原版英语RAZ 教案What Makes You, You__LP.pdf
What Makes You,You?Lesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,960Book SummaryHave you ever wondered why your eyes are blue and your siblings are brown?Why a friend can roll his tongue and you cant?This informative book answers these questions.Readers will also learn about dominant and recessive traits and how to use a Punnett square to determine the probability of inheriting a particular characteristic.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandthetext Identifymainideasandsupportingdetails Identifyandusecommasafterintroductorywords Usesuffixes-ive,-itive,and-ative MaterialsGreentext indicates resources available on the website BookWhat Makes You,You?(copy for each student)Chalkboardordry-eraseboard KWL/askandanswerquestions,mainideaanddetails,commasafterintroductorywords,suffixesworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:dominant(adj.),genes(n.),genetics(n.),heredity(n.),recessive(adj.),traits(n.)Enrichment:acquire(n.),chromosomes(n.),DNA(n.),domesticate(n.),offspring(n.),override(n.)Before ReadingBuild Background Writethewordheredityontheboard.Askstudentstoexplainwhatthewordmeans(thetransmission of genetic characteristics from parents to offspring)and to think about what they knowaboutheredity.MakeaKWLchartontheboardforyouruse.IntroduceandexplaintheKWL/ask-and-answer-questions worksheet.RevieworexplainthattheK stands for knowledge we know,the W stands for questions we want to know,and the L stands for the knowledge we learned.Discuss what the class knows about heredity and invite students to write the information in the K row of their worksheet.Write some of the information on the board.What Makes You,You?Lesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga- Askstudentswhattheywouldliketoknowaboutheredity.Encouragethemtowritetheirquestions in the W row of their KWL chart.Preview the BookIntroduce the BookGive students a copy of the book and have them preview the front and back covers.Have students discuss what they see on the covers.Have them predict what they might learn about genetics.Showstudentsthetitlepageandreadthetitle.Talkabouttheinformationonthepage(title,authors name).Directstudentstothetableofcontents.Remindstudentsthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Eachsectionheadingprovidesanideaofwhattheywillreadin the book.Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthataskingquestionsaboutatopicandmakingaconnectionwithwhattheyknow while they are reading helps them understand and remember the information in the book.Havestudentslookatthesectiontitles.Encouragethemtowriteanyquestionstheyhaveaboutheredity,based on the covers and table of contents,in the W row of their KWL chart.Remind students that no question is ever inappropriate if they truly do not know the answer.Afterreviewingthetableofcontents,modelusingittoconnecttopriorknowledgeandtocreatequestionsrelevanttothetext.Think-aloud:I wonder what the differences are between acquired and inherited traits.Also,I have green eyes.One of my brothers has brown eyes,and the other one has blue eyes.I wonder if this book will explain how that happened.I will add those two questions to the W column of my KWL chart.Ill have to read the book to find the answers.Havestudentspreviewtherestofthebook,lookingatphotos,illustrations,charts,andboxeswithadditionaltext.HavethemaddanyadditionalquestionstotheirKWLchart.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out a word.They canlookforbasewordswithinwords,prefixes,andsuffixes.Theycanusethecontexttoworkout meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstotheboldwordsheredity and geneticsonpage4.Modelhowtheycanusecontextcluestofindthemeaningsoftheunfamiliarwords.Explainthatthesearedefinitioncontextcluesbecausethedefinitionofeachwordisfound in the sentences that follow.Read the sentences aloud.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentence.Havestudentsturntotheglossaryonpage24.Havethemreadtheglossarywordsandtheirdefinitionsaloud.Next,havestudentsturntothepagesindicatedandreadeachglossaryword inthesentenceinwhichitappears.Usecontextcluesinthesurroundingsentencestoworkoutunfamiliar vocabulary words as necessary.Set the Purpose Havestudentsreadthebooktofindtheanswerstotheirquestionsaboutgeneticsandheredity.What Makes You,You?Lesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage14.Askthemtoidentifythemain idea in each section(what the section is about).Then have students underline the most important information,or the supporting details,in each section while looking for answers to their questions on the KWL chart.Have students go back and reread the sections if they finish before everyone else.Whentheyarefinishedreading,havestudentssharetheirquestionsandtheanswerstheyfound.Have students add any additional questions they thought of while reading.ModelansweringaquestionontheKWLchart.Think-aloud:I learned the differences between acquired and inherited traits,so I can circle that question and write the answer in the L row of the chart(inherited:traits I was born with and cannot change;acquired:traits I learned).Another question I asked on the KWL chart was why my two brothers and I have different eye colors.Now I know I need to consider the colors of my grandparents eyes to discover why that happened.I need to make a Punnett square to figure out the answer.(Tailor comments to fit personal situation.)HavestudentsreviewthequestionswrittenontheirKWLchartsandwriteintheanswers.Askstudentsiftheythoughtofotherquestionswhilereading.Havethemaddthesetotheir KWL chart.Have students make a question mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreadingandlookingforanswerswhile reading keeps them involved in the reading and helps them understand and remember what they have read.Teach the Comprehension Skill:Main idea and details Discussion:Askwhattheauthorspurposewasforwritingthebook(totellinformationaboutheredity and genetics).Have students complete the LrowoftheirKWLchart.Askthemtocircleany questions they did not find answers to and offer suggestions as to where they can find the answers.Discuss what they learned about heredity and genetics.Introduce and model:Revieworexplainthatmanybooksaremainlyaboutonething,ortopic.Remind students that in a book like this one,it was necessary to look at the table of contents or to read the book to identify the topic.Explainthatmainideasarethemostimportantthingsthewriterwantsthereadertoknow.Remind students that the headings of sections or chapters often give clues to the main ideas.Directstudentstothetableofcontentsonpage3.Explainthateachsectioncontainsdetailsaboutheredityorgenetics.Havestudentsfindthesectiontitle“GeneticsinOurFuture.”Explainthatthissectiontellsaboutwhatscientistsarediscoveringtochangemedicine,crimeinvestigation,and the impact on farming.Included are details about how scientists can alter our foods.Explaintostudentsthatthisisaverycontroversialareaofcurrentscienceandisagoodtopic for further research.Remind students that finding details such as these will help them understand and remember what they read.What Makes You,You?Lesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentslookatpages5,6,and7.Askthemtofindthemainideaand one detail about the history of genetics.Write under the heading Main Idea:Gregor Mendel was the first person to formally study genetics.UndertheheadingDetails,write:1.He began by studying the height of pea plants.Independent practice:Introduce,explain,andhavestudentscompletethemain-idea-and-details worksheet.If time allows,discuss their responses.Build SkillsGrammar and Mechanics:Commas after introductory words Revieworexplainthatsomesentenceshaveintroductorywordsorphrases,whicharesetoffbycommas.Have students turn to the second paragraph on page 7.Read the paragraph with them.AskstudentstofindthesentencethatbeginswiththewordsFor example and point out that thissentenceprovidesanexampleoftheinformationinthesentenceprecedingit.Explaintostudents that these words are called an introductory phrase.Explainthatalthoughthephraseisnot necessary for the sentence or paragraph to make sense,it clarifies for the reader what the author wanted to say.Havestudentsturntothefirstparagraphonpage9.Havethemfindanintroductorywordinoneof the sentences that is set off by a comma(However).Explainthatintroductoryphrasescanbeone word or many words.The focus of this activity is on phrases that are only one or two words.Check for understanding:Have students go through the book and circle the introductory phrases.Monitor students work.When they are finished,have students tell the pages and read thesentencestheymarked.(Theyshouldhavefourteenphrasescircled,includingtheexamplesdiscussed in class.)Independent practice:Introduce,explain,andhavestudentscompletethecommas-after-introductory-words worksheet.If time allows,discuss their answers.Word Work:Suffixes-ive,-ative,and-itive Writethewordrecessiveontheboardandcirclethesuffix-ive.Point out that the word recessive is an adjective used to describe the word geneinthetext.Explaintostudentsthattherootwordis recede,which means to draw back.Explainthatinordertocreatethewordrecessive,the spellingchangesandthesuffix-iveisadded.Explaintostudentsthatthesuffixes-ive,-ative,and-itive mean having the quality or characteristic of.Writethewordsdeceive,talk,and repeatontheboard.Addtheappropriatesuffix(deceptive,talkative,repetitive).Askstudentstonotehowthespellingsofdeceive and repeat change.Check for understanding:Write the following words on the board:possessive,comparative,and repetitive.Havestudentscopythesewordsonaseparatesheetofpaper.Askstudentstocirclethesuffixineachwordandidentifytherootword.Havestudentssharetheirresponses.Independentpractice:Introduce,explain,andhavestudentscompletethesuffixesive,-ative,and itive worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.What Makes You,You?Lesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga-Extend the ReadingWriting ConnectionHave students write descriptions of their family members,including physical characteristics,habits,mannerisms,and talents.Have students label each as an inherited trait or an acquired trait.If a characteristic is inherited,have students decide from which side of the family it came.If students do not know their parents,work with them to decide which traits they have that are inherited.Visit WritingAZ for a lesson and leveled materials on informational writing.Science ConnectionHavestudentsworkinsmallgroupstoresearchtopicssuchasDNA,cloning,stemcellresearch,andgeneticallymodifiedfoods.Encouragethemtomakevisualdisplaysthatsupporttheirpresentation.Have students share what they learned with the group.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyaskandanswerquestionsabouttextduringdiscussionandonaworksheet accuratelyidentifymainideasandsupportingdetailsinthebookduringdiscussion and on a worksheet correctlyrecognizeandusecommasafterintroductorywordsintextandonaworksheet correctlyapplysuffixes-ive,-ative,and-itive during discussion and on a worksheetComprehension Checks BookQuiz Retelling Rubric
