{"id":1548,"date":"2022-01-03T20:50:26","date_gmt":"2022-01-04T01:50:26","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1548"},"modified":"2022-03-29T10:56:59","modified_gmt":"2022-03-29T14:56:59","slug":"emotions-interactions-card-9-girls-fallen-off-sled","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-9-girls-fallen-off-sled\/","title":{"rendered":"Card #9: Girls Fallen Off Sled"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n \n

Oral Language Teaching Strategy:<\/strong>
\nDisagree Agreeably<\/a> Help students to cope with disagreements in social settings by showing them how they can disagree in discussions. <\/p>\n

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Emotions\/Interactions Card #9; student-made stick puppets
\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]

<\/p>\n

    \n
  • \n

    Let\u2019s pretend it\u2019s a very snowy day \noutside. What do you like to do \nwith your friends on a snowy day?<\/p>\n\t\t \n\t\t Before showing the picture, ask students to imagine doing something fun on a very snowy day. <\/li>\n <\/ul>\n

      \n
    • As each student shares an idea, encourage the rest of the class to pause, visualize the activity, and then act it out. Provide prompts for to these visualizations, such as:\n
        \n
      • How many children do you see?<\/li>\n
      • Tell me what each child is doing.<\/li>\n
      • Can you demonstrate that to the class? <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
          \n
        • Show students the conversation card. Give them time to look at it and think about what is happening. Invite students share their predictions and ideas with a partner. <\/li>\n <\/ul>\n
            \n
          • Allow time for partner discussion and then invite a few partners to share their thinking with the group. <\/li>\n <\/ul>\n

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

              \n
            • Offer prompts to stimulate discussion:\n
                \n
              • What are the children doing in the picture?<\/li>\n
              • What clues can we use to figure out what is happening in this picture?<\/li>\n
              • How are the girls feeling? What makes you think that?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n

                Teaching Tip:<\/strong> The sled in this picture may be unfamiliar to many students. Once the students have had an opportunity to discuss the reaction of the girls, switch the focus to the sled and point out that sleds used to be very different from what we often see today.\n <\/p>\n\n<\/div>

                \n\n

                GOING DEEPER<\/h3>[Inferring\/evaluating] \n
                  \n
                • \n Offer prompts that focus the students on the emotions and interaction portrayed:\n
                    \n
                  • How do you think these girls are feeling? <\/li>\n
                  • Why do you think they\u2019re feeling that way?<\/li>\n
                  • How are they feeling about each other? Do you think they like each other?<\/li>\n
                  • How do you think these girls know one another? Why do you think that?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                      \n\t\t \n\t\t
                    • \n\n\n\nAs students are answering the questions, demonstrate to them how they can disagree in a positive way with one another\u2019s opinions. \n\n

                      Dominic:<\/strong> I think one girl jumped \non the other girl.

                      Brenda:<\/strong> NO! That\u2019s not right! They just \nfell off the sled and landed in the snow on top of each other.

                      Teacher:<\/strong> It\u2019s okay to disagree. Not everyone has to have \nthe same ideas. Try to explain what you think \nis happening in the photograph in a quiet voice \nand explain what made you think that way.<\/p>\n \n <\/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 their personal experiences to the interactions in the picture. Prompts might include:\n
                          \n
                        • Have you ever felt like these girls? What made you feel that way?<\/li>\n
                        • What activities do you like to do in the winter?<\/li>\n
                        • What kinds of things do you do with your friends in the snow?<\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
                            \n

                          • I heard Claire say, \u201cI think the girls are \nsisters because they look alike.\u201d Then I \nheard Michael say, \u201cI think they are friends \nbecause they are wearing different jackets.\u201d \nThese are both good ideas.<\/p>\n\t\t \n\t\t Offer prompts that fit the discussion that you had with the group. \n <\/li>\n <\/ul>\n\n<\/div>

                            \n

                            PREDICTING<\/h3>[Predicting] \n
                              \n
                            • Ask students to think about what might have happened just before and right after the scene in the picture.<\/li>\n <\/ul>\n
                                \n

                              • How would this picture \nlook different in the \nsummer? What might the \ngirls be doing? Wearing?<\/p>\n\t\t \n\t\t Invite students to think about what this scene might look like in another season. \n <\/li>\n <\/ul>\n\n<\/div>

                                \n\n

                                LESSON EXTENSIONS<\/h3>\n
                                  \n
                                • Present the following scenario to students: Four children are sledding but no one wants to pull the sled to the top of the hill. Choose a group of four students to work with you to act out how to solve this problem. Then group students into groups of three to four to work out other scenarios. <\/li>\n <\/ul>\n
                                    \n
                                  • Use the picture as the basis of a shared writing lesson. Create a story to explain what happened in the picture and what might happen after the scene in the picture. <\/li>\n <\/ul>\n
                                      \n
                                    • Place the shared writing text in an area where students can read it during centre time.\n <\/li>\n <\/ul>\n\n<\/div>
                                      \n\n

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

                                        Post the shared writing in an area where students can read it during centre time. <\/p>\n <\/li>\n <\/ul>\n

                                          \n
                                        • \n

                                          Invite students to create a picture of their favourite winter activity. Have them write a sentence to explain their activity. Or, have them explain their activity to you or another student.<\/p>\n <\/li>\n

                                        • Display the picture. Students can act out what they think the girls might be saying to one another. Students may wish to use puppets to role play the scene or be the characters themselves. <\/li>\n <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                                          Oral Language Teaching Strategy: Disagree Agreeably Help students to cope with disagreements in social settings by showing them how they can disagree in discussions. Time: one 30-minute lesson or two 15-minute lessons Materials: Emotions\/Interactions Card #9; student-made stick puppets Grouping: whole class or small group Assessment: Grade One Oral Language Assessment Scale FOCUSING ON THE […]<\/p>\n","protected":false},"author":6,"featured_media":3253,"parent":1522,"menu_order":9,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1548","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1548","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=1548"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1548\/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\/3253"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1548"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}