原版英语RAZ 教案raz_laa52_lunchatschool_lp.pdf

1Lunch at SchoolLesson PlanLeveLaaaa Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:10 Word Count:16Book SummaryLunch at School is a simple story about a common activity.Different parts of lunch are revealed in two-word sentences,while interesting illustrations brighten the story with comic and engaging characters.Use this book to teach students about connecting to prior knowledge as well as finding details that support a main idea and using nouns.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Identifymainideaanddetails Discriminateinitialconsonant/k/sound IdentifyinitialconsonantCc Recognizeandusenouns Identifyandusethehigh-frequencywordmyMaterialsGreentext indicates resources are available on the website.BookLunch at School(copy for each student)Chalkboardordry-eraseboard Dictionaries Cutoutpagesfromanextracopyofthebook Main idea and details,initial consonant Cc,nouns worksheets Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequencyword:my Content words:Story critical:bag(n.),carrots(n.),cookie(n.),friends(n.),lunch(n.),milk(n.),napkin(n.),noodles(n.)Before ReadingBuild Background Havestudentsraisetheirhandiftheybroughtlunchtoschool.Then,havestudentsraisetheirhandiftheyarepurchasingschoollunch.Recordtheresultsontheboardusingtallymarks.Readthecafeteriamenuforthedayaloudtostudents.Askstudentstothinkaboutwhattheyarehavingforlunch,whetheritisintheirlunchbagorsomethingtheywillbuyfromthemenu.Havestudentsdrawapictureofthefoodtheywilleat.Havestudentssharetheirpictureswithapartner.2Lunch at SchoolLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga- Askstudentswhethertheyarelookingforwardtolunchornot.Ontheothersideoftheirpicture,have students draw a smiling face or a frowning face,to reflect how they are feeling.Invitevolunteerstosharewiththeclasshowtheyfeelaboutlunchandhavethemexplainwhy.Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatengagedreadersmakeconnectionsbetweenwhattheyalreadyknowand new information they read.Making these connections to prior knowledge helps readers to understand and enjoy what they are reading.Modelconnectingtopriorknowledgeusingthecover.Think-aloud:On the cover,I see several children sitting at a table with bags in front of them.The title of the book isLunchatSchool,so I know these children are students preparing to eat lunch.I think about what knowledge I already have about eating lunch at school.When I was in elementary school,my mother prepared my meals.I took foods like sandwiches,chips,apples,and cookies.Sometimes I used a brown paper sack,and sometimes I used a lunch box.My prior knowledge helps me to understand what is in those bags in front of the children and what the characters are feeling as I remember how it felt for me to eat lunch at school.Remindstudentsofthepicturestheydrewearlierinthelesson.Pointoutthatthisistheirpriorknowledge about school lunches since it represents information they already know about the topic.Havestudentssharewithapartnerhowtheycanconnecttopriorknowledge,usingthepictureand title on the cover connected with the pictures they drew about their school lunch.Invite students to share their connections with the rest of the class.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatsomestorieshaveamainidea,whichisabigideathatthebookismostlyabout.Readthetitletostudents.Explainthatthetitleoftenprovidescluesaboutthebooksmainidea.Havestudentssharewithapartnertheirpredictionsaboutthemainideaofthebook.Writethefollowingphraseontheboard:contents of a school lunch.Readthephrasealoudandexplaintostudentsthisisthemainideaofthestory.Havestudentsreaditaloudwithyou.Discuss with students the meaning of the word contents and ask some students to share the contents of their school lunch they brought that day.Explaintostudentsthatwhenastoryhasamainidea,italsohasdetails,whicharefactsordescriptionsthathelpexplainthemainidea.Pointoutthatthisstorywillhavedetailsaboutschool lunch.Modelidentifyingdetailsthatsupportthemainidea.Think-aloud:I know that the main idea of this story is contents of a school lunch.As I read,I am looking for details that support that idea.For instance,on page 3,I see in the picture three students,each with their own lunch.Two of them have lunch bags,but the third girl has hot lunch from the cafeteria.I see on her tray a salad and oranges.These two food items are part of the contents of her lunch.Therefore,a salad and oranges are details that support the main idea of the story.Brainstormwithstudentstogeneratealistofdetailsthatcouldsupportthemainidea,contentsofaschoollunch.Remindthemtothinkaboutthepicturestheydrewearlierrepresentingtheirownlunch.Recordthesedetailsontheboard.3Lunch at SchoolLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage5,youmightsay:The girl carries her lunch in a bag.What does her bag look like?What sound does the word bag begin with?Thats right,the/b/sound.The letter Bb makes the/b/sound.Pointtothewordbag on this page.Remindstudentstocheckthepictureandusethebeginninglettertodecodedifficultwords.Forexample,onpage6,pointtothewordnoodlesandsay:I am going to check the picture to help me decode this word that begins with the letter Nn.I know that the letter Nn makes the /n/sound.In the picture,I see the girl eating a food that looks like spaghetti.However,the word spaghetti starts with the/s/sound,and this word begins with the/n/sound.I know that spaghetti has noodles and sauce.The word noodles begins with the/n/sound,and the sentence and picture make sense with this word.The word must be noodles.Repeatthisprocesswithotherchallengingvocabularywords.Set the Purpose Havestudentsreadtofindoutmoreabouttheschoollunchforthecharactersinthisstory.Remindthemtothinkaboutthedetailsthatsupportthemainideaofthebook.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage5.Encouragethosewhofinish early to go back and reread.Modelmakingconnectionstopriorknowledge.Think-aloud:On page 5,the girl opened the milk that she took out of her lunch bag.When I saw this page,I remembered milk from my school days.We drank milk in those exact same square containers,and we had a choice of chocolate or regular.It looked as though the girl in the story had regular milk;I always chose chocolate.We all loved the milk at school.Connecting to prior knowledge helped me to remember what I was reading and enjoy the story more because I could relate to it.Asyouarespeaking,drawapictureofimagesfromyourpriorknowledgeontheboard.Havestudentsdrawapictureoftheirownpriorknowledgethattheyconnectedwiththetext.Invitevolunteerstoshareandexplaintheirpictureswiththerestoftheclass.Reviewthemainideaofthestory:contentsofaschoollunch.Askstudentstothinkaboutwhether or not milk is a detail that supports the main idea(yes,it is one part of a school lunch).Havestudentssharewithapartner,andthencallonstudentstoshareanddefendtheiranswerwith the rest of the class.Introduceandexplainthemain-idea-and-details worksheet.Readaloudthemainideawritten ontheworksheet.Writethewordmilkontheboard.Havestudentswritethewordinoneof the empty spaces on the worksheet and draw a corresponding picture.Check for understanding:Havestudentsreadtotheendofpage8.Havestudentsdrawanewpicture that shows how they connected their prior knowledge to the story.Askstudentstothinkaboutnewdetailstheyreadthatsupportthemainidea.Havethemchooseone of the details from the story to draw and label on their worksheet.Invite volunteers to share their details with the rest of the class and record the details on the board.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyknow orhaveexperiencedwithschoollunchesandtoidentifyimportantdetailsfromthestory.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.4Lunch at SchoolLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:Onthelastpageofthestory,Isawthatthechildrenwereeatingandlaughing,andthe words on the page said,“My lunch!”I thought about my own knowledge,how I loved to eat lunch,and how it gave me energy for the day.I remembered how happy I was when we had our lunch break,and I understood why the characters looked pleased.As I read,I was reminded of allmyownlunchtimeexperiences,whichallowedmetoenjoyandunderstandthisstory.Havestudentsreviewthepicturestheydrewrepresentingtheirconnectionstopriorknowledge.Havestudentsworkingroupstosharetheirconnectionsusingtheirpictures.Askstudentstoshare with the class if anyone in their group made similar connections.Discuss how their prior knowledgecomparedandwhethertherearesimilarconnectionsinthetext.Askstudentstoexplainhowmakingconnectionstopriorknowledgehelpedthemtounderstandand enjoy the story.Reflect on the Comprehension Skill Discussion:Reviewthemainideaanddetailsrecordedontheboard.Havestudentsexplaintoa partner why these details all support the main idea of the story.Discuss with students other details the author could have used in the story that would have supported the main idea.Independent practice:Havestudentscompletetheirmain-idea-and-detailsworksheet.Iftimeallows,discuss their answers.Enduring understanding:Inthisstory,agirlenjoyseatingherschoollunchwithfriends.What aresomeofyourfavoriteschoollunches?Whyislunchtimesomuchfunformoststudents?Build SkillsPhonological Awareness:Initial consonant/k/sound Saythewordcarrotsaloudtostudents,emphasizingtheinitial/k/sound.Havestudentssay the word aloud and then say the/k/sound.Sayaloudthenamesoffooditemsfromthebookandhavestudentsclapwhentheyhearawordthat begins with the/k/sound(carrots,cookie).Ask students to work in groups to think of other words that begin with the/k/sound,such as corn,candy,kiwi,cake,cabbage,and so on.Invite volunteers to share a word and have the rest of the class give a thumbs-up signal if they agree that the word begins with the/k/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsraisetheirhandifthewordbeginswiththe/k/sound:cat,king,milk,cot,bag,kid,cup,and lunch.Phonics:Initial consonant Cc Writethewordcarrots on the board and say it aloud with students.Havestudentssaythe/k/soundaloud.Then,runyourfingerunderthelettersinthewordasstudents say the whole word aloud.Ask students to identify which letter represents the/k/sound in the word carrots.Explaintostudentsthattheletter Cc canproducetwosounds:the/k/soundorthe/s/sound,dependingontheword.Pointoutthattheclassisfocusingonwordsthatusethe/k/sound in this lesson.HavestudentspracticewritingtheletterCc on a separate piece of paper while saying the /k/sound.Check for understanding:Writethefollowingwordsthatbeginwiththe/k/soundontheboard,leavingofftheinitialconsonant:cub,can,cut,cuff,and coat.Sayeachword,oneatatime,and have volunteers come to the board and add the initial Cc to each word.5Lunch at SchoolLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,explain,andhavestudentscompletetheinitial consonant Cc worksheet.If time allows,discuss their answers.Grammar and Mechanics:NounsCutthepagesoutofanextracopyofthebook.Tapethepicturefrompage7totheboard.Pointtovariousnounsinthepictureandaskstudentstoidentifythem.Writetheirnamesontheboard.Explaintostudentsthatsomewordsarenamingwords.Wecallthesenamingwordsnouns,and they name people,places,or things.Askstudentstolookatthenounswrittenontheboard.Havethempointtonounsthatname aperson,andcirclethosewords.Havethempointtonounsthatnameathing,andunderlinethose words.Havestudentsdiscusswithapartnertheplaceorplacesthatareshowninthestory.Callonstudents to share a noun that names a place,write these words on the board,and then draw aboxaroundthem.Check for understanding:Havestudentsreadthroughthebookwithapartner.Havethem circleallthenounstheyfind.Encouragethemtocircleandlabelthenounsinthepictures.Independent practice:Introduce,explain,andhavestudentscompletethenouns worksheet.If time allows,discuss their answers.Word Work:High-frequency word myExplaintostudentsthattheyaregoingtolearnawordtheywilloftenseeinbookstheyread.Writethewordmyontheboardandreadthewordaloud.Havestudentsreadthewordwithyou.Askstudentstousetheirfingerstowritethewordmy at the top of their desk as you spell it aloud with them.Explaintostudentsthatthewordmy is an adjective that means the following object belongs to the person speaking.As a visual demonstration,hold up one of your possessions,such as apencil.Emphasizingthewordmy,say:This pencil belongs to me.This is my pencil.Havestudentstakeoutoftheirdeskssomethingtheyown.Askthemtocalloutthefollowingsentence:Thisismy_.Check for understanding:Havestudentscreatefiveoralsentenceswithapartner,allcontainingthe word my.Invite volunteers to share a sentence with the rest of the class,and have the other students give a thumbs-up signal if they agree that the sentence properly uses the word my.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemdiscusstheconnectionstheymadetothebookwithsomeoneathome.6Lunch at SchoolLesson Plan(continued)LeveLaaaa Learning AZ All rights reserved.www.readinga-Extend the ReadingInformational Writing and Art ConnectionHavestudentsdrawapictureoftheirbackpack.Havethemlabeltheirpicturewiththefollowingsentence:My backpack.Ask them to think about the contents of their backpack.Discuss with students the types of objects children carry in their backpacks,and record a list of keywords on theboard.Writethefollowingsentencestarterontheboard:My _.Havestudentswritefour two-word sentences describing the contents of their backpack,using the sentence starter and akeyword.Invitestudentstodrawillustrationstomatchtheirsentence