原版英语RAZ 教案Q20-Mike Van Zee, Special Olympian.pdf

Mike Van Zee,Special OlympianLesson PlanLeveLQ Q1 Learning AZ,Inc.All rights reserved.www.readinga-About the Book Text Type:Nonfiction/Biography Page Count:16 Word Count:834Book SummaryMeet a courageous and hard-working athlete who is also a Special Olympian.This biography is the story of Mike van Zeehow he trained,worked with his coach,and became a champion.Readers will also learn about the history of the Special Olympics.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Analyzeauthorspurposeintext Identifyandformwordswithinflectionalendings UsethedictionarytolocateandidentifywordmeaningsMaterialsGreentext indicates resources available on the website BookMike Van Zee,Special Olympian(copy for each student)Chalkboardordryeraseboard Dictionaries KWL,inflectionalendings,dictionaryskillsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:annual,aquatics,competition,determination,excel,gladiators,industrious,involvement,oath,opportunity,perseverance,self-confidence Before Reading Build Background AskstudentstosharewhattheyknowabouttheOlympics.ThenaskwhethertheyhaveeverheardofSpecialOlympics.DiscusswhatstudentsalreadyknowaboutSpecialOlympics.CreateaKWLchartontheboardandhandouttheKWL worksheet.Introduceandexplaintheworksheet.RevieworexplainthattheK stands for information we know,the W stands for information we want to know,and the Lstandsforinformationwelearned.Asvarioustopicsarediscussed,fill in the first section(K)on the board with information students know about the topic.AskstudentswhattheywouldliketoknowaboutSpecialOlympics.Writetheirquestionsontheboard under the second section(W).Mike Van Zee,Special OlympianLesson Plan(continued)LeveLQ Q2 Learning AZ,Inc.All rights reserved.www.readinga-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 ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questions Discusswithstudentshowaskingquestionsaboutatopicbeforereadingandlookingforanswersas they read will help them understand and remember what they read.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewoftheinformationinabookandhowitisorganized.Modelhowtousethetableofcontentstoaskquestions.Think-aloud:I can use table of contents to think of questions Id like to have answered about Special Olympics and Mike Van Zee.For example,the first section is titled“Humble Beginnings.”This makes me wonder how Mike got started in Special Olympics.I think this is a good question.Ill write it in the W section of the KWL chart.Id also like to know how Special Olympics began.Ill write that question on the chart,too.Havestudentslookattheothersectiontitles.Writeanyquestionstheyhave,basedonthecoversand table of contents,in the W section of the class KWL chart.Havestudentspreviewtherestofthebook,lookingatthephotos,captions,andglossary.HavethemwriteanyquestionstheyhaveontheirKWLworksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Writethefollowingtermsontheboard:inform,entertain,persuade.Invitestudentstosharewhat they already know about the meaning of each of the words.Defineeachwordforstudentsandwritethedefinitionsontheboard(inform means to give someone information about something;entertain means to amuse someone;persuade means to try to make someone think the same way you do).Askstudentstoshareanexampleofeachpurposefromtheirrecentreading.Ifneeded,readaloudexamplesofeachpurpose,suchasafable(inform/entertain),asocialstudiesorsciencebook passage(inform),and an advertisement(persuade).Think-aloud:Authors write for different reasons.Some write to provide facts about something.For example,the passage from the social studies book provided me with information about _.However,the purpose of the advertisement was to make me think that I need to have this item.The purpose was not to teach me something.Advertisements like this use words and pictures to persuade me to buy something.Sometimes authors intend more than one purpose for their writing.In the fable _,readers are entertained by the story.However,the author also uses the story to provide readers with a moral,or lesson,at the end.Encouragestudentstoshareadditionalexamplesofstoriestheyknowthatentertain,persuade,and inform readers.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:aquatics,determination,excel.Givegroupsofstudentsseveralpiecesofblankpaper.Foreachword,havethemwriteordrawwhat they know about the word.Have groups discuss and create a definition for each word using prior knowledge.Revieworexplainthattheglossaryandadictionarycontainalistofvocabularywordsand their definitions.Mike Van Zee,Special OlympianLesson Plan(continued)LeveLQ Q3 Learning AZ,Inc.All rights reserved.www.readinga- Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havestudentslocatetheglossaryatthebackofthebook.Inviteavolunteerreadthedefinitionforaquatics in the glossary.Have students compare the definition with their prior knowledge of the word.Then have them follow along on page 7 as you read the sentence in which the word aquatics is found toconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabularywords.Havethegroupsusethevocabularywordsontheboardtoexplainwhatmighthappenin this book.Repeat the activity after reading the book to check for student understanding of the vocabulary.Set the Purpose HavestudentsreadthebooktofindanswerstotheirquestionsaboutMikeVanZeeandSpecialOlympics.Have them write what they learned in the L section of their KWL chart.During Reading Student Reading Guide the reading:Have students read to the end of page 7.Remind them to read for information thatwillanswerquestionsontheirKWLworksheet.Encouragethosewhofinishbeforeotherstorereadthetext.Whentheyhavefinishedreading,havestudentscircleanyquestionsontheirKWLchartthatwereansweredandunderlinetheinformationinthebookthatanswersthosequestions.HavethemaddtotheirKWLworksheetanyadditionalquestionstheygeneratedastheyread.Modelansweringaquestionandwritingtheanswerinthethirdsection(L)on the class KWL chart.Think-aloud:I wanted to know how Mike got started in Special Olympics and how Special Olympics began.Although I havent answered my first question,I did find out that a woman named Eunice Shriver started Special Olympics.She believed people with disabilities should be given the opportunity to participate in sports.I also found out that she held the first competition at her home in 1962.Ill write what I learned in the L section of my KWL chart.I also learned that the first participants in Special Olympics competed in floor hockey,aquatics,and athletics.This makes me wonder which sports Special Olympians compete in today.I will write this question in the W section of my KWL chart.HavestudentswriteanswerstheyfoundandadditionalquestionstheyhadwhilereadingundertheappropriateheadingsontheirKWLworksheet.Invitethemtosharetheinformationtheylearnedandtheadditionalquestionstheygeneratedastheyreadthebook.Createathree-columnchartontheboardwiththelabelsto entertain,to inform,and to persuade at the top of the columns.Review with students the information from the sections so farinthebook.Discusswhatmightbetheauthorspurposeforwritingthebook.Writetheexamplesontheboardasstudentssharethem.(Forexample:thebookinformsreadersby providing information about the history of Special Olympics.)Check for understanding:Have students read to the end of page 13.Have them write answers theyfoundandadditionalquestionstheyhadwhilereadingundertheappropriateheadingsontheirKWLworksheet.Invitestudentstosharetheinformationtheylearnedandtheadditionalquestionstheygeneratedastheyreadthebook.Discusshowtheinformationfrom“SpecialOlympicsGames”and“CoachPat”supportsoneormoreofthethreepurposesforwritingabook.Writetheexamplesontheboardasstudentssharethem.(Forexample:thestoryentertains readers by telling more about Mike van Zee and his coach;the story informs readers by providing information about Special Olympic games and events.)Havestudentsreadtheremainderofthebook.Remindthemtolookforanswerstotheirquestionsanduseinformationtheylearnedtoidentifytheauthorspurpose.EncouragestudentstoaddnewquestionstheymighthavetotheirKWLworksheetastheyread.Mike Van Zee,Special OlympianLesson Plan(continued)LeveLQ Q4 Learning AZ,Inc.All rights reserved.www.readinga-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.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:I wanted to know which sports Special Olympians compete in today and how Mike Van Zee got started in Special Olympics.I found out that Mike entered the Special Olympics program in 1983.He learned how to lift weights with the help of his coach.I also saw the list of 30 events that Special Olympians compete in today,including figure skating,gymnastics,golf,softball,and volleyball.Askstudentstosharequestionstheyhadwhilereading,andaskthemwhichquestionswereanswered(ornotanswered)inthetext.Havestudentswriteanswerstheyfoundwhilereadingunder the appropriate heading on their KWL worksheet.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keepsstudentsinterestedinthetopic.Italsoencouragesthemtokeepreadingtofindtheanswerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Reflect on the Comprehension Skill Discussion:Askstudentstoexplainhowidentifyingtheauthorspurposehelpedthemunderstandand remember different parts of the story.Review the three different purposes from their worksheet(to inform,to entertain,to persuade).Independent practice:Havestudentschoosewhichpurposetheybelievetobetheauthorsmainintentforthisbook.Havethemwriteaparagraphtoexplaintheirthinking,usingexamplesfromthebooktosupporttheiridea.Astimeallows,meetwithstudentsindividuallytodiscuss their paragraph.Enduring understanding:Inthisstory,youlearnedaboutpeoplewithdisabilitieswhotrainhardandenjoythespiritofphysicalcompetitioninSpecialOlympics.Youalsolearnedabouttheiroath:“Letmewin.ButifIcannotwin,letmebebraveintheattempt.”Nowthatyouknowthis,howwillithelpyouthenexttimeyouareinacompetitionanddontwin?Build Skills Grammar and Mechanics:Inflectional endings Writethefollowingsentencesontheboard:Some kids had problems with others teasing them.The kids were excited to be in Special Olympics.Circlethewordsteasing and excited.Explaintochildrenthat-ed and-ingareexamplesofinflectionalendings.Theyareaddedtotheendofabaseword.Askstudentstoidentifythebasewordsforteasing and excited(tease,excite).Pointoutthattheletter eineachbasewordisdroppedbeforeaddingtheinflectionalending.Createathree-columnchartonthechalkboard.LabelthecolumnsBase Word,-ed,and-ing.Model adding the-ed or-ingtoabasewordandwritethewordsonthechart.(Forexample:learn,learned,learning;laugh,laughed,laughing.)Check for understanding:Addseveralmorebasewordstothechartontheboard(like,chase,smile,andsoon).Askstudentstoaddtheinflectionalendingstoeachwordonaseparatepieceofpaper.When students are finished,discuss their answers and add the correct words to the chart.Independent practice:Introduce,explain,andhavestudentscompletetheinflectionalendingsworksheet.Iftimeallows,discusstheiranswers.Mike Van Zee,Special OlympianLesson Plan(continued)LeveLQ Q5 Learning AZ,Inc.All rights reserved.www.readinga-Word Work:Dictionary skills Writethecontentwordexcelontheboard.Askstudentstoturntopage6intheirbook.Say:By reading the sentences before and after the word and using the photographs as clues,we can determine the meaning of excel(to do very well).If we want to check to be sure of the meaning of the word,we need to locate the word and its definition in a dictionary.Passoutstudentdictionaries.Explaintostudentshowtolocateawordinthedictionaryusingthebeginningletter(s)oftheword.Remindorexplaintothemthatguidewordsarewordsatthetop of each page in a dictionary.They show the first and last entry words in alphabetical order onapage.Explainandmodelhowtouseguidewordstohelpfindthepageonwhichthewordexcelcanbefound.Dependingonstudentsexperience,modelalphabetizingtothesecondorthird letter,if necessary.Revieworexplaintostudentsthatadictionaryliststhedefinitionsoftheentrywordandthatadefinitionissometimesfollowedbyasentenceusingtheentryword.Askstudentstoreadthedefinition and sentence for the word excelandtodecidewhichdefinitionexplainshowthewordis used in the book.Remind students that words often have more than one meaning and that students must decide which definition matches the usage in the book.Check for understanding:Askstudentstofindthewordannual on page 6 in their book.Then have them locate the word in their dictionary,identify the guide words,and find the definition that matches the usage in the book.Monitor and assist students who need additional guidance.Independent practice:Introduce,explain,andhavestudentscompletethedictionary skills worksheet.Iftimeallows,discusstheiranswers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemsharewithsomeoneathometheauthorspurpose(s)forwritingthebookandexplaintheirthinking.Extend the Reading Biography Writing ConnectionProvidestudentswithprintandInternetresourcestoresearchapersonofinteresttothem.Havethemwriteabiographyabouttheperson,including:thenameoftheperson,whenheorshewasborn,and important achievements.Technology and Social Studies ConnectionProvidestudentswithInternetresourcestofindmoreinformationaboutSpecialOlympicsinyourcommunityorstate.Askthemtofindoutwhenandwherelocalcompetitionsareheld,howmanypeople participate,and which events are offered.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Mike Van Zee,Special OlympianLesson Plan(continued)LeveLQ Q6 Learning AZ,Inc.All rights reserved.www.readinga- Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpos