This lesson teaches the students the importance of carefully listening to more than one side of a story, as well as considering the feelings of others. Listening skills are encouraged, as well as imagination.

"Setting the Stage" - Before starting the lesson, ask the students about a subject they would find exciting and fun. Then, ask if they can see the negative side of the same thing or situation. This will help you determine if the students have a preliminary understanding of seeing both sides.

"Both Sides of the Story"
To introduce the lesson, a simple example is presented. Most children can identify with the scenario of a rainy day and whether it is a positive or negative situation. Talk about looking at the situation from both sides.

"Dante the Dragon"
The story of Dante the Dragon is a whimsical story that illustrates seeing a story from more than one perspective. After the story has been presented, use the touch-screen exercise to review the story from both sides. Encourage students to talk about their opinion of the dragon before, during and after the story.
Hands-on activity - After hearing the story of Dante, students can make their own dragon puppet. Encourage creativity. Will they create scary dragons or fun dragons? Use small paper bags or lunch sacks, using the bottom of the folded bag as the face of the dragon. Use markers, scraps of paper, tissue, glitter, toothpicks for teeth, scrap cloth, yarn, buttons….anything available. Show the students how to hold the bag as a puppet.
Optional activity - If time permits, have the students perform skits using the Dante story or creating their own version with their puppets. Videotape their skits.

"Lucy and Luka"
The story of Lucy and Luka is another way to understand the concept of looking at a story or situation more than one way. As a bonus, it also teaches that preconceived assumptions can be wrong. This story also can be used as a geography lesson if there is a globe or map in the classroom.
Hands-on activity - After the story, students have the opportunity to make their own maracas to take home. Some children may be unfamiliar with some of the objects presented in the story, so this would be a good time to talk about new items and new words. A preprinted coloring handout is provided to color later, or use it to talk about these new vocabulary words (i.e., maracas, sombreros, pinatas). Maracas can be made in a number of ways. Use plastic soft drink bottles, butter or margarine tubs with the snap-on tops or potato chip canisters with snap-on tops. Oatmeal canisters, reused juice plastic juice boxes or bottles, or any other closeable container will work. Fill with dried beans, rice, pebbles, or unpopped popcorn. After filling the container part-way, make sure the top is secured. If time permits, decorate with scraps of paper, markers, crayons, glued-on odds and ends.
Touch-screen activities - After the maracas are created, re-start the program for a question and answer exercise. Encourage the students to listen carefully to the questions and follow the directions. This is a fun physical activity. The teacher can also use these questions to encourage further discussion about seeing the story from both sides.
Choose the play button after each question has been answered and discussed to advance to the next question.
Optional activity - Play music from Mexico and dance. Have Mexican snacks available to try. Practice a few relative Spanish words.

"The Story of Spencer Bunny"
Children can easily identify with the story of Spencer Bunny as he visits the store with his mother. This is a good story for younger students who may still be having some difficulty seeing both sides of a story.

"Questions About Spencer"
After the story, talk about how Spencer felt at the beginning of the story and at the end. Talk about how his mother felt throughout the story. Encourage the students to talk about how they would feel in the same circumstances. Teachers may want to talk about safety issues at this point.

Before Students Go Home - Review
Review the concept of seeing both sides of a story, and how both can be right or wrong
Talk about how the villagers viewed the dragon at the beginning and end of the story of Dante
Review the location of Canada and Mexico on a map or globe
What are maracas? What is a sombrero? Where are they from?
Globe or map

Supply List for Activities
"Today I Learned" - parents handout
Small paper bag or sack to create dragon - misc. items to decorate dragon (scraps of paper, buttons, toothpick 'teeth', yarn, glue, glitter, 'hair'….these items can also be used to decorate maracas)
Small containers to fill to make maracas (cups with lids, juice bottles, etc., rice or popcorn or beans to rattle)
Preprinted picture of items from Mexico
Videotape