Page 93 - EL Grade 2 Teaching Support Materials

Grade 2: Module 1: Unit 1: Lesson 6
• Place the seventh picture from the Brian’s Change Picture Set on the anchor chart. Write answers on the chart after udents respond to each of the following que ions. Refer to the Brian’s Change anchor chart (for teacher reference) as necessary.
“How does Brian feel in this part of the ory?” (excited)
“What detail in the text or ory helps you know that?” (He has a big smile on his face.)
“What in the ory made Brian feel that way?” (He has friends to work with.)
“Is he feeling invisible or visible in this part of the ory? How do you know?” (He is feeling visible because he is working with people. His face has lots of color.)
• Reviewthefocusque ion:
- “What happened at school to make Brian feel
more visible?”
• Tell udentsthattheywilllookformoredetailstodaytosee
what happened at school to make Brian feel more visible.
Page 27
• Draw udents’attentiontoTheInvisibleBoy
and read through pages 27–30 without interruption.
• Reread the the r sentence on page 27, beginning with “It’s lunchtime again . . . .”
• Invite udentstousetheirfacetocopytheexpressionon Brian’s face.
• Ask:“WhywaslunchBrian’slea favoritetimeoftheday?” (He didn’t have friends to eat with.)
• Draw udents’attentionbacktothetextand nishreading the page.
• Invite udentstoturnandtalkwithanelbowpartner:
“What’s di erent about lunch this time?” (Someone is calling Brian to eat with him.)
Page 28
• Draw udents’attentionbacktothetextandrereadpage 28 without interruption.
• Invite udentstoThink-Pair-Share:
“How do you see Ju in showing Brian compassion in this part of the ory?”
(Ju in sees Brian is unhappy and asks Brian to eat with him.)
EL Education Curriculum 83
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