1st Theme: Differences between the Country and the City: Transitions/Moving
Background Summary: Lou and her younger brother Oz come from New York City, where they have lived with their parents for all of their lives up until a tragic car accident kills their Father and traumatizes their Mother into a catatonic state.
The children have no relatives in New York. The only relative they have is Louisa Mae Cardinal, their paternal Great Grandmother. They leave New York City to live with their Great Grandmother, who lives in the rural mountainous country of Virginia. At the beginning of chapter four, Lou and Oz are transported from an urban landscape to a rural landscape. From chapters 4-7, the landscape changes from an urban one to a rural one. The children travel by car, train, then car again up into the Appalachian Mountains of Virginia. They experience a transition from an urban landscape and life with their parents to a rural landscape and life with their Great Grandmother.
· Wish You Well: Selected passages from the book, chapters 4 – 7
· Pre-teach the vocabulary and language to adults before PACT Time
For adults/parents to read before working with children (beginner + - advanced level ESOL)
· Grammar- Adjectives, comparisons
· Vocabulary drawn from the book: city vs. rural (can use with older children too)
- City: Walkup, City dwellers, Skyline, Concrete
- Country: Fertile soil, temperate climate, Appalachian Mountains, Pine-studded lean-to
· Writing- basic sentences: Adults :I live in the city where the buildings are tall. My sister lives in the country where there are no tall buildings. Or Adults and older children can write a paragraph of compare and contrast.
· Extension- Examples of vocabulary/Grammar work sheets- Oxford Picture Dictionary
Family Literacy-Children’s Book to Experience together
Young children and Elementary level
Aesop’s Fable: City Mouse and Country Mouse-
After Trading places, the country mice and town mice discover there’s no place like home.
There are various versions of the tales available on/as video, audio, full-length version, abridged, Spanish, CD-Rom, learning kit- see attached resource sheet or suggestions
Other Literature to explore with a similar theme: see book list
· Art Projects: for a diorama or dress up mice- see attached activities pages
· Music: Folk vs. jazz, Appalachian Music- music included
· Method and Process: After adults review the selected passages and vocabulary, they can read or share in reading the City Mouse Country Mouse story and discuss with children what happened in the book and some of the differences.
· Contrasts: simple and obvious differences for younger children, a range of less obvious and more complex differences from grade 3-6
· A Felt/Flannel Board could be used as the story was told or a way to show the differences and vocabulary discussed- see instructions
· Discussion Differences: landscape seen, work done, music heard, food available, perils found, sounds heard, animals found, climatic/weather conditions experienced, clothing worn, cultural influences. Differences (language) can be recorded on cards or by using picture cards.
· Extension Lesson to take back to the adult classroom: The verbs used above or in the discussion.
· Other LARK kits
Alternate theme - traveling (transitions can be discussed with in this theme as well)
Ways to travel: Planes, Trains and Automobiles
Reasons to leave home: vacation, relocating, visiting relatives
Extension: Adult worksheets on Travel theme- relevant vocabulary, Grammar: adjectives, comparison and prepositions
Project: A Collage of where you use to live and now, Contrast and transition
Collage of Modes of Transportation
Art Lesson: Adult and children Activity
Level One: Preschool - Grade 1- Dress up City Folk, Country Folk: Cut Out Dolls or cut out mice
Parents work on the dolls and children design their clothes. Can be used in the Diorama
Cardboard or Railroad Board
Crayons, Markers, pencils
Scrap paper or cloth
Draw or trace the mouse shapes onto the cardboard. Draw the inside lines. Color with crayons or markers the mouse face, hands etc.
Use the material or paper the to cut out the mouse’s’ clothes
Cut to fit in the designated space. Glue the clothes on.
Glue the stick on the back. Let dry and then PLAY!
Level Two: Grade 2- 6 City Diorama, Rural Diorama
Parent constructs the “ stage” from cardboard or uses a shoebox and the children can draw out the landscape or interior. Together they place the parts of the diorama inside. Decorate with bits of fabric, yarn etc.- like an Old Fashion Quilt or Mosaic, (which can tell a story too)
· A shoebox or cardboard to construct a open rectangular shaped space
· Assorted materials: paper, wrapping paper, cloth, ribbon, buttons, cotton balls, toothpicks, dried grass, sticks, aluminum foil etc.
· Glue, scissors, tape, pencils, Tweezers and a Popsicle stick can be helpful when placing the items inside and gluing pressing the object in place.
Parents and children can decide what they want to put inside and make a list of the objects they are going create. Next they should sketch it out with a pencil. Some objects will be in the foreground and others will be in the background. Objects in the front, which are not directly glued to the back or sides will need a folded lip or tab on the bottom to glue to the bottom.
Level Three: Grade 6-8 and/or adults only: Listening and Speaking Word Game
Using the book, Wish You Well, older children and adults can read the selected passages or a summary of the book. You can do this exercise in the group’s native language or stick to English. It depends on the level of English Adults speak.
A container or wishing well
Chairs set up in a circle-
1-2 teachers to write words and track who said what
Sentence strips or lined paper (writing - for later )
· Talk about the transitions Lou and Oz have gone through and how they are similar or dissimilar to the transitions they have experienced, for example, moving to a new place. Write on cards selected words from the discussion. Remind everyone to listen carefully to the others in the group. On another sheet of paper write down the word and who said what. You don’t need to remember everything they said in connection to the word because that will come out later when you go back to that person to repeat their words.
· To get students warmed up, you can take the cards with the words, which are pulled from the conversation and play a game of memory. Mix them up and have the group select from the cards (use a Wishing Well to draw from). When the word comes up ask that person to try to remember what was said and by whom, and then go around the room and have everyone try to recall the other person’s words.
· Ask the person who used that word originally if the recall is correct. It can be a lot of fun to try to remember what someone else said and you can let people discuss it with the person next to them.
Extension: Extend the activity with a writing exercise: One or two sentences using the vocabulary.Return to Suggested Activities