原版英语RAZ 教案Ships of Discovery_LP (2).pdf

Ships of DiscoveryLesson PlanLeveLWW1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:2,171Book SummaryShips of Discovery is an informational book about the types of boats that explorers built and used when discovering new lands.Ships and conquests of Polynesian,Viking,European,and Chinese explorers are explained.The author also describes the people who set out to sea as well as their motivations for going.Illustrations and maps support the text.Book and lesson also available at Levels T and Y.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandnonfictiontext Compareandcontrast Identifyadjectives IdentifycompoundwordsMaterialsGreen text indicates resources available on the website BookShips of Discovery(copy for each student)Chalkboardordry-eraseboard Stickynotes Compareandcontrast,adjectives,compoundwordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwithpaperand pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:caravels(n.),catamaran(n.),galleons(n.),hull(n.),knarrs(n.),knots(n.)Enrichment:accomplished(adj.),bountiful(adj.),Industrial Revolution(n.),primitive(adj.),scurvy(n.),tier(n.),triremes(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeentoamarinaoranotherplacetolookatboats.Havethemdescribe the types of boats or ships they saw.Encourage discussion about the different shapes and designs of boats.Askvolunteerstotellhowandwhytheythinkshipswereinvented.Preview the BookIntroduce the BookShips of DiscoveryLesson Plan(continued)LeveLWW2 Learning AZ All rights reserved.www.readinga- Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhat kind of book it is and what it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname,illustratorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview of what the book is about.Ask students what they expect to read about in the book basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandwhattheyarereadingistostopoftenduringreadingtosummarizeintheirmindwhattheyarereadingaboutinthebook.Modelhowtosummarize.Think-aloud:As I read this book,I am going to pause often to remind myself about the ships I have read about so far.This helps me remember what Im reading and makes me think about new information.When I finish reading the book,I should be able to tell,in my own words,some of the information about ships that I have read about.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewayanauthorhelpsreadersunderstandinformationinabookistotellhowtopics in the book are alike and different.Havestudentslookattheillustrationsonpages3and4.Modelhowtocompareandcontrastusingillustrations.Think-aloud:These illustrations show two different types of boats.They are alike in some ways and different in some ways.One way they are alike is that they both float on water.One way they are different is that the boat on page 3 has large sails,while the boats on page 4 do not.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Page 3 and the right circle Page 4.Explain that information relatingtotheboatonpage3iswrittenintheleftcircle(sails).Informationthatrelatestotheboatsonpage4iswrittenintherightcircle(nosails).Explainthatinthemiddlewherebothcirclesoverlap,informationiswrittenaboutwhattheboatsonpages3and4haveincommon(float).Havestudentsidentifyothersimilaritiesanddifferencesbetweentheboatsonpages3and4.RecordtheseontheVenndiagram.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeintheillustrations.Writethe following vocabulary words on the board:caravels,catamaran,galleons,and knarrs.Ask volunteers to predict the types of ships by looking at the illustrations and thinking about the clues the names might provide.Reinforcenewvocabularybyincorporatingitintothediscussionoftheillustrations.Forexample,on page 9,you might say:It looks as though the catamaran on this page was made by connecting two canoes.Ships of DiscoveryLesson Plan(continued)LeveLWW3 Learning AZ All rights reserved.www.readinga- Writethewordcaravelsontheboardandaskstudentstolocateitonpage13.Explainthatoften times the sentences before and after a sentence containing an unfamiliar word contain clues about the meaning of the word.Ask a volunteer to read the sentence before the sentence containing the word caravels.Say:On the basis of the clues in this sentence,I know that caravels are boats created by shipbuilders that were safer and faster than other boats.Ask a volunteer to read the sentence after the sentence containing the unfamiliar word.Say:This sentence provides more details about caravels and states that they have three masts to carry sails.Havestudentslocatetheillustrationatthebottomofpage13andconfirmthedetailsfoundinthetext.Havestudentslocatethewordcaravels in the glossary to confirm the definition.Set the Purpose Havestudentsreadthebooktolearnmoreaboutthedifferenttypesofshipsofdiscovery.Remindthemtostopafterreadingaftereachsectiontoreview,intheirownwords,whattheyhave learned.During ReadingStudent Reading Guide the reading:Give students their book and have them put a sticky note on page 8.Encouragethemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyfinishbefore everyone else.Whentheyhavefinishedreading,askstudentswhatwordstheyhadtroublewith.Thenhavethem point out the ships or boats they knew about and tell how the information they already knewhelpedthemunderstandwhattheyread.Haveastudentchooseoneoftheboatsandsummarizewhatheorshelearned.Modelsummarizing.Think-aloud:As I read,I paused to summarize in my mind what I learned about each type of boat.For example,I read that canoes were made by hollowing out tree trunks.They were sturdy boats,but they couldnt carry very much.Ill keep reading to learn more interesting facts about other types of boats.While I read,Ill summarize what Ive read to help me remember the new information.Check for understanding:Havestudentsputastickynoteonpage10.Encouragethemtoreadtothe end of this page.Invite them to share the important information about the Polynesians and their ships.Ask students to write a brief summary of the section on a separate piece of paper.Havethemsharewhattheywrote.HavestudentsworkwithapartnertocompareandcontrastGreekandPolynesianshipsandwrite the information on a Venn diagram on a separate piece of paper.Discuss their responses aloud as you create a Venn diagram on the board.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutthedetailsinthebooksotheycansummarizetheinformationaftertheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthebook.Ships of DiscoveryLesson Plan(continued)LeveLWW4 Learning AZ All rights reserved.www.readinga- Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about different kinds of ships because I summarized the information in my own words as I read the book.Independent practice:Havestudentswriteasummaryofthesection“TheVikings”onaseparatesheet of paper.If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:ReviewwithstudentsthesimilaritiesanddifferencesbetweenGreekandPolynesianships.AddanynewinformationtotheVenndiagramontheboard.ReviewhowtheinformationisorganizedintheVenndiagram.Check for understanding:HavestudentsprovideexamplesofhowVikingshipsandChineseshipsarealikeanddifferent.RecordthisinformationonanewVenndiagramontheboard.Independent practice:Introduce,explain,and have students complete the compare-and-contrastworksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book,you learned about many different types of ships.You learned about different countries and their motivations to create bigger,better vessels.Now that you know this information,why is it important to know about the evolution of ships to fully understand the history of discovery?Build Skills Grammar and Mechanics:Adjectives Revieworexplainthatadjectivesarewordsthatdescribenounsorpronouns.Anadjectivetellswhich one,how many,or what kind.Writethefollowingsentencesontheboard.Askstudentstocountthenumberofadjectivesineach sentence.People created oars to move in deep water.These large ships helped people explore distant places.The Viking longships were speedy and efficient.Haveindividualstudentscometotheboardandcircletheadjectivesineachsentence(deep,large,distant,Viking,speedy,and efficient).Then have different volunteers underline the nounthateachadjectivedescribes(water,ships,places,and longships).Discuss how sometimes writersusetwoorthreeadjectivestodescribeonenoun(forinstance,Viking,speedy,and efficient all describe longships).Explainthatanadjectivedoesntalwaysprecedethenounorpronounitmodifies,asseeninthelast sentence(speedy and efficient).Pointtothecircledadjectiveinthefirstsentence(deep).Ask students to determine whether theadjectivetellswhichone,howmany,orwhatkind(itdescribeswhat kind ofwater).Repeatthe exercise with the other two sentences.Explaintostudentsthatsomeadjectivesarehyphenatedandthattheyarecalledcompound adjectives.Writethefollowingsentenceontheboard:Caravels had a triangular-shaped sail on the rear mast.Haveavolunteercometotheboardandunderlinethecompoundadjective(triangular-shaped).Haveanothervolunteerunderlinethenounthattheadjectivedescribes(sail).Havestudentswritethewordadjective on the inside back cover of their book along with the definition of the term(a word describing a noun or pronoun that tells which one,how many,or what kind)to help them remember the terminology.Ships of DiscoveryLesson Plan(continued)LeveLWW5 Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsworkinpairstorereadthelastparagraphonpage13.Askthemtocirclealloftheadjectivestheyfind.Discusstheirfindingsasagroup,identifyingthenounthateachadjectivedescribesandwhethertheadjectiveistellingwhichone,howmany,orwhat kind(three tells how many;faster,safer,small,swift,sturdy,easier,square,and triangular-shaped tell what kind;other,front,middle,main,and rear tell which one).Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their answers as a group once everyone has finished.Word Work:Compound words Writethewordwarshipsontheboard.Askstudentswhichtwowordswerejoinedtogetherin the word warships(war and ships).Explain that this word is called a compound word.A compound word contains two words that together create one word meaning.Explain that the definitions of the two separate words can help students figure out the meaning of the bigger word(a ship that is used in war).Writethewordswaterways,flat-bottomed,and North America on the board.Explain to students that these are examples of different types of compound words.Each example has two parts that make up one word meaning;however,some compound words are separated by hyphens,some arejoined,andsomeareseparate.Havestudentsturntopage13inthebook.Readthefollowingsentence:Shipbuilders searched for ways to build faster and safer ships.Havestudentsidentifythecompoundwordinthesentence(shipbuilders).Ask students to identify the two separate words that make up the compound word(ship and builders).Ask a volunteer to use the definitions of the two smaller words to figure out the meaning of the bigger word(people who build ships).Check for understanding:Havestudentsturntopage19inthebook.Readthefirstparagraphaloudwhile students follow along.Ask them to identify four compound words(coastlines,homelands,clipper ships,and thirty-five).Ask students to identify the two separate words that make up each compound word(coast and lines,home and lands,clipper and ships,thirty-andfive).Discuss the definition of each word,using the smaller words to figure out the meaning.Independent practice:Introduce,explain,and have students complete the compound words worksheet.If time allows,discuss their answers aloud.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents create a Venn diagram and compare and contrast something at home(two foods,two people,and so on).Extend the ReadingInformational Writing ConnectionProvide print and Internet sources for students to research one of the following ships:Greek triremes,Vikinglongships,orSpanishgalleons.Havethemwriteaninformationalreportontheirchosen ship,including at least three paragraphs and two illustrations.Display their work on a bulletin board titled Ships of Discovery or bind the pages into a class book.Visit WritingA-Z for a lesson and leveled materials on informational writing.Ships of DiscoveryLesson Plan(continued)LeveLWW6 Learning AZ All rights reserved.www.readinga-Social Studies ConnectionGive students copies of a world map and have them find each location that was mentioned in the book(Egypt,North America,Greece,Pacific Islands,Northern Europe,Spain,China,and Europe).Havethemidentifyeachlocationwithadifferentcolor,andthenlabeleachlocationwiththetype of ship used.Encourage students to add illustrations to their maps if time allows.Post their maps on the bulletin board alongside their finished writing assignments.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 journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:a