Page 77 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 1: Lesson 6
Session 3: Brian ill feels invisible, but a new udent comes, pages 9–14
Text to Read
Que ions/Activities
• Remind udentsofthepurposefortheclose
read-aloud by po ing and reviewing the r focus que ion: “Why did Brian feel invisible at the beginning of the ory?”
• DisplayandintroduceBrian’sChangeanchorchart.Tell u- dents that it will be lled out together to keep track of what happens in the ory and how Brian is feeling.
• Placethe r picturefromtheBrian’sChangePictureSeton the anchor chart. Write answers on the anchor chart after udents respond to each of the following que ions:
“How does Brian feel at recess?” (sad)
“What detail in the text or picture helps you
know how Brian feels?” (His mouth is raight; his shoulders are hunched; his hands are in his pocket; his head is down.)
“What in the ory made him feel sad?” (He was not chosen for the kickball team.)
• Ask:“Does Brian feel invisible or visible in this part of the ory? How do you know?” (He feels invisible because he wasn’t chosen for the team. I know he feels invisible because he is black and white in
the picture.)
• If productive, cue udents to expand the conversation by giving an example:
“Can you give an example?” (Responses will vary.)
• Writethewordinvisibleinthebottomrowofthe
anchor chart. Refer to the Brian’s Change anchor chart (for teacher reference) as necessary.
• Challenge udentstolookfortheanswerinthetextasthey read more of the text closely.
• Draw udents’attentiontoTheInvisibleBoyandreadpages 9–14 without interruption.
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