原版英语RAZ 教案Q52-A Landforms Adventure.pdf
A Landform AdventureLesson PlanLEVELQ Q1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Personal Narrative Page Count:20 Word Count:980Book SummaryThe Earths surface is always changing.The beautiful and impressive landforms of the United States are evidence of this powerful process.Students will enjoy tagging along on this road trip from coast to coast,during which various landforms are highlighted and explained.Detailed text features support students understanding of the science behind these landforms while photographs offer examples of the stunning results of the ever-changing Earth.Book and lesson also available at Levels N and T.About the LessonTargeted Reading Strategy SummarizeObjectives Summarize Identifymainideasandsupportingdetails Identifypropernouns IdentifyclosedcompoundwordsMaterialsGreen text indicates resources that are available on the website.BookA Landforms Adventure(copy for each student)Chalkboardordry-eraseboard MapoftheUnitedStates PhotographsoflandformsfoundintheUnitedStates Chartpaper Mainideaanddetails,propernouns:namesofplaces,closed-compound-wordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:erosion(n.),isthmus(n.),landforms(n.),peninsula(n.),plateau(n.),tectonic plates(n.)Enrichment:delta(n.),deposits(v.),gorge(n.)Before ReadingBuild Background Writethewordlandforms ontheboard.Askstudentswhattwowordsmakeupthewordlandforms.Invitestudentstousetheirknowledgeofthewordsland and forms to help define landforms.Explain to students that landforms are natural formations on the Earths surface,such as valleys,mountains,hills,and so on.A Landform AdventureLesson Plan(continued)LEVELQ Q2 Learning AZ All rights reserved.www.readinga- Askstudentstoshareotherexamplesoflandformsandrecordtheirresponsesontheboard.Show students images of several examples of landforms and invite students to connect to their prior knowledge.ShowstudentsamapoftheUnitedStatesandidentifyInterstate90.Pointoutthatthisisa major road that extends from the east coast to the west coast of the United States.Have studentsnamethestatesthatInterstate90runsthrough.DiscusswithstudentshowlandformschangethroughoutdifferentregionsoftheUnitedStates.Invitestudentstosharetheirexperiences traveling to these states.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the 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.Show students the title page.Discuss the information on the page(title of book and authors name).Introduce the Reading Strategy:Main idea and details Explaintostudentsthatabookhasageneraltopicthatisthesubjectofthebook.Thetopicofthe book is called the main idea.The extra information and descriptions in the book that help the read to better understand the text are called the details.Inordertofullycomprehendabook,readers should identify both the main idea and supporting details.Writethefollowinglistofwordsontheboard:carrots,cucumbers,peppers,broccoli,squash.Askstudentstodescribewhatthesewordsreferto(differentvegetables).Pointoutthatthedescription of these words helps identify the main idea(there are many different types of vegetables).The words carrots,cucumbers,peppers,broccoli,and squash are all details that support this main idea.Explainthatsometimesthereisalargeamountofinformationaboutonetopicinabook.Ifthere is a large amount of information,an author may choose to divide the book into different sections.Each section contains its own main idea and supporting details.Guidestudentstothetableofcontentsonpage3.Havestudentsdiscussthepurposeofatableof contents.Explain to students that the table of contents can be very helpful in determining the main idea of each section.Often,the title of each section gives a clue about its main idea.Have students review the table of contents with a partner and make predictions about the main idea of each section.Readthesection“RoadTrip!”aloudwithstudents.Modelhowtoidentifythemainideaandsupporting details.Think-aloud:The title of the section“Road Trip!”gives me a clue about the main idea.After reading this section,I know that the main idea iswearetakingatriptoseeamazinglandforms.Next,I will identify the details that support the main idea such as my class has been learning about landforms in school,and myparentsandIaredrivingfromBostontoSeattle.As I continue to read,I will pause at the end of each section to determine the main idea and supporting details.Writethemainideaandsupportingdetailsforthesectiontitled“RoadTrip!”ontheboard.Askstudents if there are any more supporting details from the text that should be included.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Summarize Explaintoorreviewwithstudentsthatonewaytounderstandandrememberinformationinabookistocreateasummary.WritetheheadingSummary on the board underneath the main idea and details listed from the first section.Explain to students that a summary is a brief overview of the most important information in the text.Point out that a summary includes the mainideaandoneortwosupportingdetails.Itoftenanswersthequestions who,when,where,what,and why.A Landform AdventureLesson Plan(continued)LEVELQ Q3 Learning AZ All rights reserved.www.readinga- Modelsummarizingthesectiontitled“RoadTrip!”Think-aloud:To summarize,I decide which information is most important to the meaning of the section I have just read.When creating a summary,I must first identify the main idea and a couple of supporting details.When I consider the main idea and details I recorded on the board from this section,my summary might be the following:The narrator is going on a trip with her parents across the country.She has been learning about landforms in school and is excited about all the landforms she will see during their trip.Writethesummaryontheboardandreaditaloudwithstudents.Havestudentsidentifythemain idea and details in the summary.Point out to students that it is important to use your own words when creating a summary.Introduce the Vocabulary Writethefollowingstory-criticalwordsontheboard:erosion,peninsula,isthmus,plateau.Writeeach of the words listed on the board on separate sheets of chart paper and hang the posters in various places around the classroom.Have students work in small groups and assign each group a poster.Have students discuss what they know about the meaning of the word and write or drawadefinitiononthechartpaper.Rotatethegroupsandhavethemrepeattheprocesswiththe remaining words.Reviewallfourwordsasaclass.Readthestudentsdefinitionsaloudanddiscusstheirpriorknowledge.Createasingledefinitionforeachwordandwriteitontheboard.Haveavolunteerreadthedefinitionforeachwordintheglossary.Comparestudentsdefinitionswith the glossary definitions.Use the comparison to modify the definition for each word or phrase on the board.Set the Purpose Remindstudentstopauseastheyreadtoidentifythemainideaandsupportingdetailsof eachsection.Encouragestudentstosummarizeastheyreadtobetterunderstandthetext.During ReadingStudent Reading Guide the reading:Have students read pages 5 through 8.Have students underline the sentenceorsentencesthathelpidentifythemainideaofthesectiontitled“InClass.”Encouragethem to identify details that support the main idea.Modelidentifyingthemainideaandsupportingdetails.Think-aloud:After reading the section“In Class,”I paused to consider the main idea of this section and the supporting details.The title of this section gave me a clue about the main idea because I knew that I would be reading about what the narrator has learned in class about landforms.After I finished reading,I went back and underlined the information that states the main idea.I underlined the phrase Earths surface is always changing.Next,I will identify details from the text that support the main idea.Writethemainideaontheboard:the Earths surface is always changing.Invitestudentstoreferencethetexttoprovidedetailsthatsupportthemainidea.Recordthesupportingdetailson the board(some changes are fast;some are slow;some landforms result from changes underground,while others result from changes happening on the surface).Modelsummarizing.Think-aloud:Now that I have identified the main idea and supporting details of the section“In Class,”I can create a summary.I know that when creating a summary,I will include the main idea and several of the most important details.I will be sure to use my own words when I summarize.A summary for this section might be the following:The Earths surface is always changing.These changes to the Earths surface are called landforms.Landforms can be created very slowly over timeorcanbecreatedveryquickly.LandformscanbeformedbychangesbeneaththeEarthssurface and by changes on the surface.A Landform AdventureLesson Plan(continued)LEVELQ Q4 Learning AZ All rights reserved.www.readinga- Havestudentsturntoapartnerandsummarizepages5through8.Remindthemtousetheirownwordswhentheysummarize.Havestudentsreadpage9.Remindthemtopauseattheendofthesectiontoidentifythemainidea and supporting details.Check for understanding:Invitestudentstochooseonesectionofthebookfrompages4through 9.Have students underline the sentence or sentences that identify the main idea.Reviewthemainideaandsupportingdetailsforeachsectionasaclass.Then,havestudentsworkwithapartnertoverballysummarizeeachsection.Independent practice:Havestudentsreadthesection“OntheRoad”onpages10through18.Introduce,explain,andhavestudentscompletethemain-idea-and-details worksheet for this section.Havestudentsreadtheremainderofthebook.Remindthemtocontinuetopausetoidentifythe main idea and supporting details.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.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discussion:Discuss with students how stopping to consider the main idea and supporting details of each section helps them to understand and remember the text.Invitestudentstosharetheirresponsesfromthemain-idea-and-detailsworksheet.Writethemain idea and supporting details on the board.Discuss with students how they identified the main idea and supporting details.Independent practice:Have students work with a partner to identify the main idea of the book in itsentirety.Remindstudentsthatalthoughthemainideacanbeidentifiedforeachsection,itisalso important to be able to identify the main idea for the entire book.Point out that although the book is full of important details,students must be able to discern only the most important details that support the main idea.Reflect on the Comprehension SkillReviewwithstudentshowtocombinethemainideaandsupportingdetailsfromthesection“OntheRoad”todevelopasummary.Havestudentsreadtheirsummariesfromthemain-idea-and-details worksheet with the class.Pointoutthatalthoughitisimportanttobeabletosummarizeeachsectionofabook,itisalsoimportanttobeabletosummarizetheentirebook.Discusswithstudentswhyitmightbeusefulto provide a summary of a book.Havestudentsworkwithapartnertowriteabriefsummaryof A Landforms Adventure.Have students share their summaries with the class.Enduring understanding:Whydoyouthinkitisimportanttounderstandhowdifferentlandformsare created?Build SkillsGrammar and Mechanics:Proper nouns:Names of places Revieworexplainthatanounisaperson,place,or thing.Writethefollowingsentencefrompage6ontheboard:These movements are the most important underground forces that create landforms.Underline the words movements,forces,and landforms,and point out that these words are examples of regular nouns because they name things.A Landform AdventureLesson Plan(continued)LEVELQ Q5 Learning AZ All rights reserved.www.readinga-Writethefollowingsentencefrompage4ontheboard:My parents and I are going all the way from Boston to Seattle.Askstudentswhy Boston and Seattle arecapitalized.Explainorreviewthattheseareexampleofpropernouns,whichnamespecificplacesandthereforearecapitalized.Check for understanding:Have students work with a partner to locate and circle all of the proper nouns that name places in the text.Have students share their findings with the class.Independent practice:Introduce,explain,andhavestudentscompletethepropernouns:names of places worksheet.Iftimeallows,discusstheiranswersaloudafterstudentsfinish.Word Work:Closed compound words Explaintostudentsthatacompound wordisawordthatismadebyjoiningtwowords.Writethe phrase Closed Compound Words on the board.Explain to students that there are three types of compound words and that today they will be looking at just one type.Writethewordlandform on the board.Explain that landform is a closed compound word because it is made by joining two words into one word(land and form).Have students use the word landform in a sentence.Havestudentsthinkofexamplesofclosedcompoundwords.Havevolunteerscometotheboardand record their responses on the board.Check for understanding:Have students work with a partner to locate and circle all of the closed compound words in the text.Independent practice:Introduce,explain,andhavestudentscompletetheclosed-compound-wordsworksheet.Iftimeallows,discussanswersaloudaftertheyarefinished.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents demonstrate how a reader pauses to identify the main ideas and supporting details.Extend the ReadingPersonal Narrative Writing ConnectionInvitestudentstoconsideratimetheywentonatripandwereabletomakeaconnectionbetweensomethingtheylearnedatschoolandsomethingtheyexperiencedwhiletraveling.Reviewwithstudents the format of a personal narrative.Guide students through the writing process to create a personal narrative piece about a trip they took with their family.Visit WritingAZ.com for a lesson and leveled materials on personal narrative writing.Social Studies ConnectionAsaclass,chooseanothermajorinterstateandmapoutaroadtripasaclass.Discusswhichstateswould be visited.Have students work with a partner to choose one of these states to research.ProvidestudentswithInternetandtextresourcestolearnmoreaboutthelandformsfoundintheirchosenstate.Haveeachgroupcreateaposterwithvisualrepresentationsofthelandforms.Inviteeach group to present its findings to the class.A Landform Adventu
