原版英语RAZ 教案P52-Incredible Places to Stay.pdf
Incredible Places to StayP P1 Learning AZ All rights reserved.www.readinga-Focus Question:Why are some hotels incredible places to stay?Book SummaryText Type:Nonfiction/InformationalHave you ever visited a hotel made out of ice?How about a hotel located underwater?Incredible Places to Stay explores these and many other fascinating hotels around the world.Photographs of these unique places help further engage student with this interesting topic.Students will also have the opportunity to connect to prior knowledge,as well as to compare and contrast to better understand the text.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Placeontheboardaphotographofatraditionalhotel.Ask students if they have ever stayed in a hotel,and invite them to share their experiences with a partner.Encourage students to share details of their experiences with the class,such as where they stayed,why they needed to stay in a hotel,and how they felt when they were there.MakeaT-chartontheboard,usingthephotographof the traditional hotel on one side.Ask students to describe the picture of the traditional hotel,and write these descriptions on the board.Introduce the Book GivestudentstheircopyofIncredible Places to Stay.Guidethemtothefrontandbackcoversandread the 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:Connect to prior knowledgeExplain to students that effective readers make connections between what they already know and new information they read,which is called connecting to prior knowledge.Remindthemthatthinkingabout what they already know about the topic of a book will help them better understand what they read.Readthetitleofthisstoryandaskstudents to look at the front and back covers.Invite volunteers to share what they already know about this story,on the basis of the title and cover pictures.Lesson EssentialsInstructional Focus Connect to prior knowledge to understand text Compare and contrast information in a text Identify and use the table of contents Identify initial consonant bl-blend Recognizeandusepropernounsthat name places Identify and arrange words in alphabetical orderMaterials Book:Incredible Places to Stay (copy for each student)Compare and contrast,proper nouns,alphabetical order worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear inapre-madelessonforthistitleonVocabularyAZ.com.WordstoKnowStory critical:conservation(n.),continents(n.),endangered(adj.),hotels(n.),incredible(adj.),profits(n.),slabs(n.),tour(n.),unique(adj.)Enrichment:endangered(adj.),profits(n.),slabs(n.)Academicvocabulary:beneath(prep.),different(adj.),experience(n.),however(adv.),remember(v.),through(prep.)Incredible Places to StayP P2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatreadersbetterunderstanda story when they compare and contrast details such as characters,settings,and subjects.Explain that to compare,readers look at how things are alike,and to contrast,readers look at how they are different.OntheexistingT-chartontheboard,addaphotograph of one of the hotels from the book.Ask students to describe the hotel,and record these descriptions on the board.Then,have students work with a partner to compare and contrast the two hotels on the board.Explain to students that they will be comparing and contrasting the hotels in this book as they read.VocabularyHave students turn to the“Words to Know”box on the 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 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 Havestudentsreadtofindoutmoreaboutincredible places to stay.Write the Focus Question on the board.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 does the map show on page 4?Why did the author include it?(level3)page 4 During which season would you want to visit the Hotel de Glace?(level 2)pages 6 and 7 Why do giraffes like to eat at Giraffe Manor?(level 1)pages 912 How did the Mirrorcube get its name?(level 1)page 10 Which animal might like to stay at the Sala Silvermine Hotel?(level3)page 12 In what way are the Treehotel and Sala Silvermine Hotel opposites?(level 2)pages 1012 How are all of the hotels in this book alike?(level3)multiple pagesText Features:Table of contentsExplain that the table of contents helps readers identify key topics in the book in the order they are presented.Put students into small groups and give each group multiple sentences cut out from the book.Ask groups to work together to match the sentences with the correct section by using the table of contents.Invite volunteers to share their answers with the class.Discuss with students how the table of contents helps readers better identify the order of key topics in the book.SkillReview Modelforstudentshowyouconnectwithpriorknowledge as you read.Share personal experiences with various hotels from the book if possible.Ask volunteers to share their personal connections with the class.Havestudentsstopnowandthentocomparehotels in the book.Modelcomparingandcontrasting.Think-aloud:Two of the fascinating hotels from this book are the Golden Nugget and the Jules Undersea Lodge.These two hotels are alike because they are both located in the United States.These two hotels are different because the Golden Nugget is above ground while the Jules Undersea Lodge is located underneath the water.Comparing and contrasting these two hotels helps me better understand and remember the information presented in this book.Modelhowtocompletethecompare-and-contrastworksheet.Have students compare and contrast two hotels from this book using a Venn diagram.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.SkillReviewGraphic Organizer:Compare and contrastReviewtheVenndiagramthatstudentscompleted.Have students share their work in groups.Invite volunteers to share their answers with the rest of the class.Ask students to share how comparing and contrasting helped them better understand the information presented in this book.Guiding the Reading(cont.)Incredible Places to StayP P3 Learning AZ All rights reserved.www.readinga-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 answer the Focus Question.(Answers will vary.Reasonsshouldincludecharacteristicsthatmakehotels unique places to stay,such as their location or their design.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonics:Initial consonant bl-blend Writethewordblack on the board and read it aloud with students.Havestudentssaythe/bl/soundaloud.Then,runyour finger under the letters in the word black as students say the whole word aloud.Ask students to identify which letters represent the/bl/sound in the word black.Saythewordsblue and blotaloud,emphasizingthe initial sounds,and have students write the words on a separate sheet of paper.Have students comparetheirwordswithapartners,recognizingeach word begins with the/bl/sound.Check for understanding:Write the following words on the board,leaving off the initial consonant blend:blew,blast,blanket,and blend.Invite volunteers to come to the board and add the initial consonant blend.Grammar and Mechanics:Proper nouns:Names of places Revieworexplainwithstudentsthatproper nouns are words that name specific people,places,and things.Writethewordhotelontheboard.Remindstudentsthat the word hotel is a noun.Ask students to share with a partner which hotel from the book they thought about when they read the word.Then,write treehotel on the board(in all lowercase letters).Ask students to describe how writing the specific name of the hotel helped students to understand exactly which hotel to think about.Pointouttostudentsthattreehotel is a proper nounandthatallpropernounsarecapitalized.Show students how to add editing marks to indicate the word treehotel needs a capital letter(draw three lines underneath the letter).Invite a volunteer to come to the board and add the correct editing marks for the word treehotel.Check for understanding:Have students look through the book to locate proper nouns that name places.Ask them to share with a partner five nouns they found and confirm that each one is a proper noun.Independent practice:Introduce,explain,and have students complete the proper nouns worksheet.If time allows,discuss their answers.WordWork:Alphabeticalorder Revieworexplaintheprocessofputtingalistofwords in alphabetical order to the second letter.Writethewordsfun,find,and hotel on individual pieces of paper and display them on the board.Discuss how to put these words in alphabetical order,reminding students to look at the first and second letter in each word.Have a volunteer move the words into the correct order.Putstudentsintosmallgroups,andgiveeachgroupthe following five words:Sweden,Las Vegas,Florida,Kenya,and Canada.Have students work together to put these words in alphabetical order.Invite volunteers from each group to share their answers.Check for understanding:Write the words giraffe,breakfast,guests,and forest on the board.Have students write the words in alphabetical order on a separate sheet of paper and share their answers with a partner.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
