard and as fast as they can-but they can only scribble when the music starts! And when the music stops, they have to FREEZE!

During the exercise, stop and start the music repeatedly at varying intervals, so that students can't anticipate when they will have to freeze.

Once done, you can make a scribble wall and hang all the scribbles up. Or after everyone is done, each person crumples their scribbles into a ball and throws them into the recycling.

What's the benefit?

Scribbling is such a natural thing to do when one has pent up energy that many kids often do this on the side and edges of their schoolwork on their own. This activity harnesses this natural tendency to scribble but increases and enhances the release experience.

Telling them they have to scribble and can't stop until the music does, empties more stores of physical energy. And having music on during the experience can increase the emotional energy they direct into it. In this way, when they are done scribbling, they often have nothing left. And on top of it, boy, can it feel good to be given permission to draw messy and fast and to not worry about it!

Music suggestion:

Title: The Four Seasons-Summer in G Minor, RV. 315: 111 Presto

Artist: Adrian Chandler, featuring La Serenissima

Album: The Four Seasons & Concertos for Bassoon and Violin "in tromba marina"

Helpful Tips

This activity works best if the music you select has a lot of energy and is almost frenzied. Think big music, strong emotions-opera! Drums! Bees buzzing!

Release activity #2: Drawing the Music

What age groups does this work for?

This is a great activity for kids ages four to eighteen.

What do you need to make it happen?

How do you do it?

Give each child a large piece of paper and a crayon or pencil crayon. It is best to give each student only one crayon or pencil crayon, so that they can focus on listening to the music in this activity and allowing it to guide their drawing.

Explain to your students that they are going to "draw the music." Tell them that they get to draw how the music sounds and feels to them. It doesn't matter what their drawing looks like at all! They can simply scribble, let their hand move solely to the beat and volume of the music, or they can draw specific things-it is entirely up to them. I often say to my students, "Imagine that I can't hear anything at all, but just by looking at your paper, I can see what the music sounds and feels like to you!"

It also helps to give students cues that help them connect what they hear to what they feel and therefore what they draw. For example, maybe as the music goes faster, they might want to draw faster. Or when the music becomes louder, they might want to make their drawings bigger! Or if the music sounds like dots to them, they can make dots all over their page. There is no right or wrong way to draw the music!

Modifications for ages nine and up

For students nine and up, you can add to the experience by having them close their eyes.

For those students who are not comfortable closing their eyes, you can suggest that they look up, rather than down at their paper, or they can try mostly closing their eyes.

It is also a good idea to turn off all bright lights, close the curtains, or dim the lights to help students focus less on what they see.

If possible, it is a good idea to use masking tape to secure paper to each student's desk, so they can feel the edges of their paper with their hands, rather than relying on their eyes.

What's the benefit?

This exercise supports students to connect to their feelings and experience release, as it does not ask them to think about drawing a specific thing, or even try to draw a specific thing. Instead, students have permission to be led by the music and to simply draw what the music tells them to do. For older students, having them close to their eyes enhances the sensorial experience and the release, as they are less likely to feel self-conscious if they focus only on what they (and others) can hear, not what everyone can see.

Musical suggestions include:
Fast:
Title: "The Final Countdown" (Live version)

Artist: Melo-M

Album: Live at Riga Congress Centre
Calm:
Title: "Abraham's Theme"

Artist: Vangelis

Album: Chariots of Fire

Helpful Tips

For each session of this activity, try playing two very different pieces of music. For example, start with music that is fast and wild-sounding, and then do the exercise with music that is calmer and more soothing. It is also a good idea to play different music each time you try this activity, so that your students have a different experience each time.

Release activity #3: Be the Conductor / You Are the Music

What age groups does this work for?

These two activities share the same basic elements, with developmentally appropriate modifications for children in different age groups. Be the Conductor is for kids ages four to eight, and You Are the Music is for kids ages nine and up.

What do you need to make it happen?

For these activities, you need rousing music that is unlikely to be familiar to your students. Do not use Top 40 or other popular music, as your students will already have associations for how they "should" move to that kind of music, which undermines the benefits of the activity. Instead, choose instrumental, drumming, or even nature sounds like a wild hurricane.

Here are some specific suggestions:

Title: "The Heart Asks Pleasure First"

Performers: Munich Philharmonic, John Harle, Andrew Findon, David Roach

Album: The Piano: Music from the Motion Picture

Title: "A Different Drum"

Artist: Peter Gabriel

Album: Passion: Music for The Last Temptation of Christ

How do you do it?

Have the students spread out across the room facing you so that they can follow your lead. Ensure that each student has plenty of room to move, with no other student within 6 feet of them. (Providing visual spot markers for where students should stand will help.)

Once everyone is on their spot, pretend that you have "glue" in your hands and rub the "glue" on the bottom of each of your feet. Have the students follow you and also pretend to "glue" their own feet down. Everyone should now be standing in their own spot with their feet "glued" down.

Now, explain that when the music starts, everyone is going to conduct an orchestra with just their arms and bodies-but they can't lift their feet!

I recommend that you also participate in the activity, facing your students. But let them know that they do not have to copy you-that they should just follow the music. For example, if the music is fast, then so are their movements! If the music is slow, then they should also slow down.

To help your students transition in and out of the activity, tell them that they can "unglue" their feet when the music stops. It is important to structure activities to contain the experience for them, and that will make it easier for you to transition students in and out of activities. It is also helpful to explain "start" and "stop" cues before beginning.

Modifications for ages nine to eleven

For students ages nine to eleven, this exercise works best when they have their eyes closed. This helps them feel less self-conscious and nervous, and it ensures that they can benefit from the sensorial experience and release. If they are not comfortable closing their eyes, you can instruct them to look down at the floor or try to mostly close their eyes and only peek through their eyelashes.

Before you begin, let the students know that it is as if are the music. That it is as if the music is going to go into them and direct their movements. They will not have to think of what to do: they simply have to let the music lead them. For example, if the music goes fast, so do their arms, fingers, etc. If the music slows down, so does their body. Even if your students close their eyes, it is still important for you to face them and engage in the same activity. Your presence at the front of the room, modeling and participating in the same exercise, will help support those children who might hesitate to participate otherwise (especially those who will be tempted to peek!).

What's the benefit?

This activity encourages students to engage parts of their body that they may not typically use when they are active. Being "forbidden" to use their legs, they will automatically begin to use their arms, hands, fingers, face, head, knees, and torso to release physical energy. Additionally, this activity can help easily channel built-up frustrated energy, as a child does not have to think about what to do. Most children find it very easy to follow the music. In this way, there is less thinking and more releasing. Furthermore, when older children do this activity with their eyes closed, it helps them better tap into their internal feelings.

Helpful Tips

Dimming the lights can help create a warmer and more comfortable atmosphere for everyone, regardless of the age group.

If you are looking for new activities to try, you can go to www.reclaimingourstudents.com to download the complete Inside-Out handbook. (The handbook comes free with book purchase.)

Warmly,

Ps: If you missed my last blog about play vs. entertainment, you can read it here: We've replaced play with entertainment - and it is not boding well for children's emotional health.
>> Download the Supporting Our Students Infographic Here! Created by Jessica Stacey <<
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Supporting Our Students as They Return to Our Classrooms - Hannah Beach

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As our elementary students head back to school during this turbulent time, there will be many emotions stirred up in them. Alarm. Frustration. Worry. Excitement. And this will be mirrored by what we, as educators, may also be experiencing.

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(These ages are approximate and are suggested guidelines only.)

What's the benefit?

This activity can help a child think about frustration and what it feels like inside of them. It can also help children their frustration, as it gives them the permission to draw a really ugly picture. Often children are expected to make "nice" drawings, and this activity gives them the space and room to do otherwise.

This activity can support children to:

What do you need to make it happen?

A piece of paper per child

Crayons/markers for each child (if none available, a pen or pencil will do)

Background music (optional) Music suggestions below

How do you do it?
"Can you draw what your frustration monster looks like? Make it as wild and ugly as you wish!" "She is a mad monster! Show me how frustrated she is!" "What colour(s) is your monster?" "How ugly can you make him?!"

If a child cannot remember a time when they felt frustrated, then let them know that they can just make it up: "That's okay-just invent a frustration monster and make him as frustrated and ugly as you can!"

Facilitating this online?

Talk to your students every once in a while during their drawing time to reassure them that you are still there with them and to hold the space for them, especially if you sense restlessness. 10 minutes is a long time to not hear your teachers voice, especially if you are not physically together or if your students are younger. ( "Now I am changing the music so we can listen to a different piece" or "Oooh...my monster is getting very ugly, I'm looking forward to seeing yours!" You can also adjust how long the activity is to meet your student's needs.

Let your students know that:

Note: You could also do this activity by explaining the activity to the children and then ask them to do it in their own time and return to the online class at a specific time/day to share their drawings. If you do it this way, make sure to remind them that when they return to the computer, to NOT show anyone else their drawing until you invite them to.

Helpful tips:
"I thought that before we did our math lesson today that we could all draw together for a bit. Today we are going to be drawing frustration monsters! Here is how it is going to work..."
(And then go on to explain the next steps.)

Music suggestions: (To fill 10 minutes of time you would need both of these pieces.)

Title: "The Final Countdown" (Live version)

Artist: Melo-M

Album: Live at Riga Congress Centre

Title: "Moving Worlds"

Artist: Secession Studios

Album: Epoch

Ideas for how to share them with one another:

BEFORE the kids show them to one another, let them know that it's OK if their frustration monster looks completely different than everyone else's!

There are no rules about what it should look like:

Ask them to all turn their sound off so that they can hear you, but they can't hear one another. (I don't know about you, but I have been teaching online now for a few weeks and have found it much easier to teach when my students sound is off and then they each turn their sound on one at a time. Otherwise we can't hear one another for all the background noise.)

Depending on what you feel is best for the students you work with, you could:

invite all the children (and you) to hold up their pictures at the same time to show one another. This can feel less vulnerable than everyone's eyes being on one picture at a time. You could then make global comments about the group's pictures: "Wow! Yikes! These are crazy monsters!"

* This activity is from the Inside-Out handbook; the experiential companion guide to Reclaiming Our Students: Why Children Are More Anxious, Aggressive, and Shut Down Than Ever-And What We Can Do About It , co-authored by Hannah Beach & Tamara Neufeld Strijack.
PS: If you want to know more about helping kids cope with COVID-19, read my blog post here.
Warmly,

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Inside Out Activity: The Frustration Monster! - Hannah Beach

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(These ages are approximate and are suggested guidelines only.) This activity can help a child think about frustration and what it feels like inside of them. It can also help children their frustration, as it gives them the permission to draw a really ugly picture.

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I wrote and illustrated The Dot and Ish as a way to help children
and "grown-up children" be brave enough to "make their mark."

While the books are about art, they really are about process -
about ideas, creative thinking, bravery, expression, original ideas,
and sharing.

The Dot is about getting started - getting "un-stuck." It is also

about creative teaching, about exploring an idea in many ways,
and sharing our gifts with others. Once you get rolling, there is a
potential of getting "squashed" which is what Ish is about. Ish aims
to help give young and old alike some vocabulary to defend their
ideas. I use the "Ish Approach" with kids and "grown up kids" to
help them relax in order to express themselves. Ish-ful strategies
can allow art, writing or problem solving to f low creatively. You
can't become better at something that you don't do. So, make your
mark and see where it takes you. Let it f low and see where it goes.

I hope my books will encourage and inspire you as you nurture

the creative spirit in your classroom - and in yourself. In this guide
you'll find ideas, materials, and activities that can act as a spring-
board to your own experience of The Dot and Ish in your class-
room. Of course, this is just the tip of the iceberg, and I hope that,
like Vashti and Ramon, you'll be inspired to keep going as you
explore and play with these themes. I'd love to hear from you.
Feel free to drop me a note and share!

Wishing you a wonderful teaching and learning journey,

Peter H. Reynolds

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. The Dot by Peter H. Reynolds is published by Candlewick Press.  1209
This is a "rough sketch" of possible ways to introduce and follow up on
The Dot. Feel free to adapt it to your grade level. Have fun!

* Before reading the book, have a talk with your students about how we
feel when we are starting something new. (This is especially apt at the
beginning of the school year.)

* How do we feel when things seem difficult to do?

* Ask how many students like to draw.

* Tell them you are going to read a story about a girl who does not think
she is good at drawing and what happens to her when she goes to art class.

* Follow the reading with a discussion about the story.

* Pass out large "dots" to your students and have them write their names
on them, as well as some activities they enjoy.

* Have the students draw dots on the reproducible "easel" page provided.
They can then carefully cut out their dots and paste them into their their own
swirly gold (or any color!) frame made of construction paper

* Invite your students to choose another shape or object. Have them

explore this "idea" by trying to make as many different versions of
the same thing, varying size, color, or texture, using
negative space, etc.

* Provide your students with blank-page journals,

for them to "make a mark" in every day (a word,
a picture, something funny that happened that day,
a doodle, a squiggle, a dot!).

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. The Dot by Peter H. Reynolds is published by Candlewick Press.   1209
Teachers: Photocopy this page to share with your students.

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. The Dot by Peter H. Reynolds is published by Candlewick Press.  1209
This is an Ish-ish list of possible ways to introduce and follow up on Ish.
Feel free to adapt it to your grade level. (Try it with adults too!) Have fun!

* The Squiggle-ish Game: Play this with a partner. Squiggle a line for each
other, trade sheets of paper and now try to make a drawing from the line
your partner made. Relax, have fun, and use your imagination! On a roll?
Add some paint, and cut it out and mount it on a darker piece of paper.
Be sure to have BOTH artists sign their name to each finished drawing.

* Ishing‑-‑Not Dishing. After reading the book, Ish, discuss what Leon
could have said to Ramon to be kinder. Have you heard people say
hurtful things about someone's art, or their attempt to try something
new? Brainstorm some things you can say to encourage‑-‑rather than
discourage.

* Ishful Portraits. Create an ish-ful self-portrait. Have the whole class do

this. You can also partner up and do a portrait of your partner and them
of you. Label them ishfully, for example: "Peter-ish," "Wanda-ish"

* Ishful Gallery. Start a gallery of art that is ishful. For example, print out
a Picasso portrait‑-‑you can label it "Face-ish." Try searching on the web
using a search like "Abstract boat" or "Greek painting boat" or "Children
face art", print them out and show them to the class. Ask what each one
is. Students will learn to see patterns, be more imaginative,
be more generous in their interpretations, be less literal,
develop open minds.

* Ishful Feelings. Brainstorm moods. Have students select a

mood to paint or draw. Label them ishfully. Ex. "Stubborn-ish"
"Happy-ish" etc.

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. Ish by Peter H. Reynolds is published by Candlewick Press.  1209
* Ish Upon a Star. Have each student draw a star
on a notecard. Have them paint them. Label them
with their names. Then glue them to a big banner
creating a constellation of stars. Ask students to
find two stars exactly the same. You can label the
banner "When You Ish Upon a Star." Then after,
discuss what a real star is. What does it look like?
Show images from www.nasa.org of real stars. Ask
if their star looks like the photo. Let them discover that
their drawing is actually star-ish!

* Ishful Poems. Read Ramon's poem from the book, Ish. Have students
brainstorm their favorite words. Perhaps those words will trigger some ishful
poetry. Read some poems that don't rhyme or have innovative structure.
Magnetic poetry is also helpful for ishing up a good ishful poem.

* Ishful Math. Estimation is a life-long learning skill. Show

groups of items in photographs, but only for a few

seconds. For example: how many chickens? Perhaps
a dozen-ish? The number of muffins in a bakery store
window. A hundred-ish? The number of people in a
baseball stadium? Twenty thousand-ish? If a student is
stumped in math, just encourage them to put down an
"answer-ish." If they show you some work or an answer,
even if they feel it is wrong, they will have provided you
something to help you see the pattern of their thinking. This will give you
some insight into their thinking and how you might be able to help them.

* Ishful Science. Show images of familiar animals. Then begin showing

ones that are less familiar. Ask students to identify them. If they are unsure,
encourage them to use ishful thinking. "Monkey-ish", "raccoon-ish" etc.
Write their ishful ideas down and then discuss the possible
connections between the animals/species. This kind of
thinking allows scientists to make "educated guesses"
or a "hypothesis" which starts off the scientific method.

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. Ish by Peter H. Reynolds is published by Candlewick Press.  1209
Teachers: Photocopy this page to share with your students.

activity sheet

Is this a hand?
It looks like a
squiggle, but we're
sure it's a hand
because it is at the
end of the arm!
It is hand-ish!

Fin-ish this ish-ful girl.

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. Ish by Peter H. Reynolds is published by Candlewick Press.  1209
Teachers: Photocopy this page to share with your students.
activity sheet
Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. Ish by Peter H. Reynolds is published by Candlewick Press.  1209
Teachers: Photocopy this page to share with your students.

Art & text copyright © 2003 by Peter H. Reynolds. Permission granted for noncommercial use. The Dot by Peter H. Reynolds is published by Candlewick Press.  1209

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Classroom Guide: The Dot and Ish by Peter H. Reynolds

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I wrote and illustrated The Dot and Ish as a way to help childrenand "grown-up children" be brave enough to "make their mark." While the books are about art, they really are about process -about ideas, creative thinking, bravery, expression, original ideas,and sharing. about creative teaching, about exploring an idea in many ways,and sharing our gifts with others.

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A girl has a wonderful idea. She is going to make the most MAGNIFICENT thing! She knows just how it will look. She knows just how it will work. All she has to do is make it, and she makes things all the time. Easy-peasy!? But making her magnificent thing is anything but easy, and the girl tries and fails, repeatedly. Eventually, the girl gets really, really mad. She is so mad, in fact, that she quits. But after her dog convinces her to take a walk, she comes back to her project with renewed enthusiasm and manages to get it just right.

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The instant #1 New York Times bestseller!

From the picture book dream team behind I Am Yoga and I Am Peace comes the third book in their wellness series: I Am Human. A hopeful meditation on all the great (and challenging) parts of being human, I Am Human shows that it’s okay to make mistakes while also emphasizing the power of good choices by offering a kind word or smile or by saying “I’m sorry.”

At its heart, this picture book is a celebration of empathy and compassion that lifts up the flawed fullness of humanity and encourages children to see themselves as part of one big imperfect family—millions strong.

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The world needs your voice.
If you have a brilliant idea...say something!
If you see an injustice...say something!

In this empowering new picture book, beloved author Peter H. Reynolds explores the many ways that a single voice can make a difference. Each of us, each and every day, have the chance to say something: with our actions, our words, and our voices. Perfect for kid activists everywhere, this timely story reminds readers of the undeniable importance and power of their voice. There are so many ways to tell the world who you are...what you are thinking...and what you believe. And how you'll make it better. The time is now: SAY SOMETHING!

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Par Peter H Reynolds Éditeur SCHOLASTIC ISBN: 9781443160094

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Peter Reynolds, reconnu pour sa créativité, partage avec le lecteur sa vision émouvante de la recherche du bonheur. Alors que le monde nous enjoint de nous taire, de rester tranquilles, d'obéir aux règles et de ne pas sortir des sentiers battus, ce livre célèbre les moments où l'esprit vagabonde, libérant le rêveur qui sommeille en chacun de nous! Avec sa touche personnelle, Peter Reynolds rappelle aux enfants que leurs rêves sont précieux. Il les encourage à toujours rester eux-mêmes malgré les épreuves de la vie, à ne pas ignorer leur créativité et à ne jamais oublier de nourrir de grands rêves!

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Par Peter H Reynolds Éditeur SCHOLASTIC ISBN: 9781443174381

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L'auteur du retentissant succès de libraire Le collectionneur de mots met en scène une histoire inspirante à propos de l'importance de prendre la parole pour changer le monde. Le monde a besoin de ta voix. Si tu as une idée brillante. n'hésite pas! Ta voix compte! Dans cet album évocateur, l'auteur renommé Peter H. Reynolds explore les multiples façons dont chacun d'entre nous peut se servir de sa voix pour inspirer, guérir et transformer les gens qui nous entourent chaque jour : à travers nos mots, nos actions et autres. Idéal pour les jeunes militants pacifistes, cet album rappelle aux lecteurs que leur message n'a pas besoin d'être parfait. il doit simplement venir du cour.

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Par Peter H  Reynolds Éditeur SCHOLASTIC ISBN: 9781443192255

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J’aime chaque sourire, chaque clin d’oeil, Je t’aime de tout mon coeur. J’aime tes orteils, ta tête, ton nez, Je t’aime de tout mon coeur. Le créateur célèbre et acclamé Peter H. Reynolds donne vie à cette ode avec un texte poétique et charmant célébrant l’amour qui nous lie les uns aux autres. De l’amour sans retenue que les parents et gardiens témoignent à leurs petits, au formidable sentiment que reflète l’amitié de toute une vie, ce message touchant est à partager avec tous les gens que vous aimez.

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Par Peter H. Reynolds Éditeur MILAN ISBN: 9782745915986

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Après avoir chiffonné bien des feuilles, Joël a fini par poser son crayon, persuadé de ne pas savoir bien dessiner. Il n'est même pas capable de reproduire correctement un vase de fleurs ! Heureusement, sa petite soeur voit les choses d'un autre oeil : le dessin qu'a fait Joël ne représente pas des fleurs, c'est vrai, mais il est tout simplement « FLEURESQUE »... C'est cela qui compte !

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Matthew's parents think he should play on a sports team. How will he ever learn about teamwork if all he does is draw pictures all day?

His mom signs him up for baseball. But out on the field, Matthew is too busy looking at stuff to catch the ball.

When a ball falls directly into his glove, he draws a picture on it, and throws it back. The players toss him another, and another, and another, and he draws on those too.

Soon, it's a toss-o-rama, as the teammates excitedly share their new art with each other, showcasing the most unique display of teamwork that the coach has ever seen!

With his trademark wit and whimsy, Robert Munsch hits another home run with this story that will remind children and parents that everyone brings their own set of special talents to a team!

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A Guided Journal for Kids: Express Your Emotions Using All the Colors of the Rainbow   Crayola LLC  

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Find what colors reflect your feelings and emotions in this colorful and helpful guided journal for kids by the iconic Crayola brand.

Using Crayola's colors to help evoke emotions and feelings, this guided journal for kids includes prompts to get you thinking about your feelings in various situations. You can use this interactive journal to write down thoughts, feelings, or to even doodle/draw using your favorite Crayola product (crayons, markers, colored pencils, etc.). Use stickers that come with the book to also help you express your feelings about many different topics, including school, your friends, your family, and even what makes you happy, angry, sad, and excited.

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Les marionnettes permettent de s'amuser tout en apprenant! Voyez l'évolution de jeux de marionnettes selon l'âge et comment en fabriquer.

Les enfants sont émerveillés par les marionnettes, car elles leur permettent de passer du réel à l'imaginaire. Ils aiment les voir prendre vie devant leurs yeux. Très vite, ils comprennent qu'il ne s'agit pas de vrais personnages. Voici comment les jeux avec les marionnettes évoluent selon l'âge de l'enfant.

Évolution des jeux selon l'âge
Avant 18 mois
Un bébé est encore trop petit pour manipuler une marionnette, mais il aime la voir bouger devant lui. Quand vous l'approchez de ses mains, il est tenté de l'attraper. Il s'exerce ainsi à contrôler ses mouvements. Vous pouvez aussi jouer à faire apparaître puis disparaître la marionnette derrière votre dos. Ce jeu l'aide à comprendre que les objets continuent d'exister même quand il ne les voit pas.
De 18 mois à 3 ans
À cet âge, un enfant peut mettre la marionnette sur sa main, mais il ne sait pas trop quoi en faire au début. Il essaiera sans doute de vous imiter. Par exemple, il pourrait utiliser la marionnette pour dire bonjour, pour vous serrer la main ou pour vous faire un câlin. La marionnette peut aussi servir à lui montrer de nouveaux mots. Dites, par exemple : " Je touche ton nez avec la marionnette, peux-tu toucher mon nez " Lorsque vous faites parler une marionnette, vous donnez à votre enfant des exemples de phrases simples et vous l'aidez à développer son langage. Mais ce qui fait le plus rire l'enfant, c'est lorsqu'on fait faire des bruits rigolos à la marionnette ou lorsqu'on l'utilise pour le chatouiller.
3 ans
C'est le moment de commencer à inventer de petites histoires avec les marionnettes pour trouver des solutions à des problèmes que pourrait vivre votre tout-petit. Par exemple, la marionnette peut être triste parce qu'elle s'est chicanée avec un ami. Ce jeu aide l'enfant à améliorer ses relations avec les autres et à mieux comprendre ce qu'ils vivent. Si votre enfant a l'air fâché, mais qu'il hésite à vous en parler, vous pouvez demander à sa marionnette pourquoi elle est en colère. Il y a de bonnes chances qu'il explique à travers sa marionnette ce qui le met dans cet état.

Les marionnettes permettent à votre enfant de développer son imagination, son langage et ses habiletés sociales.
4 ans à 5 ans
À cet âge, l'enfant aime utiliser les marionnettes pour inventer des histoires et des personnages. Il peut s'installer derrière une boîte de carton, une table ou un comptoir pour faire bouger et parler ses marionnettes comme sur une scène. Vous pouvez participer à l'histoire ou regarder le spectacle. C'est une façon amusante de développer la créativité de votre tout-petit.

Fabriquez vos marionnettes !

Inutile de dépenser une fortune pour acheter des marionnettes. Il est facile d'en fabriquer avec votre enfant. Voici quelques idées simples.

1- Transformez des bas en marionnettes ! Il suffit d'y dessiner des yeux, un nez et une bouche. Vous pouvez aussi être plus créatif et y coudre ou y coller des boutons ou d'autres décorations.

2- Faites des marionnettes à " jambes ". Elles sont faciles à fabriquer : dessinez et découpez un petit personnage sur un carton et faites deux trous au centre du bonhomme. Glissez un doigt dans chaque trou pour donner des " jambes " à votre marionnette et la faire bouger.

3- Créez des marionnettes avec des bâtons de popsicle. Il suffit de dessiner, de colorier et de découper un personnage sur une feuille de papier ou de carton et de le coller sur un bâton.

4- Utilisez une mitaine ou un gant orphelin, ou cousez ensemble deux morceaux de tissu épousant la forme d'un doigt. Ajoutez des yeux ou d'autres détails au crayon sur le tissu pour obtenir une petite marionnette qui se met sur un doigt. Encore plus simple : dessinez un visage directement sur le bout de votre index ou sur celui de votre enfant.

5- Fabriquez une marionnette avec un toutou. Fixez deux baguettes en croix et attachez-y quatre ficelles pour faire bouger les bras et les jambes du toutou.

À retenir

Les marionnettes permettent à votre tout-petit de développer son imagination, son langage et ses habiletés sociales.

Plus un enfant grandit, plus il arrive à manipuler les marionnettes et à imaginer des histoires.

Vous pouvez fabriquer des marionnettes avec votre enfant en utilisant du matériel que vous avez déjà à la maison.

Photos : iStock.com/ilona75 (en haut), Catherine Goldschmidt (1), Pascale Roy (2, 3 et 4), Jean-Philippe Gaudet (5)

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Les marionnettes permettent de s'amuser tout en apprenant! Voyez l'évolution de jeux de marionnettes selon l'âge et comment en fabriquer. Les enfants sont émerveillés par les marionnettes, car elles leur permettent de passer du réel à l'imaginaire. Ils aiment les voir prendre vie devant leurs yeux.

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Par Gaël Rodrigue , Pierre Rig Rodrigue Éditeur EDILIGNE Collection : Le gros Chat Bleu   ISBN: 9782924016978

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Une boîte en carton et un peu d'imagination ... Voilà tout ce dont ont besoin le Gros Chat Bleu et son fidèle compagnon pour explorer le monde autour d'eux .Prends place à côté de lui pour l'accompagner dans ses aventures inattendues.

Commenté dans la revue Les libraires par Harold Gilbert, librairie Sélect

Une magnifique surprise que ce très beau livre qui a la particularité d’avoir été écrit par un garçon de 7 ans éprouvant certaines difficultés d’apprentissage. Avec le soutien d’un père au talent exceptionnel d’illustrateur, le jeune Gaël a donc écrit des histoires mettant en scène un adorable chat bleu très expressif. Dans celle-ci, la découverte d’une simple boîte de carton ouvrira toutes grandes les portes de son imagination afin de lui faire vivre mille péripéties. À la manière d’Alice au pays des merveilles, on y découvre des mondes à la fois fantastiques et ludiques. Le petit chien accompagnant le chat dans ses aventures est adorable. Chapeau à ce duo père-fils pour une réalisation hors du commun, charmante et proche de la perfection. Dès 4 ans.

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Par Élise Gravel Éditeur SCHOLASTIC CANADA  ISBN: 9781443154284

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« Qu'as-tu envie de dessiner quand tu es calme? Et quand tu es fâché, stressé ou encore quand tu es triste? » Comment ça va? est un livre d'activités qui permet aux jeunes de prendre conscience de leurs émotions et des réactions qu'elles entraînent tout en s'amusant à les exprimer en dessinant. Le livre explore trois types de concepts à partir des idées suivantes : « Ce que tu ressens », « Nomme ton émotion » et « Comment te sens-tu quand...? ». Un outil merveilleux pour ouvrir la porte à une meilleure santé émotionnelle.

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Par Robert N. Munsch , Mic hael Martchenko Éditeur SCHOLASTIC ISBN: 9781443182706

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Matthew est toujours en train de dessiner : des couchers de soleil vibrants, des dinosaures violets, des ciels verts et même des oiseaux jaunes! Mais ses parents voudraient vraiment lui enseigner l’importance du travail d’équipe. Alors ils l’inscrivent au baseball, un sport pour lequel Matthew doit apprendre à être un bon coéquipier. Arrivera-t-il à mettre de côté son amour pour l’art et à s’investir dans une équipe? Robert Munsch revient avec un nouvel album charmant et tout en couleurs qui souligne l’importance de l’individualité. Les jeunes lecteurs comprendront que de grandes choses peuvent arriver lorsqu’on reste fidèle à soi-même.

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Par Kadir Nelson Éditeur SCHOLASTIC ISBN: 9781443151702

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Kadir Nelson nous propose une histoire profondément touchante sur la générosité, la compassion et le partage. C'est avec peu de mots et de magnifiques illustrations que l'auteur-illustrateur de renom réussit à expliquer aux jeunes enfants qu'il est tout aussi important de planter des grains pour faire pousser les aliments qui nous nourrissent que de semer les bons sentiments qui font grandir l'amour et la paix. Un classique qui ne se démodera jamais.

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Par Cara Carmina Éditeur LES MALINS Collection : Les lapins malins ISBN: 9782898100161 

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Théodore, un petit lapin très intelligent, adore faire de l'origami et des mathématiques... et il porte aussi des lunettes. Tous ces attributs font en sorte que certains camarades de classe prennent plaisir à se moquer de lui et à le traiter de toutes sortes de noms comme « Théo la taupe ». Malgré le gros chagrin que ces moqueries lui causent, Théodore est déterminé à se faire des amis et à leur montrer qu'il ne faut jamais se fier aux apparences.

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Par Paloma Sanchez ibarzabal , Anna Llenas Éditeur QUATRE FLEUVES ISBN: 9791026401858

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Un nouvel album d'Anna Llenas pour se mettre dans la peau des autres et mieux comprendre le monde. Avec des illustrations pleines de peps ! Que se passerait-il si tu étais un chat ? C'est par cette question que débute l'histoire, pleine de malice, ouvrant un large éventail de réponses possibles et amusantes et montrant que l'on peut s'aimer mais avoir des aspirations et des goûts différents. Si j'étais un chat...
je ne voudrais pas aller au cinéma ou au théâtre le dimanche avec toi ; je préfèrerais rester à la maison et traquer les souris. Tu aurais beau essayer de m'apprendre les couleurs, je ne les partagerais pas avec toi car un chat voit en noir et blanc ! Je n'aimerais pas que tu m'emmènes patiner ; je me promènerais plutôt de balcon en balcon. Mais si j'étais un chat, il y a une chose qui ne changerait pas : je serais toujours là pour toi !

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Sous leurs cent dix-sept mille cent quarante-trois cheveux, tous les enfants ont plein de choses dans la tête. Et, parmi toutes ces choses, il y en a une qui occupe plus de place que les autres. Différente chez chaque enfant...

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Par Dana Meachen Rau Éditeur SCHOLASTIC Collection : Apprentis lecteurs  ISBN: 9780439941914

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Pour les lecteurs débutants, des textes simples et rythmés, des personnages attachants et des illustrations rigolotes. Bonne lecture!

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Par Lucie Papineau , Virginie Egger Éditeur DE LA BAGNOLE Collection : Klaxon   ISBN: 9782897140984

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Paola Papillon est une drôle de petite fille qui a comme animal de compagnie un cochon d'Inde... qui se prend pour un lapin ! Depuis qu'elle a vu le spectacle de ballet de sa cousine Clara, elle rêve de devenir ballerine quand elle sera grande. Tout l'été, les deux fillettes s'amusent à inventer des histoires et à présenter des spectacles de danse à leur grand-père. Choco Dindon, le drôle de cochon d'Inde, y joue évidemment les premiers rôles! Au retour des vacances, Paola s'inscrit enfin à un cours de danse. Elle s'aperçoit toutefois que ce n'est pas du tout comme chez son grand-père. Ce grand rêve était-il vraiment celui de Paola ?

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J'apprends sans cesse. Je trouve ma place et je choisis ma voie dans cette incroyable aventure. Je suis humain. Un regard contemplatif et rempli d'espoir sur les joies et les défis des êtres humains. Je suis humain démontre qu'il est normal de faire des erreurs. Un sourire et un mot gentil sont toujours les bienvenus. Cet album est une célébration de l'empathie et de la compassion qui permet aux enfants de comprendre que nous faisons tous partie de la même grande famille d'humains imparfaits. Un exercice de méditation guidée se trouve à la fin du livre.

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Par Ashley Spires Éditeur SCHOLASTIC  ISBN: 9781443134651

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C'est l'histoire d'une jeune fille inventive et de son meilleur ami au monde, son chien! Un jour, la jeune fille décide de faire quelque chose de grandiose. Elle bricole et donne des coups de marteau et crée chose après chose. Mais aucune de ses créations n'est grandiose... Elle devient de plus en plus en colère, jusqu'à ce qu'elle explose! Son chien lui propose alors d'aller se promener. Lorsqu'elle revient, calmée, elle se rend compte que certaines parties de certaines de ses créations ne sont pas mal du tout!

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Acclaimed creator of The Word Collector, Happy Dreamer, Say Something, and Be You, #1 New York Times bestseller Peter H. Reynolds breaks new ground in this ultimate gift book format perfect for readers of every age. A poetic, universal, and joyful celebration of how we feel about the most beloved people in our lives -- we love them BY HEART!

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Peter H. Reynolds, creator of The Dot, has composed a pitch-perfect tribute to the power of music and the bonds of family.

When a young boy begins to play on his family’s piano, reveling in the fun of plunking the keys, his father signs him up for lessons so that he can learn to play properly. With his father’s encouragement, Raj learns notes, then scales, then songs, and finally classical pieces that his father can recognize and be proud of. But the more Raj practices and the more skilled he becomes, the less he enjoys playing, until he grows up and stops playing altogether. But when his father becomes ill and asks Raj to play for him, will Raj remember how to play from the heart?

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The sky’s no limit as the author-illustrator of The Dot and Ish winds up his Creatrilogy with a whimsical tale about seeing the world a new way.

Marisol loves to paint. So when her teacher asks her to help make a mural for the school library, she can’t wait to begin! But how can Marisol make a sky without blue paint? After gazing out the bus window and watching from her porch as day turns into night, she closes her eyes and starts to dream. . . . From the award-winning Peter H. Reynolds comes a gentle, playful reminder that if we keep our hearts open and look beyond the expected, creative inspiration will come.

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A creative spirit learns that thinking "ish-ly" is far more wonderful than "getting it right" in this gentle new fable from the creator of the award-winning picture book THE DOT.

Ramon loved to draw. Anytime. Anything. Anywhere.

Drawing is what Ramon does. It¹s what makes him happy. But in one split second, all that changes. A single reckless remark by Ramon's older brother, Leon, turns Ramon's carefree sketches into joyless struggles. Luckily for Ramon, though, his little sister, Marisol, sees the world differently. She opens his eyes to something a lot more valuable than getting things just "right." Combining the spareness of fable with the potency of parable, Peter Reynolds shines a bright beam of light on the need to kindle and tend our creative flames with care.

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Augustine by Mélanie Watt  ISBN: 9781554532681

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Moving all the way from the South Pole to the North Pole isn't easy for the young penguin Augustine. Uprooted from her home, she misses her friends, her grandma and grandpa and her old bedroom. There are all kinds of unfamiliar faces at the North Pole, and everything looks strange and different. When it's time to go to her new school, Augustine gets cold feet. But with the help of a few colored pencils and some inspiration from Picasso, this shy, artistic young penguin discovers a way to break the ice with her classmates and feel at home on the other end of the world. Augustine's penguinized versions of van Gogh, Munch, Picasso and others are a delightful way to introduce children to art. A clever, charming story told from a penguin's eye view, Augustine illustrates that art is all around us --- and it is a language everyone understands.

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Ben Says Goodbye(Ben)by Sarah Ellis, Kim LaFave (Illustrator) ISBN1927485797 

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When Ben's best friend Peter moves away, Ben decides that he will move, too into a cave under the kitchen table. Caveman Ben doesn't need any friends except his tame (stuffed) lion. He hunts for his food (thoughtfully left on a plate by Mom and Dad) and communicates in grunts. And in the safety of his cave he can imagine a world where friends control their own destinies and distance is no obstacle. Award-winning author-illustrator team Sarah Ellis and Kim LaFave have produced yet another book in which they gently guide Ben through an experience that is both familiar and daunting to preschoolers everywhere. Ellis text deftly taps into the thoughts and feelings of a young child, while LaFave's endearing art captures both the depths of Ben's dismay and the warmth of the family members who support him through his crisis. Young readers and listeners will celebrate with Ben as, having been given the space to work through his difficult feelings, he emerges from his cave ready to rejoin his family and look forward to new friendships."

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I Feel Teal by Lauren Rille  ISBN1481458469 

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A little girl has a rainbow of emotions in this gentle debut picture book that encourages little ones to express their feelings through color.

You’re pink, you’re teal, you’re gray, you’re jade.
You’re every golden, warmy shade…

All of us have lots of feelings, and this sweet rhyming story cleverly uses colors to explore the wide range of emotions little ones experience throughout the day, from a shy scarlet to a quiet ecru to an exuberant magenta. Along the way it celebrates individuality and self-acceptance—after all, our feelings are the palette that makes us who we are!

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Hey, Wall by Susan Verde ISBN1481453130 

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An abandoned wall adopted by a young artist turns into a source of peace, mindfulness, and community. Timeless messages about the power of shared public art space in this one!

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Augustine par Mélanie Watt ISBN: 9781554532681

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Augustine, un jeune bébé manchot qui doit son nom à l'amour que vouent ses parents à l'illustre Pierre-Auguste Renoir, est bien triste à l'idée de déménager au Pôle Nord, là où les conduit le travail de son père. C'est le coeur gros qu'elle plie bagages et fait son baptême de l'air. Si le paysage glacé semblable à celui qu'elle vient de quitter ne la dépayse pas trop, elle est en revanche fort inquiète de faire son entrée dans sa nouvelle école. Heureusement, ses talents de dessinatrice l'aideront à briser la glace. [SDM]

Critique : Un récit charmant et attendrissant abordant de façon rassurante cet événement constituant bien souvent un bouleversement des plus déstabilisants et inquiétants pour les tout-petits. Des peintures naïves ainsi que des dessins de facture enfantine débordant de douceur et de tendresse animent le tout dans une palette de tons chauds contrastant avec la froideur du pays qu'ils mettent en scène. Les parents prendront plaisir à y découvrir les nombreuses références picturales à de grands maîtres de la peinture tels Renoir, Monet, Van Gogh, Magritte, Munch, Dali, Picasso, Warhol, etc. [SDM]

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Read Aloud of the Week - Happy Dreamer by Peter H. Reynolds - Simply Literary

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I know I'm not alone when I say that interactive read alouds make all the difference in the classroom . It's no secret that as a fourth grade English Language Arts teacher, I love using picture books to grab hold of my students attention and illicit classroom discussions that will allow for them to use their voice.

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Introducing an inspirational read celebrating *you*~ featured in the MaiStoryBook Library Collection:

"Be You" by Peter H. Reynolds

*~Click here to purchase your own copy of "Be You" to start your own reading adventure! (This is an affiliate link~ 5% of your purchase will go to MaiStoryBook to help create Reading Resources for your littles)~*

Book Synopsis and Review
*You* are the star of this book~ Here is a read to inspire you to be the best *you* you can be! Best selling author, Peter H. Reynolds, creative mastermind behind The Word Collector and Say Something, has shared a joyful celebration of each and every reader, encouraging audiences to thrive to their full potential. Be curious, Be persistent, Be brave, Be adventurous~ but most importantly *Be You!* With words of inspiration on each page, motivating us to be all that we can be, this book celebrates the joy of staying true to the most important person of all~ *You.*

This is the perfect read to share a sentimentality of courage and inner-strength~ inspiring little ones to believe in the possibilities they create for themselves, and in the power of their own individuality. The sweet, simple text and charming illustrations emphasize the cheerful message of celebrating all that you are and who you can be. *Also, a great read for discussing synonyms, an excellent book for finding delightful words for your word collections, and perfect for learning about adjectives.*

Vocabulary

discover (p. 8) to find something new

kindred (p. 12) kind, similar to you

quirky (p. 16) different in a fun way

plunge (p. 20) jump in quickly or dive in

compassionate (p.28) showing love and being worried for others because you care about them

Themes/ Main Ideas

Be proud of who You are. Stand out from the crowd and don't hide who you are. Share your true self with the world.

Be your best self. Always try your best, be kind, be persistent. Let your best self shine for the world to see.

YouTube Video: Guided Shared-Reading Read Aloud Example
Example of a shared-reading, interactive Read Aloud of "Be You!" - how to subtly introduce the vocabulary list words within the text, ask guided questions, and spark conversation!

*~Check it Out~*

Subscribe: MaiStoryBook Youtube Channel for additional read aloud videos!

*Be You* Activity Workbook

Now is the perfect time to give little ones (and ourselves) a gentle, and joyful, reminder that each and every one of us is strong, brave, bold, and capable. Even when times are tough and uncertainty looms, we have it within us to rise up, find happiness, stay connected, and share love. Currently, with distance learning, I meet with mai students through zoom 3x a week. However, rather than use our meeting time teaching content, our meetings have become a way for us to stay connected~ a way for us to touch base with each other, check in, continue our community, and appreciate each other's presence. Right now, the most important thing on mai agenda is making sure the kids are okay~ that they will continue to build their confidence and believe that they are capable, and they are resilient. Even if the near future looks gloomy~ mai hope is that they believe in themselves enough to believe their own future is still bright. This week's activity inspired by the book, "Be You," is a perfect way to help children reflect on everything that makes them strong, capable, and brave. Through a series of activity pages modeled after the text, littles record how they are and can continue to be their *best* selves~ it's a celebration of what makes *you*, you~*

Materials

Directions

Print out the "Be You" Workbook. *Print out double sided to save paper*

Print the pages in order for the recommended order that matches with the book.

Staple/ fasten the spine of the book (left edge).

Encourage children to fill in the pages about all the things they will "Be." The pages match the words of encouragement from the book "Be You."

Notes on how to fill in the pages:

COVER : Write your name on the blank line. Or you could write "you" or "me." Draw a picture of yourself in the middle of the boat similar to the cover of the book.

I was born to Be so many things: Draw a picture of you as a baby in the frame.

Be Ready: On the clipboard, record the steps you take to get ready for a good day.

Be Curious: Write questions/Wonderings you have in the thought bubbles.

Be Adventurous: In the arrows, write places you want to go, or new things you want to try

Be Connected: In the heart, draw or write the names of you and the people you love

Be Persistent: In the spaces, write positive affirmations you can tell yourself if you feel like giving up

Be Different: color the big butterfly different than all the rest. Color all the other butterflies the same so the big one stands out.

Be Kind/Understanding: Write/Draw acts of kindness you've done or can do

Be Brave: Write about one time you did something brave.

Be My Own Thinker: Write/Draw amazing ideas you have in the lightbulb

Be Ok With Being Alone: In the flowers, draw/write different ways to take care of yourself/ activities that make you feel better

Be patient: Write/Draw things you are looking forward to doing

Be okay reaching out for help: In the frames, draw and write the names of people you can turn to for help

Be Loved: In the hearts, write the name of people/ draw the faces of people who love you no matter what

Final Page: Write your name on the line, or "me." Draw a picture of yourself standing proud on top of the mountain (similar to the last page in the book)

Enjoy Your *Be You* Activity Workbook

Read through your activity book to remind yourself that *You* are capable, unique, strong, and resilient.

Share your activity workbook with a family member or friend (via zoom) and share what makes you special.

Share your activity workbook with a family member or friend and ask how they would fill in the pages. Learn what makes them unique, special, and strong.

With your activity book, re-read the book "Be You!", or watch MaiStoryBook's read aloud video again, and share your own ideas that you wrote down as you read/listen to each page.

*~Overall, I hope you all are staying safe, staying healthy, and supporting each other through these times! Tag me on Instagram @MaiStoryBookLibrary, Twitter @MaiStoryBook - post on - or contact me via email to share your own *Be You* Activity Workbooks, and your own reading adventures! I'd love to hear from you and hear/see what makes you unique and strong!~*

*~Until next time, Happy Reading~*

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MaiStoryBook: Be You + *Be You* Activity Workbook

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Introducing an inspirational read celebrating *you*~ featured in the MaiStoryBook Library Collection: "Be You" by Peter H. Reynolds *~Click here to purchase your own copy of "Be You" to start your own reading adventure!

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Un bon point pour Zoé par Peter H. Reynolds Éditeur MILAN

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Non, non et non, Zoé a décidé qu'elle ne savait pas dessiner, un point c'est tout ! D'ailleurs, pour le prouver, elle frappe violemment la pointe du feutre contre la feuille de papier... et trace un point, un tout petit point de rien du tout. Quel n'est pas son étonnement lorsqu'elle découvre le lendemain ce même petit point encadré dans la classe !

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You may remember that I mentioned International Dot Day (which is today!!) in this post . Well, 4th graders finished their patterned dots this week.

They are now posted in two hallways and in the Art Room.

The task for these students, using a color wheel for reference, was to paint their concentric circles in pairs of complementary colors with black and white line design circles separating the colors. This was an opportunity to revisit the color wheel, design line motifs for the black/white circle and practice brush control (as described ).
Most students were successful in using complementary colors, but a few did struggle with the concept as they painted their dots. Good thing we will be doing another project next week focusing on complementary colors!!!

Third graders are half done with their lollipop trees (last week's post) and will be finishing up on Thursday so we can add their contribution to our "Dot Day" bulletin boards.

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You may remember that I mentioned International Dot Day (which is today!!) in this post . Well, 4th graders finished their patterned dots this week. They are now posted in two hallways and in the Art Room.

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The joy of making a mark is celebrated every year and in 1st grade, launches us into our first art project. Eight simple steps create a sense of structure for these young students and affords them an opportunity to try to "figure it out". And figure it out, they did.

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https://spark.adobe.com/video/RaBxFBXQveE24

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https://spark.adobe.com/video/8RCjvxIw7K4nj

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Happy Dreamer by Peter H. Reynolds, ISBN: 978-0-545-86501-

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The bestselling creator of The Dot inspires readers of every age to find their own unique path to happiness.

In his Scholastic debut, picture book and creativity guru Peter Reynolds brings us a universally poignant celebration of the colourful spectrum of what it means to dream and the many ways to find happy!

While the world tells us to sit still, to follow the rules, and to colour inside the lines, Happy Dreamer celebrates all those moments in between, when the mind and spirit soar and we are free to become our own true dreamer maximus! In Peter’s signature voice and style, this empowering picture book reminds children of how much their dreams matter, and while life will have ups and downs, he enlists readers to stay true to who they are, to tap into their most creative inner selves, and to never ever forget to dream big!

This inspirational book is a perfect gift for graduations, new babies, milestone moments, and any happy occasion throughout the year.

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With a simple, witty story and free-spirited illustrations, Peter H. Reynolds entices even the stubbornly uncreative among us to make a mark -- and follow where it takes us.

Her teacher smiled. "Just make a mark and see where it takes you."

Art class is over, but Vashti is sitting glued to her chair in front of a blank piece of paper. The words of her teacher are a gentle invitation to express herself. But Vashti can't draw - she's no artist. To prove her point, Vashti jabs at a blank sheet of paper to make an unremarkable and angry mark. "There!" she says.

That one little dot marks the beginning of Vashti's journey of surprise and self-discovery. That special moment is the core of Peter H. Reynolds's delicate fable about the creative spirit in all of us. (less)

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Dans ce nouvel ouvrage intitulé Toi!, Peter H. Reynolds célèbre avec joie l'individualité et l'importance de rester fidèle à soi-même. Ce texte brillant nous rappelle que chaque enfant est unique et encourage les lecteurs à devenir leur « propre oeuvre d'art » en étant patients, persévérants, sincères... simplement eux-mêmes.

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Boats and boating--Equipment and supplies

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ABOUT

A New York Times Bestseller!Creative visionary of The Word Collector, Happy Dreamer, and The Dot, #1 New York Times bestseller Peter H. Reynolds creates a joyful celebration of individuality--and staying true to Y-O-U!
An Amazon Best Book of 2020!
Be curious...
Be adventurous...
Be brave...
BE YOU!
Discover a joyful reminder of the ways that every child is unique and special, from the beloved creator of The Dot, Happy Dreamer, and New York Times bestseller, The Word Collector. Here, Reynolds reminds readers to "be your own work of art." To be patient, persistent, and true. Because there is one, and only one, YOU.
In the tradition of books like Oh, the Places You''ll Go! and I Wish You More comes a wholly original, inspirational celebration of individuality as only Peter H. Reynolds can create!