{"id":1529,"date":"2022-01-02T23:46:56","date_gmt":"2022-01-03T04:46:56","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1529"},"modified":"2022-03-29T10:23:24","modified_gmt":"2022-03-29T14:23:24","slug":"emotions-interactions-card-3-kids-with-puppets","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-3-kids-with-puppets\/","title":{"rendered":"Card #3: Kids with Puppets"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n\t\t\t

Oral Language Teaching Strategy:<\/strong>
\n\t\t\tModel Eye Contact When Listening Model<\/a> powerful listening by making eye contact with the person who is speaking to you. <\/p>\n\t\t\t

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n\t\t\tMaterials:<\/strong> Emotions\/Interactions Card #3
\n\t\t\tGrouping:<\/strong> whole class or small group
\n\t\t\tAssessment:<\/strong> Grade One Oral Language Assessment Scale<\/a> <\/a><\/span><\/span><\/p>\n\t\t\t\n\n<\/div>

\n\n\t\t\t

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

[Analyzing\/inferring] <\/p>\n\t\t\t

    \n\t\t\t
  • \n\t\t\tShow students the picture and ask them to look at it and think about what they see and what they think is happening.
    \n\t\t\t<\/li>\n\t\t\t

  • When we work with someone else it is \nimportant to hear what he or she is \nsaying so we understand one another. \nToday we are going to practise one \nway that helps us be a better listener.<\/p>\n\t\t\t\t\n\t\t\t\tInvite each student to share his or her ideas about the picture with a partner.<\/li>\n\t\t\t<\/ul>\n\t\t\t

    Teaching Tip:<\/strong> Before students share with a partner model how to make eye contact with a student. Show students how to sit knee-to-knee
    \n\t\t\tand eye-to-eye to practise how to make eye contact when listening. <\/p>\n\t\t\t

      \n\t\t\t
    • Provide time for discussions and then invite a few partners to share their thinking with the group.
      \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t
        \n\t\t\t
      • Offer prompts to stimulate discussion:\n\t\t\t
          \n\t\t\t
        • Who are these children? Friends? Students? Brother and sister?<\/li>\n\t\t\t
        • Where do you think these children are?<\/li>\n\t\t\t
        • What activity might these children be doing with the puppets?<\/li>\n\t\t\t
        • Who is doing the talking in this picture? How can you tell?<\/li>\n\t\t\t
        • We don\u2019t know exactly what is happening. It\u2019s okay to suggest different things \tthat make sense and fit with the picture.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>
          \n\n\t\t\t

          GOING DEEPER<\/h3>\n\t

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

          I noticed that as we shared \nour ideas many of us were \nlooking directly at the speaker. \nThat\u2019s one of the ways we can \nshow we are really listening.<\/p>\n\t\n\t\t\t

            \n\t\t\t
          • \n\t\t\tOffer prompts that focus the students on the emotions and interaction portrayed:\n\t\t\t
              \n\t\t\t
            • How are these children feeling as they play with the puppets? (happy, bored)<\/li>\n\t\t\t
            • Why are these children playing with puppets? Are they just playing or are they putting on a puppet show? What makes you think that?<\/li>\n\t\t\t
            • When this picture was taken which puppets were having a conversation? \tWhat clues are there to help you make this prediction?<\/li>\n\t\t\t
            • What are the puppets saying to one another? Why do you think that? <\/li>\n\t\t\t<\/ul>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

              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\t\t\t<\/p>\n\n<\/div>

              \n\n\t\t

              CONNECTING<\/h3>\n\t\t\t

              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\t\t\t

              [Making connections]<\/p>\n\t\t\t

                \n\t\t\t

              • I noticed that when Sam and Hishane \nwere talking to one another that \nthey were looking at each other and \nnodding their heads. Looking at the \nspeaker helps the speaker know that \nthey are being listened to.<\/p>\n\t\t\t\t\n\t\t\t\tAsk students to connect their personal experiences to the situation in the picture. Prompts could include: <\/li>\n\t\t\t

                  \n\t\t\t
                • Tell your partner about a time when you played with puppets. Remember to look \tat your partner when he or she is talking to you.<\/li>\n\t\t\t
                • How do you feel when you play with puppets?<\/li>\n\t\t\t
                • How do you feel when you watch a puppet show?\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t<\/ul>\n\n<\/div>
                  \n\n\t\t\t

                  PREDICTING<\/h3>\n\t

                  [Predicting] <\/p>\n\t\t\t

                    \n\t\t\t
                  • \n\t\t\t

                    Ask students to think about what the children\u2019s puppet play might be about. What makes them think this? Brainstorm and record several possibilities with students. 
                    \n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

                      \n\t\t\t
                    • \n\t\t\t

                      Choose one scenario, create a story with the students, and then invite two students to act out the scenario with puppets.\n\t\t\t<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>

                      \n\n\t\t

                      LESSON EXTENSIONS<\/h3>\n\t\t\t
                        \n\t\t\t
                      • Use the students\u2019 discussions as the basis of a shared writing lesson to develop a list of good listening habits. You can return to the list and read it as a shared reading text.\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t
                          \n\t\t\t
                        • Discuss how telling a story is different than using puppets to tell a story. Take a story or nursery rhyme that is familiar to students and, using puppets, model how to present a story using the puppets.<\/li>\n\t\t\t<\/ul>\n\t\t\t
                            \n\t\t\t
                          • Select one puppet and together with students create a character by giving the puppet a name and different qualities and traits, e.g., is a pirate, likes to sing, doesn\u2019t like to eat oranges, loves to read picture books. Create a chart for the character listing its name, likes, dislikes, and personality traits. \n\t\t\t<\/li>\n\t\t\t<\/ul>\n\n<\/div>
                            \n\n

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

                              Have students create a poster about good listening based on the shared writing text. Ask students to show what good listening looks like, feels like, and sounds like. Encourage students to include pictures and words in their poster. Hang the posters and do a gallery walk. Invite another class, parents, or administration to the gallery walk.<\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

                                \n\t\t\t
                              • \n\t\t\t

                                Provide topic cards to prompt students to create a short skit with a partner. Examples of topics include: a boy loses his library book, a kitten can\u2019t find her Mother, and a girl is going to a doctor\u2019s appointment. Provide words and visuals on each card. <\/p>\n\t\t\t<\/li>\n\t\t\t<\/ul>\n\t\t\t

                                  \n\t\t\t
                                • Post the shared writing text about good listening and invite students to create a puppet play to show what good listening looks like. Have students present their plays to the class.<\/li>\n\t\t\t<\/ul>\n\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                  Oral Language Teaching Strategy: Model Eye Contact When Listening Model powerful listening by making eye contact with the person who is speaking to you. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #3 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] Show […]<\/p>\n","protected":false},"author":6,"featured_media":3268,"parent":1522,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1529","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1529","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=1529"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1529\/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\/3268"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}