{"id":1575,"date":"2022-01-03T23:55:52","date_gmt":"2022-01-04T04:55:52","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1575"},"modified":"2022-04-06T15:20:36","modified_gmt":"2022-04-06T19:20:36","slug":"sequence-cards-29-30-31-may-i-have-a-cookie","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/conversation-cards-2-2\/sequences\/sequence-cards-29-30-31-may-i-have-a-cookie\/","title":{"rendered":"Cards #29, 30, 31: May I Have a Cookie?"},"content":{"rendered":"\n
\n\n\t\t\t\n\n
\n\n

Summary:<\/strong> Dad is making cookies and his daughter asks if she can have one. Dad says, \u201cNot now\u201d but the girl sneaks a cookie when he isn\u2019t looking.<\/p>\n \n

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

Time:<\/strong> one 30-minute lesson or two 15-minute lessons
\n Materials:<\/strong> Sequence Cards #29, 30, 31
\n Grouping:<\/strong> whole class or small group
\n Assessment:<\/strong> Grade One Oral Language Assessment Scale<\/a>
\n <\/p>\n\n<\/div>

\n\n

<\/p>

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

<\/p>\n

    \n
  • Display the three cards predominantly, out of order, so all students can see. Be sure to cover the numbers in the left-hand corner of each card.
    \n <\/li>\n
  • Provide ample time for students to look closely at the cards, providing prompts to deepen their observations.\n
      \n
    • What is happening in each picture?<\/li>\n
    • Who are the people in the pictures? <\/li>\n
    • What story is the photographer trying to tell us?<\/li>\n

    • These pictures tell a story. \nWhen you look at the pictures, \nI want you to think about what \nis happening in each picture. <\/p>\n\t\t \n\t\t What changes in each picture?\n <\/li>\n <\/ul>\n <\/li>\n

    • After students have had time to analyze the picture, invite students to share their thinking with a partner.
      \n <\/li>\n
    • Offer prompts to stimulate discussion:\n
        \n
      • Who do you think the girl and man are in these pictures? <\/li>\n
      • Where do you think they are? What clues tell you that? <\/li>\n
      • What clues can we use to figure out what is happening in these pictures?
        \n <\/li>\n <\/ul>\n <\/li>\n <\/ul>\n
          \n
        • Provide time for partner discussion and then invite a few partners to share their thinking with the larger group.
          \n <\/li>\n

        • Marc and Lucia put the pictures \nin the order that they think the \nevents happened. Is this the \nsame order you would have used?<\/p>\n\t\t \n\t\t Ask one pair of students to arrange the cards in their agreed upon order. Then have the rest of the class try to figure out the reasons for putting them in this order. \n <\/li>\n <\/ul>\n\n<\/div>

          \n\n

          GOING DEEPER<\/h3>[Inferring\/evaluating]
            \n

          • Let\u2019s role-play this story. I will \nbe the Father. Who would like \nto be the girl? Let\u2019s put \nourselves in their places and \ntry to imagine what they would \nsay and how they feel.<\/p>\n\t\t \n\t\t Model for students how to act out the scene. Play the role of the Father and choose a student to be the child. After showing students how to role-play, have students role-play the scene in partners.\n <\/li>\n

          • Offer open-ended prompts that focus students on the emotions and interaction portrayed in the pictures:\n
              \n
            • How is the girl feeling in the first picture? What clues tell you this?<\/li>\n
            • How is the Father feeling in the first picture?<\/li>\n
            • How does the girl\u2019s feelings change in the next picture? Why do you think that?<\/li>\n
            • How does the Father\u2019s feelings change in the next picture?<\/li>\n
            • What has changed between the first and last picture? <\/li>\n
            • What do you think the Father said to her to change the way she is feeling?<\/li>\n
            • Do you think the girl make a good choice to take the cookie? What would you have done in her situation?\n <\/li>\n <\/ul>\n <\/li>\n
            • To explore the feelings of the Father and daughter, have students role-play the scene in partners. After the role-playing, create a two-column chart to list the feelings of the Father and the daughter.\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><\/p>\n \n\n<\/div>

              \n\n

              CONNECTING<\/h3>\n\t

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

              [Making connections]<\/p>\n

                \n
              • Encourage students to make personal connections to the pictures. Prompts might include:\n
                  \n
                • Have you ever felt like the girl in these pictures?<\/li>\n

                • Have you ever wanted something \nreally badly? What was it? Did you \nget it? Have you ever disobeyed a \nparent? What happened? How did \nit make you feel? How did it make \nyour parents feel?<\/p>\n\t\t \n\t\t Have you ever wanted something really badly? What was it? How did you feel if you weren\u2019t allowed to have it?<\/li>\n <\/ul>\n \n \n <\/li>\n <\/ul>\n\n<\/div>

                  \n\n

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

                    <\/p>

                    What do you think will happen \nnext? Do you think the Father will \nnotice the missing cookie? If he \ndoes notice, what will happen? Do \nyou think the girl will admit to \nwhat she did? Why or why not?<\/p>\n\t\t \n\t\t Ask students to think about what might happen after the last picture. \n \n <\/li>\n

                  • \n

                    As students discuss their ideas, make sure they are building on the pictures and the discussions that have taken place.\n <\/p>\n <\/li>\n <\/ul>\n\n<\/div>

                    \n\n

                    LESSON EXTENSIONS<\/h3>\n
                      \n
                    • Use the pictures as the basis for a shared writing lesson. Write several sentences for each picture. Have students share the pen with you. The other students can help the student with the writing by spelling the word the child is writing, e.g., c-o-o-k-i-e spells cookie).
                      \n <\/li>\n
                    • Begin a discussion about choices we make. Have students discuss how choices can affect us. If the Father notices the missing cookie should the girl get in trouble? Have students discuss why or why not and how the girl\u2019s choice affected the outcome. Ask students if she could she have made a better choice.
                      \n <\/li>\n
                    • Discuss with students the best time of the day they think they should eat cookies. For example, would it be a good choice to eat cookies right before they go for lunch? Why or why not?
                      \n <\/li>\n
                    • Teach students the song \u201cWho stole the cookie from the cookie jar?\u201d\n <\/li>\n <\/ul>\n\n<\/div>
                      \n\n

                      FOLLOW-UP ACTIVITIES<\/h3>\n
                        \n
                      • Display the pictures and invite students to act out the scene using puppets or by being the characters themselves.
                        \n <\/li>\n
                      • Post the shared writing text at the reading centre and have students read the text on their own or with a partner. \n <\/li>\n
                      • Have students draw or paint an alternate ending for the story. Have students write a sentence about their picture or explain it to a friend.<\/li>\n <\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"

                        Summary: Dad is making cookies and his daughter asks if she can have one. Dad says, \u201cNot now\u201d but the girl sneaks a cookie when he isn\u2019t looking. 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 […]<\/p>\n","protected":false},"author":6,"featured_media":8060,"parent":1563,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1575","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1575","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=1575"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1575\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1563"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/8060"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1575"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}