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Vermilion Parish Schools

Activity 4:  Alike—or Not? (GLEs:  3, 52)

Materials List: All the Colors of the Earth, All the Colors We Are, World Map BLM, chart paper, and poster paper (optional)

The teacher will use the directed reading-thinking activity or DR-TA (view literacy strategy descriptions), which invites students to make predictions, and then check their predictions during and after the reading.  The teacher will build background knowledge by showing students a map of the world with different countries labeled. (See World Map BLM)  Then, the teacher will lead a discussion that elicits information the students may already have about these countries and the children that live there.

The teacher should choose one of the following books or a similar book to read to the students: All the Colors of the Earth by Sheila Hamanaka or All the Colors We Are by Katie Kissinger.  Discuss the title of the book and have students make predictions about the story.  Write student predictions on the board or on chart paper.  Then read the book, stopping occasionally to check students’ predictions and to revise predictions when necessary.  Once the reading is completed, use student predictions as a discussion tool to help students understand the connection among children around the world.  Discuss with the students how children around the world are alike and different. 

Show students a map of the world (See BLM World Map) with different countries labeled on it.  Have students tell in which direction each country is located from Louisiana.  Have students predict what it would be like to be a second grader in another country. 

Have students work in groups to locate specific information about different customs, important holidays, and ceremonies from the different countries on the BLM World Map.  Have each group write down the information of the country researched. Once the research has been completed, have students prepare information on a poster or in some other form to share with other groups. The teacher should make sure that the information students have is accurate.  Then have students compare the different customs, holidays, and ceremonies found to local customs, holidays, and ceremonies.

 Discuss with students how holiday celebrations, customs, and ceremonies have changed over time both in Louisiana and around the world.  Help students find information that would show how these different customs and celebrations have changed over time.  Focus on one or two different celebrations. (e.g., Christmas, New Year’ Day, Thanksgiving, Independence Day) 

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