Follow the star

Ain attractive variation on the tale of the Nativity is Little Owl and the Star - A Christmas story by Mary Murphy (Walker Books, 9.99), and it makes an ideal introduction for young children to the wonder of the event.

In the book, Little Owl is sitting in his tree with a 'waiting feeling'

when a star arrives, saying, 'Come with me.' Little Owl follows, as do three men on camels and shepherds with their sheep, until all who have followed the star find themselves at the stable where the infant Jesus is lying in a manger.

The language is simple, rhythmic and repetitive and combines with the bold illustrations to convey the Christmas message in a simple but powerful way.

The angels sing 'a song of great joy' and on seeing the 'peaceful baby', Little Owl finds that the child's smile goes 'right inside' him and that his 'waiting feeling' goes away. The closing image is a star burst of colour with the golden star filling 'the world with light'.

When planning this project, it is important to begin with child-initiated play so that the learning can flow directly from the children's ideas. This play can then be extended by appropriately focused adult intervention.

Child-initiated learning

Come and read

Stimulate interest in Little Owl and the Star before reading it to the children by transforming your book corner into a stable.

Resources

* Little Owl and the Star by Mary Murphy, (Walker Books, 9.99) * a selection of Christmas storybooks * yellow fabric and cushions * large gold star * soft toy owl * model Nativity scene * two small tables * cassette recorder * a recording of Little Owl and the Star read by a staff member * headphones

Possible learning experiences

* Showing an interest in illustrations and print in books.

* Performing simple functions on ICT apparatus.

* Becoming familiar with the Christmas story.

The practitioner role

* Spread yellow fabric and cushions around the area to represent a stable floor. Arrange the Nativity scene on one table and the cassette recorder, tape, headphones, toy owl and book on the other. Suspend the gold star from the ceiling. Display the Christmas books on shelves or racks.

* Explain how you have made the book corner into a cosy stable where the children can enjoy looking at some special books. Allow time to read their chosen books on request.

* Demonstrate how to operate the cassette recorder and headphones so that the children can listen to the Little Owl story independently.

Adult-led activity

Follow me

Once the children have explored the books displayed in the 'stable', share the Little Owl story with small groups.

Key learning intentions

Respond to significant experiences, showing a range of feelings when appropriate

Listen with enjoyment and respond to a story

Extend their vocabulary, exploring the meanings and sounds of new words

Adult-child ratio 1:4

Resources

* Little Owl and the Star by Mary Murphy * a toy owl

Activity content

* Invite the children to sit in the 'stable' they have created in the corner as you read the Little Owl story to them. Read it again, this time pausing to discuss the picture and text on each page.

* Talk about how Little Owl had a 'waiting feeling' at the start of the story. Discuss how waiting for special events can make us feel excited, and think of words to describe excitement, such as 'tingly'.

* Talk about how the star 'sparkled along' as it moved through the sky.

* Discuss the expressions in the story that describe movements and sounds, such as 'plodding softly' and 'mumbling gently'.

* Introduce the words 'shepherds' and 'angels' and invite the children to point to all the story characters one by one.

* Try to convey to the children that the baby was seen as very special indeed, which was why the angels were singing 'a song of great joy'.

* Look at the picture of the sleeping baby and explain the word 'peaceful'.

Talk about why Little Owl's waiting feeling went away when he saw the baby.

Extended learning

Key vocabulary

Silent, waiting feeling, sparkled along, plodding softly, mumbling gently, keeping watch, joy, shepherds, angels, travelling men, stable, manger, peaceful.

Questions to ask

What did the star ask Little Owl to do? Who else did it ask to follow? How many men/camels/shepherds/angels can you see? What kind of feeling did Little Owl have? How do you think it made him feel? When did the waiting feeling go away? Why?

Child-initiated learning

Creative area

Resources

* Little Owl and the Star by Mary Murphy * books, photographs and posters about owls * toy owls * model owls * dark blue paper * large gold star * feathers * shades of tissue paper ranging from brown to white * brown and white paint * paper cake cases * yellow card

Possible learning experiences

* Expressing and communicating their ideas about owls, using a range of creative materials.

* Using their imagination in art and design.

* Investigating objects and materials through their senses.

The practitioner role

* Invite the children to bring in toy owls from home.

* Set up an interest display alongside the creative area to stimulate further ideas. Cover a display board with dark blue paper and stick a gold star at the top.

* Arrange books, model owls, feathers and the children's owls on a table below.

* Encourage the children to explore the display freely, looking at the books, touching the feathers and examining the owls closely.

* Suggest that they might like to make a picture of Little Owl and the star using the additional collage materials provided in the creative area.

* Visit the area regularly to ask the children about their efforts.

Adult-led activity

Once upon a time

Explore the Christmas story through role play by creating a stable in the role play area.

Key learning intentions

Be confident to try new activities, initiate ideas and speak in a familiar group

Describe Little Owl's journey in the correct sequence

Use their imaginations in role play and imaginative play and stories

Adult:child ratio 1:4

Resources

* Large gold star * black netting * clear Christmas fairy lights * brown fabric * yellow fabric * dressing gowns * blue dress * headdresses and gifts for three kings * owl's brown tabard * toy sheep * walking sticks * doll's cot * doll * white sheeting * straw * white tabards with net wings * animal masks * Little Owl and the Star by Mary Murphy

Preparation

* Hang the netting from the ceiling above the stable and twine the fairy lights in and out of it, close to an electric plug but well out of reach of children's fingers. Suspend the gold star in the middle and plug in the lights.

* Drape a three-sided screen with brown fabric and spread the yellow fabric on the floor to represent straw.

* Hang the dressing-up clothes on a rack and arrange the remaining accessories, such as headdresses, masks and gifts, in a container alongside.

* Wrap the doll in sheeting and put it in the cot with the straw.

* Allow children to explore the roles in their own time before moving on to a more adult-focused activity.

Activity content

* Read the story again to the children in the stable and then suggest re-enacting it, using the book as a reminder of the sequence of events.

* Ask the children to choose someone to be Little Owl dressed in the brown tabard. Read the story slowly as Little Owl makes up actions.

* Let children pretend to be travellers, following Little Owl around the room and back again.

* Invite the children to be angels singing as Little Owl flies past them.

* Finally, ask the children to be Mary, Joseph and the donkey, sitting with the new baby and Little Owl while you finish the story.

Extended learning

Key vocabulary

Story, shepherds, angels, travellers, kings, Mary, Joseph, baby Jesus.

Questions to ask

* Who did Little Owl see first on his journey over the desert?

* Who did Little Owl pass next as he flew over the hills?

* Who was singing in the sky?

* Who was in the stable when Little Owl arrived?

Child-initiated learning

Small-world play

Resources

* Builder's tray * sand * small twigs * playdough * green paper * cardboard boxes * white paint * hay * set of plastic Nativity figures, or small-world people and animals * model owl

Possible learning experiences

* Playing alongside other children engaged in the same activity.

* Using one object to represent another, even when the objects have few characteristics in common.

* Interacting with others, negotiating plans and taking turns in conversation.

The practitioner role

* Create palm trees by taping green paper leaves to twigs stuck into playdough on the base of a builder's tray. Scatter sand around them.

* Invite the children to make buildings from boxes and paint them white.

Create a stable in the same way, but leave the front open and scatter straw on the floor.

* Play alongside the children for a while to support links with the story.

Music area

Resources

* Tapes or CDs of Christmas songs traditional and modern and from a variety of cultures * tape recorder * range of musical instruments such as drums, bells and triangles Possible learning experiences

* Developing an awareness of beat and rhythm in songs.

* Gaining familiarity with the Christmas story.

* Having the confidence to participate in a small-group activity.

The practitioner's role

* Help the children to clap or beat the pulse or rhythms of the songs on instruments of their choice.

* Sing some of the songs with individuals or small groups, depending on their level of interest and confidence. Talk about where, when and what kind of music is sung at Christmas.