151 West 26th Street

New York NY 10001

(212) 647-1100

presents

FERDINAND THE BULL

Study Guide
INTRODUCTION
Over sixty years ago, author Munro Leaf (1905-1976) decided to write a childrens story which would
showcase the work of his good friend, Robert Lawson (1892-1957), then an unknown illustrator. Together they
created a classic storybook with distinctive pen-and-ink drawings, The Story of Ferdinand (1936), about a mildmannered bull who would rather smell the flowers than fight. Beloved for its heartwarming messages of nonviolence and individuality, the story is still popular with children all over the world, and has been retold in more
than sixty languages.1

ABOUT THE PLAY

Our musical, FERDINAND THE BULL which includes bilingual (English/Spanish) lyrics and dialogue
stars the gentle toro who enjoys nothing more than smelling todas las flores (all the flowers). Having just arrived
to the pasture, the young bull is looking for new friends. Although he finds a fellow flower enthusiast in Abeja the
Bee, who likes him simply because hes Adora-Bull, Ferdinand desperately wants to fit in with the tough trio of
bulls he meets Alejandro, Ortega, and Moe. Convinced by the Toros that a bulls gotta do what a bulls gotta
do, Ferdinand gives up flowers for more macho pursuits.
When the Bull Collector arrives for his annual search for El Mejor Toro en Toda Espaa (The
Greatest Bull in All of Spain -- in other words, a formidable bullfighting opponent), Ferdinand joins the others
to toughen up by their deadline: una semana (one week). Although Ferdinand has second thoughts, Abejas bee
sting causes him to go berserk, and the Bull Collector chooses him as the fiercest! When they arrive at Madrids
Plaza de Toros, however, Ferdinand refuses to fight, and instead becomes an amigo to the Matador, winning his
friendship as well as the admiration of the crowd. Despite this triumph, Ferdinand leaves fame and fortune behind
to return to the pasture, content to spend his days sitting under his favorite tree smelling the flowers.

BEFORE SEEING THE PLAY

1. If time permits, read the Munro Leaf/Robert Lawson picture book, The Story of Ferdinand. Discuss how the
story's characters are different from real animals (for instance, they can speak!). What other stories do they
know in which animal characters can talk (at least to each other) and do other "human" things? (Examples -Charlottes Web, The Jungle Book, Lyle, Lyle, Crocodile.)
2. Show children a photograph or a realistic drawing of a bull, pointing out its features (horns, tail, hooves, etc.)
Where do these animals live? Have they ever seen one up close at a zoo or on a farm? Has anyone ever heard
of bullfighting? Show pictures of a bullfight, if possible, with the matador and his red cape.
3. Review the attached SPANISH VOCABULARY SHEET (a selection of the Spanish words that youll hear in
FERDINAND THE BULL adjust according to the grade level of your class). If your students are native
English speakers studying Spanish, explain to them that there will be both English and Spanish dialogue
(speaking) and lyrics (words used in songs), and ask them to listen closely for the vocabulary words. Follow up
with a post-performance review of the words (see SUGGESTED ACTIVITIES).

Dianne Birch, University of Maryland Alumni Hall of Fame, Inaugural Induction Ceremony Program (April 22, 1995)
see http://www.alumni.umd.edu/VirtualAlumniCenter/HallFame/Leaf.html

Ferdinand the Bull Study Guide, page 2

FERDINAND THE BULL

SPANISH VOCABULARY SHEET
abeja
Adis!
amapolas
amarillo
amigo (m)
amiga (f)
bandera
bravo
caliente
cancin
conejito
crisantemo
Dnde?
Espaa
flores
fuerte
gracias
Hola!
jacinto
macho

Madrid

bee
Goodbye!
poppies
yellow
friend
friend
flag
brave
hot
song
bunny (little rabbit)
chrysanthemum
Where?
Spain
flowers
strong
thank you
Hello!
hyacinth
literally, male,
but often used to mean
tough
Madrid
(capital city of Spain)

maravillas
matador
morado
nuevo
Ol!
pas
pequeo
rpdamente
rojo
Seor
Seora
S
toro
torito
vamos

marigolds
bullfighter
purple
new
Bravo! or Hooray!
country
small or little
quickly
red
Mr. or Sir
Mrs. or Madam
Yes
bull
little bull
We are going
(or lets go)

Verdad?
zanahorias

Really?
carrots

Los Dias de la Semana

(The Days of the Week)
una semana = siete dias
one week = seven days
lunes
martes
mircoles
jueves
viernes
sbado
domingo

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Phrases/Song lyrics
Ay, mi cabeza! - Oh, my head!
Buenos das - Good morning.
damas y caballeros ladies and gentlemen
El Mejor Toro en Toda Espaa The Greatest Bull in all of Spain
Hasta la vista - See you!
Me llamo... - My name is...
Mira las flores
Look at the flowers
Pgame - Hit me (verb, pegar, to hit)
Qu pasa? - Whats happening?
que tu quieres - whatever you want
Todas las flores en todo al mundo estan
esperando para mi!
All of the flowers in the whole world are waiting
for me!
Venga aqu! Get over here!

Ferdinand the Bull Study Guide, page 3

AFTER SEEING THE PLAY

1. As soon as possible after seeing the play, discuss it with your class. Who was their favorite character and why?
How did the costumes help to make the actors look like animals (the bulls horns, the bees striped costume, etc.)
If your class read the book The Story of Ferdinand before seeing the play, compare the book to the musical (Which
parts of the book and the musical were similar? Which parts were different?).
2. How is a play different than a television show or movie? In a musical, how do the writers use songs to help to tell
the story? Use an example from the play in your answer.
3. Talk about how Ferdinand was trying to fit in with the three macho (tough) bulls (peer pressure). What did he
do to make them think he was just like them? Ask students if they have ever been in a similar situation have
they ever liked something (or not liked something), and then been teased because it wasnt cool? If so, how did
they feel about it, and what did they do?
4. When Ferdinand first met his new friend, Abeja, they discovered that they both liked flowers. Later, when the
Toros showed up, he pretended that that he was too tough to hang around with her. How would you feel if you
were Abeja? (Do you think that Ferdinand may have hurt Abejas feelings?)
5. How did the Bull Collector fool the bulls into competing for the chance to go to Madrid? Did they know what
going to Madrid really meant? Why do you think the Bull Collector lied to the bulls? (Would they have gone if
they had known the truth?)
6. Like many stories, Ferdinand the Bull has a moral. Explain the concept to your students (perhaps using one of
Aesops fables as an example), then ask the question: What was the moral of Ferdinand the Bull? (Example -Be yourself) Share answers with the class (did the students come up with different morals?). Exercise: Have
each child write out their moral on construction paper and post them on a Ferdinand the Bull-etin Board(!).

SUGGESTED ACTIVITIES
SEE SPAIN! -- TRAVEL BROCHURES. Pretend that you work for a travel agency and design a brochure for
Madrid and/or Spain (Espaa). What can a tourist see in Madrid? Do the attraction include a trip to the Plaza de
Toros?
EL JARDN DE FERDINANDO (FERDINANDS GARDEN). Plant seeds and/or small plants and make a garden
that Ferdinand would enjoy. Make small signs mounted on popsicle sticks or tongue depressors with the Spanish
names of the flowers (such as maravillas, crisantemo, etc.).
FERDINANDO - EL MEJOR TORO EN TODA ESPAA. Draw a poster (like the one used in the play) with
Ferdinands picture and the time and place of the bullfight. Can you make Ferdinand look fierce, or is he still smelling
the flowers?
LOS DIAS DE LA SEMANA (THE DAYS OF THE WEEK). Choose from the following activities: 1. Make
flash cards (or have students make them) for the The Days of the Week/Los Dias De La Semana, with the Spanish
names on one side and the English equivalent on the other. 2. Make a concentration game make two cards for each
day, one with the English name, and one with its Spanish counterpart (you should have 14 cards). Place cards face
down on a table; turn over two at a time if theres no match, turn over and try again; if theres a match (example
lunes matches Monday), remove the two cards and put them in the matchers pile. Whoever matches the most, wins!
3. Make a calendar (calendario) using Spanish names for the days of the week (and/or look up the months and make a
calendar for the whole year, filling in holidays, class birthdays, etc.).
BULLFIGHTING FOR OR AGAINST? (For Older/Advanced students.) Divide the class into two groups, and
have each do research on bullfighting around the world today from two different points of view those who support it
and those who oppose it. (For example, 11-year old Jordy Brown started his own campaign against the practice see
FOR MORE INFORMATION). Organize a debate in which each side presents their point of view.
(continued)

Ferdinand the Bull Study Guide, page 4

FERDINAND THE BULL COLORING PAGE (attached) Have Fun!

THE SENSE OF SMELL BILINGUAL LESSON PLAN (attached)
Courtesy of the Southwest Educational Development Laboratory. For the complete Lesson Plan,
(SEE their website -- http://www.sedl.org/scimath/pasopartners/senses/lesson5.html
Special thanks to Joyce Pollard, Director, Institutional Communications.

FOR MORE INFORMATION

BOOKS:

Ferdinand the Bull by Munro Leaf, illustrated by Robert Lawson (originally published in 1936). Also available
in a Spanish translation by Pura Belpre -- El Cuento De Ferdinando (1990)

Also by Munro Leaf: Manners Can Be Fun, Wee Gillis

Also by Robert Lawson: Mr. Poppers Penguins (illustrator), Rabbit Hill (author & illustrator)

Los Animales/Animals by Clare Beaton (illustrator), Barrons Juveniles, 1997. (Rec. for ages 4-8, part of
Barrons Bilingual First Books series; other titles available.)
ON THE INTERNET
diccionarios.com: http://www.diccionarios.com/ This site has a comprehensive English-Spanish/Spanish-English
Dictionary (with a simple lookup function), which provides comprehensive definitions and usage information. Good
for teachers and Spanish language students.
Quia (Quintessential Instructional Archive) has a great selection of links to on-line educational activities (including
games, puzzles, and quizzes) including a page devoted to Spanish: http://www.quia.com/dir/spanish/
Basic Spanish Words with Pronunciations: http://members.aol.com/alvareze/spanish/frame.html
This site developed by Eugenio Alvarez contain basic vocabulary words (such as the days of the week) which can be
clicked on to hear an audible pronunciation.
Spanish Vocabulary Builder: http://home.earthlink.net/~mikcar/
At this site, you can click on a picture in several categories (animals, time, weather, sports, etc.), and the word is
pronounced for you in Spanish. Perfect for younger children.
The Southwest Educational Development Laboratory, the source for the attached lesson plan,
Five Senses: The Sense of Smell, is a private, not-for-profit education research and development
corporation based in Austin, Texas. SEDL's heritage of education R&D, which spans more than 30
years, began when SEDL investigated early English language learning and developed curriculum materials for use in
teaching English to Latino children. For more information and bilingual lesson plans, SEE www.sedl.org
Club de Lectura, en espaol e ingls A book club devoted to bilingual books. See their (commercial) website
for more information: http://teacher.scholastic.com/lectura/
BULLFIGHTING Here are two sources with vastly different viewpoints which you can use as a basis for the
BULLFIGHTING FOR OR AGAINST? Activity on page 3 of this guide:
Guide to the Corrida by Randell Widner. An essay which introduces principal elements of a bullfight, and contains
some historical background on its tradition: http://www.geocities.com/Athens/Olympus/3371/text.htm
Jordy Brown began lobbying against bullfighting when he was 11-years old, and has even adopted baby bulls. See
his website for more information: http://www.animalnews.com/jordy/
Wed love to hear from you please let us know what you thought of FERDINAND THE BULL, and the ways that
you utilized the performance and/or study guide in your classroom activities. Send comments and suggestions:
c/o Gail Marino, Director of Outreach, Theatreworks/USA, 151 West 26th Street, New York NY 10001
gmarino@theatreworksusa.org

--5

FERDINAND THE BULL

COLORING PAGE

--6

The Five Senses/Los Cinco Sentidos

Copyrighted by Southwest Educational Development Laboratory (SEDL). All rights reserved.

Five Senses (Lesson 5: Smell) is an excerpt from Integrating Mathematics, Science, and
Language (Paso Partners): An Instructional Volume I (Grades K-1) by Betty MaceMatluck and Norma G. Hernandez. Used with permission of the Southwest Educational
Development Laboratory, Austin, Texas.

Lesson Plan: Smell

BIG IDEAS: The sense of smell helps us to enjoy life and helps us learn about unsafe conditions.

Whole Group Activities

Materials
Book: The Story of Ferdinand and/or El cuento de Ferdinando by M. Leaf
Matches; diagram of the nose; sandpaper; cinnamon stick; cutout pictures of flowers; cotton ball or fabric; pictures or
picture books of animal noses; various pieces of food (apple, potato, orange, lemon, grapefruit, etc.); four containers with
clear liquid (water, mineral oil, vinegar, alcohol)
10 baby food jars, each one containing a scent (alcohol, garlic powder, onion, cinnamon, etc.) for the Science Center

Vocabulary: el olfato smell

olor odor

nariz nose

Encountering the Idea

1.

Read and discuss The Story of Ferdinand and/or El cuento de Ferdinando, a story of a bull who loves to smell flowers.
Identify the smells in the story. List them on a chart as pleasant and unpleasant.

2.

Give students four containers with clear liquid (water, mineral oil, vinegar, alcohol). Students classify the
content in the containers according to whether it smells or does not smell.

3.

Light a match. Ask students what they smell. What does the smell tell them? Discuss and list how the sense of
smell warns us of danger. Example: smoke from fire, bad smell in rotten foods, smell of gas from stove.
Brainstorm other ways the sense of smell helps us in times of need.

4.

Use pictures or picture books of animal noses and have the children name the animal that goes with the nose.

Exploring the Idea

Science:
1. Each child opens one baby food jar at a time and sniffs. Each child places a picture of what she thinks is inside on top of
the jar. Then students compare results and decide on the correct match after discussion.
2. Working in pairs, students take turns being blindfolded and trying to identify food substances given to eat. Next, they
pinch their noses and remain blindfolded while they eat the food (apple, potato, orange, lemon, grapefruit, etc.). They
check to see which foods they could identify without smelling them.
Mathematics:
1. The students graph which nose the class liked the best.
2. Create sets of noses (snouts, trunks, etc.) by sorting pictures.
3. Create nose patterns (with pictures or prints of noses).
Art: the students
1. mix aromatic oils or extracts into tempera paints and use to paint pictures.
2. rub a piece of sandpaper with a cinnamon stick. Students cut the sandpaper into squares and punch a hole at the top of
each square. They put a piece of yarn through the hole to make a necklace. Students verbally express what a cinnamon
smell reminds them of.
3. draw or trace and cut out pictures of flowers. In the center of each flower, glue a cotton ball or fabric dipped in aromatic
oil or extract. Children display their flower garden and describe it using appropriate vocabulary related to the senses.
Students write descriptive words on butterfly cutouts and hang or staple around the flowers. Students discuss why
butterflies are attracted to flowers (sight, smell).
Drama: the students pantomime smelling different smells such as flowers, smoke, mud, perfume, dirty socks, rotten eggs, etc.
One of the students pantomimes one event, and a partner guesses what the smell is. They take turns.

SEDL The Five Senses Lesson Plan: Smell (continued)

--7

Getting the Idea (Note: A Spanish translation of this section follows)

1.

Use a diagram of the nose to explain the following about the sense of smell:

The sense of smell is very important to a person. Our nose helps us know more about the world we live in
than we do when we just touch things and people or just see them. We say that some things smell good and
that some don't. We say that some foods taste good and some don't. How can the nose do this?
The sense of smell starts with your nose, but it includes other parts of your head and your brain. Let's use the
example of the burning match to help us understand how this sense works.
Here is how your nose works. When the match started to burn, tiny little particles of ash that came from the
match floated through the air. These small pieces of material are too small for us to see, but the nose is
sensitive to them and can smell them as they travel through the air into your nose. When the small pieces of
ash "tickle" the nerve endings of the olfactory nerve, which is like an electrical wire on a telephone, the
olfactory nerve carries the message to your brain telling it that you are smelling a burning match. This nerve
is located (here, pointing on the diagram) high up on the nasal passage. We don't always smell an odor right
away because it takes time for the small particles to travel in the air and then into your nose to the nerve
endings. When you have a cold, and your nose is all stuffed up, why do you think you can't smell something
like perfume or taste your food?
Human beings have a very weak sense of smell. As people evolved and began to use reason more, they didn't
need to smell things quite as well as other animals did. They could use their eyes and their brains in a
different way. There is one way your sense of smell is different from all your other senses. After sensing a
particular smell for a while, your sense of smell gets tired. When you first come into the house, you can
smell dinner cooking, but after that your olfactory nerves get overtired and then you don't smell anything at
all.
Some people develop their sense of smell for a special use. A perfume maker can tell all the different flowers
from each other by their different smells. A wine maker has the same talent for telling wines from each other
by their smell.
Smell is one of the ways we have of knowing about our world and enjoying what it has for us. Close your
eyes and smell a rose, or after a long winter, go outside. That nice green smell tells you spring is here.
2. Discuss the use of noses by animals and by people.
3.

Which senses do you use in tasting? Can you taste something if you can't smell it? Which of the
foods can you still taste even if you can't smell them?
Organizing the Idea

Writing: classify the pleasant and unpleasant smells listing them on a chart for later reference. Students
choose an animal they would like to be and fill in the frame sentence: If I were a __________ , I'd like to
smell a __________ .
Applying the Idea
Discussion
Present this situation to your students:
You go on a trip in your car with your family. You take sandwiches to eat, but you stop at a restaurant to
have dinner. The next day you want to eat your sandwiches, but when you open the package, the sandwich
smells "funny." What should you do?

SEDL The Five Senses Lesson Plan: Smell (continued)

--8

Closure and Assessment

Oral Assessment
1. How can the sense of smell warn us of danger?
2. If a person is blind, how can he tell if there's a fire or other danger?
3. Why is the sense of smell so important?
4. Describe the best smell and the worst smell you've experienced. How did it make you feel?
5. What part of your body do you use to smell with?
6. How does the sense of smell help us enjoy life?
Spanish translation (provided by SEDL):

El Olfato
1. Se usa una diagrama de la nariz para explicar lo siguiente tocante el sentido del olfato:
El sentido del olfato es muy importante para cualquier persona. La nariz nos ayuda en saber ms acerca del mundo que
nos rodea, aparte de tocar las cosas y la gente o de poderlas ver. Decimos que algunas cosas huelen bien o no. Decimos
que algunas comidas saben bien o no. Cmo hace esto la nariz?
El sentido del olfato empieza con tu nariz, y incluye otras partes de tu cabeza y tu cerebro. Vamos usar el ejemplo de
un fsforo encendido para entender cmo funciona ste sentido.
La nariz funciona de esta manera. Cuando empieza a quemarse un fsforo, pedacitos de ceniza flotan a travs del aire.
No alcanzamos ver estos pedacitos de ceniza porque son muy pequeos, pero la nariz es muy sensible a ellos y los
puede oler cuando llegan a la nariz a travs del aire. Los pedacitos de la ceniza le "dan comezn" a las terminaciones
nerviosas del nervio olfatorio. El nervio olfatorio es como un alambre elctrico de un telfono que envia una impresin
al cerebro dicindole que ests oliendo un fsforo encendido. Este nervio se encuentra aqu (sealando el lugar en el
diagrama) en la parte superior del conducto nasal. No siempre percibimos un olor en seguida. Se requiere tiempo para
que las partculas caminan a travs del aire, y penetran la nariz, hasta llegar dnde estn las terminaciones nerviosas.
Cuando ests resfriado, y tienes la nariz constipada, por qu pienses que no puedes oler algunas cosas, como el
perfume, o sacarle gusto a la comida?
Los seres humanos tienen un sentido del olfato muy dbil. Al evolucionar los humanos y al comenzar a hacer ms uso
de la razn, no se requera que olieran tan bien como los animales. Podan usar los ojos y el cerebro de una manera
diferente. Hay una manera en que se diferencia el sentido del olfato de todos los otros sentidos. Despus de percibir el
olor de algo durante un rato, se cansa el sentido del olfato. En el momento de entrar en la casa, se puede oler lo que se
est cocinando para la cena. Despus de un poco, se sobre cansan los nervios olfatorios, y entonces no se puede oler
nada.
Algunas personas desarrollan el sentido del olfato para un uso particular. Un fabricante de perfumes puede distinguir la
diferencia entre todas las flores por sus distintos olores. Un fabricante de vinos tiene el mismo talento de distinguir los
diferentes vinos por su olor.
El olfato es una de las maneras que tenemos para saber de nuestro mundo. Cierra los ojos y huele una rosa, o despus
de un largo invierno, ve afuera. El olor de las plantas verdes nos dice que ha llegado la primavera.
2. Se habla de los usos de la nariz para los animales y los humanos.
3. Qu sentidos se necesitan usar para saborear? Se puede saborear algo sin poder olerlo? Qu comidas se pueden
saborear an cuando no se pueden oler?

Copyrighted by Southwest Educational Development Laboratory (SEDL). All rights reserved.

Five Senses (Lesson 5: Smell) is an excerpt from Integrating Mathematics, Science, and Language (Paso
Partners): An Instructional Volume I (Grades K-1) by Betty Mace-Matluck and Norma G. Hernandez. Used with
permission of the Southwest Educational Development Laboratory, Austin, Texas. For the complete Lesson
Plan, SEE their website -- http://www.sedl.org/scimath/pasopartners/senses/lesson5.html