1. Bibliotherapy Lesson A Country Far Away Submitted by Adriana Lozano SPED 620 Diversity in Education April 2005

2. Materials Title: A Country Far Away Title: A Country Far Away Author: Nigel Gray Illustrator: Philippe Dupasquier Published by: Orchard Books c.1989

3. Synopsis of Story A Country Far Away is a picture book for young children about a day in the life of a boy in a modern western country compared to a day in the life of a boy in a small African village. This story relates their identical experiences – going to school, having a baby sister, shopping, and playing sports – with very different results.

4. Grade Level Second grade: ages 7-8 To be used in “Myself” Unit when discussing cultural differences and individuality.

5. Unit Learning Goal The purpose of this activity is to build self-esteem and allow students to become more aware of their rich cultures. It also allows for students to realize how their cultures have contributed to making America what it is today. Students will also develop an understanding and acceptance of differences and similarities from people in other countries as well as socio- economical background.

6. Unit Learning Objectives Upon successful completion of this instruction the students will: Draw a picture of a specific event in the story and write how his or her life is similar to that of children in Africa. Individually demonstrate comprehension by making a Venn diagram showing differences and similarities about a day in their life compared to the boy in the African village.

7. Themes Explored in the Book Know to be tolerant and accept the differences in others Know that no two people are exactly alike Understand that becoming aware of the different aspects of cultural diversity such as race, religion, socio-economic background, sex and disabilities will open the world up to them.

8. Introductory Activities Ask the children how many of them have ever lived somewhere other than where they do now. Discuss similarities and differences of different places (e.g. city vs. country, different states, what they did for fun, the kinds of places they enjoyed going, the type of food they ate, the games they played, the people they associated with, etc.) Ask the children if they’ve ever visited another country. Talk about any differences they experienced. Ask them to consider the similarities. Tell them that though people in other countries are a bit different than we are in some ways, there are many ways in which we are the same.

9. Procedure Show the cover page and read the title. Ask the students to guess what countries these boys may be from. Why? Introduce the story, and briefly explain what the book will be about (a day in the life of a boy in a modern country compared to a day in the life of a boy in an African village). Talk about these being only two examples and that there are many differences in the ways people live even within our own city, depending on socio-economic background. Make sure they are aware that the African boy is living in a rural area, but that not ALL of Africa is like that. Read the book to the class. Generate a list of events discussed in the book.

10. Comprehension & Discussion Questions What were some of the similarities between the two boys' lives? The differences? (knowledge) Which activity was the most interesting to you? Which did you relate best to? Which did you want to know more about? (analysis) What is your day like when you stay home? When you go to school? How is it the same as what was shown? Different? (analysis) Would the experiences have been different if the African boy had lived in a city? How? (synthesis) Do you think there would have been more similarities or differences? Explain. (application) How did the book make you feel about children in Africa? (evaluation)

11. Integrated Thematic Enrichment Music: Ask the students if they can make music with their hands or feet. If they say they cannot, clap your hands in different rhythms. Ask, "Am I making music now?" Explain that in Africa, clapping hands and stomping feet is a popular way of making music. They also add many drums or flutes and a lot of voices. Tell students that in different countries of Africa they play different types of music. Using the CD Rom of Encarta let students go in groups to the computer and discover African Music. What did you like about the music you heard? How is it different from the music you hear everyday? Could you hear the different types of instruments used? Did you hear single voices and group voices? Can you name some of the instruments? Do you think that if I brought in some music tomorrow you would be able to tell if it was African music or not? Why?

12. Follow-up Reading: Read Everybody Eats Rice and discuss different ways of preparing the same grain. Also what are other foods that may be prepared differently in other countries. Read Whoever You Are and discuss how people are all different on the outside, but inside we all have the same feelings, tears, and heart. Discuss what things make them happy/sad. Read I Hate English and also Pepita Talks Twice and discuss the similarities between the two girls although they are from different countries. Gross Motor: Play games of different cultures. Learn the Gumboots dance from Africa. Culinary: Students will bring traditional foods made in different countries.

13. Assessment The teacher will evaluate the students' drawings and sentences to see if they were able to compare events in their own lives with events in the book. Look for appropriate events clearly linked to the book and adequate explanation of similarities depicted. Continuous monitoring of the students participating in groups will demonstrate if they are showing respect for the differences in ideas and personalities. EXIT