Teaching "Bread and Jam for Frances" to preschool children

¶ … Bread and Jam for Frances

Criteria

Bread and Jam for Frances is about a little badger named Frances who decides she only wants to eat bread and jam. Her parents let her have her way, using a bit of 'reverse psychology' on their daughter. Eventually Frances begins to feel sad because of the nice things other people get to eat, and she decides on her own not to eat bread and jam every day. The issues the book deals with, combined with the engaging tone of the writing, make it ideal for a literature assignment for preschool children, even if they are not capable of reading the book independently. Nonverbal, outside media, including hands-on cooking and art can be incorporated into the lesson plan.

Language

Improving aural communication skills: asking questions of the children, such as "do you like to eat the same thing every day" can be reinforced by reading the book aloud. It is set in an 'ordinary' relatable environment children can discuss with references to their own life experiences.

Intellectual

The book uses visual images to introduce new words, particularly new foods.

Personality

In the book, Frances learns on her own why it is good to eat lots of different things, reinforcing the child's sense of personal mastery

Social and moral

The book deals with 'picky eating' and also shows children way the dangers of being too picky an eater in a funny way.

Intellectual

Children can draw pictures of foods they like and do not like, and place them in different categories, either in an individual assignment, or by taking their pictures on a bulletin board divided into 'LIKE' and 'DON'T LIKE' sections.

Social and moral

Children can set goals to try new foods every week.

Aesthetic and creative development of preschool age children

Children can be given an 'art' assignment to illustrate dinner time at their own households. Or, the class could dine together, eating some of the foods in the book. Cooking or at least learning how bread and jam are made is another hands-on, kinesthetic possibility to expand the learning environment.

Conclusion: Implementation and evaluation

First, the book will be read aloud to the class. Next, a discussion will be conducted regarding the book. Children will be able to discuss likes and dislikes about food, and set personal goals to try new things. They can draw either a picture of a dinner scene from the book, or their own life, showing which foods either Frances or they do not like. At the end of the week, children will discuss their experiences trying new things, cumulating in a final project, such as a meal involving foods from the book. Learning how bread is made through a visit to a local bakery or asking someone who knows how to make bread or jam talk about the process in class is another possibility. This will reinforce the cognitive skills of the book, and also excite children about reading by making the content of the book tangible. Children will be evaluated based upon their ability to discuss the issues of the book and to use media creatively in demonstrating the lessons they have learned.