{"id":1525,"date":"2022-01-02T23:10:12","date_gmt":"2022-01-03T04:10:12","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1525"},"modified":"2022-03-29T10:21:07","modified_gmt":"2022-03-29T14:21:07","slug":"emotions-interactions-card-2-boy-and-doctor","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/conversation-cards-2\/emotions-interactions-card-2-boy-and-doctor\/","title":{"rendered":"Card #2: Boy and Doctor"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Oral Language Teaching Strategy:<\/strong>
Offer Prompts and Frameworks to Reluctant Talkers<\/a> Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students. <\/p>\n

Time:<\/strong> one 30-minute or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #2
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a> <\/p>\n \n\n<\/div>

\n\n

FOCUSING ON THE PICTURE<\/h3>\n
    \n
  • \n

    What do you see in the \npicture? Who are these \npeople in the picture? What \ndo you think is happening?<\/p>\n\t\t \n\t\t Show students the picture. Give students some time to really look at the picture and think about what they see. Provide prompts if necessary.
    \n <\/li>\n

  • After students have had time to closely analyze the picture, invite them to share their thinking with a partner.<\/li>\n <\/ul>\n
      \n
    • Provide time for partner discussion and have a few students share their thinking with the larger group.<\/li>\n <\/ul>\n

      Teaching Tip:<\/strong> Providing lots of opportunities for students to share their thinking with partners allows reluctant talkers to share their ideas in a smaller, less intimidating setting.
      \n <\/p>\n

        \n
      • Offer prompts to stimulate discussion:\n
          \n
        • Where do you think the people in the picture are? Why do you think that?<\/li>\n
        • What are they looking at so closely?<\/li>\n
        • What do you think is happening?<\/li>\n
        • What clues did you use to figure out what is happening in this
          \n picture?<\/li>\n <\/ul>\n \n <\/li>\n <\/ul>\n\n<\/div>
          \n\n

          GOING DEEPER<\/h3>\n

          [Inferring\/evaluating] <\/p>\n

            \n
          • \n Offer open-ended prompts that focus the students on the emotions and interactions portrayed in the picture:\n
              \n
            • How is the boy feeling? What makes you think that?<\/li>\n
            • How would you feel if you were this boy?<\/li>\n
            • How is the doctor feeling? (worried, happy, sad\u2026) What makes you think that? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                \n
              • \n

                After everyone has had a chance to talk \nto their partner everyone will share one \nidea so take this time to talk to your \npartner about what you want to say.<\/p>\n\t\t \n\t\t Have students turn to their partner again and discuss these prompts. Let everyone know that they will be sharing one idea with the class in a few minutes.<\/li>\n <\/ul>\n

                You may conclude the lesson at this point and do the second part on the next day, or you may decide to continue and do Connecting and Predicting as part of the first lesson.<\/strong>\n <\/p>\n\n<\/div>

                \n\n

                CONNECTING<\/h3>\n

                Teaching Tip:<\/strong> If you decide to do Connecting and Predicting on the second day, begin your lesson by reviewing the picture with the students.<\/p>\n

                [Making connections]<\/p>\n

                  \n
                • Ask students to connect to their personal experiences with the emotions and interactions portrayed in the picture. Prompts might include: <\/li>\n
                    \n
                  • How do you feel when you go to the doctor? Why?<\/li>\n
                  • Why would someone need to get an x-ray?<\/li>\n
                  • Why do we need to go to the doctor?<\/li>\n
                  • Who usually takes you to the doctor?\n

                    I\u2019m going to pretend to be the doctor and \nsay, \u201cLet\u2019s take a look at this x-ray of your \nhand.\u201d Luke will you be the boy? What do \nyou think the boy would say? What kind of \nvoice do you think the boy would speak in? \n(happy, loud, sad, or scared)<\/p>\n\t\t \n\t\t <\/li>\n <\/ul>\n <\/ul>\n

                      \n
                    • Role play the scene from the picture by taking the part of the doctor. Invite a student to take the role of the boy.\n \n <\/li>\n <\/ul>\n\n<\/div>
                      \n\n

                      PREDICTING<\/h3>\n\t

                      [Predicting] <\/p>\n

                        \n
                      • \n

                        \n<\/p>

                        What do you think will happen next? \nWhy do you think this?<\/p>\n\t\t \n\t\t Ask students to think about what might have happened before and after the scene shown in this picture. 
                        \n

                        <\/p>\n <\/li>\n <\/ul>\n

                          \n
                        • Brainstorm with students possible scenarios that may occur. Make sure to ask students why they think this will happen, ensuring they are building on the picture and discussions that have taken place. <\/li>\n <\/ul>\n

                          Teaching Tip:<\/strong> You may choose to discuss this conversation card before or after a unit on community helpers to help activate students\u2019 prior knowledge. \n <\/p>\n\n<\/div>

                          \n\n

                          LESSON EXTENSIONS<\/h3>\n
                            \n
                          • Create speech bubbles for the boy and the doctor on sticky notes and attach them to the picture. Read the speech bubbles with the students as a shared reading text. Post the picture and ask students to write their own speech bubbles on post-it notes to attach to the picture.\n <\/li>\n <\/ul>\n
                              \n
                            • Brainstorm the different ways that doctors can help people. Record the ideas on chart paper and read it as a shared reading text. \n <\/li>\n <\/ul>\n\n<\/div>
                              \n\n

                              FOLLOW-UP ACTIVITIES<\/h3>\n
                                \n
                              • \n

                                Provide props and clothes and have students role-play the scene from the picture.<\/p>\n <\/li>\n <\/ul>\n

                                  \n
                                • \n

                                  Find an x-ray that students can look at and write about at the science centre.
                                  \n X-ray images can be found on the internet and then copied on an overhead to replicate an x-ray. <\/p>\n <\/li>\n <\/ul>\n

                                    \n
                                  • Have students trace their hands on black construction paper using white chalk. Then have them draw in their bones to create their own x-ray. Post a photo showing an x-ray of a hand for students to model.\n <\/li>\n <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                    Oral Language Teaching Strategy:Offer Prompts and Frameworks to Reluctant Talkers Offer encouragement, low-key prompts, and adequate thinking time to elicit conversation from shy students. Time: one 30-minute or two 15-minute lessons Materials: Emotions\/Interactions Card #2 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE What do you […]<\/p>\n","protected":false},"author":6,"featured_media":3279,"parent":1522,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1525","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1525","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1525"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1525\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1522"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3279"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1525"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}