原版英语RAZ 教案The Amazing Amazon_LP.pdf
The Amazing AmazonX X1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes the Amazon a unique habitat?Book SummaryText Type:Nonfiction/InformationalThe Amazon rainforest is a rich,living treasure.Filled with more kinds of insects,plants,and animals than anywhere else in the world,the Amazon is a complex and fascinating habitat.The Amazing Amazon provides students a comprehensive look at this intricate world through detailed text and colorful photographs.The book can also be used to teach authors point of view and how to effectively summarize a text.The book and lesson are also available for levels U and Z1.Guiding the ReadingBefore ReadingBuild Background Invitestudentstosharetheirpriorknowledgeofrainforests.Point out that a tropical rainforest is a warm forest where it rains a lot and therefore can support much life.WriteThe Amazon and read it aloud to students.Display a map of the world and locate the Amazon on the map in relationship to your hometown.Point out the location of the equator and explain that the proximity to the equator is responsible for the warm climate.Explain to students that the Amazon is the largest rainforest in the world.Introduce the Book GivestudentstheircopyofThe Amazing Amazon.Guidethemtothefrontandbackcoversandreadthe title.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,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Explain to students that when readers summarize what they read,it helps them remember information in the section or the book.Point out that a summary often answers the questions,Who,What When,Where,and Why.Readpage 5 aloud to students and model how to summarize the information.Lesson EssentialsInstructional Focus Summarize to understand text Determine authors point of view Describe information provided by the table of contents Discriminate and use various sentence types Identify and use homophonesMaterials Book:The Amazing Amazon (copy for each student)Summarize,sentence types,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:epiphytes(n.),foliage(n.),peccaries(n.),piranhas(n.),residents(n.),species(n.)Enrichment:fungi(n.),prehensile(adj.),slinks(v.),talons(n.),trickles(v.),unsuspecting(adj.)Academicvocabulary:different(adj.),discover(v.),probably(adv.),support(v.),understand(v.),volume(n.)The Amazing AmazonX X2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:AuthorspointofviewExplain to students that when an author writes about a topic,he or she often expresses his or her attitude,opinion,and beliefs about the subject.This is called the authors point of view.The authors point of view is often expressed through his or her purpose for writing:to inform,to persuade,or to entertain the reader.Point out that although an authors purpose when writing a nonfiction book is usually to inform,we can often infer how the author feels about the topic from the details included in the book.Explaintostudentsthatastheyreadthebook,theywill be looking for details that reveal the authors point of view.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,have students turn to the glossary on page 24.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 model sentence.Have students work in groups to create posters for these words.Have them include on 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 HavestudentsreadtofindoutmoreabouttheAmazon.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is the climate of a tropical rainforest?(level 2)pages 4 and 5 What makes the Amazon rainforest different from other rainforests?(level 1)page 6 What are the four layers of the rainforest?(level 1)page 10 Why is the canopy layer home to so many animals of the rainforest?(level 2)pages13,14,and15 How are the emergent layer,canopy layer,and understory layer similar?How are they different?(level 2)pages13through17 In what ways does the rainforest floor support all of the living creatures in the Amazon?(level3)multiple pages How is the Amazon rainforest a rich treasure?(level3)multiple pagesText Features:TableofcontentsExplain that the table of contents is a list of the sections in a book.It can be used to find information quickly and is located at the front of the book.Have studentsturntopage3ofthebook.Askstudentswhat they can expect to read about in this book.Have students work with a partner to predict what information each section might contain.Ask students:How does the table of contents help you create a summary of the book?In which section might you learn about peoples connection to the Amazon rainforest?On what page does this section begin?Which section shows you how to find more information about the rainforest?Continue to ask students about information from the table of contents and on which pages they will find the information.SkillReview Reviewhowtosummarizewithstudents.Havestudentsrereadthesection“Rainforests”andlistthe who,what,where,when,and why from the section on a separate sheet of paper.Then have students work with a partner to create a short oral summary using this information.Invite volunteers to share their summary with the class.Modelhowtocompletethesummarize worksheet.Reviewwithstudentsthatanauthorofanonfictionbook often expresses his or her point of view about a topic.Have students independently reread page 21.Modelidentifyingtheauthorspointofview.Think-aloud:I know that an author includes details in his or her writing that reflects his or her beliefs or feelings about a topic.When I read,I look for details that the author includes to make a point about the topic.For example,on page 21,the author states that the Amazon is a rich,living treasure and that it provides many resources for humans and animals alike,including the oxygen we breathe.These details show me that the author believes the Amazon is a special and very important resource that is worth taking care of and protecting.Havestudentsworkwithapartnertorereaddifferent sections of the book and look for examples of the authors point of view about the Amazon.Invite partners to share their findings with the class.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Guiding the Reading(cont.)The Amazing AmazonX X3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:SummarizeReviewthesummarizeworksheetthatstudentscompleted.Have students share their work in groups.Remindstudentsthatwhenreaderssummarizewhat they read,it helps them to better remember information in the section or the book.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answertheFocusQuestion.(Answerswillvary.Reasonsshould include the following:The Amazon rainforest is a unique habitat because it is home to more kinds of insects,plants,and animals than any other place on Earth.Because of its location on the planet,it has one of the most varied ecosystems on the planet.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Sentence types Explaintostudentsthattherearedifferenttypesofsentences that they will encounter when they read and as they write.Explain that one type of sentence is called a complex sentence and a complex sentence contains an independent clause joined by one or more dependent clauses.Select a simple sentence from the text and record it on the board.For example:The Amazon rainforest is a real place.Invite students to identify the subject and verb in the sentence.Explain that this is a simple sentence because it has one phrase that contains a subject and a verb.Have students work with a partner to locate other simple sentences within the text.Pointoutthatsometimesasentencecanhavetwoparts,called phrases or clauses.Explain that each clause has its own subject and verb and that the clauses are joined together by conjunctions.Provide examples of conjunctions for students,such as after,although,as,because,before,once,since,so,that,though,unless,until,and so on.Provide an example of this from the text and record it on the board,for example,The understory is not nearly as busy as the canopy,but animals do live here.Have students work with a partner to identify the conjunction.Writethefollowingsentenceontheboard:Somewhere in the Amazon,the scream of a howler monkey echoes through the forest.Underline the scream of a howler monkey echoes through the forest.Explain that this part of the sentence is called the independent clause.Explain that the part of the sentence before the comma is called the dependent clause.Point out that even though both sentence parts contain a subject and a verb,the dependent clause does not express a complete thought and is not a sentence on its own.Have students locate and reread the second sentence of the second paragraph on page 21:As you read these words,a jaguar slinks through the understory.Invite a volunteer to identify the conjunction and the dependent clause.Point out that in this example,the dependent clause comes first in the sentence.Check for understanding:Have students work independentlytorereadthesection“KeepingitClean”tolocatecomplexsentences.Havestudentsidentify the independent and dependent clauses as well as the conjunction.Have students share their findings with the class.Independent practice:Introduce,explain,and have students complete the sentence types worksheet.If time allows,discuss their answers.WordWork:Homophones Havestudentsturntopage5andrereadthefirstsentence on the page:Rainforests live up to their name:they are forests where it rains almost every day.Writethewordstheir and where on the board.Ask students to suggest a definition for each word and use it in a complete sentence.Writethewordwear on the board.Ask students how this word is different from the word where(it is spelled differently and has a different meaning).Explain that two words that sound the same but are spelled differently and have different meanings are called homophones.Invite volunteers to use each wordinacompletesentence.Repeatthisprocessfor the word their.Have students turn to page 9 and reread the page independently.Invite them to highlight the word four in the first sentence and identify a homophone(for).Have students share their findings with a partner and use each homophone in a complete sentence.Check for understanding:Have students work in pairs to reread page 10.Invite them to create a list of words from this page with accompanying homophones.Have each group share their findings with the class.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
