原版英语RAZ 教案N03-Raven and the Flood.pdf

1Raven and the FloodLesson PlanLeveLN Nwww.readinga-About the BookText Type:Fiction/Folktale Page Count:22 Word Count:897Book SummaryIn Raven and the Flood,a great storm covers the world in water.A wise sea captain builds a very large boat and gathers one male and one female of each animal.He loads the animals and his family onto the boat and sets sail.After the rains stop,he sends Raven and Dove to find land;each returns with proof of land and life beyond the boat.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Identifythesettingofthestory Identifyinitialconsonantfl-blends Identifycompoundsubjects IdentifyanduseantonymsMaterialsGreentext indicates resources available on the website BookRaven and the Flood(copy for each student)Chalkboardordryeraseboard Dictionary Storyelements,initialconsonantfl-blends,compoundsubjects,antonymsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may bedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:fertile(adj.),flooded(v.),respect(n.),survived(v.),visible(v.),wise(adj.)Before ReadingBuild Background Discusswhatstudentsknowaboutfloods.Askstudentsiftheyhaveeverexperienceda floodoriftheyhaveeverseenpicturesofafloodontelevisionorinbooksormagazines.Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversand read the title.Have students discuss what they see on the covers and offer ideas as to what kind of book this is and what it might be about.Ask students if they think this book is fiction or nonfiction.Learning AZ,Inc.All rights reserved.www.readinga-2Raven and the FloodLesson Plan(continued)LeveLN N Learning AZ,Inc.All rights reserved.www.readinga- Showstudentsthetitlepage.Talkabouttheinformationthatiswrittenonthepage(title of book,authors name,illustrators name).Introduce the Reading Strategy:Summarize Reinforcehowstoppingtosummarizewhatishappeninginabookwhilereadingisastrategythatgoodreadersusetomakesenseoftext.Think-aloud:To summarize what Ive read,I need to decide whats important and what isnt.Then,in my mind,I organize the important information into a few sentences and think about them for a couple of moments.Since I havent read the book yet,its difficult to decide whats important and what isnt at this point,but as I read,I will think about whats important information and what isnt.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Writethefollowingvocabularywordsontheboard:wise,visible,flooded,and survived.Givegroupsofstudentsalargepieceofblankpaper.Havethemdividethepaperintofoursections.For each word,ask students to write or draw what they know about the word.Have groups discuss and create a definition for each word using their prior knowledge.Reviewthatadictionarycontainsalistofwordsandtheirdefinitions.Modeltostudentshowtouseadictionarytofindawordsmeaning.Inviteavolunteertoreadthe definition for visible in the dictionary.Ask students to compare the definition with their prior knowledgeoftheword.Thenhavestudentsfollowalongonpage6asyoureadthesentenceinwhich the word visibleisfoundtoconfirmthemeaningoftheword.Repeattheexercisewithremaining vocabulary words on the board.Set the Purpose HavestudentsreadthebooktofindoutwhathappenstoRavenaftertheflood,stoppingaftereveryfewpagestosummarizethestoryintheirminds.During ReadingStudent Reading Guide the reading:Have students read to the end of page 10.encourage them to look for what happenstoRavenashefliestolookforland.Iftheyfinishbeforeeveryoneelse,theycangobackand reread.Modelsummarizingthestory.Think-aloud:I made sure to stop after the first three pages to summarize what Id read so far.First,I decided what was important and what wasnt.Then,in my mind,I organized the important information into a few sentences and thought about them for a couple of moments.I thought about how it rained for eighty days and eighty nights,and how the world was flooding.I also thought about the wise sea captain who gathered one male and one female of each animal before he and his family lifted anchor.Encouragestudentstoreadtheremainderofthestory.Remindthemtothinkaboutwhathappenstothecharactersandwhysotheycansummarize,orreview,theeventsintheirminds.Have students make a small question mark in their book beside any word they do not understandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.3 Learning AZ,Inc.All rights reserved.www.readinga-Raven and the FloodLesson Plan(continued)LeveLN NReflect on the Reading Strategy Discusshowstoppingtoreviewintheirmindswhatishappeninginthestoryhelpsthemremember the events and better understand what is happening.Teach the Comprehension Skill:Story elements:Identify setting Discussion:Discuss the setting of the story.Remind students that the setting is the time and place where a story occurs(a long time ago,on the ocean).Ask students to tell how they know the setting of this story(the authors words and the illustrators pictures give us clues).Introduce and model:Revieworexplainthatinmanystories,thesettingchangesthroughout.Asreaders make their way through the book,the place where the characters are may change;the time of day,season,or year may change as well.Ask students to think about the changes that take place in this storys setting.Havestudentsturntopage9.Readthroughthepagetogether,havingstudentsidentifythewords that depict setting(for days,over the water,on the seventh day,a large mountain).Explainthatthesewordsshowwhereandwhenthestorytakesplace.AskifRavenstaysoverthewater for the whole story(no).Discuss how the setting changes because he is looking for land.Check for understanding:Havestudentsturntopage10andcirclethewordsinthetextthatdepictthenextsetting(a cave,the side of the mountain,in the darkness).Discuss how the setting that surrounds Raven is different from when the story began(daylight turned to darkness,hes no longer over the water but on a mountain).Point out the illustrations and how they support thetext.Independent practice:Introduce,explain,andhavestudentscompletethestory elements worksheet.If time allows,discuss their answers.Extend the discussion:TalkwithstudentsaboutwhattheythinkofthecaptainsdecisiontokeepRavens discovery a secret.Ask if they would keep the secret if they were Raven.Build SkillsPhonics:Initial consonant fl-blends Writethewordsflood and flew on the board and say them aloud with students.Havestudentssaythe/fl/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhichtwoletterstogetherrepresentthe/fl/sound at the beginning of the words flood and flew.Writethefollowingwordsthatbeginwiththeinitialconsonant fl-blend,leavingofftheblend:float,flew,flight,flame,flute,flinch.Sayeachwordoneatatimeandhavevolunteerscometothe board and add the fl-blendtothebeginningofeveryword.Check for understanding:Have students work with a partner to reread the book.Ask students to circle all the words in the book that contain the initial consonant fl-blend(flood,flowed,flooded,fly,flew).Have students add up how many initial consonant fl-blends they were able to find and compare answers as a class.Independent practice:Introduce,explain,andhavestudentscompletetheinitial-consonant-fl-blends worksheet.If time allows,discuss their answers.Grammar and Mechanics:Compound subjects Directstudentstothethirdsentenceonpage3:Thunder shook the ground.Ask them to tell whatthesentenceisabout(thunder).Explainthatthisiscalledthesubjectofthesentence.Thesubject tells who or whatthesentenceisabout.Writethefollowingsentenceontheboard:Giant black storm clouds filled the sky.Askstudentswhattheythinkthesubjectis.Explainthatthewords giant,black,and stormareadjectivesthattellwhatthesubject,clouds,lookslike.Theverbfilled tells what the clouds did.4 Learning AZ,Inc.All rights reserved.www.readinga-Raven and the FloodLesson Plan(continued)LeveLN N Tellstudentsthatsomesentenceshavemorethanonesubject.Explainthatwhenasentence hasmorethanonesubjectitcontainsacompound subject.Direct students to the second sentenceonpage6:The captain and his crew stood on deck,amazed by all the water.Ask studentstotellthesubjectsofthesentence(captain,crew).Thenaskthemtotellwhatthesubjectsdid(stood on deck).Explainthattheycanchecktheiranswersbyusingeachsubjectseparatelyinthesentence.Demonstratebyreadingthesentenceasfollows:The captain stood on deck.His crew stood on deck.Tellstudentsthatyouknowbothofthesearesubjectsbecausethey make sense with the verb.Check for understanding:Direct students to page 21 and ask them to find the sentence that has acompoundsubject.Independent practice:Introduce,explain,andhavestudentscompletethecompoundsubjectsworksheet.If time allows,discuss their answers.Word Work:Antonyms Havestudentsturntopage3.Askavolunteertoreadthefirstsentenceofpage3totheclass.Ask students when this story takes place(a long time ago).Writethewordlong on the board.Ask students to suggest a word that means the opposite of long(short).Revieworexplainthataword that means the opposite of another word is called an antonym.Discuss with students how the story might be different if the story had taken place only a short time ago.Askstudentstoturntopage4.Readthefollowingsentencealoud:The ocean swelled,and large waves flooded the small towns near the coast.Ask students to think of antonyms for the word large(small,tiny,little).Invite students to reread the sentence using the opposite meaning of large and think about whether the new sentence makes sense.Check for understanding:Writethefollowingwordsontheboard:soft,survive,giant,smart,dry,low,tired,warm.Read the words aloud as students follow along.Ask students to work with a partner to create antonyms for the words listed on the board.Allow time to discuss their answers as a class.Independent practice:Introduce,explain,andhavestudentscompletetheantonyms worksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingScience ConnectionProvide print and online resources for students to research the worlds many different types of animals(mammals,birds,reptiles,insects,and so on).Have them create a list of all the living things they were able to look up.Discuss how large the captains boat would have to be in order to house two of every type of creature in the world.Social Studies ConnectionHavestudentsresearchdevastatingfloodsinvariouspartsoftheworld.Havethemcreateanoralpresentationthattellsabouttheeffectoffloodingonland,animals,plants,people,buildings,andso on.5 Learning AZ,Inc.All rights reserved.www.readinga-Raven and the FloodLesson Plan(continued)LeveLN NSkill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusethestrategyofsummarizingastheyreadtounderstand andremembereventsintext successfullyunderstandhowchangesinsettingaffectthestoryindiscussionandonaworksheet accuratelyidentifyinitialconsonantfl-blend in discussion and on a worksheet correctlyidentifycompoundsubjectsindiscussionandonaworksheet successfullyrecognizeanduseantonymsindiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric