WPC , WP_TV48947155WPTVWPC2WPTVWPC2-   HH   Times 8{WP}01  HH  2$HH  Geneva  <Px443!#4$*$$*$ KK  Geneva  Geneva .,6 Geneva   ystem Geneva  ystem Geneva jZnuzQ;} w{7___~w}f߽{6{?ywzݿ_O{~__{NN˿s}wp@x|^v*]{{}-8?N_?]-}|Go?}4R3.5.2'3.5.2, 1996 Corel Corporation Limited,R3.5.2Created with WordPerfect 3.5.2. (#, Corel WordPerfect BM_1_6? ?? &f DDDeUwg33G333333( ²XDDDDDDpff@D30@@333@@333@@333@@PCCCCO@U""""/@P""""/@@DDDDD@(²XffffDDDDDDff(²X@D30@@333@@333@@333@@PCCCCO@U""""/@P""""/@@DDDDD@ (²XxHH(EG(HH(dH'@oh StylRPSetjPJobvTStlwPrvversWDatSTR BookPtPt* Yj j * f fr0 2f HfT{WP}23{WP}10{WP}01'  ',{WP}10 <<KK ..,,..,,,Times,6BM_1_ِ,Melissa Williams0 '  '0S.S. Unit 1-8,'  ' $$'  '$Book Title: A Country Far Away0$0$$'  '0$0<'  '$Author: Nigel Gray Illustrated By: Philippe Dupasquier0<H<<'  '0$HT'  '$Publisher and Date: Orchard Books, 19890T`TT'  '0$ `l'  '$Curriculum Developer: Melissa Mills Williams0  lxll'  '0$  x'  '$Summary: This book is a picture book that displays the differences between the life of an'  'American boy living in a suburban community and that of an African boy in a rural African village.The Story depicts these differences through the use of illustrations. $ '  '$Social Studies Relevance: This book would be used as a base in developing a unit on'  'families. It is excellent for comparing how cultural and geographical differences have an impact onfamily life. $'  '$Grade Level Focus: 1st grade0'  '0$'  '$Relationship to Social Studies State Core:0'  '0 (according to State of Utah Core Curriculum for first grade)*Show ways in which families provide the basic needs of love, food, shelter, clothing, companionship, and protection to their members.$,'  '$*Show that every individual has dignity and worth and is unique.0,8,,'  '0*Demonstrate how geographic features, climatic conditions, and natural resources., , influence how they live.8P*Compare similarities and differences among families, schools, and neighborhoods.P\*Show that every individual has dignity and worth and is unique.\h*Categorize items of information that are similar from those that are different.$ht' '$  0 ttt'  '0 0!'  '0"J# ## HJLesson Plans$$%'  '$Title of Lesson: Guest Interview0&'  '0$''  '$Objective: 0(0'  '0 *Students will be able to compile questions they want to learn about other people. *Given theinformation shared by the guest speaker, students will become familiar withcustoms from another culture.+*Students will be able to recall what they learned about another country  and writeabout it.-/$./;'  '$Materials Needed: Guest speaker from any foreign country. 0 /;G;'  '0$ 0GS'  '$Procedures:0 1S_S'  '0$1. Explain to students that they will be having a guest speaker coming to their  classroom from another country. Explain to them that sometimes people  from anothercountry may live very differently than they do. Ask the  students to think of somequestions that they would like to ask this person  about his family, work, home, etc. Givestudents an example such as  Do  you celebrate Christmas?, If so, what do you do? Havestudents write their  questions on a 3x5 card and give them to the teacher. (This should bedone  to make sure there are no questions that would be embarrassing to the guest  speaker.) 9_$2. Pass the 3x5 cards back to students. Invite the guest speaker to come into the  classroom. Explain to the guest speaker that your students have compiled  some questions thatthey would like to learn about you and your culture. " Allow the guest speaker tointroduce himself and then have students proceed  with their prepared questions. (You maywant to have students go up and  down the rows, etc. to keep this going in an orderlyfashion.) ?$3. At the conclusion of the guest speaker, wrap up any questions and thank the  guest speaker for coming to your classroom.A$4. Guided Discussion. Allow students to openly discuss what they have learned  about this persons country and culture. Guide them to compare and contrast the thingsthat were the same and different. Have students write a  Thank  You note explaining whatthey learned from him/her. Give these Thank  You notes to the guest speaker.EO$FO['  '$Evaluation: Examine the students 3x5 cards. Observation of students contributions to the['  'guided discussion. Make notes of any students misunderstandings. Examine the Thank You notesexplaining what each student learned.I[JKVL )L H'  'V,,Times,Title,,Times, of Lesson: Understanding Families0M'  '0,,Times,$N'  '$,,Times,Objective: ,,Times,0O'  '0,,Times,*Students will be able to recall facts and events from the story A Country Far Away.P*Given the story A Country Far Away, students will be able to compare similarities anddifferences among families, schools, and neighborhoods.R*Students will be able to categorize items of information that are similar from those that aredifferent.T,,Times,$U'  '$,,Times,Materials Needed: A copy of the book A Country Far Away, paper, pencils, chalkboard0V+l'  '0,,Times,$ W+7'  '$,,Times,Procedures: 0 X7C7'  '01. Teacher Read Aloud. Teacher will introduce the book to the students and explain tho them thatthis book explains the differences in the everyday lives of two young boys from two very differentparts of the world. Explain that these differences are depicted through the use of the illustrations. Tell the students that they must pay close attention to the events of the story because they will bemaking a list of these events at the conclusion of the story. Encourage them to try and predictwhere the two young boys are from. ^C,,Times, _,,Times,2. Guided Discussion. After completing the book A Country Far Away, begin a guideddiscussion of the events of this story. Ask students if they were able to predict where these twoboys might be from. If any of them are correct, (even as close as saying Africa and U.S. ), askthat student to explain what details made him/her come to this conclusion. Explain to students thatthe two boys are from a rural village in Africa, and a suburban community in the U.S. Havestudents explain the differences of these two young boys as they noticed throughout the story asyou list them on the board. Discuss these differences and allow students to share their ideas aboutthe cultural diversity, transportation, families, schools, neighborhoods, etc. g,,Times,h,,Times,3. Have students choose one of these differences that is listed on the board. Give them a piece ofpaper and have them fold it in half and draw a line down the middle. Have them draw a picture ofwhat this would be like from their point of view on one side and what it might be like for a youngboy in Africa. (e.g. one student might choose the differences of the schools and draw a picture ofwhat a day might look like inside his classroom on one side of the paper and how he pictured theclassroom of the young African boy on the other.) Have students also categorize and list threethings that were similar and three things that were different on the bottom of their pictures.oW,,Times,$pWc'  '$,,Times,Evaluation: Observation of students contributions to the list and throughout the guidedc'  'discussion. Examine the students pictures for understanding of the different situations, andexamine their list of similarities/difference to check for categorizing skills.sc,,Times,$t'  '$,,Times,Title of Lesson: Making A New Friend0u'  '0,,Times,$v'  '$,,Times,Objective:,,Times,0w'  '0,,Times,*Given the pen pal address, students will begin writing to a penal throughout the rest of theschool year.y*Given the pen pal club, students will become acquainted with someone from a foreigncountry.{*Given the pen pal acquaintances, students will become familiar with cultures and familytraditions of the children they are writing to and share these with the class}*Given the opportunities to correspond through letters, students will practice their writing skills.~ ,,Times,$ '  '$,,Times,Materials Needed: pen pal club address, stamps, envelopes, paper, pencils, maps, 0#d'  '0,,Times,$#/'  '$,,Times,Procedures:,,Times,b/;/| /|6; H'  'b,,Times,1. Teacher will introduce the concept of having a pen pal by reading a letter that he/she has receivedfrom someone from a foreign country. Teacher will discuss what can be learned by'  'corresponding through a pen pal club. Ko,,Times,o{,,Times,2. Teacher will pull down a classroom map and briefly discuss 10 or 12 foreign countries to thestudents to help them get an idea of what some foreign countries are like and where they arelocated. After completing this, teacher will have students begin writing a short autobiographyabout themselves describing the members of their family, interests, where they have been, favoritefood, pets, etc. As students are working on their autobiographies, teacher will pull students asidetwo at a time and help them choose a country from where they would like to have a pen pal.{,,Times,,,Times,3. After, all the countries have been chosen and autobiographies have been written, have studentssend their autobiographies to the following address in order to receive the information needed toget started. ƀMake A FriendChildren Just Like Me Pen Pal Club DK Publishing, Inc. 95 Madison Avenue #New York, NY 10016 #/Note: This pen pal club does require a small fee. You may want to check with the principal abouthaving the fee paid for with school funds. /G,,Times, GS,,Times,4. Send a letter home to parents explaining the pen pal project and encourage parents to help theirchild write the letters, send pictures, and address them correctly, etc. Sk,,Times,kw,,Times,5. Assign students to correspond to their pen pals throughout the entire school year. Provide a setaside writing time in class at least once every two weeks in order to make sure students are keepingup on their writing and to provide any other assistance students may need. Ask them to pleaseshare their letters with the class as they receive them and to explain the things they have learned.Tell students to make sure they save their letters and offer to keep them in a safe folder for them inthe classroom.w,,Times,$'  '$,,Times,Evaluation: Observation of students learning will be done throughout the year as they share their'  'letters with the class. (If teacher notices any students that have not shared letters, they will bequestioned and assistance will be provided to help encourage this.) Teacher will examineautobiographies for writing skills content, etc.,,Times,++7J7C 7*C HJ,,Times,Title of Lesson:,,Times, Family Tree$S_'  '$,,Times,$_k'  '$,,Times,Objective:,,Times,0kwk'  '0,,Times,*Students will be able to list and categorize the members of their family in correct sequence andorder.w*Students will be able to describe and list at least three different characteristics of each memberof their family.,,Times,$'  '$,,Times,Materials Needed: Poster paper, crayons or markers, pencils0`'  '0,,Times,$'  '$,,Times,Procedures:,,Times,0 x'  '0,,Times,1. Explain to students that they are going to be making a family tree. Ask students if they haveever seen a family tree or if their parents have one at home. If so, have the student explain toyou what it looks like. Then, explain to students that a family tree is a representation of theirfamily that is often depicted in the shape of a tree. (It would be a very good idea to have one asan example already drawn at this point to show them.) Explain to students that their family treewould begin with themselves at the bottom of the trunk with each of their brothers and sisterslisted to the side of them and then branches out with their parents above them.  +,,Times,  + 7,,Times,2. Pass out paper and markers, etc. Explain to students that their family trees may look verydifferent from their neighbors, or anyone elses in the class. Explain to them that each family treeis very unique just as their families are each very unique. Allow students to design their trees bythemselves. Encourage students to add step siblings, pets, etc. (Whomever they consider to bepart of their families.) Allow students to create their family trees.  7 s,,Times,  s ,,Times,3. After students have completed their family trees, give them another piece of paper and have themlist each of their family members from oldest to youngest. Next to each family members name havethem write at least three words that describes this person.  (example: Grandma-loving, funny, nice). After students have completed both the family tree andthe characteristics paper, staple the characteristics paper to the bottom of their family tree. Whenthe entire class has completed their papers, allow them a chance to share them in front of the class. Display the completed family trees in the room on a bulletin board titled  Our Forest Of Families. ,,Times,$ '  '$,,Times,Evaluation: Examine the family trees to see if students have identified at least four family '  'members. Examine their Characteristics page to check for understanding of correct order fromoldest to youngest and check to see if they have at least three describing words of each familymember. ,,Times,    ' ' 3 3 ? ? K$ K W'  '$,,Times,Optional Activities,,Times,0 W c W'  '0$ c o'  '$,,Times,1. Family Traditions: Send a letter home to parents asking them if they have any family o'  'traditions that they would like to come and demonstrate to the class. (e.g. if a student has a familytradition of making gingerbread houses at Christmas time you might have one of their parents comein and make graham cracker gingerbread houses right before the Christmas holidays.) o ,,Times,$ '  '$,,Times,2. Book Writing: As a concluding lesson, have students make their own books following the X'  'same format as A Country Far Away. Do this activity after students have had an opportunity tocorrespond with their pen pals. Then, have students write their books so that the top half of thebook depicts a day in the life of their penals family culture and the bottom half of the book depicts6 |6 H6a day in the life of their own family and culture. ,,Times,$ '  '$,,Times,3.Family Time Line: Have students make a time line depicting important events in their own '  'families history. (e.g. June 4, 1972-mom and dad got married, May 7, 1974-older brother wasborn, etc.)$  ''  '$