Illustrations allow young readers to be exposed to art, and get to know new worlds that enhance the written story. At times illustrations tell another or different story than the one told in words. While reading this book, we recommend looking at the illustrations together, take a break in the reading, take another look at the illustrations, and allow the children to find special details that speak to them.
Bear is trying to help his plant. He wants to take care of it. You can discuss and share – who is it that you care about? And who do you take care of? A pet? A toy? A beloved plant or perhaps a younger sibling? – How do you care for them? Have you ever tried to care for someone or something that didn’t work as planned, but things worked out in a way that you did not expect?
What is happening to the bunnies? The amusing illustrations in this book describe an entire underground world. Together, you can look at the illustrations and tell one another what the bunnies are doing. When are they happy, sad, full or busy?
What can we see when we are sitting on the couch? And when we are standing in the center of the room? Or crawling under the table? Take turns as each family member picks a location from which to look at the room: What has caught their attention? Do they see details that others don’t see?
Do you, much like the pine tree, feel lonely sometimes? Have you ever seen a boy or girl who seemed a little lonely? You may want to discuss this feeling of “being all alone” and what we could do when we – or those around us – feel this way.
The Jerusalem Pine (more commonly known in English as the Aleppo Pine) is the species of pine trees that grows in Israel. It is highly prevalent in the Carmel and Judea Mountains areas. As the Jewish community, the Yishuv, grew, it began to plant large pine tree forests in the Land of Israel. The pine tree contains resin, and in springtime, its branches are densely filled with pinecones. Would you like to learn more about the pine tree? Feel free to look for images and additional information online.
What will happen once the trees grow and a forest is created? Will they be friends with the pine tree? Will other friends come and visit? And what will the children do in the new forest? – You may enjoy discussing the next chapter of the book, acting it out, or drawing it together.
Am I the wind blowing? Or the falling rain? Perhaps a leaping rabbit? You could play a form of charades by taking turns miming one of the characters in the book, and having the others try to guess which one you’ve chosen.
How about picking a tree in your area and taking care of it? You could clean around it, place a mat under it, and observe the small animals that use it as part of their habitat. If you look carefully, you may even catch it smiling.
Born in Alexandria, Egypt in 1944, and immigrated to Israel when she was a year old. During her early professional career, Ben Dor engaged in musical education, writing screenplays and songs for many TV shows for preschoolers, such as Parpar Nechmad (Lovely Butterfly) and the Israeli version of Sesame Street. Many of her children’s songs and books are very well-known and loved, among them: Ani Tamid Nishar Ani (Me is Me), Digdugim (Tickles), Otiyot Mefatpetot (Chatty Alphabet), and Kacha Zeh BeIvrit (That’s How Hebrew Is). Datia Ben Dor won awards for her contribution to children’s literature, such as the ACUM Award and Bialik Prize for Lifetime Achievement in Children’s Literature.
The child in this book asks the tree what it is like to be a tree. It may be interesting to discover your own child’s answer to the question: What is it like to be a child? What makes you special, and what makes you happy?
Itay Bekin, the illustrator, added details that are not explicitly mentioned in the text of the story. Can your child identify all that is found underground, by the tree’s roots? Who makes frequent appearances in the illustrations, flying around throughout the book?
The tree is happy to be rooted to a single spot, hear the birds chirping, and feel the dew falling. Perhaps you would enjoy playing “kind eye” with your child – look out the window together, look for good things, and share them with each other. You can then look inside the house, and continue playing by taking turns to tell each other what is good about your home and family, and what it is you like about them.
You could go tree-spotting near your home. Try to notice which trees are growing in your area: Are they decorative or fruit-bearing? How can you tell whether they are young or old? Perhaps you could pack this book, a blanket and some refreshments, and read the story together in nature, under your favorite tree.
Trees are very useful to us. You may enjoy walking through your home and looking for everything that is made from trees (wood) or their fruit. For instance: some of your furniture may be made of various kinds of wood; paper is made of wood shavings, as are books; olive oil is used for cooking and candle-lighting; wine and raisins come from grapes that grow on vines, and so on.
Datia Ben Dor has written many well-loved stories and poems. You may want to look for them at home or the local library, and read them together.
How about packing this book along with some refreshments and a blanket, finding a beloved tree in nature, and reading the story there together. Afterwards, you may enjoy collecting pine cones, tree bark, leaves, and more. When you return home, you can use them to make a piece of artwork together.
You may want to snuggle up and look at the magnificent illustrations closely. Can your child identify some familiar trees by their illustration?
After you finish reading the story, you may want to ask your child what they think Giora will do now, and what will happen to the trees. Perhaps you would enjoy writing up a creative follow-up to the story told, and illustrating it.
Baobab, loquat, Tamarisk, Pecan… Giora knows every tree by name. what kinds of trees grow near your home? How can you identify them? How can you tell them apart? You may want to take go tree-spotting together, learn about the trees you see, and make an illustrated tree guide together.
How about taking a walk near your home? Are there any open spaces or dilapidated courtyards nearby? Perhaps you and some friends could clean them up, and make them look nicer. You could even plant a community garden with your neighbors.
Do you know any other stories or poems about trees (like Zuta and the Apple Tree by Orit Raz, What’s it like to be a Tree? By Datia Ben Dor, The Abba Tree by Devora Busheri, What Does it Take by Gianni Rodari)? You may want to look for them at home or in the library, and read them together.
This is the last book your child will receive from PJ Library this year. We hope you have enjoyed reading, discussing, and doing the activities together. We wish you a summer full of wonderful experiences and story times. See you next year!
Sitting close and reading together – You may want to look for the illustration of the wilted tree, stop reading, and ask your child for their opinion as to why the tree is not blooming, and what it is missing. At the end of the story, you may want to discuss what caused the tree to bloom once again, and whether that was Mr. Zuta’s intention when he planted the flower patches.
Do trees have feelings? Perhaps you would enjoy looking for the page on which Mr. Zuta’s friends suggest that he get rid of the tree. You could imagine a dialogue taking place. If the tree could speak, what would it say to Mr. Zuta and his friends?
I want a garden too! – Mr. Zuta is jealous of his friends’ gardens. You may want to share a memory with your child of having wanted something that another person had. How did you feel? What did you do? If you would like to have a garden too, you could plant flowers, herbs, or vegetables in your yard or window-box. Look after your plants, and watch them grow.
Planting a community garden together – You may want to take a walk in the area surrounding your home. Are there any open spaces, or abandoned courtyards? You could clean up the area together with some friends, and make it more beautiful. You could even plant a community garden in collaboration with your neighbors.
Right under one’s nose – Mr. Zuta did not notice the change in his apple tree until his friends remarked on it. Have you ever failed to notice something good that was happening around you? You may enjoy walking through your house and backyard, looking for all the beautiful things that have grown or changed there lately.
Adrianus (Hadrian) was a Roman emperor from 117 to 138. The Roman empire thrived under his reign. Adrianus suppressed the Bar Kokhba revolt and enacted regulations against the Jewish people. In the Talmudic legends (Midrashim) he is described as a wise and well-educated emperor, but also as being cruel. He is often cited as the main cause of the destruction of Judea.
Special gifts are passed through generations: a family story, a tasty recipe or a unique holiday tradition. What important gift did you receive from your parents, grandparents or other family members?
Take a look around the house: What items can you find that were made in the past? Can you find things that were created recently which can be used by future generations? Maybe a new building being built, a playground, a school or a grove?
The old man in the story left figs for future generations, and we are left with the story. Why not create a family album with family photos and stories. You can add photos from trips or special occasions, and share stories of things you experienced.
You may want to look at the illustrations in the book together. What grows on each tree? Has your child noticed that the story begins with a small heart on Hannan’s pocket, and ends in five heart-shaped trees? Leaf through the pages and try to find the bird on each page.
You may enjoy reading the story several times. Your child may want to join in for the refrain: “דין דין דון בפעמון”. Once you have read the story through several times, your child may be familiar enough with the story to tell it using the illustrations.
Perhaps you would like to play a fruit guessing game together. Cover your child’s eyes with a kerchief, and hand them some fruit. Can they recognize it? You may want to guide them to use their sense of touch and smell. They can also bite the fruit, and try to identify it through their sense of taste.
Do you know any other books written and illustrated by Rinat Hoffer (such as Ayelet Metayelet and Purple Monster)? You may want to look for them at home or the library, and read them together.
Perhaps you would like to take a walk together, and look for trees growing in the area: are they bearing fruit like the trees planted by Hannan the Gardener?
Would you also like to grow a treasure? You may want to take an avocado pit, stich four toothpicks through it and place it in a jar, with the sharp point pointing upwards, and the wider section dipped in water. You could follow it as it sprouts: is your avocado pit growing into a tree?
How about making fruit salad? You may want to take a tangerine, orange, apples, dates, and other fruit, and make a healthy, yummy fruit salad together.
You may want to take the time to leaf through the book together. Which poems did you like best? And which flowers? Unlike a continuous tale, a collection of poetry may be read at any order – you could choose a flower at a time, and read the poem about it together.
There are hidden animals on every page of the book. Your child may want to look for them in the illustrations. Have they found the frog, bees, chameleon, and caterpillar?
You may enjoy drawing and coloring your own Mr. Savyon, Ms. Rakefet, or other characters from the book, glue them onto popsicle sticks, and put on a show based on the poems.
Which flowers grow near your house? You could take a walk, and look for flowers: taste a wood sorrel (חמציץ, Hamtzitz), touch the thorns of a rose (ורד, Vered), blow on a white Senecio (סביון, Savyon), or smell a wonderful daffodil (נרקיס, Narkis). Are the flowers you found similar to the illustrations in the book?
Perhaps you would like to visit a nursery, and choose bulbs, seeds, or a plant in a flowerpot together. Your child could help water the flowers at home, and watch them grow.
Spend some time together examining Gad Shkedi’s illustrations. Notice the many different animals featured in the illustrations, alongside the trees. Compare the various trees: how many trees are mentioned in the story? Which are fruit trees, and which don’t bear any fruit? Did you notice that the end of the story is toldusing only illustrations? Tell the story in your own words.
Do you perhaps have a favorite tree in your own yard, or near your home? Does your favorite tree have a “story”? You could take your children on a “tree tour” in your neighborhood. Can you spot any of the trees that appear in the story? Can you identify other types of trees? Compare the various trees you find: what is the benefit of each kind? Which trees are decorative, and which bear fruit? How do we know if a tree is young or old? You might pack this book, a blanket, and a light picnic, and read the story together in some lovely spot outdoors, under a tree. Then (if local environmental regulations allow) you could gather fallen pine-cones, bits of tree bark, leaves, etc., and use them to create a work of art when you get back home.
In the story, Hannah wants to climb a tree “now,” and her father wants to rest “now.” For many families, this situation is all too familiar. How do you respond when there are conflicting desires in your family? You might discuss things we want immediately vs. things for which we must wait, along with the need to consider others’ wishes and to be patient.
Trees provide us with an abundance of good things. You could go from room to room in your home and try to identify everything that comes from trees, for example: furniture made out of varying kinds of wood, olive oil that we use in cooking, maple syrup from the sap of the maple tree, wine and raisins harvested from grape vines, and so on.
Do you know any other stories about trees (for example: the traditional tale of “Honi the Circle-Maker and the Carob Tree,” featured below; the poem “The Tree Man” by Shlomit Cohen-Assif; “Mr. Mini and the Apple Tree” by Orit Raz, or “What Do We Need For…” by Gianni Rodari)? Look for these books at home or at the library, and read them together.
In Jewish tradition, it is customary to plant a tree to mark important milestones in one’s life. How does your family celebrate or remember important occasions and people? Does your family plant trees to mark a birth and/or other major occasions in your lives?
Various Jewish source texts compare humans to trees. Talk with your children about your family’s roots, about the” seeds” you are planting for the future, about the different branches of your family, and so on. You might also draw your own family tree, from the grandparents’ generation down to your children’s generation.
Just like trees, we humans also need a firm foundation in order to grow and flourish. After reading the story, you might have a conversation with your children about the things that matter most to you —your values, deeds, traditions, and beliefs—that strengthen the “foundation” of your family’s tree and support your collective growth.
Why Don’t You Flower? 
The Lonely Pine Tree 
What’s it like to be a Tree? 
The Man who Loved Trees 
Mr. Zuta and the Apple Tree 
A Basket Full of Figs 
Hannan the Gardener ![כריכת הספר Mr. Savyon [Senecio] and Ms. Rakefet [Cyclamen]](https://www.pjisrael.org/wp-content/uploads/2017/12/מר-סביון-וגברת-רקפת.jpg)
Mr. Savyon [Senecio] and Ms. Rakefet [Cyclamen] 
The Daddy Tree 
The BigBook of Trips 
קְרִיאָה
שִׂיחָה
מִשְׂחָק
הַשְׁרָאָה
סִרְטוֹנִים
לָצֵאת הַחוּצָה
הַעֲשָׁרָה
כְּלָלִי
בִּשּׁוּל
הַמְחָשָׁה
חֵקֶר
