原版英语RAZ 教案Zoos - Pro or Con__LP.pdf
Zoos:Pro or Con?Lesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Pro or Con Page Count:20 Word Count:1,807Book SummaryThis book presents readers with a unique text structurethat of a local newspaper publishing letters to the editor.Members of a local community share their opinions both supporting and opposing expansion and renovation of the local zoo.Through these letters,readers are presented with the pros and cons of the issue of whether zoos should exist or be abolished.Readers can decide for themselves after reading critically.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummarizingtounderstandtext Distinguishbetweenfactandopinioninpersuasivetext Identifycommasandtheiruses RecognizeandunderstandsyllablepatternsMaterialsGreen text indicates resources available on the website BookZoos:Pro or Con?(copy for each student)Chalkboardordryeraseboard Summarize,commas,syllablepatternsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:conservation(n.),controversial(adj.),exotic(adj.),extinct(adj.),outdated(adj.),stewards(n.)Enrichment:accredited(adj.),curator(n.),ecosystem(n.),psychological(adj.),tranquilize(v.),wildlife refuges(n.)Before ReadingBuild Background Showstudentstheeditorialsectionofthelocalnewspaper.Explainthatthisisaplacewherecitizens can express their opinions on a variety of topics in the news.Writers are usually responding to a controversial subject that they feel strongly abouteither“pro”(in agreement with the subject or issue)or“con”(against it).Tellstudentsthatmanybooks,articles,andnewspaperspublishpro/condocumentsthattrytopresent both sides of an issue equally,allowing readers to form their own opinions based on the informationpresented.Inthisbook,studentswillhaveanopportunitytoreadaboutanissueand decide if they are“pro”or“con.”Zoos:Pro or Con?Lesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowritea summary,or a brief overview,of the most important information in a section.Point out that a summary often answers the questions who,what,when,where,and why.Readpage4aloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I need to decide which information is important from what Ive read.I look at subtitles,bolded words,and captions to guide me.Then,in my mind,I organize the information into a few words or sentences.For example,the text on page 4 appears to be the section from the Springfield newspaper explaining to readers that an anonymous donor has contributed money to help renovate the local zoo.The page goes on to explain that readers have been responding to this news by writing to the editor to say whether or not they agree with the zoo renovation.The editor of the newspaper is publishing these letters from readers to“stimulate further discussion.”When I look at this important information,a summary of page 4 might be:Inresponsetothelocalnewsofanupcomingmajorrenovationtothezoo,theeditoroftheSpringfieldnewspaperispublishingletters from readers who are either in favor of or opposed to this zoo renovation.Writethesummaryontheboard.Discusshowyouusedtheinformationinthebook,along with your own words,to create the summary.Explaintostudentsthattheywillbeusingagraphicorganizertohelpthemsummarizetheremaining sections of the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Fact and opinionRevieworexplainthatmanystoriesincludebothfactsandopinions.Explainthatonewaytoevaluatewritten material(such as a letter to the editor)is to recognize the difference between statements basedonfactandstatementsbasedonopinion.Anopinion tells how a person feels about something.Youcanagreeordisagreewithanopinion.Afact,by contrast,can be verified or proven.Askvolunteerstonametheirfavoriteflavoroficecream,andwritetheseontheboard.Explainthatstudentshaveexpressedtheiropinionsregardingthebestflavoraccordingtotheirtastes.Pointoutthattherearemanydifferentflavorsoficecream,andtellthemthatthisstatementis a fact.Havestudentsturntopage6andreadthefirstparagraphtogether.Askstudentstoconsiderwhether the second sentence is an example of fact or opinion.Model the skill of identifying fact and opinion.Think-aloud:In the second sentence,the letter writer tells us that awareness of the environment has grown in recent years.This sentence is a fact because it can be proved and documented in many ways.However,the next sentence(People are changing the natural.)is an opinion.This issue of how environmental crises have been caused is a huge controversy in our world today that is hotly debated.Many people believe strongly that humans have caused such problems as global warming,animal extinctions,and so on,but others do not.As I read the book,I will look for facts and try to learn from them.Any opinions I come across will give me a better idea of the beliefs and viewpoints on both sides of the issue.Zoos:Pro or Con?Lesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Asstudentspreviewthebook,pointoutanyvocabularythatyoufeelmaybedifficultforthem.Explainthatallthewordsappearinginboldprintcanbefoundintheglossaryatthebackof the book.Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.They can use context clues within a sentence to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstopage4.Pointtothewordoutdated.Model how to use context clues to figure out the meaning of the unfamiliar word.Havestudentsturntothebackofthebookandsearchtheglossaryforthewordoutdated.Read thedefinitiontogether.Thenhavethemreturntopage4andrereadthesentencewiththewordoutdatedtoconfirmthewordsmeaning.Remindstudentsthataglossaryandadictionarycontainlistsofwordsandtheirdefinitions,and that students should use these tools as needed to find the meanings of unfamiliar words.Set the Purpose Havestudentsreadtofindoutmoreaboutthetwosidesoftheargumentaboutthezoorenovation.Remind them to read critically to distinguish between facts and opinions.During ReadingStudent Reading Guide the reading:Previewpages68.Explaintostudentsthatthesepagesarethefirstletter totheeditor.Pointouttheitalicizedstatementatthetopofpage6,the“thumbs-up”iconon page6,andthenameatthebeginningoftheletter.Havestudentsreadpages68.Distributethesummarize worksheet and model its use on the overhead projector or document camera.Think-aloud:The first letter to the editor is obviously in favor of zoos.Now that I have read the entire letter,I am going to go back and use my graphic organizer to help me summarize and understand clearly this writers ideas.In the top“Main Idea”box,I will write the italicized statement from the top of page 6:“Responsibility to our fellow creatures.”Next,in the box labeled Reason#1,I will write the writers first argument:“Humans created the environmental crisis,and its up to us to fix it.”As I continue to re-read the paragraph,I see two details the writer adds:“Clean up the environment and shift to greener lifestyles”and“Save species that are endangered.”I will write these in the first Details box.Now I can clearly see and summarize the first letter to the editor.Havestudentsreadpages910.Discusstheinformationtheycannowrecordinthesecondsetofboxesontheirworksheet.Fillintheclassworksheetontheboardandallowtimeforstudentstofill in their chart.Check for understanding:Distributeasecondcopyoftheworksheet.Havestudentsreadtotheendofpage15.Askthemtofillinthetopportionoftheirworksheetinthesamemannerforthefirst“con”letter.Have volunteers share their responses.Havestudentsreadtheremainderofthebookandhavethemcontinuefillingintheirworksheetas they read.Have students make a question mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.Zoos:Pro or Con?Lesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusswithstudentshowusingthegraphicorganizerhelpedthemsummarizeeachletterwritersargument and viewpoints.Think-aloud:When I look back over my worksheet,it is easy for me to quickly summarize the pros and cons of the Springfield newspaper readers.It also helps me to evaluate the issues and decide for myself whether I am for or against zoos.Independent practice:Have students complete the worksheet if they have not already done so.Have them share their responses with a partner.Reflect on the Comprehension Skill Discussion:Havestudentsreviewtheirsummarizeworksheet.Askthemtothinkaboutwhichletter they found more convincing or which one they found themselves agreeing with the most.Why?Was it the use of persuasive language?Convincing facts?Or powerful,emotional opinions?Independent practice:Assigneachstudentoneofthefourlettersfromthebook.Provide two different colored highlighters,and have them highlight facts in one color and opinions in another.Enduring understanding:Inthisbook,youreadabouttwosidesofanissue,orargument,andanalyzed each one for its use of facts and opinions.The next time you are in an argument or debate,or are asked to write a persuasive letter,what will you think about when you plan your argument?Build Skills Grammar and Mechanics:Commas Explainthatcommasmaybeusedbywritersinavarietyofways.Someoftheusesare:toseparate an introductory word or phrase from the rest of the sentence,to separate a list of three or more items,and to separate clauses within sentences.Havestudentsturntopage13.Askthemtofindthefollowingsentence:In the wild,they roam over such large distances that living in small spaces causes them great stress.Askavolunteertocometotheboardandcirclethecomma.ExplainthatthephraseIn the wild is an introductory phrase leading into the sentence and that the comma separates it from the rest of the thought.Remind students that this is only one of the many uses for a comma.Next,explaintostudentsthatwheneveralistofthreeormoreitemsismade,acommamustbe placed between the items.Listed items can be nouns,verbs,adjectives,or entire phrases or clauses.Remind students that this is only one of the many uses for a comma.Havestudentsturntopage16andreadthefollowingsentencealoud:You are permanently separated from your town,neighborhood,parents,and friends.Explainthatwhenthesentenceis read aloud,the commas create a pause between the words.Point out the list of items,the commas used to separate the items,and the use of the word and before the last item.Lastly,havestudentslocatethefollowingsentencefrompage4intheirbooks:To encourage further discussion on the topic,we are printing a small selection of readers letters that express many of the pros and cons of zoos.Point out the independent clause(we are printing a small selection of readers letters that express many of the pros and cons of zoos)and the dependent clause(To encourage further discussion on the topic).Explainthatthecommaseparatesthetwoclauses.Remind students that this is only one of the many uses for a comma.Zoos:Pro or Con?Lesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students turn to pages 11 and 12 and reread both pages.Point out that many commas are used on these two pages and that they are used in a variety of ways.Have a volunteer read the sentence that uses commas to separate items in a list.(climbed a wall,killed one person,and injured two others.)Askanothervolunteertoreadthesentencethat uses a comma to separate an introductory phrase.(As a result,some zoos attempt to reduce)Askathirdvolunteertoreadthesentencethatusesacommatoseparateclauses.(This sometimes leads people to think they can keep exotic animals as pets,even though they lack the training and facilities.)Independent practice:Introduce,explain,andhavestudentscompletethecommas worksheet.Iftimeallows,discusstheirresponses.Word Work:Syllable patterns Reviewwithstudentsthatasyllableisaunitofsoundinaword.Asyllablecontainsavowelandoftenoneormoreconsonants.Forexample,pointouttostudentsthatthewordzoo contains one syllable,and the word center contains two syllables,and habitatcontainsthree.Explainthat many words have multiple syllables,such as the words community and conservation.Tell students that knowing how to break words into syllables can help them read and spell longer or unfamiliar words.Writethewordsupportontheboard.Saythewordaloud,stressingthesyllables,andputa dot over each of the vowels in the word.Then draw a line to divide the word into its two syllables.Say:Notice that the vowel u is in the middle of the syllable sup,and it is closed in by the consonants s and p on either side.The vowel sound is short in the syllable sup.We call this a closed syllable.Often,vowels in closed syllables are short vowels.I can use this strategy when I am trying to sound out unfamiliar words.Repeattheprocessabovewiththewordlocal.Demonstratethatthesyllablebreakcomesafterthe vowel,so the first syllable is an open syllablethere is no consonant closing it in at the end.Often,open syllable vowels are long.Check for understanding:Write several more words from the book on the board(favor,letters,and soon),makingsuretoincludethree-andfour-syllablewordsaswell.Askstudentvolunteerstocome to the board,divide each word into syllables,and then explain whether the first syllable is open or closed.Independent practice:Introduce,explain,andhavestudentscompletethesyllable patterns worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students ask family members to share their opinion
