原版英语RAZ 教案P50-Mud Runs.pdf
Mud RunsP P1 Learning AZ All rights reserved.www.readinga-Focus Question:Why do people participate in mud runs?Book SummaryText Type:Nonfiction/InformationalDo you like foot races and playing in the mud?Then Mud Runs might be for you!Mud Runs introduces readers to an exciting form of competition,which can include outlandish costumes,challenging obstacles,and scary zombies.Exciting photos will hold students interest as they learn about adjectives and making inferences and drawing conclusions.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Havestudentsdiscussracesorgamestheyhaveparticipated in and explain,if possible,why they participated in those experiences.Askstudentswhomtheythinkofwhenthey visualizeathletes.Askstudentswhytheythinkathletescompeteinraces.Havethemdiscussthiswith partners.Involvestudentsinadiscussionaboutwhattheythinkamudrunis.Havestudentsvisualizeanddiscusswhatitcouldbe.Askstudentstodescribehow they came to their conclusions.Introduce the Book GivestudentstheircopyofMud Runs.Guidethemto the front and back covers and read the title.Havestudentsdiscusswhattheyseeonthecovers.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,authors name).Havestudentspreviewthetableofcontentsonpage 3.Remind students that the table of contents providesanoverviewofthebook.Askstudentswhy they think people participate in mud runs,on the basis of what they see in the table of contents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visualize,or create pictures in their mind,as they read.Explain that readers make visual images using information from the words they read and information they already know about the subject.Point out that photographs in a book can also provide information to add to visualizations or can inspire readers to revise their mental images to be more accurate.Lesson EssentialsInstructional Focus Visualize to understand text Make inferences and draw conclusions about information in the text Describe information provided by photographs Identify open vowel y Recognize and use adjectives Understand the purpose of boldface words in textMaterials Book:Mud Runs(copy for each student)Make inferences/draw conclusions,adjectives,boldface words worksheet Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:adventure(n.),athletes(n.),course(n.),obstacles(n.),themed(adj.),zombies(n.)Academicvocabulary:adult(n.),challenges(n.),create(v.),example(n.),requires(v.),through(prep.)Mud RunsP P2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Makeinferences/DrawconclusionsExplain to students that they can use prior knowledge to help them understand information in a text.Readers make predictions on the basis of details in the text.These predictions are called inferences.Writeontheboardtext+prior knowledge=inference.Havestudentsdiscusswithapartnerwhat they already know about mud runs and races.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 vocabulary words in the book.Point out the use of each 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 Havestudentsreadtofindoutmoreaboutwhypeopleparticipateinmudruns.WritetheFocusQuestion on the board.Invite students to look for evidence in the book to support their answer.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.What are the different types of mud runs?(level 1)page 5 What physical challenges do racers face in mud runs?(level 2)multiple pages Why does training for a mud run require many different kinds of exercise?(level 3)pages78 What are some themes for mud runs?(level 2)page 9 What are the additional challenges in a zombie mud run?(level 2)page 9 What are the benefits to participating in a mud run as a team?(level 3)page 11 Why would someone feel like a superhero after he or she finishes a mud run?(level 3)multiple pagesText Features:PhotographsExplain that photographs help the reader picture whatsomethinglookslike.Havestudentslookat the photographs and compare their visualizations ofwhattheyreadwiththepicturesshown.Have studentsdescribewhattheyvisualized.Askstudents Who participates in mud runs?What do they look like as they race?Why do you think they wanted to participate in a mud run?SkillReview Modelidentifyingdetailsthatsupportaninference.Think-aloud:What details from the book help me infer why people participate in mud runs?I read on page 12 that mud runs can be fun.I read on pages 5 through 8 that people work really hard to get through the mud and obstacles.On the basis of these details,I can infer that working hard will be good exercise for participants.Also,people work in teams to complete mud runs,and I know that working with others and exercising are both challenging.So,I can infer that _.Reviewtheinformationonboard:text+prior knowledge=inference.Under text,write the phrase race through mud and obstacles,the detail fromthethink-aloud.Writehard work,strength,tricky under prior knowledge.Writegood exercise under inference.Guidestudentstoanunderstandingthatpeople participate in mud runs for many reasons.Writepeople participate in mud runs for many reasons on the board.Modelanddiscusshowtocompletethemake-inferences-draw-conclusions worksheet,using evidencefromthetext.Havestudentsdiscuss the details they noted with a partner.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Makeinferences/DrawconclusionsReview the make-inferences-draw-conclusions worksheet that students completed with a partner.Havestudentssharetheirworkwiththegroup.List ideas on the board.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Guiding the Reading(cont.)Mud RunsP P3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(Studentsshouldincludethat people participate in mud runs for many reasons,such as wanting to have fun,wanting to get exercise,wanting to work together with family and friends,or wanting to challenge themselves.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonics:Identifyopenvowel y Writethewordsweaty on the board and read it aloud with students.Challenge students to find the word in their book(page 4).Askstudentswhatsoundtheyhearattheend oftheword(long/e/sound).Askthemwhatletteris making the sound,and then circle the y in the word.Explain to students that the letter y can make the long/e/sound in some words.Check for understanding:Havestudentsworkwith a partner to find another word in the book that ends in y and makes the long/e/sound.Invite students to the board to share the words they find.Read the list of words with students,emphasizing the long/e/sound.Grammar and Mechanics:Adjectives Turntopage8ofthebook.Havestudentsdescribeto a partner the people in the two photographs.Havestudentsshareonedescriptivewordwiththerest of the class,and write the words on the board.Explaintostudentsthatadjectives are words that describe nouns.Explain to students that adjectives help readers visualize,or picture what they read.Check for understanding:Havestudentsworkwitha partner to find and list all the adjectives in the book.Call on students to share with the rest of the class an adjective they found,and have other students give a thumbs-up signal if the word is an adjective.Independent practice:Introduce,explain,and have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:Boldfacewords Havestudentsfindandpointtothewordathletes onpage5.Havestudentsdiscusswithapartnerhow the word is different from other words on the page.Askstudentstoshareadifferencewiththerest of the class.Explaintostudentsthatthewordathletes is in boldface print.Explain that boldface print means the text is written in darker print than the other words onthepage.Havestudentsturntopage9andlocate another example of boldface print(themed and zombies).Havestudentscalloutthewords.Askstudentstoturntotheglossaryonpage16,and have them find the word athletes.Remind students that the words in the glossary are vocabulary words for the book.Explaintostudentsthatboldfaceisusedtomakecertain words stand out in the book.Explain that in this book,the boldface print shows important vocabulary words in the book,which are also defined in the glossary.Point out that boldface print is most often used in nonfiction books.Havestudentssearchthebookandfindthewordobstacles.Havestudentscalloutthepagenumberwhere they found the word(7).Discuss with students how the boldface print made it easier for them to find the word.Askstudentstolookforanotherexampleofwordsin boldface print besides the vocabulary words.Point out that the section titles are also in boldface print to make them stand out in the text.Check for understanding:Havestudentsworkinpairsto find and circle all examples of words in boldface printinthetext.Havestudentscalloutthenumberofboldfacewordstheyfound.Havestudentsexplainto a partner why some books use boldface print.Independent practice:Introduce,explain,and have students complete the boldface words worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
