Page 73 - EL Grade Teacher Guide - Module 1

Grade 2: Module 1: Unit 1: Lesson 2
Materials
✓“What Is School?” song (new; teacher-created; see supporting materials)
✓Instrumental version of “Sing a Song of Sixpence” (audio; play in entirety; see Teaching
Notes)
✓“What Does School Mean to You?” (one to display; for teacher read-aloud)
✓What Is School? notebook (from Lesson 1; page 2; one per student and one to display)
✓Module Guiding Question anchor chart (begun in Lesson 2; added to during Work Time A; see supporting materials)
✓Speaking and Listening Checklist (for teacher reference, see Assessment Overview and Re- sources)
✓Think-Pair-Share anchor chart (begun in Lesson 1)
✓Module Guiding Question anchor chart (for teacher reference)
✓Sharing Our Work anchor chart (new; teacher-created; see supporting materials)
Opening
A. Song and Movement: What Is School? Song (10 minutes)
■ Gather students whole group.
■ Display the “What Is School?” song.
■ Tell students that this is a song written about school, and they will sing it often to help them learn what school is and why it is important.
■ Tell students you are going to read the song aloud once without stopping and that they should follow along as you read.
■ While still displaying the text, read it aloud slowly, uently, and without interruption.
■ Tell students you will now play an instrumental version of “Sing a Song of Sixpence” so
they can hear the tune for the song.
■ Play the instrumental version of “Sing a Song of Sixpence” at least twice.
■ Tell students you will now play the instrumental version of the song again, and this time you would like them to hum the tune.
■ Play the instrumental version of the song again.
■ Without music, model singing each line. Invite students to sing each line after you.
■ Invite students to turn and talk to an elbow partner:
“What is one thing you heard in the song?” (Responses will vary, but may include think- ing, working and playing.)
■ Invite students to prepare to think and work and play by pointing to their heads and saying, “Ready, set, go!”
Meeting Students’ Needs
■ For ELLs: For each phrase of the song for which udents generate motions, check for comprehension about the meanings. Example: “When we appreciate
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