原版英语RAZ 教案P51-The Pirate Substitute.pdf
The Pirate SubstituteP P1 Learning AZ All rights reserved.www.readinga-Focus Question:What lesson does Jack learn from Pirate Chalk Beard?Book SummaryText Type:Fiction/FantasyMany students look forward to school days when they have a substitute teacher,but what would it be like if their substitute teacher was a pirate?The Pirate Substitute is a delightful book about the life lesson a pirate substitute teaches a shy student in his class.Detailed illustrations and lively text keep students engaged in the story.This book can also be used to teach students how to retell the events of a story as well as to analyze characters in order to better understand the text.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Placeontheboardapictureofapirate.Havestudents share with a partner anything they know about pirates.Invite volunteers to share these ideas with the class.Ask students what type of job would be best for a pirate,on the basis of their prior knowledge.Invite volunteers to share these jobs with the class,and recordthemontheboard.Havestudentschooseonejob they think would be best for a pirate,and ask students to draw a picture showing a pirate doing that job.Then,have students write why they think thatjobwouldbeperfectforapirate.Hangthesepictures up around the room.Introduce the Book GivestudentstheircopyofThe Pirate Substitute.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthe covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain to students that one way to understand and remember what they are reading is to stop now and then during reading to retell in their mind what is happening in the story.Explain that when someone retells something,he or she explains the details of whathappenedinthecorrectorder.Pointoutthatpeople retell stories as part of their daily lives,such as explaining what happened in school to a student who was absent.Ask students to share other examples of when people might give a retelling.Lesson EssentialsInstructional Focus Retell the events of a story to understand text Analyze characters from a text Understand the purpose of the glossary in a text Identify initial consonant th digraph Understand and use irregular verbs Identify and use antonymsMaterials Book:The Pirate Substitute (copy for each student)Analyze character,irregular verbs,antonyms worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:clink(n.),geography(n.),heave(v.),literature(n.),shanty(n.),smear(n.),substitute(n.),thumped(v.),treasure(n.)Academicvocabulary:drawing(n.),except(conj.),finally(adv.),remember(v.),show(v.),use(v.)The Pirate SubstituteP P2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Analyzecharacter Revieworexplainthatallstoriesaremadeupof story elements,including characters,setting,and plot.Remind students that characters are the people or animals represented in the story.Pointoutthatreaderscanlearnaboutcharactersby paying attention to the characters words,thoughts,and actions.Havestudentslookatthecoverofthebookandmake a prediction about the characters.Invite volunteers to share their predictions.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutthelessonJacklearnedfromPirateChalkBeard.Writethe Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Do you think the class expected a pirate to be their substitute teacher?(level 3)pages 3 and 4 What can you tell about Jack at the beginning of the story?(level 2)multiple pages Why did Pirate Chalk Beard say“no ones shy onTalklikeaPirateDay”?(level 3)page 5 Why was Jack drawing a picture of a pirate during class?(level 2)pages 8 and 9 Why was Jack the last to reach inside the treasure chest?(level 3)page 12 Why did Pirate Chalk Beard give his hat to Jack?(level 2)pages 13 and 14 What lesson did Jack learn from Pirate Chalk Beard?(level 3)multiple pagesText Features:GlossaryExplain that a glossary is a text feature that helps readersdefinewordsthatareinabook.Havestudentsturn to page 3 and locate the boldface word substitute.Havestudentsworkwithapartnertocreateadefinitionfor this word.Invite volunteers to share their definition with the class.Then,have students turn to the glossary to compare their definition with the definition listed in the glossary.Repeat with multiple boldface words.Ask students to share with a partner why the glossary is a helpful tool when reading unknown words in a story.SkillReview Modelretellingtheeventsofthestoryusingtheillustrations as a guide.Remind students that a retelling includes details and descriptions about the events of a story in the correct order.Ask students to retell the beginning of this story to a partner.Discuss with students that one of the main characters inthisstoryisJack.WriteJacksnameontheboardand circle it.Then,draw a web extending out from Jacks name.Ask students to think about Jacks words,thoughts,and actions so far in the story.Modelanalyzingcharacter.Think-aloud:I know that one of the main characters in this story is Jack.Jack is a quiet person.I know this because he doesnt talk much in the beginning of the story.I also know Jack likes to draw pictures because he drew a picture of Pirate Chalk Beard fighting a group of skeletons that was very good!I think Jack is shy,on the basis of what Ive read about his words,thoughts,and actions so far in the story.InoneofthecirclesextendingoutfromJacksnameon the board,write a detail from the think-aloud about Jacks character.Modelhowtocompletetheanalyze character worksheet,using evidence from the text to analyze JackandPirateChalkBeard.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphicOrganizer:AnalyzecharacterReview the analyze character worksheet that students completed.Havestudentssharetheirworkingroups.Invite volunteers to share their answers with the rest of the class.Ask students to share how analyzing the characters from the story helped them to better understand the story.Guiding the Reading(cont.)The Pirate SubstituteP P3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHavestudentscitespecificevidencefromthebookto answer the Focus Question.(Answers will vary but should include that Jack learns its okay to be shy and quiet and the only thing that matters is the size of his heart.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonics:Consonant th digraph Writethewordthump on the board and say it aloud with students.Havestudentssaythe/th/soundaloud.Then,runyour finger under the letters in the word thump as students say the whole word aloud.Ask students to identify which letters represent the/th/sound in the word thump.Havestudentspracticewritingtheth letter combination on a separate piece of paper while saying the/th/sound.Check for understanding:Writethefollowingwordsthat begin with the/th/sound on the board,leaving off the initial digraph:that,thumb,those,they.Sayeachword,oneatatime,andhavevolunteers come to the board and add the initial thdigraphtoeachword.Havestudentspracticeblending the sounds together to say each word.Grammar and Mechanics:IrregularverbsReview or explain to students that a verb is a word that shows action.Review with students that adding-ed to the end of most verbs changes the verb to showthatithappenedinthepast.Giveseveralexamples of regular past-tense verbs and write them on the board.Havestudentsturntopage6andreadthefirstsentence on the page.Ask students to identify the verb in the sentence(taught).Explain that this is an irregular past-tense verb.Ask students to name the present-tense form of taught(teach).Ask students whether adding-ed to the word teach would make the correct past-tense verb(no).Putstudentsintosmallgroups.Giveeachgroupthefollowing six present-tense verbs:buy,do,drink,run,sing,eat.Havestudentsworktogethertocomeup with the irregular past-tense form of each of these verbs.Invite volunteers to share their answers with the class.Check for understanding:Writethefollowingfivepresent-tense verbs on the board:fall,feel,find,lose,keep.Havestudentswritetheirregularpast-tenseformofeachverbonaseparatepieceofpaper.Havestudents share their answers with a partner.Independent practice:Introduce,explain,and have students complete the irregular verbs worksheet.If time allows,discuss their answers.WordWork:Antonyms Revieworexplainthatawordthatmeanstheopposite of another word is called an antonym.Writethefollowingsentenceontheboard:Jack was very shy.Guidestudentsinbrainstormingtoproduce an antonym for the word shy(outgoing).Putstudentsintosmallgroups,andgiveeachgroupthe following three words:sharp,early,and bright.Havestudentsworktogethertocomeupwithantonyms for each word.Then,have students use a thesaurus to check their answers.Invite volunteers from each group to share their answers.Check for understanding:Writethewordscool,silly,and stressedontheboard.Havestudentscome up with an antonym for each word and share their ideas with a partner.Invite partners to share their answers with the class.Independent practice:Introduce,explain,and have students complete the antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
