Page 81 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 1: Lesson 6
“Is Brian feeling invisible or visible in this part of the ory? How do you know?” (He feels a little bit visible because he is excited about having a new kid in school. His face has a little bit of color.)
• Writethewords“alittlebitvisible”inthebottomrowofthe anchor chart. Refer to the Brian’s Change
anchor chart (for teacher reference) as necessary.
• Remind udentsofthefocusque ion: “What happened at school to make Brian feel more visible?”
• Tell udentsthattheywillreadthebookcloselytocontinue nding the answer to this que ion.
• Focus udentsonTheInvisibleBoyandreadpages15–20 without interruption.
Pages 15–16
• Reread page 15, including the speech bubbles, and ask:
“Why is Madison pointing to Ju in’s food?”
(She thinks it is weird; she doesn’t know what it is.)
• Displaythepicturesonthepagesfor udentsto udy. Invite udents to copy the expressions of each character as you point to him or her on the page.
- JT
- Madison - Ju in
- Brian
• Invite udentstoThink-Pair-Share:
“How do you think Ju in is feeling? How do you think Bri- an is feeling?”
Pages 17–18
• Draw udents’attentionbacktothetextandrereadpages 17–18, including Brian’s letter to Ju in.
• Ask:“WhatdidBriandoafterJu in’sfoodwasmadefunof? Why did he do that?” (Brian wrote Ju in a letter to make him feel better.)
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