原版英语RAZ 教案(U) Page's School Report_LP.pdf

Pages School ReportLesson PlanLeveL1 Learning AZ,Inc.All rights reserved.www.readinga-U UAbout the BookText Type:Fiction/Realistic Page Count:20 Word Count:1,467Book SummaryPages School Report is about two classmates whose assignment is to study and write a report on a Native American tribe.Through their research on the Makah and Mohawk tribes,the classmates discover many similarities between the two tribes,despite the differences.Illustrations support the text.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandfictiontext Identifydetailstocompareandcontrastinformationintext Understandtheuseofcolonsaspunctuation IdentifyandformopencompoundwordsMaterialsGreen text indicates resources available on the website BookPages School Report(copy for each student)Chalkboardordry-eraseboard Visualize,compareandcontrast,colons,opencompoundwordsworksheets Discussion cards 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.Content words:Story critical:complex(adj.),doubt(n.),interesting(adj.),researching(adj.-verbal),similarities(n.),system(n.)Enrichment:challenged(v.),permanent(adj.),temporary(adj.)Before ReadingBuild Background Givestudentsacopyofthebook.Askiftheyveeverwrittenaschoolreportonatopicthattheywerentexcitedabout.Encouragethemtosharetheirexperiences.Askiftheiropinionschangedonce they got further involved in the project.DiscussNativeAmericansandthemanydifferenttribesthatinhabitedNorthAmericabeforetheeuropean settlers arrived.encourage students to share what they know about Native Americans,theirwayoflife,andsoon.Emphasizethatseveraltribesstillexisttoday,suchastheMakah andtheMohawk,althoughtheirtraditionsmayhavechangedsincethetimeofthefirsteuropean settlers.Pages School ReportLesson Plan(continued)LeveLU U2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Guidestudentstothefrontandbackcoversofthebookandreadthetitle.Havestudentsdiscusswhat they see on the covers.encourage them to offer ideas as to what kind of book this is and what it might be about.Previewthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Askstudentstoturntothetableofcontents.Remindthemthatoftenthetableofcontentsprovides an overview of what a book is about.Ask students what they expect to read about basedonwhattheyseeinthetableofcontents.Pointoutthatinthisbookthechaptersarenttitled.Ask students how that affects their predictions about what the book might be about(it doesntgivereadersanyhints).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonwhatapersonalreadyknowsaboutatopic.Explainthatonewaytovisualizeistodrawapicture.Modelhowtovisualizeusingadrawing.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me to understand the ideas in the story.For example,if I think of a baseball,I picture a small white ball with red stitching being hit with a wooden bat.I will draw that on a piece of paper so that I remember what I pictured in my mind.Giveeachstudentablanksheetofpaper.Writethewordbasketball on the board and have studentsvisualizetheobject.Havethemdrawonpaperwhattheypicturedintheirmind.Encouragestudentstosharewhattheyvisualized.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewaytoorganizeinformationinabookistoexplainhowtopicsarealikeanddifferent.WritethewordsSports Equipment on the board and show students a baseball and a basketball.Invite them to explain how the objects are alike and different(alike:round,used in sports,balls;different:a basketball is bigger than a baseball,a baseball is white and a basketballisorange,abasketballbouncesbutabaseballdoesnt,abaseballishitwithabatbuta basketball is dribbled).Askstudentshowidentifyingwaysthatabasketballandabaseballarealikeanddifferenthelpedthem understand the topic of Sports Equipment.Think-aloud:To understand and remember new information in a book,I can think about how information is alike and different.I know that this is one strategy that good readers use,so Im going to compare and contrast new information as I read.Introduce the Vocabulary Modelhowtoapplyword-attackstrategies.Havestudentslocatethewordresearching on page 8.Read this sentence aloud to students.explain to students that sometimes the sentence containing the unfamiliar word or even the sentences before or after have clues about its meaning.Ask a volunteer to read the sentence containing researching as well as the sentences after.Ask students if any of these sentences was helpful in understanding the meaning of the word.Say:Based on the clues that we found,I think researching means to study or explore something.Lets reread the sentence to see if this definition makes sense.Explaintostudentsthatthroughoutthebooktheywillencounterwordslikeresearching that are writteninboldprint.Remindstudentsthatallbold-facedwordsinthetextcanbefoundintheglossary.Havestudentslocatethewordresearchingintheglossarytoconfirmthedefinition.Pages School ReportLesson Plan(continued)LeveLU U3 Learning AZ,Inc.All rights reserved.www.readinga-Set the Purpose HavestudentsreadthebooktofindoutmoreaboutPageandherschoolreport.Remindthemtostopandvisualize,orpictureintheirmind,thewaysinwhichthetwotribesinthebookwerealike and different.During ReadingStudent Reading Guide the reading:Introduce and explain the visualizeworksheet.Havestudentsreadtotheendofpage12.HavethemdrawwhattheyvisualizedabouttheMakahtribeontheirworksheet.Modelvisualizinginformationinthebook.Think-aloud:I read that during the time before European settlers arrived,the Makah lived in forests surrounded on three sides by water.I found out that they lived in longhouses near the water so they could fish for salmon.They also hunted whales in giant canoes.In my drawing,I drew a large wooden house in the middle of lots of trees.I also drew some people fishing for salmon near the water and people hunting whales in canoes farther out in the sea.Check for understanding:Havestudentsreadtotheendofpage14.Havethemvisualizetheinformation in the text.Ask students to use their worksheet to add to their drawing of the Makah and draw new information about the Mohawk.Invite students to read the remainder of the book.Remind them to add to their drawings as theyvisualizetheinformationinthebookandusetheirdrawingstoidentifywaysthattheMakah and Mohawk tribes were alike and different.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word andfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoshowtheirdrawingofwhattheyvisualizedastheyreadtherestofthebook.Encouragethemtoexplainhowvisualizinghelpedthemunderstandtheinformationinthebook.Think-aloud:I read that the Makah tribe kept track of their history by carving into poles.I added a pole with pictures on it to my picture of the Makah tribe.I read that the Mohawk tribe lived in longhouses along streams where they fished.The tribe was very large and had a system of government.On my worksheet,I drew a lot of people by a longhouse and fishing along the stream.I also drew someone holding a list of laws to show that they had a government.As I looked at the two pictures,I began to see how the two tribes were alike and different.Reflect on the Comprehension Skill Discussion:Ask students to explain or show how comparing and contrasting information helped them to understand how the Makah and Mohawk tribes are alike and different.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Makah and the right circle Mohawk.explain that information relating to the Makah tribe is written on the left side of the left circle.(They hunted whales in thePacificOcean.)InformationthatrelatestotheMohawktribeiswrittenontherightsideof the right circle.(They had a very complex system of government.)explain that information relating to both the Makah and the Mohawk tribes is written in the middle where the circles overlap.(They lived in longhouses.)Pages School ReportLesson Plan(continued)LeveLU U4 Learning AZ,Inc.All rights reserved.www.readinga- Introduceandexplainthecompare-and-contrastworksheet.Haveavolunteershareonewaythe two tribes were the same.Add the information to the middle section of the diagram on the board,pointing out that they are comparingtheMakahwiththeMohawk.Havestudentswritetheinformationontheirworksheet.Haveavolunteershareonewaythetwotribesweredifferent.Add the information to the left and right sides of the diagram on the board,pointing out that they are contrasting the Makah with the Mohawk.Independent practice:Havestudentscompletethecompare-and-contrastworksheetbywritingdown at least one more similarity and one more difference.As time allows,meet with students individually to discuss their answers.Extend the discussion:Ask students what more they would like to learn about the Makah and Mohawktribes.Writetheirquestionsontheboard.Assignpartnerstoresearchonequestion ontheboardandreporttheirfindingstotherestoftheclass.Build SkillsGrammar and Mechanics:Colons Revieworexplainthatacolonisapunctuationmark(:)usedbeforealongquotation,explanation,example,or series.It also is used after the greeting in a formal letter.Directstudentstopage9inthebook.Readthefirstparagraphaloudasstudentsfollowalong.Ask a volunteer to identify where the colon is placed within the text(after the word library).Askstudentshowthecolonisusedinthisinstance(beforealongquotation).Havestudentsturntopage17.Askavolunteertoidentifywherethecolonisplacedwithinthetext(after the word America).Ask students how the colon is used in this instance(before a series of examples of different Native American tribes).Check for understanding:Havestudentsfindandcirclethecolonusedonpage19,andhavethemexplainhowthecolonisused(beforealongquotation).Ontheinsidefrontcoveroftheirbook,havestudentsdrawacolon(:)followedbyitsdefinition(apunctuationmarkusedbeforealongquotation,explanation,example,orseries.Italsocanbeusedafterthesalutationofaformal letter).Independent practice:Introduce,explain,and have students complete the colon worksheet.If time allows,discuss their responses.Word Work:Open compound words Revieworexplainthatwhentwoormorewordsarecombinedtoformanewword,thenewword is called a compound word.Writethewordslonghouses and Native Americanontheboard.Havestudentsexplainthesimilarities and differences between the words.(They are both compound words because each examplehasmorethanonewordthattogetherstandsforonemeaning.However,Native American has a space between the words.)explain that words that are written separately to express one idea are called open compound words.Readthefirstparagraphonpage10aloudwhilestudentsfollowalong.Askthemtolocatetheopen compound word(North America).Discuss the meaning of each word to identify the meaning of the compound word.(You may also want have students identify North America on a map.)Check for understanding:Havestudentslookforopencompoundwordsonpage17(forexample,Native American;North America;Great Plains).Havethemcirclethewordsintheirbook.Ask students to think of other open compound words they know and list them on the inside front cover of their book.encourage them to share their words with the class.Independent practice:Introduce,explain,and have students complete the open-compound-words worksheet.Iftimeallows,discusstheanswersaloudonceeveryonehasfinishedworkingindependently.Pages School ReportLesson Plan(continued)LeveLU U5 Learning AZ,Inc.All rights reserved.www.readinga-Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents work with someone at home to compare and contrast two objects found in their house.Extend the ReadingWriting and Art ConnectionHavestudentsusetheschoolorcitylibrarytoresearchamodernNativeAmericantribeotherthantheMohawkortheMakah.Havethemwriteareportincludingwherethetribelives,howtheyhunt or farm,what their clothing is like,and so on.Social Studies ConnectionDiscuss with students how the Native American way of life changed as european settlers arrived in North America.Ask them how they think life for the tribes changed as more settlers arrived and moved west.Further discussion may also be done on how members of the Makah and Mohawk nations live today.Skill ReviewDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusethestrategyofvisualizingtocomprehendthetextwhilereading accuratelycompareandcontrastnonfictiondetailswithinafictionaltextandrecordtheinformationonagraphicorganizer correctlyrecognizeandunderstandtheuseofcolonsaspunctuationduringdiscussion and on a worksheet correctlyidentifyandformopencompoundwordsduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric Pages School ReportLesson Plan(continued)LeveLU U6 Learning AZ,Inc.All rights reserved.www.readinga-