原版英语RAZ 教案The Treasure of El Dorado_LP.pdf
The Treasure of El DoradoX X1 Learning AZ All rights reserved.www.readinga-Focus Question:Andre finds two kinds of treasure in the story.What are they?Book SummaryText Type:Fiction/RealisticAs a boy,Andre was intrigued with a map his grandfather shared with him that pointed to great treasures located in Lake Guatavita in Colombia.Years later,Andres fascination remains as he embarks on an expedition to search the bottom of the lake.What treasures will he find during his journey?The Treasure of El Dorado is the action-filled story of Andres discoveries and his deepened connection to the past.The book can be used to teach students how to make inferences and draw conclusions as well as to summarize to better understand the text.The book and lesson are also available for levels U and Z1.Guiding the ReadingBefore ReadingBuild Background WritethephraseEl Dorado on the board and read it aloud to students.Explain to students that the legend of El Dorado suggests that there was once a city of gold that existed in South America.Point out that,as the legend changed over time,peoples ideas of the location of El Dorado changed as well.Showstudentsamapoftheworldandaskavolunteer to locate South America and Colombia.Explain to students that some people believe that this city of gold exists at the bottom of a lake in Colombia called Lake Guatavita.Have students work in small groups to discuss whether or not they believe in the legend and why or why not.Invite each group to share their discussions with the class.Introduce the Book GivestudentstheircopyofThe Treasure of El Dorado.Guide them to the front and back covers and read 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.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).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 sequence the events in a story.Point out that a summary often answers the questions who,what,when,where,and why.Create a chart on the board with the headings Who,What,When,Where,and Why.Read aloud a summary from the back of a familiar book.Ask students what information is included in the summary and what information is omitted.Remind students that a summary includes only the most important details.Lesson EssentialsInstructional Focus Summarize to understand text Make inferences and draw conclusions about a text Describe information provided by illustrations Recognize and use hyphenated compound adjectives Identify and use suffix-lyMaterials Book:The Treasure of El Dorado (copy for each student)Make inferences/draw conclusions,hyphenated compound adjectives,suffix-ly worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:archaeological(adj.),artifacts(n.),blog(n.),expedition(n.),Muisca(n.),submersible(adj.)Enrichment:drone(n.),obsession(n.),sacred(adj.),solstice(n.),sonar(n.),zipa(n.)Academicvocabulary:believe(v.),draft(n.),perhaps(adv.),reason(n.),suppose(v.),symbol(n.)The Treasure of El DoradoX X2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Makeinferences/drawconclusions Explaintostudentsthatauthorsmaygiveinformation to readers without explicitly writing it in the story.Discuss how they provide readers with clues and readers use those clues and what they already know to make inferences or draw conclusions about what is happening in the story.Readpage3aloudtostudentsastheyfollowalong.Point out that,on the basis of this information,we can conclude that Andre is adventurous and curious and has always wanted to know more about the Muisca civilization.Explain that we can also tell that he is excited and enthusiastic about his expedition and wants to share it with other people because he has set up a personal blog.Point out that the author does not tell us all this information directly,but we can draw this conclusion on the basis of the clues given in the text.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 HavestudentsreadtofindoutmoreaboutAndresexpedition.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.Why does Andre decide to start a blog?(level 1)page3 What secret mission does Andre plan to embark on while in Colombia?(level 1)page 5 What does the team use to search the bottom of Lake Guatavita?(level 1)page 6 How were the Muisca people different from the Maya,the Inca,and the Aztecs?(level 2)pages 78 What happens after Andre and the team find the jaguar carving in the lake?(level 2)pages 911 What does Andre find in the lake when he ventures out alone,and how does this make him feel?(level 1)page13 How does Andres abuelo respond to the figurine?Why does he feel this way?(level3)pages 1415 Why do you think the author wrote this story using blog entries?(level3)multiple pagesText Features:IllustrationsExplain that illustrations,or drawn pictures,provide readers with detailed images of the characters and setting of the story.Discuss how they also help explain the plot to readers.Have students work with a partner to review the illustration on page 4.Ask students:What other information is shown in this illustration that is not written in the story?How does this illustration make the text come to life?Have students review other illustrations in the book and discuss in groups how they help to create strong images and aid the reader in understanding the story.SkillReview Remindstudentsthatasummaryofastorydescribesthe most important events and characters.Have students work in groups to describe the characters,setting,and most important events of this story.Direct them back to the chart on the board and review that a summary often includes who,what,when,where,and why.Invite students to share details with the rest of the class that answer these questions and record this information on the board.Havestudentsworkingroupstocreateasummaryof the story,referring to the information on the board.Call on groups to share their summary with the rest of the class.Modelmakinginferencesanddrawingconclusions.Think-aloud:In the story,I notice that there are no clear answers about the presence of treasure at the bottom of Lake Guatavita.As I read,I consider the details given by the author about the history of the Muisca civilization and why some people believe there to be treasures in the lake.I know that Andre and his professor find a large jaguar carving and that they are impressed by this finding.I also learn that Kat will return on her own to do more research in the area.On the basis of this information,I can conclude that there is a great possibility that more artifacts and treasures can be found in Lake Guatavita and that Andres expedition may not have been such a crazy idea after all.Modelhowtocompletethemake-inferences/draw-conclusions worksheet.Have students use details from the story and their prior knowledge Guiding the Reading(cont.)The Treasure of El DoradoX X3 Learning AZ All rights reserved.www.readinga-to make inferences on the basis of that information.Have students discuss the inferences with a partner.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:Makeinferences/drawconclusionsReview the make-inferences/draw-conclusions worksheet that students completed.Have students share their work in groups.Invite volunteers to discuss their inferences as a class and share why and how they made those inferences.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 may include the following:Andre finds a jaguar carving as well as a jaguar figurine made of bone that has been passed down through generations of his family members.The first treasure is an ancient artifact,but the second is a priceless treasure he can return to his grandfather and feel connected to his roots in Colombia.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Hyphenatedcompoundadjectives Revieworexplainthatadjectives are words that describe nouns and pronouns.Point out that an adjective tells which one,how many,or what kind.Writethefollowingsentenceontheboardandread it aloud:Obviously my camera is shot since this is an audio-only recording.Circle the word audio-only and point out that it is a kind of adjective called a hyphenated compound adjective.Explain to students that hyphenated compound adjectives contain multiple words connected with a hyphen.Invite a volunteer to the board to circle the noun that the word audio-only describes.Havestudentsreadpage6withapartnertoidentify and underline all of the hyphenated compound adjectives.Invite them to circle the noun that each adjective describes.Review students findings as a class.Check for understanding:Write the following nouns on the board:temples,professor,robot,expedition.Have students work independently to create a hyphenated compound adjective to describe each noun.Then have students work with a partner to use the hyphenated compound adjectives and the nouns they describe in complete sentences.Independent practice:Introduce,explain,and have students complete the hyphenated-compound-adjectives worksheet.If time allows,discuss their answers.WordWork:Suffix-ly Writethefollowingsentenceontheboard:These storms pass quickly,but we should get off the water.Underline the word quickly and ask students to define the word.Erase the suffix-ly from the word quickly to create the root word quick.Have students explain or locate in the dictionary the meaning of the root word.Discuss how the meanings of the words differ.Point out that the suffix-ly means having the characteristics of.Writethefollowingwordsontheboard:eventually,incredibly,painfully,easily,suddenly,slightly.Have students work with a partner to identify each root word.Then have them use both the root word and the word containing the suffix-ly in complete sentences.Invite volunteers to share their complete sentences.Check for understanding:Have students work in pairs to reread pages 7 through 9 to locate and circle all the words containing the suffix-ly.In the margins,have students write the root word.Invite students to share their findings with the class.Independent practice:Introduce,explain,and have students complete the suffix-ly worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
