原版英语RAZ 教案M08-Aesop's Fables.pdf

1 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson PlanLeveLMMAbout the BookText Type:Fiction/Fable Page Count:16 Word Count:769Book SummaryAesops Fables offers readers a collection of simple yet valuable life lessons.each of seven separate tales uses animal characters to tell a story that contains a clear moral.Classic illustrations enrich the text.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandtext Analyzecharacters Identifyther-controlled vowels ir,ur,and er Understandtheuseofquotationmarks RecognizeandnameantonymsMaterialsGreen text indicates resources available on the website BookAesops Fables(copy for each student)Dictionaries Chalkboardordryeraseboard Analyzecharacters,quotationmarks,antonymsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:admitted(v.),flatter(v.),greedy(adj.),humble(adj.),jealous(adj.),luxury(n.)Before ReadingBuild Background Askstudentswhattheyknowaboutfables(simplestoriesthatteachalessonandcontainamoral).Discussotherfablestheymayhavereadorheardabout.Askavolunteertotellwhat amoralis(amessageaboutrightandwrong).Askstudentstoclosetheireyesandvisualize,orpictureintheirmind,apeacockwithitstailopenedwide.Askthemtosharewhattheysee.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.2 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMM Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Invitestudentstopreviewtherestofthebookbylookingattheillustrations.Discusswhattheillustrationstellaboutthebook.AskstudentswhattheythinkAesops Fables isabout,basedonwhattheyseeintheillustrations.Pointoutthetableofcontentsandtalkabouthowithelpsthereaderknowmoreaboutthebook.Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout a topic.Readpage4aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a story,I always pause after several pages to create a picture in my mind of what the author is describing.Doing this helps me keep track of everything,and it also helps me make sure I understand what is happening.For example,on page 4,the author describes the stork trying to eat soup from a flat dish.I pictured the stork with its long beak,awkwardly trying to drink some soup and getting frustrated.I know that good readers always try to create pictures in their mind when they read,so I am going to try to visualize as I read this story.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeinthepictures.Reinforcethevocabulary words they will encounter in the text.Writethefollowingcontentvocabularywordsontheboard:admitted,humble,and jealous.Explaintostudentsthatmostofthetime,goodreadersusecontextcluestohelpfigureoutthemeaningofanunfamiliarwordinthetext.However,sometimestheywillnotfindenoughcontextcluestoclearlydefinetheunfamiliarword.Modelhowstudentscanuseadictionarytolocateawordsmeaning.Haveavolunteerreadthedefinitionforjealous in the dictionary.Have studentsfollowalongonpage10asyoureadthesentenceinwhichthewordjealous is found to confirmthemeaningoftheword.Pointtothewordadmittedontheboard.Repeattheprocess,readingthedefinitionofadmitted inthedictionaryandreadingthesentenceinwhichadmittedisfoundonpage4.Askavolunteertoexplainwhyitisnecessarytolookuptherootwordadmitinthedictionary,withoutthesuffix-ed.Pointtothewordhumbleontheboard.Havestudentsreadthedefinitionofhumble in the dictionary and locate the sentence in which humbleisfoundonpage12.Remindstudentstocheckwhetherawordmakessensebyrereadingthesentenceinwhichitoccurs.Set the Purpose Havestudentsreadthebooktoidentifythemoralthateachstoryteaches.Remindthemtostopandvisualizeastheyreadtohelpthemrememberandunderstandwhattheyrereading.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage8.Askiftheystoppedtovisualize,orcreateamentalpictureof,anyoftheimagestheauthordescribedinthebooksofar.Modelvisualizingwhilereadingthetext.Think-aloud:When I read about the fox tricking the crow on page 6,I paused to picture in my mind how that would look.I envisioned the fox with a sly look on his face as he flattered the crow.I imagined the crow puffing up with pride as the fox complimented her.3 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMM Check for understanding:Havestudentssharepicturesthattheyvisualizedintheirmindwhilereading.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread the rest of the stories.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askvolunteerstoshareexamplesofthethingstheyvisualizedastheyreadthebook.Askhowusingthestrategyofvisualizinghelpedthemunderstandandrememberwhattheyread.Think-aloud:When I read about the crow and the pitcher,I paused for a moment to visualize.I pictured in my mind the half-full pitcher and the thirsty crow trying to fit his beak into the narrow neck of the bottle.This helped me to understand what I had read and remember that part of the story.Teach the Comprehension Skill:Analyze characters Introduce and model:explain that there are many ways to learn about a character in a story.One wayistolookatacharacterswords.Anotherwayistolookforthingsthecharacterdoes.Explaintostudentsthattheauthorusesacharacterswords,thoughts,andactionstohelpthereadergettoknowthecharacterandformanopinionabouthimorher.Discussion:Directstudentstopage6.Askthemtoidentifythecharactersinthestory(fox,crow)andsharewhattheycantellaboutthemfromtheillustrationonpage7(howtheylook).Askstudentshowtheygettoknowthecharacters(throughtheauthorswords).Askhowtheythinkthestorymightsoundifthefoxhimselfweretellingthestory.Readpage6aloudwhilestudentsfollowalongsilently.Askstudentswhatthefoxswordstellabouthim.Remindstudentsthatthefoxtellsthecrow,You are the prettiest bird I have ever seen,andwhenthecrowlooksdownatthefox,thefoxcontinues,You fly so fast and gracefully.(Thefoxiscunning,resourceful,calculating,andsoon).Readpage6again.Askstudentswhattheauthorswordstellaboutthecrow(shelikestobeflattered,sheisagoodsinger,sheisvain,andsoon).Check for understanding:Readpage16.Askstudentswhattheauthorswordstellaboutthedog(heishungry,greedy,observant,andsoon).Independent practice:Introduce,explain,andhavestudentscompletetheanalyzecharactersworksheet.Iftimeallows,discusstheiranswers.Enduring understanding:Inthisbook,youreadsevenstorieswrittenbyanauthornamedAesop.Theyallhaveanimalsascharacters,andtheyallhaveamoral,whichisdesignedtoteachthereaderalesson.IfAesopwrotehisstoriesforpeople,whywouldhechooseanimalsasthemaincharacters?How do these stories“teach”you a lesson?4 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMMBuild SkillsPhonics:R-controlled vowels ir,ur,and er Havestudentslookatthecoverofthebook.Askthemtonametheanimaltheyseeinthepicture(bird).Writethewordbird on the board and point to the ir.explain that the letters i and rtogetherstandforthevowelsoundtheyhearinthewordbird.explain that the ir letter combinationisoneofthelettercombinationsthatstandforagroupofsoundscalledr-controlled vowelswiththe/ur/sound.Havestudentsturntopage10.Pointoutthewordsfeather and treasure.Have students repeat the words and listen for the/ur/sound.explain that the other r-controlled/ur/sound letter combinations are ur and er.Writethewordsfeather and treasure on the board and circle the r-controlled/ur/sound letter combinations.Writethewordsover and ovenontheboardandsaythemaloud.Askstudentswhichwordcontains the same vowel sound as in bird.Makesurestudentscandifferentiatebetweenthetwo vowel sounds.Check for understanding:Havestudentsworkwithapartnertolookonpages6and8andunderline more examples of the r-controlled/ur/sound(stranger,flatter,pitcher,thirsty,under).Askstudentstoshareexamples.Writeeachexampleontheboardandinvitevolunteerstocirclethe r-controlledvowelspellingineachword.Runyourfingerunderthelettersineachwordasyou have students practice the pronunciation and blend the sounds of the whole word.Independent practice:Havestudentslookforwordswithther-controlled/ur/sound on their own.Havethemlookonpages12and14andcircleorhighlightwordswithther-controlled/ur/sound(rather,luxury,pasture,shepherd).Iftimeallows,discusstheiranswers.Grammar and Mechanics:Quotation marks Writethefollowingontheboard:“I bet you can sing,too,”he said.Askstudentsiftheycantellwhatwordsarebeingspoken.Explainthatquotation marksarethepunctuationmarks(“,”)arounddialogueintext.Discussthedifferencebetweenwhatisbeingsaidaloudbythecharacters(I bet you can sing,too)and what is not(he said).Directstudentstopage10.Askthemtoidentifythewordsbeingspoken(You are jealous of the nightingale,but you should not be.You are special just as you are.)and which words are not beingspoken(Peacocks strange voice made people laugh,The goddess replied,and so on).Askstudentstotellwhatthepeacockaskedfor(anewvoice)andhowitisdifferentfromwhatthegoddesssaid(thepeacockswordsarenotinquotationmarksbecauseheisnotspeakingdirectly to another character).Discussthedifferentwordsauthorsusetodepictdialogue(replied,asked,said,and so on).Remindstudentsthatthesewordscomedirectlybeforeorafterthequotationmarkstoshowthatthecharacterisspeaking.Brainstormandcreatealistontheboardofwordsauthorsmayuse instead of the word said(asked,yelled,replied,thought,and so on).Check for understanding:Havestudentsfindandcircletheotherplacesinthebookwheresomeoneisspeaking(page6).Askstudentstotellwhoisspeaking(thefox)andwhichofthewordstellshowheisspeaking(said).Independent practice:Introduce,explain,andhavestudentscompletethequotationmarksworksheet.Iftimeallows,discusstheiranswers.Word Work:Antonyms Havestudentsturntopage4.Askavolunteertoexplainwhythestorkcouldnoteatsoupfromtheflatdishbutcouldeatsoupfromthejar(Thestorkhadalongbeak).Writethewordlong ontheboard.Askstudentstosuggestawordthatmeanstheoppositeoflong(short).Revieworexplain that a word that means the opposite of another word is called an antonym.Discusswithstudentshowthestorywouldbedifferentifthestorkhadashortbeak.5 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMM Havestudentsrereadthemoralonpage4:If you do mean things to others,they might do mean things to you in return.Askthemtothinkofanantonymforthewordmean(nice,kind).Askstudentstorereadthemoralusingtheoppositeof meanandthinkaboutwhetherthenewsentence could be a moral.Havestudentsworkwithapartnertofindandcirclewordsonpage12thatareantonyms(poor/rich,country/city).Askstudentstosharetheiranswers.Writetheiranswersontheboard.Discusshowlive simply and live in luxury are also opposites or antonyms.Check for understanding:Writethefollowingwordsontheboard:light,bottom,ugly,weak,slow,small.Havestudentslookonpages8and10tofindantonymsforthewordsontheboard(heavy,top,beautiful,strong,fast,big).Have them write their answers on a separate piece of paper.Independent practice:Introduce,explain,andhavestudentscompletetheantonymsworksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethempracticevisualizingthestorywithsomeoneathomeandthencomparethepicturestheycreated in their minds.Extend the ReadingFolktale Writing ConnectionRemindstudentsthatfablesaresimplestoriesthatteachusalessonthroughamoral.Brainstormwithstudentssomemoralsrelatedtoschool(alwaysdoyourhomework,cometoclassprepared,taketurns,makefriends,andsoon).Havestudentswritetheirownfablethatincludesaschool-related moral.Social Studies ConnectionProvideprintandInternetresourcestohavestudentsresearchAesop,apersonwholivedinancientGreece.Havethemfindandcollectthestorieshewroteovermanyyearsandspanningmanycultures.Havestudentsreadbooksabouthislifeandthetimeperiodduringwhichhelived.Askwhytheythinkhisstorieshavelastedsolongandwhythemoralshaveremainedtrueforalltheseyears.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose forreading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.6 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMMAssessmentMonitor students to determine if they can:consistentlyusethereadingstrategyofvisualizingtobettercomprehendtext accuratelyanalyzethewordsandactionsofcharactersduringdiscussionandonaworksheet identifyther-controlled/ur/soundandthespellingsthatstandforitintextandindiscussion correctlyunderstandtheuseofquotationmarksintextandonaworksheet correctlyidentifyandlocateantonymsintextandduringdiscussionComprehension Checks BookQuiz RetellingRubric