Page 92 - EL Grade 2 Teaching Support Materials

Schools and Community
• Toplaythegame, udentswillli entoasituationand decide whether the person showed respect or compassion. Students will point to the word
represented in the scenario that needs a “brick,”
and the teacher will tape the scenario (or paper brick) above
the appropriate sentence rip.
• Review the meaning of the words respect (to appreciate
things about others) and compassion (to notice when some-
one is upset and reach out to them).
• Proceed with the game until all the scenarios are read. Con-
sider showing pictures to go with each scenario or displaying the scenario on the document camera for udents to follow along.
• Tell udentsthattheywillreviewwhathappenedinthebook ye erday by lling out the Brian’s Change anchor chart.
• Remind udentsthattheyhavebeenreadingto answer the focus que ions: “Why did Brian feel invisible at the beginning of the ory?”; “What happened at school to make Brian feel more visible?”
• PlacethesixthpicturefromtheBrian’sChangePictureSet on the anchor chart. Write answers on the chart after u- dents respond to each of the following
que ions:
“How does Brian feel in this part of the ory?” (happy, pleased)
“What detail in the text or picture helps you know that?” (He is smiling. Ju in has his hand on his shoulder.)
“What in the ory made Brian feel that way?” (Ju in asked him to join his group.)
“Is Brian feeling invisible or visible in this part of the ory? How do you know?” (He feels visible because Ju in asked him to be in his group. His face has more color.)
• Addthewordvisibletothebottomrowofthe anchor chart.
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Lesson 6