Day 1: Country (Approximately 45-60 Min.)

CITY VS. COUNTRY (3day look) For Grades 1 & 2

Day 1: Country (approximately 45-60 min.)

Short Lesson Description: In this lesson, students will share what they know about the country. This information will be placed on a T-chart. Milly & Tilly by Kate Summers (or other city mouse, country mouse book with lots of detail) will be read. Students will add to the t-chart anything else they have learned about the country. Teacher might also show pictures of the country to add even more information to the T-chart.

Standards covered: Grade Level Expectations for English Language Arts ESL 1.S.8 (Speaking) Use Grade level vocabulary appropriately ESL 1.L.7 (Listening) Demonstrate understanding of vocabulary GLE 0101.5.3 (Logic) Make inference and draw appropriate conclusion Checks for Understanding (Formative/Summative Assessment) Language Arts 0101.1.10 Show evidence of expanding language through vocabulary growth Logic 0101.5.4 Use T-Chart to manage information

Lesson Objective: I can develop my understanding and vocabulary related to “Country” through reading and examining pictures.

Materials Needed: Milly & Tilly by (or other city mouse, country mouse literature) T-Charts (attached-one for reach student) Pictures to reinforce country vocabulary

Opening Statement: Today, we are going to be reading a book about a city mouse and a country mouse. Before we do, I want to know what you know about the country. We are going to fill in this T-chart with what you know about the country.

Procedure Timeline: 1) Opening Statement. 2) First 5 minutes: Work in pairs or small groups to fill out Country-side of the T- Chart. 3) Next 10 minutes: Groups/Pairs share information with the rest of the class to fill out a whole group t-chart. 4) Next 15-20 minutes: Read first half of the book and Share collected pictures. 5) Next 10 minutes: Add to the chart. Encourage students to make inferences from story and pictures about what they see. 6) End the lesson by having students turn to their neighbor and share one thing they learned about the country that they did not already know. City Mouse, Country Mouse T-Chart Name: Country City Day 2: City (approximately 45-60 minutes)

Short Lesson Description: In this lesson, students will share what they know about the city. This information will be placed on the T-chart. Milly & Tilly by Kate Summers (or other city mouse, country mouse book) will be read. Students will add to the t-chart anything else they have learned about the city. Teacher might also show pictures of the city to add even more information to the T-chart.

Standards covered: Grade Level Expectations for English Language Arts ESL 1.S.8 (Speaking) Use Grade level vocabulary appropriately ESL 1.L.7 (Listening) Demonstrate understanding of vocabulary GLE 0101.5.3 (Logic) Make inference and draw appropriate conclusion Checks for Understanding (Formative/Summative Assessment) Language Arts 0101.1.10 Show evidence of expanding language through vocabulary growth Logic 0101.5.4 Use T-Chart to manage information

Lesson Objective: I can develop my understanding and vocabulary related to “City” through reading and examining pictures.

Materials Needed: Milly & Tilly by (or other city mouse, country mouse literature) T-Charts (attached-one for reach student) Pictures to reinforce country vocabulary

Opening Statement: Today, we are going to finish reading the book about a city mouse and a country mouse. Before we do, I want to know what you know about the city. We are going to fill in this T-chart with what you know about the city.

Procedure Timeline: 1) Opening Statement. 2) First 5 minutes: Work in pairs or small groups to fill out City-side of the T-Chart. 3) Next 10 minutes: Groups/Pairs share information with the rest of the class to fill out a whole group t-chart. 4) Next 15-20 minutes: Read 2nd half of the book and share collected pictures. 5) Next 10 minutes: Add to the chart. Encourage students to make inferences from story and pictures about what they see. 6) End the lesson by having students turn to their neighbor and share one thing they learned about the city that they did not already know. Day 3: Comparing City and Country (approximately 45-60 minutes)

Short Lesson Description: In this lesson, students will compare the city and the country. Milly & Tilly by Kate Summers (or other city mouse, country mouse book) will be read. Students will the information they have gathered to fill out a Venn diagram comparing and contrasting city and country. Then they will determine whether where they live is a city or country and why.

Standards covered: Grade Level Expectations for English Language Arts ESL 1.S.8 (Speaking) Use Grade level vocabulary appropriately ESL 1.L.7 (Listening) Demonstrate understanding of vocabulary GLE 0101.5.3 (Logic) Make inference and draw appropriate conclusion Checks for Understanding (Formative/Summative Assessment) Language Arts 0101.1.10 Show evidence of expanding language through vocabulary growth Logic 0101.5.4 Use Venn Diagram to Compare and Contrast

Lesson Objective: I can demonstrate my understanding of the vocabulary I am learning by comparing and contrasting “city” and “country”.

Materials Needed: Another Version of City mouse and Country mouse (I used a mini book from http://minibooks.scholastic.com/minibooks/detail/? id=29466&ESP=MB/ib//acq/PRT2EasyReader///prt_proddetail/txtl/crosspromo/// but two possible versions to use on smartboard/promethean boards are http://www.kizclub.com/storytime/citymouse/mouse3.html or http://pbskids.org/lions/stories/ Venn diagram (attached-one for reach student)

o Opening Statement: “We have been reading Milly and Tilly about a country mouse and a

city mouse. Today we are going to read a shorter version and then you will determine m u

what is the same about the city and country and what is different using the information e

you have been gathering about city and country.” r

Procedure Timeline: V

1) Opening Statement. s

2) First 15 minutes: Read new version. This can be done as a whole group or in .

i o small groups. C

y 3) Next 15 minutes: Have groups work together to place information into the Venn

diagram. y

n 4) Next 10 minutes: Have students share their group’s information and add to the t class Venn diagram. r 5) End the lesson by having students determine whether they live in the city or the

y country. Encourage them to support their answer.