原版英语RAZ 教案Pirates and Privateers_LP.pdf
1Pirates and PrivateersLesson PlanLEVELWW Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,898Book SummaryPirates and Privateers is an informational book that describes the lives of pirates and privateers of the Caribbean.Readers will learn about the duties of the pirates daily lives,how they dressed,and what they did for fun.Readers will also learn about several famous pirates,including Blackbeard.Detailed illustrations support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgewhilereadingtounderstandtext Identifycauseandeffectintext Identifyandpunctuatepropernouns RecognizeanduseantonymsMaterialsGreen text indicates resources available on the website BookPirates and Privateers(copy for each student)Chalkboardordryeraseboard KWL chart,cause and effect,proper nouns worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)VocabularyContent words:Story critical:black market(n.),glamorized(v.),grappling hook(n.),launch(v.),privateers(n.),rowdy(adj.)Enrichment:caulking(v.),cooper(n.),cutlass(n.),helmsman(n.),maidservant(n.),notorious(adj.)Before ReadingBuild Background Writethewordspirate and privateer on the board.Have students tell what they know about pirates and privateers.If necessary,explain that pirates were called privateers in England.GivestudentstheKWL chart worksheet.Have them write what they know about pirates and privateers in the first column.Preview the BookIntroduce the Book Givestudentsacopyofthebook.Havethempreviewthefrontandbackcoversandreadthetitle.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.2Pirates and PrivateersLesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga- Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of the book.Each section title provides an idea of what they will read about in the book.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthathavingsomepriorknowledgeaboutatopicandmakingaconnectionwith what they know while reading helps them understand and remember the information in the book.Afterreviewingthetableofcontents,modelusingitasawaytoconnecttopriorknowledge.Think-aloud:In some books and movies,pirates are portrayed as glamorous good guys;in other books and movies,such as Peter Pan,the pirates are considered bad guys.When I think about what I already know about pirates and read the section titles,I wonder if I will learn how pirates really lived.Ill have to read the book to find out.Askstudentsiftheyhaveanyquestionsaboutpiratesafterpreviewingthetableofcontents.Havestudentspreviewtherestofthebook,lookingattheillustrations,captions,andthemap.Show students the box titled“Do You Know?”on page 20 and explain that this section provides information about a particular pirate.Explain that the instructions on page 23 tell students how to find information on the Internet about pirates.Havestudentsturntotheglossaryonpage24.Havethemreadtheglossarywordsandtheirdefinitions aloud.Next,have students turn to the pages indicated and read each glossary word inthesentenceinwhichitappears.Usecontextcluesinthesurroundingsentencestoworkoutunfamiliar vocabulary words,as necessary.Havestudentswritequestionstheythoughtofwhilepreviewingthebookinthemiddlecolumnof their KWL chart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words within words,prefixes,and suffixes.They can use context clues within a sentence or in surrounding sentences to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Forexample,pointoutthewordsblack market on page22.Modelhowstudentscanusecontextcluestofigureoutthemeaningoftheword.Readtherest of the sentence and ask students which words might be clues(steal valuables,sell).Ask students which words in the paragraph provide clues about the meaning of the word rowdy(sang,danced,drank).Have students tell what they think rowdy means,based on the context clues.Have students follow along as you read the sentences to confirm the meaning of the word.Then have students check a dictionary to confirm the words meanings.Set the Purpose Havestudentsthinkaboutwhattheyknowaboutpiratesastheyreadthebook.TellthemtolookfordetailsthatwillanswerthequestionsaboutpiratesontheirKWLchart.During ReadingStudent Reading Guide the reading:Have students read to the end of page 7.Tell them to underline the words orphrasesinthebookthatanswerthequestionsontheirKWLchart.Iftheyfinishbeforeeveryone else,they can go back and reread.When they have finished reading,ask students to tell what they learned about pirates.Ask them whatinformationtheyunderlinedtohelpthemanswerthequestionsontheirKWLchart.3Pirates and PrivateersLesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga-Usetheinformationgeneratedabovetomodelconnectingtopriorknowledge.Think-aloud:From reading,I can tell that some of my original ideas about pirates were incorrect.For example,I had no idea that pirates were hired by royalty to steal and murder.Im starting to think that pirates were anything but glamorous.Havestudentsreadtheremainderofthebook,lookingforanswerstotheirquestions.RemindthemthattheycanstopreadingandaddquestionstotheirKWLchartastheygo.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowmakingconnectionswithinformationinthetextthattheyknowsomethingaboutkeeps them actively involved in the reading process,and helps them remember what they read.Teach the Comprehension Skill:Cause and effect Discussion:Explain that many ideas and events are connected to each other.One thing causes,or makes,somethingelsehappen.Forexample,say:Suppose my dog ate my homework.I might say,“I am going to do my homework again because my dog ate it.”Write the sentence on the board and underline the word because.Tell students the word because often indicates that they are going to find out the cause,or reason why,something happened.The effect,or what happened,usually comes before it.Explain that when the word because isnt used in the text,they can put it in for themselves by changing the sentence around and then checking to see if it makes sense.Introduce and model:Direct students to page 6.Write the second sentence on the board(The Spaniards were very interested in the spices,gold,and silver found in the Americas).Ask students what happened because of the Spaniards interest in spices,gold,and silver.(they forced the natives people to work in mines and to gather spices.They also stole gold and silver from the native people.)Check for understanding:Have students read the rest of page 6.Have them tell whether the text provides causes or effects(causes)of piracy.Ask students to read the first paragraph on page 7.Ask students to tell the effect of Englands greed.(They hired unemployed sailors to attack the Spanish ships.)Independent practice:Have students complete the cause-and-effectworksheet,referring to the book as necessary.Discuss students answers.Build Skills Grammar and Mechanics:Proper nounspeople and places Reviewthatpropernouns,includingthenamesofpeopleandplaces,alwaysbeginwith capital letters.Havestudentsturntopage5.Askthemtofindthenameofthebodyofwaterinwhichpiratesraided ships for 200 years.Point out that the word Seaiscapitalizedbecauseitispartofthename(Caribbean Sea);when it is used alone it is not.(We sailed the high seas.)Havestudentsreadthefirstsentenceonpage6.ExplainthatthewordsCentral and South Americaarecapitalizedbecausetheytellthenameofaplace.Central and south are not capitalizedwhentheyrefertoagenericgeographiclocation.(The ship is docked on the south side of the pier.The sailor lives in a central part of town.)Check for understanding:Have students complete the proper nouns worksheet.4Pirates and PrivateersLesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga- Independent practice:Havestudentscirclethecapitalizednamesofpeopleandplacesoneachpage of the book.Have them write the number of words(proper nouns)they found at the top of each page.When finished,have students compare the words they circled.Word Work:Antonyms Revieworexplainthatantonyms are words that mean the opposite of another word.Say,for example:The opposite of open is close.The opposite of unique is common.Tellstudentstoturntopage4.Readthesecondparagraphaloud.Givestudentsadictionaryandthesaurus.Ask students what the antonym is for love in the second sentence(hate).Check for understanding:Write the words vicious,glamorized,scoundrels,pleasant,discomfort,and death on the board.Have groups of students look up each word in the dictionary or thesaurus and give an antonym for each word.Write the antonyms on the board.Havestudentssubstitutetheantonymsontheboardfortheoriginalwordsonpage4.Theantonyms should make sense in their original context(although the meaning will change).Have students read the new sentences aloud,substituting the antonyms.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionMakeprintandInternetresourcesavailableforfurtherresearchaboutpirates.Havestudentspretend they have been captured by a pirate ship and assume the life of a pirate.Ask them to write afive-daysealog,orjournal,aboutwhatlifeislikeontheship.Havethemincludewhattheirjobsare,what kinds of food they eat,where they sleep,what they do for fun,and how they hope to get off the ship.Have students share their logs with the group.Visit Writing AZ for a lesson and leveled materials on expository writing.Social Studies and Art Connection MakeprintandInternetresourcesavailableforfurtherresearchaboutpiratesoflongagoandtoday.Assign groups a specific body of water,such as the Caribbean sea,the Indian Ocean,or the MediterraneanSea.Provideartpaperforstudentstodrawmapsofthebodiesofwaterandislands.Have them indicate pirate ports or strongholds with a skull and crossbones symbol or a symbol of their choosing.Remind students to make a map key and compass rose.Have students explain their creations and display their maps around the classroom.5Pirates and PrivateersLesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga-Skill Review Discussion 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.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:connecttotheirpriorknowledgeaboutpirateswhilereadingtomakemeaningfromtext identifycause-and-effectrelationshipsinnonfictiontext;identifyrelationshipsona graphicorganizer recognizeandpunctuatepropernounsintextandinaworksheet correctlyfindanduseantonymsintext;completetheantonymsworksheetComprehension Checks BookQuiz Retelling Rubric
