Page 159 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 2: Lesson 2
• Point out the word powerful to udents.
• Invite udentstowhisperaresponseintotheirhandsand
ask: “What word do you hear inside of powerful?” (power)
• Tell udents that the earthquake in Haiti was a rong, or powerful, earthquake.
• Draw udents’attentionbacktothetextandreadthe second sentence in Paragraph 2 on page 18.
• Invite udentstoThink-Pair-Share:
“What happened to the buildings because of the earth- quake?” (They were knocked down.)
• Readtheremainderoftheparagraph.
Page 18 Paragraph 3
• Draw udents’attentionbacktothetextandreadthe r sentence in Paragraph 3 on page 18.
• Ask:“Inyourownwords,whathappenedtomanyschoolsin Haiti?” (They got knocked down.)
• Point out the words damaged and de royed. Invite a few volunteers to share their thinking about what damaged and de royed mean.
• If necessary, tell udents that damaged means something that partly breaks, and de royed means something that is completely ruined.
• Invite udentstoThink-Pair-Share:
“If school were damaged or de royed, what would be hard for udents to do?” (They can’t go to school if the buildings are knocked down.)
• If productive, cue udents to expand the conversation by giving an example:
“Can you give an example?” (Responses will vary.)
• Draw udents’attentionbacktothetextandreadthela two sentences in Paragraph 3 on page 18.
• Tell udentsaroutineissomethingyoudoveryoften,like going to school or brushing your teeth.
• Using a total participation technique, invite responses from the group:
“According to the text, what does the routine of going to school do for udents after a disa er?” (makes life feel more normal)
“Why might having a routine be particularly
important after an earthquake?” (It makes life feel more normal. You can see your friends at school.)
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