原版英语RAZ 教案Q57-The WeatherBot Warning.pdf

The WeatherBot WarningLesson PlanLEVELQ Q1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Science Page Count:16 Word Count:1,071Book SummaryWhile playing hide-and-seek,Zarela discovers a strange machine tucked away in the school basements utility room.It appears that the WeatherBot was built to control the weather.Zarela is initially excited with her discovery,but she quickly learns that playing with strange machines can be a big mistake.Now she has to figure out a way to fix the weather!The WeatherBot Warning is exciting and educational,and can be used to instruct students in determining an authors purpose and using past-tense verbs.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictionstounderstandtext Determineauthorspurpose Identifyandusepast-tenseverbs Identifyandapplyprefixesin-and un-MaterialsGreen text indicates resources that are available on the website.BookThe WeatherBot Warning(copy for each student)Chalkboardordry-eraseboard Photographsofweatherphenomena Stickynotes Threebookstheclassreadpreviously Sheetsofpaper Authors purpose,past-tense verbs,prefixes in-and un-worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:device(n.),inexperienced(adj.),initiate(v.),manipulation(n.),sequence(n.),unstable(adj.)Enrichment:circuit board(n.),forecast(n.),intensify(v.)The WeatherBot WarningLesson Plan(continued)LEVELQ Q2 Learning AZ All rights reserved.www.readinga-Before ReadingBuild Background Placeontheboardphotographsofvariousweatherphenomena,suchasrain,thunderstorms,tornadoes,andsoon.Pointtoeachpictureandhavestudentsidentifyit.Then,havestudentsdraw their own picture of a weather condition,and have volunteers share their picture with the rest of the class so the other students can identify it.Discusswithstudentshowweatheraffectstheirlives.Guidethemwithquestionssuchasthefollowing:How does weather help us?What type of weather can be dangerous?Then,havestudents share with a partner what they would do with a machine that could control the weather.Invite volunteers to share their thoughts with the rest of the class.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 of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Make,revise,and confirm predictions Revieworexplaintostudentsthatengagedreadersmakepredictions,oreducatedguesses,aboutwhatwillhappeninastory.Predictionsaremadeonthebasisofwhatcharacterssay,do,and think,and also on the readers prior knowledge about the topics presented in the story.Remindstudentsthatastheyread,readerscanrevise,oradjust,thepredictionstheymade,aswell as create new ones.Pointoutthattheprocessofmakingpredictionsismoreimportantthanhavingpredictionsconfirmed,or proved right.Modelmakingpredictions.Think-aloud:On the cover,I see a girl staring at a strange contraption.The title of the book is The WeatherBot Warning.That second part of the word,bot,reminds me of the word robots,and the contraption looks like a machine.On the basis of this information,I predict that the girl in the story is going to find a machine or robot that has something to do with the weather.She is using a flashlight,so I predict she will find it in a dark place.Maybe she sneaks into a secret laboratory that is off limits!As I read,I will keep these predictions in mind to see if the story confirms them.Also,I can revise any of my predictions if the story provides information that makes me think along different lines.Drawathree-columnchartontheboardwiththeheadingsMake,Revise,and Confirm.Write the predictions from the think-aloud on the board beneath the Make heading.Havestudentsworkwithapartnertopreviewthecoverandtitlepage,andmakepredictions onthebasisofthisinformation.Passoutstickynotestoeachstudent,andhavethemrecordeach prediction on a separate sticky note.Invite students to come to the board and place their sticky notes beneath the Make heading.Readthestickynotepredictionsontheboard.Remindstudentstomonitorthesepredictions as they read,to revise as necessary,and to confirm where possible.Encourage students to write predictions they form as they read on new sticky notes.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.The WeatherBot WarningLesson Plan(continued)LEVELQ Q3 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Authors purpose Revieworexplainthatanauthorhasapurpose,orareason,forwriting.Remindstudentsthatthe authors purpose can be to inform,entertain,or persuade.Explain to readers that to inform means to provide the reader with information,to entertain means to amuse the reader,and to persuade means to convince the reader to feel or think a certain way.Explaintostudentsthatreadersdeterminetheauthorspurposebyanalyzingtheeffectthedetails have on them.Write the following terms on the board and read them aloud with students:inform,entertain,and persuade.Modeldetermininganauthorspurposeusingafamiliartale,suchasCinderella.Think-aloud:In the story“Cinderella,”we read about a young girl who is treated cruelly by her stepmother and stepsisters.She has to cook,and clean,and serve them.When the prince of the kingdom invites all the girls to a ball,Cinderella is not permitted to go.Luckily,her fairy godmother arrives after her mean family has left and magically provides her a gown and carriage to take her to the ball.Cinderella meets the prince,flees the ball,and loses her glass slipper.The prince searches for Cinderella using her lost shoe.He finally finds her,and they live happily ever after.This story has suspense and excitement.We feel sorry for Cinderellas plight and are delighted when the fairy godmother helps her.Its exciting when the prince finds her lost slipper.The plot is amusing.The author clearly had a purpose of entertaining with this story.Reinforcewithstudentsthatanauthorcanwriteforonepurposeorformorethanone.Referenceafewexamplesofbooksthatdemonstratetwopurposes.Yourexamplescouldinclude fables(entertain and persuade),historical fiction(inform and entertain),and an article that teaches students about eating healthy(persuade and inform).Placeinfrontoftheclassthreebooksthestudentshavereadpreviously.Ensurethatallthreepurposesarerepresented.Reviewwithstudentstheplotorsynopsisforeachone,andthenhavestudentsworkingroupstodiscusstheauthorspurposeforeachbook.Pointtothebooksoneat a time and call on students to share their opinion of the authors purpose for writing it.Guide students to a consensus,and invite volunteers to share evidence that supports their conclusions.Havestudentsdiscussingroupsotherexamplesofbookstheyhavereadthatinform,entertain,or persuade.Invite volunteers to share examples with the rest of the class.Introduce the VocabularyRemindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.Theycanlookforwordswithinwords,andprefixesandsuffixes.Writethestory-criticalvocabularywordsontheboardandreadthemaloudwithstudents.Remindstudentsthattheycanusethecontexttoworkoutthemeaningsofunfamiliarwords.For example,say:If I did not know the meaning of the word device,I could read the definition in the glossary,but I could also turn to the page its found on and read the words and sentences around it.I could examine the illustration to see if it clarified the word.From the sentence on page 4,I learn that a device is what Zarela found,and the picture shows a strange object,like a machine,built of many parts.On the basis of this information,I can see that the word device must mean an object that has been built out of various parts.Havestudentsworkinsmallgroupstofindthevocabularywordsinthestory.Remindthemthatthe vocabulary words are in boldface print in the text.Have student groups use the context to determine their meanings.Foreachword,callonstudentgroupstosharethemeaningtheyhadinferred,andguidestudentstoaconsensusonitsdefinition.Recordeachdefinitionontheboardbeneaththeappropriate word.Directstudentstotheglossaryonpage16.Havestudentspointtotheworddevice,and invite a volunteer read the definition aloud to the rest of the class.Have students work with a partner tocomparetheglossarydefinitionwiththeonerecordedontheboard.Repeattheprocesswiththe remaining story-critical vocabulary words.The WeatherBot WarningLesson Plan(continued)LEVELQ Q4 Learning AZ All rights reserved.www.readinga- Foreachword,havestudentsdrawarepresentativepicture.Askstudentstosharetheirpicturewith a partner,and have their partner identify the vocabulary word being depicted in each picture.Then,havestudentpairscreateoralsentencesforeveryword.Set the Purpose HavestudentsreadtofindoutmoreabouttheWeatherBot.Remindthemtocontinuallymakeandrevisepredictionswhiletheyread,andtoanalyzedetailsfortheirrelationtotheauthorspurpose for the story.During Reading Guide the reading:Have students read from page 3 to the end of page 7.Encourage those who finish early to go back and reread.Modelmakingandrevisingpredictions.Think-aloud:Having read the first portion of the story,I know that some of my predictions were confirmed.I predicted that the girl,Zarela,would find a machine or robot that was connected to the weather,and she did.She discovered the WeatherBot,a machine that controlled the weather.I predicted that she would find it in a dark place,and this was also confirmed,as she discovered it in the dark utility closet.However,my prediction that she would discover it in a secret laboratory was not correct.This is just fine because making predictions and checking them as I read is what keeps me engaged with the story,not making sure the predictions are confirmed.I also know that I need to keep making new predictions as I read.While I read these first pages of the story,I thought of new predictions on the basis of the text.I predicted that Zarela would create a rainstorm by pushing the buttons on the machine.I also predicted that Zarela would have to return to the machine and stop it.When I read further,the story confirmed the first of those predictions.I will continue to monitor the second prediction as I read.Recordyournewpredictionsfromthethink-aloudintheMake column on the board.Have students bring up sticky notes with their new predictions and place them under the Make heading.PlaceacheckmarkintheConfirmcolumnbesidethecorrespondingpredictions.Pointoutthatyou did not revise any of your first predictions,but you will continue monitoring your new predictions and revise any as necessary.Askstudentstoraisetheirhandifthestoryconfirmedanyoftheirpredictions.Callonstudentstosharewiththerestoftheclasstheirconfirmedpredictions.Takeoffthestickynotewiththechosen prediction,write it out on the board under the Make column,and place a check mark beside it in the Confirm column.Havestudentssharewithapartneranypredictionstheyrevisedastheyread.Invitevolunteers to share with the rest of the class their original prediction and how they revised it.On the board,find the prediction on its sticky note,write the prediction out on the board in the Make column,and record its revision beside it in the Revise column.Reviewwithstudentsthethreepurposesforwritingastory.Remindstudentsthattodetermineanauthorspurpose,theyneedtoanalyzethedetailsinastorytodeterminetheireffectonthem as readers.Have students discuss with a partner the details they read in the first part of the story.Callonstudentstoshareadetailwiththerestoftheclass,andrecorditontheboard.Havestudentsworkingroupstoanalyzeeachdetail.Guidegroupswiththefollowingquestions:Does this detail teach you about a topic?Was this detail fun or exciting?Do these details create the setting and characters for an entertaining story?Does any detail try to convince the reader in any way?Have students identify the purpose behind each detail.Pointtoadetailontheboard,andinvitestudentstosharewiththerestoftheclasswhether the detail informs,entertains,or persuades.At the end of the detail,write the letter I for informs,the letter E for entertains,or the letter P for persuades.Repeattheprocesswiththeremaining details.The WeatherBot WarningLesson Plan(continued)LEVELQ Q5 Learning AZ All rights reserved.www.readinga- AskstudentstocountthenumberoftimesI,E,and P appearontheboard.Then,havethemsharewithapartnerwhattheythinkistheauthorspurposeforwritingthisstory.Pointoutthatstudentswillneedtofinishtheentirestorybeforefinalizingtheirdecision.Check for understanding:Have students read pages 8 through 11.Have them write new predictions on sticky notes and bring them to the board to place in the Make column.Invite volunteers to share how they revised any previous predictions,and record these changes in the Revise column.Ask students to point to any predictions already confirmed by the book,and invite students to come to the board and place a check mark in the Confirm column beside the appropriate prediction.Askstudentstoreviewintheirmindthedetailstheyreadinthemiddleportionofthestory.Callonstudentstoshareadetailwiththerestoftheclass,andrecorditontheboard.Havestudentsworkwithapartnertoanalyzethedetailsanddeterminethepurposebehindeach one.Invite volunteers to come to the board and add the letter I,E,or P to the end of each detail,as appropriate.Explaintostudentsthatwhenthemajorityofdetailsinastoryreflectsonepurpose,students can assume that to be the authors purpose for writing.If the details are evenly split between two or more purposes,the author has more than one purpose for writing.Havestudentswhispertowardthefrontoftheclassroomtheiropinionontheauthorspurposefor the story.Havestudentsreadtheremainderofthebook.Remindthemtocontinuemakingandrevisingpredictions as they read,and to take note of any confirmed predictions.Encourage students to continueanalyzingthedetailsofthebooktoseeiftheyconfirmtheiropinionabouttheauthorspurpose for writing.Have students make a question mark in their book beside any word they do not understand or 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.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading StrategyHavestudentsbringupanyfinalpredictionsonstickynotesandplacethemundertheMake heading in the chart on the board.Think-aloud:Earlier,I predicted that Zarela would retu