原版英语RAZ 教案Plate Tectonics_LP.pdf

Plate TectonicsLesson PlanLEVELY Y1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:22 Word Count:1,933Book SummaryPlate Tectonics explains how and why Earth has changed over millions of years.Written in understandable terms and filled with interesting facts about geological events,this book helps readers appreciate our remarkable planet.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifymainideasandsupportingdetails Identifyanduseprepositionsandprepositionalphrases LocatesynonymsandantonymsinathesaurusMaterialsGreen text indicates resources available on the website BookPlate Tectonics(copy for each student)Chalkboardordryeraseboard Details,prepositions,synonyms and antonyms worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:crust(n.),magma(n.),mantle(n.),plate tectonics(n),plates(n.),trenches(n.)Enrichment:continental drift(n.),continental plates(n.),core(n.),fault(n.),global mid-ocean ridge(n.),lava(n.),oceanic plates(n.),Pangaea(n.),Ring of Fire(n.),volcano(n.)Before ReadingBuild Background AskstudentsiftheyhaveheardsomeonesaytheycoulddigaholethroughEarthtoreachChina.Have students tell what they know about the inside of Earth and why it is impossible to dig a hole through Earth.CreateaKWLchartontheboard.RevieworexplainthattheK stands for knowledge we know,the Wstandsforquestionswewanttoknow,andtheL stands for the knowledge we learned.Fill in the first column(K)withinformationstudentsalreadyknowaboutEarthslandmasses.Askifthey think the continents were always in the same locations as they are today.Have students tell what types of natural forces might cause the land masses to move.Plate TectonicsLesson Plan(continued)LEVELY Y2 Learning AZ All rights reserved.www.readinga- AskstudentswhattheywanttolearnaboutEarthslandmasses.WritetheirquestionsintheW columnontheKWLchart.Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethempreviewthefrontandbackcovers.Havestudents discuss what they see on the covers and offer ideas as to what kind of book Plate Tectonics might be.Have them predict what they might learn about Earth.Showstudentsthetitlepageandreadthetitle.Talkabouttheinformationonthepage(title,authors name,illustrators name).Introduce the Reading Strategy:Ask and answer questions Tellstudentsthataskingquestionsaboutatopicbeforereadingandlookingfortheanswersasthey read will help them understand and remember what they read.Directstudentstothetableofcontents.Remindstudentsthatthetableofcontentsprovidesanoverview of what the book is about.Each section heading provides an idea of what they will read inthebook.Afterreviewingthetableofcontents,modelusingitasawaytothinkofquestions.Think-aloud:The title of the first section is“The Earths Structure.”I know that the surface layer of Earth is called the crust and that one of the layers is called the mantle,but Im not sure what the other layers are called.Ill have to read the book to find out.Ill write that question under W on the KWL chart.Havestudentslookattheothersectiontitles.Writeanyquestionstheyhavebasedonthecoversand table of contents in the WcolumnoftheKWLchart.Remindstudentsthatnoquestionisever inappropriate if they truly do not know the answer.Havestudentspreviewtherestofthebook,lookingatmaps,diagrams,photos,andcaptions.Pointoutthe“DoYouKnow?”boxescontainingmoreinformation.Showstudentspages19and20titled“ExploreMore.”Explainthatthissectionprovidesadditionalresourcestolearnmoreaboutplatetectonics.Pointouttheglossaryonpages21and22.AddanyadditionalquestionsstudentsmayhaveaboutthebooktotheKWLchart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureoutaword.Theycanlookforbasewordswithinwords,prefixes,andsuffixes.Theycanusethecontexttoworkout meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Forexample,havestudentsfindtheboldwordcrust on page 6.Model how students can use context clues in the sentence to understand the meaning of the word.Explain that in informational books like this one,unfamiliar terms are usually explainedwithinthesentenceorparagraphinwhichtheyarefound.Remindstudentstocheckthe glossary or a dictionary to confirm the meaning.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentence.Havestudentsturntotheglossaryonpages21and22.Havethemreadtheglossarywordsandtheir definitions aloud.Next,have students turn to the pages indicated and read each glossary wordinthesentenceinwhichitappears.Usecontextcluesinthesurroundingsentencestoworkout unfamiliar vocabulary words as necessary.Set the Purpose HavestudentsreadthebooktofindanswerstothequestionsontheKWLchart.Plate TectonicsLesson Plan(continued)LEVELY Y3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage7.TellthemtounderlinetheinformationthatanswersanyofthequestionsontheKWLchart.Tellstudentstogobackandrereadthesections if they finish before everyone else.ModelansweringaquestionontheKWLchart.Think-aloud:I found the answer to the first question on the KWL chart in the diagram on page 6.It labels the layers of Earth.The text describes each layer.I wonder in which layer volcanoes originate.Ill write that question under W.AskstudentswhatquestionstheywantaddedtotheKWLchartandwritethemontheboard.Havestudentsreadtheremainderofthebook,lookingforanswerstothequestionsastheyread.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 Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps students interested in the topic.It also encourages them to keep reading to find theanswerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.ReviewtheKWLchartwithstudents.Circlequestionsthatwereansweredandwritetheinformation students provide under L.Teach the Comprehension Skill:Main idea and details Discussion:Have students tell what they learned about plate tectonics.Have them look at the secondparagraphonpage9.Askiftheyunderlinedthefifthsentence,whichanswersthequestionIn which layer do volcanoes originate?Readthesentencealoud.Introduce and model:Revieworexplainthatmanybooksaremainlyaboutonething,ortopic.Showstudentsthebookandaskthemwhatthetopicofthisbookis(platetectonics).Remindstudents that it is easy to tell what a book like this one is about because the topic is the title.In other books,it may be necessary to look at the table of contents or to read the book to identify the topic.Explainthatmainideasarethemostimportantpointsthewriterwantsthereadertoknow.Remindstudentsthattheheadingsofsectionsorsectionsoftengivecluestothemainideas.Direct students to the table of contents on page 3.Explain that each section contains details aboutplatetectonics.Havestudentsfindthesectiontitled“TheEarthsFragileCrust.”Explainthat this section tells about the fragility of the top layer of Earth because of the mantle beneath.Check for understanding:Write Earth has a fragile crust on the board and explain that this is the main idea of the section.Each paragraph gives details about what causes the crust to be fragile.Askstudentstotellthedetailsthatsupportthemainidea.Writetheseontheboard.(Mayinclude:themantleisquitehot,soitisnotasolid;themantleisbetweenthesolidcrustandthespinningliquidoutercore;stressandpressurecancauselargeslabsofthecrusttomove,thepressurecanbecomesogreatthatmagmapushesthroughthecrusttoformavolcano.)Remindstudents that finding details will help them understand and remember what they read.Independent practice:Give students the details worksheet.Tellthemtofindthedetailsthatanswereachquestion.Explainthatorganizingtheinformationwillhelpthemrememberwhattheyreadas they write each answer in a summary form.Discuss their responses.Plate TectonicsLesson Plan(continued)LEVELY Y4 Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Prepositions Explainthatwriterschoosetheirwordsverycarefullywhenwritingastoryoraninformationalbook such as Plate Tectonics.Tellstudentsthatthisauthorusedmanyprepositionalphrasestomakehiswritingmoreinteresting.Revieworexplainthatapreposition is a word that shows the relationship of a noun or a pronoun to another word in the sentence.Prepositions may include(write these words on the board):in,into,at,down,to,by,behind,beside,of,with,for,through,in front of,under,and until.Tellstudentsthattherearemanymoreprepositionsandthatthesewill be listed on the worksheet.Explainthataprepositionalphrasecanbemadeupofmanywordsbutusuallycontainsapreposition followed by an adjective,followed by a pronoun or noun(called the object of the preposition).Thisphrasewillmodifyanadjectiveoranadverb,locatesomethingintimeandspace,modify(further explain)a noun,or tell when,where,or under what conditions something happened.Writethefollowingsentenceontheboard:Earths crust can break when under pressure.Askstudents to identify the subject and verb in the sentence(crust,can break).Reviewthattheword whenisanadverbtellingwhattimesomethinghappens.Underlinethewordsunder great pressure and circle the word under.Explain that the preposition is under and the prepositional phrase is under great pressure.Further explain that this phrase modifies the adverb when.Writethefollowingsentenceontheboard:He heats the metal until it turns red.Askstudentsto identify the subject and verb in the sentence(he,heats).Askastudenttotellwhichwordis a preposition(until),circle it,and underline the prepositional phrase(until it turns red).Askstudents what the phrase until it turns red modifies(the noun metal).Check for understanding:Give students the prepositions worksheet.Do the first sentence together(in 1910 tells when something happened).Discuss their responses.Independent practice:Tellstudentstocompletetherestoftheworksheet.Discusstheirresponsesand have volunteers read their sentences on the back of the worksheet.Word Work:Synonyms and antonyms Writethewordthickontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(wide,chunky).Revieworexplainthatawordthatmeansthesameoralmostthesameas another word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeof thick(thin,slim).Revieworexplainthatawordthatmeanstheoppositeofanotherwordiscalled an antonym.Check for understanding:Have students turn to the first paragraph on page 8 to find the words that tell what the temperature of the mantle is like(very hot).Askstudentstosuggestasynonym(sizzling,scorching).Askstudentstosuggestanantonym(cold,freezing).Showstudentsathesaurus.Lookuptheentrywordthick and show how a thesaurus is used.Givestudentsathesaurus.Askthemtofindthewordhot and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word hot.Independent practice:Have students use a thesaurus to complete the synonyms and antonyms worksheet.Discuss their responses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.Plate TectonicsLesson Plan(continued)LEVELY Y5 Learning AZ All rights reserved.www.readinga-Extend the ReadingWriting and Art ConnectionTellstudentstoturntopages19and20.HavegroupsofstudentsuseInternetandlibraryresourcesto further research topics from the book.Have groups write a report on their chosen topic.Have them create and illustrate posters.Have students prepare an oral report and present their findings to the class.Science Connection Providehard-boiledeggsforahands-onexperimentregardingEarthslayers.Beforegivingstudentsthe eggs,reread the last paragraph on page 7 with students.Discuss each layer as it is removed.Becertaintopointoutthatunliketheeggyolk,Earthscorehastwolayers.Passthesalt!Skill Review Discussion cards covering comprehension skills and strategies not explicitly taught with the book areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:askandfindtheanswerstoquestionsintextastheyread identifymainideasandsupportingdetailsintext identifyprepositionsandprepositionalphrasesintextandonaworksheet useathesaurustofindsynonymsandantonymsforcontentwordsComprehension Checks BookQuiz RetellingRubric