{"id":1539,"date":"2022-01-03T19:55:17","date_gmt":"2022-01-04T00:55:17","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1539"},"modified":"2022-03-29T10:34:17","modified_gmt":"2022-03-29T14:34:17","slug":"emotions-interactions-card-5-playing-guitar","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-5-playing-guitar\/","title":{"rendered":"Card #5: Playing Guitar"},"content":{"rendered":"\n
\n\n\t\t\t\n
\n\n

Oral Language Teaching Strategy:<\/strong>
\n Extend and Check the Meaning<\/a> Expand on the language and details in students\u2019 communication to check the meaning. <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #5
\n Grouping:<\/strong> whole class or small group
\n\tAssessment:<\/strong> Grade One Oral Language Assessment Scale<\/a> <\/span><\/span><\/p>\n\t\t\t\n\n<\/div>

\n\n

<\/p>

FOCUSING ON THE PICTURE<\/h3>\n [Analyzing\/inferring]

<\/p>\n

    \n
  • \n \n

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

  • Encourage students to discuss the picture with a partner. What do they notice? Students can begin making simple inferences about the picture. <\/li>\n <\/ul>\n
      \n
    • \n

      I overheard Dominic say, \u201cThe girl is \nplaying.\u201d Did you mean that the girl is \nplaying the guitar? What do you think \nthe girl is playing on the guitar?<\/p>\n\t\t \n\t\t Provide time for partner discussion and then invite a few partners to share their thinking. As you listen, build on their responses.
      \n <\/li>\n <\/ul>\n

        \n
      • Offer the following prompts to stimulate discussion:\n
          \n
        • What are these people doing? What tells you that?<\/li>\n
        • Who do you think the girl is?<\/li>\n
        • Who do you think the man is? Why do you think that?<\/li>\n
        • Where do you think they are?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n

          Teaching Tip:<\/strong> To build prior knowledge introduce students to a guitar in music lessons or have a guitar available for students to try on their own before or after this lesson.<\/p>\n\n<\/div>

          \n\n

          GOING DEEPER<\/h3>[Inferring\/evaluating] \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 girl feeling? (nervous, happy, confident,\u2026) What makes you think that?<\/li>\n
            • How is the man feeling?<\/li>\n
            • \n

              After having time to think and \nreally look at the picture, has \nyour thinking changed from \nwhat you originally thought? \nIf so, how has it changed?<\/p>\n\t\t \n\t\t What do you think the man might be saying to the girl? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n

                \n
              • Have students turn to a partner and share their thinking.<\/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
                • \n

                  When I was 6, I took piano \nlessons. My teacher was nice \nbut it was hard to learn all \nthe keys. Who else has taken \nmusic lessons? What can you \ntell us about your experience?<\/p>\n\t\t \n\t\t Share your own personal experiences about music lessons with the students. <\/li>\n <\/ul>\n

                    \n
                  • Ask students to connect their personal experiences to what is happening in the picture. Prompts might include: <\/li>\n
                      \n
                    • Do you, or would you like to, play an instrument? <\/li>\n
                    • If you could choose any instrument to play, what would it be?<\/li>\n
                    • How do you feel when you play an instrument? Why?<\/li>\n
                    • Have you ever taken lessons for music, art, dance, or sports? How did you feel when you started learning? How did you feel when you improved over time?\n <\/li>\n <\/ul>\n <\/ul>\n\n<\/div>
                      \n\n

                      PREDICTING<\/h3>

                      [Predicting]<\/p>\n

                      What do you think will happen next? \nWhy do you think this? What do you \nthink the guitar teacher will tell the girl \nto do before they have their next lesson?<\/p>\n

                        \n
                      • Ask students to think about what might happen next in this picture.\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. Invite students to act out a possible scenario with a partner.\n <\/li>\n <\/ul>\n\n<\/div>
                          \n\n

                          LESSON EXTENSIONS<\/h3>\n
                            \n
                          • Make a list of instruments that students can play. Then create a graph on chart paper to show all the instruments that students can play and how many students play each particular instrument. Return to the graph and read it as a shared reading text.\n <\/li>\n <\/ul>\n
                              \n
                            • Ask students if they are willing to play their instrument for the class. Have students sign up to share their musical talent with the class. Arrange time for a class talent show so students can present their music.<\/li>\n <\/ul>\n
                                \n
                              • Using the picture as a starting point, build two or three sentences about the picture. Reread the text as a shared reading. <\/li>\n <\/ul>\n
                                  \n
                                • Discuss how sounds are caused by vibrations. When something vibrates it moves back and forth very quickly. Demonstrate by ringing a bell or shaking a tambourine. The vibrations from the instrument travel to your ears.
                                  \n <\/li>\n <\/ul>\n\n<\/div>
                                  \n\n

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

                                    Have a collection of instruments at the music centre for students to explore during centre time.<\/p>\n <\/li>\n <\/ul>\n

                                      \n
                                    • \n

                                      Post a sentence starter: \u201cIf I could play any instrument I would play a ________.\u201d Invite students to write and draw about what instrument they would like to play and why. <\/p>\n <\/li>\n <\/ul>\n

                                        \n
                                      • Have a variety of materials at the science centre so students can explore vibrations and sound.<\/li>\n <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                        Oral Language Teaching Strategy: Extend and Check the Meaning Expand on the language and details in students\u2019 communication to check the meaning. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #5 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Analyzing\/inferring] What do you […]<\/p>\n","protected":false},"author":6,"featured_media":3257,"parent":1522,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1539","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1539","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=1539"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1539\/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\/3257"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}