{"id":1543,"date":"2022-01-03T20:20:05","date_gmt":"2022-01-04T01:20:05","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1543"},"modified":"2022-03-29T10:45:00","modified_gmt":"2022-03-29T14:45:00","slug":"emotions-interactions-card-7-monster-in-the-garden","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-7-monster-in-the-garden\/","title":{"rendered":"Card #7: Monster in the Garden"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n

Oral Language Teaching Strategy:<\/strong>
\n Role-Play: Explore Other People\u2019s Viewpoints<\/a> Use role playing to stimulate social language development and problem solving. <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #7
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a><\/p>\n\n<\/div>

\n\n

<\/p>

FOCUSING ON THE PICTURE<\/h3>\n [Visualizing\/predicting]

<\/p>\n

    \n
  • \n \n

    I have a picture that\u2019s called \u2018Monster in \nthe Garden.\u2019 Before I show you the picture, \ntake a minute to think about what the \npicture may look like. Be very quiet and \nkeep your thoughts in your head until I ask \nyou to share your ideas.<\/p>\n\t\t \n\t\t Introduce the title of the picture, \u2018Monster in the Garden,\u2019 before showing it to the students. Give students enough time to really think about what the picture might look like.
    \n <\/li>\n

  • Provide time for partner discussion and then invite a few partners to share their thinking with the group. <\/li>\n <\/ul>\n
      \n
    • Share the picture with the group and compare their visualizations and predictions with the image in the photograph. <\/li>\n <\/ul>\n

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

        \n
      • Offer prompts to stimulate discussion:\n
          \n
        • What did you think the picture was going to show? What made you think that?<\/li>\n
        • Who are the people in the picture? <\/li>\n
        • Do you think they know one another? What makes you think that?
          \n Where are they? Explain why you think that\n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n\n<\/div>
          \n\n

          GOING DEEPER<\/h3>[Inferring\/evaluating] \n
            \n
          • \n Offer prompts to focus the students\u2019 attention on the emotions and interaction portrayed:\n
              \n
            • How is the lady in the picture feeling? How do you know?<\/li>\n
            • How is the child in the photo feeling? What makes you think that?<\/li>\n
            • What noise is the monster making? Why do you think this?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                \n
              • \n

                I\u2019ll be the monster and you can be the \nadult. Pretend you are watering flowers \nand I\u2019ll sneak up on you very quietly \nand then surprise you with a roar.<\/p>\n\t\t \n\t\t Model how to role play the scene by taking the part of one character and inviting a student to take the role of the other character. Then invite students to role play the scene in partners. <\/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\t\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 younger, my brother dressed up \nas a scarecrow and snuck up behind me in our \nkitchen. At first I didn\u2019t know who he was!<\/p>\n\t\t \n\t\t Make your own connection to the picture by describing a time in your life when you dressed up as a monster or when you were surprised by someone wearing a costume. <\/li>\n <\/ul>\n

                    \n
                  • Invite students to make their own connections to the picture by prompting them: <\/li>\n
                      \n
                    • Have you ever worn a costume? What was it like?<\/li>\n
                    • How do you feel when someone sneaks up on you? Why do you feel that way?<\/li>\n
                    • What kinds of costumes have you made on your own? What materials did you use?<\/li>\n
                    • What kinds of things have you made with a box? <\/li>\n <\/ul>\n \n <\/ul>\n\n\n<\/div>
                      \n\n\n

                      PREDICTING<\/h3>[Predicting] \n\n\n
                        \n

                      • What do you think will happen next? \nWhy do you think this?<\/p>\nAsk students to think about what could happen after the scene shown in the picture. <\/li>\n <\/ul>\n

                          \n
                        • Choose one scenario and have students act it out with a partner. \n <\/li>\n <\/ul>\n\n<\/div>
                          \n\n

                          LESSON EXTENSIONS<\/h3>\n
                            \n
                          • Tell students that they are going to pretend to be a monster who likes to chant. Together create a chant, for example:

                            \n
                            \nI am a monster
                            \nAnd this is what I do
                            \nI make scary noises
                            \nOOOO – OOOO – OOOO

                            \n\nI am a monster
                            \nAnd this is what I eat
                            \nI eat fresh flowers
                            \nThey\u2019re sweet, sweet, sweet!\n<\/blockquote> \n <\/li>\n <\/ul>\n
                              \n
                            • Create a companion chant for the person watering flowers in the garden to explore what they might say back to the monster.<\/li>\n <\/ul>\n
                                \n
                              • Divide the class into two groups and have each group read the chants as a choral reading.
                                \n <\/li>\n <\/ul>\n\n<\/div>
                                \n\n

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

                                  Provide materials at the art centre so students can make a monster mask. As students share their masks, ask questions like \u201cWhat type of monster is it?\u201d and \u201cWhat sound does the monster make?\u201d <\/p>\n <\/li>\n <\/ul>\n

                                    \n
                                  • \n

                                    Display the card and invite students to role play the scene using puppets or by acting as the characters.<\/p>\n <\/li>\n

                                  • Invite students to draw or paint a picture to show what might happen after the scene shown in the picture. <\/li>\n <\/ul>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                    Oral Language Teaching Strategy: Role-Play: Explore Other People\u2019s Viewpoints Use role playing to stimulate social language development and problem solving. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #7 Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE PICTURE [Visualizing\/predicting] I have a picture that\u2019s […]<\/p>\n","protected":false},"author":6,"featured_media":3255,"parent":1522,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1543","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1543","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=1543"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1543\/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\/3255"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1543"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}