Learning Goal: To identify and similarities and differences between life in the city and the country, and to show these differences using dramatic images.

Minds On

Whole Class > Pre-reading Discussion > Anticipation Guide

Do you live in the city or in the country? How do you know?

Have you ever visited the other (city or country) before?

How do you think life might be different for kids in the city in comparison to the country?

Create an anticipation guide based on the similarities and differences students identify before reading the book. Consider filling in the rest of the guide based on the Venn diagram findings later in the lesson.

 Look at the title and cover of the book Country Kid, City Kid by Julie Cummins. What do you think this book is about? As we do our shared reading, look for some of the differences you see between city and country.

Action!

Read Aloud > Venn Diagram

Read the book together. Then, create a Venn diagram (City, Country, What they share). List the differences students find on the diagram. Then, ask students: What do Ben and Jodie have in common? Put these similarities under ‘What they share.’

Categories of Differences/Similarities:

Sounds of Environment

Housing

Transportation

Play

Getting Food

Mail

Seasons (winter, summer)

Celebrations/Holidays

School projects/Libraries

Pets

Summer vacation/Camp

Follow up Discussion > Think/Pair/Share

What inferences can we make about the ways in which life in the country is different than life in the city?

If you could choose to live in the country or the city, which would you choose and why?

Let’s go back to our Anticipation Guide. What information did we infer that came through in our reading? Is there anything we are still wondering about?

Consolidation

Drama Activity > Statues in Pairs > Thought-Tracking

Pair students: one of you is Ben, one is Jodie. Choose one category from our list and make two frozen statues of Ben and Jodie that show their differences. Consider thought-tracking some pairs of students to help them establish their ideas. 

Differentiation: Give selected students sentence stems for their thought-tracking. Pair strong drama students with those new to drama learning so that leaders can support their partners and offer feedback to help them establish their ideas. For example:

 I am Ben and I . . .go to the Bookmobile stop.

I am Jodie and I . . .go to the library to work on a project.

Observe examples of the statues and debrief with students. Relate their observations to the  success criteria that has been established for drama (tableaux that demonstrate stillness, facial expression, levels) and oral language (clear and audible speaking voice, use of details from the story).

Extension Activity 

Neighbourhood Walk

Look at a map of our neighbourhood, look at land features. Use these categories to create an observation chart in for a walk in the local area. For example:

 What Makes Our City Special

I see . . .

I hear . . .

I think . . .

I wonder . . .

Consider using observations from the neighbourhood walk to generate inquiry questions related to regions of Ontario (e.g. what kinds of jobs, natural resources, landforms, etc. are in the region where we live?)