原版英语RAZ 教案Rosalind Franklin's Beautiful Twist_LP.pdf

Rosalind Franklins Beautiful TwistLesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:24 Word Count:2,310Book SummaryRosalind Franklins Beautiful Twist tells the story of a brilliant but relatively unknown scientist,Rosalind Franklin.The book chronicles Rosalinds life and her work to discover the makeup and purpose of DNA,a blueprint for the building blocks of all living things.Because she was a woman in a male-dominated institution,male scientists took credit for her research and findings.Read about this fascinating woman and her now-known contributions to science.Photographs of her life and research support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummarizingtounderstandtext Sequenceeventsinabiographicaltext Identifyandusecommasforavarietyofpurposes IdentifysyllablepatternsMaterialsGreen text indicates resources available on the website BookRosalind Franklins Beautiful Twist(copy for each student)Chalkboardordryeraseboard Summarize,sequenceevents,commasworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:acknowledge(v.),complex(adj.),double helix(n.),molecule(n.),persevered(v.),theories(n.)Enrichment:atoms(n.),cancer(n.),cells(n.),chemistry(n.),conservative(adj.),determination(n.),DNA(n.),double standard(n.),equality(n.),gender discrimination(n.),genes(n.),inadequate(adj.),industry(n.),lecture(v.),pranks(n.),resented(v.),scholarship(n.),viruses(n.)Before ReadingBuild Background ShowstudentsapictureofDNAsdoublehelixandaskthemiftheyhaveeverseenthisbefore.Tell students that this material,which is called DNA,is a blueprint for the building blocks of their body as well as the bodies of all living things.Explain that it takes a very powerful microscope to see this material.Rosalind Franklins Beautiful TwistLesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga- Explainthatthebooktheyaregoingtoreadisaboutoneofthescientistswhohelpeddiscoverand study DNA.Ask students if they have ever been in a situation where they felt they were treatedunfairlyordidntgetanopportunitybecauseofaphysicalattribute.Useexamplessuchas getting to play on a certain sports team to facilitate student understanding.Tellstudentsthatthescientistinthebookwasawoman.Explainthatduringherlifetime,womendid not have the same rights or opportunities,including in education and jobs,as men.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,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview 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:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowritea summary,or a brief overview of the most important information in a section.Point out that a summaryoftenanswersthequestionswho,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why,or project a copy of the summarizeworksheet.Readpage4aloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I need to decide which information is most important to remember in a section.To do this,I can consider who and what the section was about,what happened,and when and why it happened.Then I can organize that information into a few sentences.This page is mostly about a shape called a double helix,which is the shape of DNA.Since this page does not mention any people,I will leave the heading“Who”blank.Under the heading“What,”I will write:double helix is shape of DNA;DNA is blueprint for the form and workings of living things.Under the“Where”heading,I will write:insidealllivingthingsdogs,cats,appletrees,and so on.When I organize all this information,a summary of this first page might be:DNA is the blueprint for the building blocks of all living things,including you,me,dogs,cats,and apple trees!DNA has a shape to it,which is called a double helix.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Drawalonglineontheboard.Writetheyearyouwerebornattheleftendandthecurrentyearattheright.Explaintostudentsthatatimelineisatoolfororganizingdatesandeventsinsequentialorder.Modelsequencingthemaineventsofyourlife.Writekeywordsabouteacheventinorderon the timeline on the board as you describe them to students.Think-aloud:If I want to tell the story of my life,I need to include certain events in order to tell it correctly.The first event that happened is that I was born.Next,I started school.Then,I moved to a new town.(Continuetellingeventsasapplicabletoyourlife.)Revieworexplainthateventsfromhistoryoraboutapersonslifearetoldinorderfrombeginningtoend.Atimelinecanhelporganizemanydatesandevents,andcanalsohelptosummarizetextinthecorrectsequentialorder.Distributeandexplainthesequenceeventsworksheet.Tell students that they will be using it to keep track of dates and events they read about in the text.Rosalind Franklins Beautiful TwistLesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeinthephotographsandillustrations.Reinforce the vocabulary words they will encounter in the text.Havestudentsfindtheboldphrasegender discrimination on page 8.Have them look for clues to the phrases meaning in the sentence containing the phrase gender discrimination.Read the sentence aloud and have students tell you what they think the phrase means.Explain that clues are not always present in the same sentence but that other information in the paragraph often explains the unfamiliar word or phrase.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarwordorphrase.Modelhowstudentscanusetheglossaryoradictionarytolocateawordsmeaning.Have a volunteer read the definition for gender discrimination in the glossary.Have students follow along on page 8 as you read the sentence in which the phrase gender discrimination is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsreadtofindoutmoreaboutRosalindFranklinandherwork.Remindthemtostopaftereveryfewpagestosummarizewhattheyhavereadandtorecordanyimportantdatesontheirsequenceeventsworksheet.During ReadingStudent Reading Guide the reading:Have students read to the end of page 7.Encourage those who finish early to go back and reread.Modelsummarizingimportantinformationinthebook.Think-aloud:I made sure to stop reading after the end of this section of the book to summarize what Id read so far.First,I thought about the information that answered the questions Who,What,When,Where,and Why.Then,in my mind,I organized the important information into a few sentences.In this section,I read that we know about the double helix because of a brilliant woman named Rosalind Franklin.She was born in England in 1920.Even at an early age,she was very smart in math,but in the 1920s many people thought it was a waste of time for girls to study and go to school.Rosalind loved playing sports,too.Her favorite activity was mountain climbing.Rosalind did not like listening to people when she knew they were wrong.When she was young,she often argued and debated with her father.Invitestudentstoassistyouinfillinginthisinformationonthechart.Havethemdecidewhichfactsgointhevariousboxesofthechart.Pointoutthatsometimesnotallofthequestions(who,what,when,where,and why)are answered in every section.Createasummarywithstudentsforthissection,basedontheinformationonthechart(RosalindFranklin was born in England in 1920.From a very early age,she was very smart and good at sports.Shelovedmathandmountainclimbing.Butin1920sEngland,manypeoplethoughtitwas a waste of time for girls to go to school and study.Rosalind didnt like listening to people she disagreedwith.Sheoftenarguedanddebatedwithherfather).AskstudentstorecalltheyearRosalindFranklinwasborn(1920).Explainorreviewthat,whenchronicling a persons life on a timeline,it naturally begins with the date when the person was born.Have students record“1920:Rosalind Franklin is born”on their timeline.Ask students if they have read any other dates yet in this section(no).Explain to students that the author uses references to Rosalinds age rather than dates,so the reader has to determine which year to record on the timeline(for example,Rosalind did well in school at age 6;1920+6=1926).Have students record 1926 as their next entry on their timeline.Rosalind Franklins Beautiful TwistLesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students read to the end of page 8,underlining any dates or referencestoRosalindsage.Whenstudentshavefinishedreadingpage8,havethemworkwith a partner to identify the important information(Who:Rosalind Franklin;What:Decided shewantedtobeascientist,wenttoCambridgeUniversityandbecameanexpertinX-raycrystallography,even though she had to put up with gender discrimination;When:1938;Where:Cambridge,England;Why:Shewasverysmartanddetermined,wonascholarship).Havestudentsworktogetheronaseparatepieceofpapertocreateasummaryofpage8.Askstudentstorecordanydatesorreferencestoagethattheyshouldincludeontheirtimeline(1938:RosalindattendsCambridgeUniversity).Have students read the remainder of the book.Encourage them to underline any dates or referencestoRosalindsageandtostopaftereachsectiontothinkaboutthequestions Who,What,When,Where,and Why.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor 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 Strategy Dividestudentsintosmallgroups.Assigneachgrouponeofthefollowingsectionsfromthebook:“TheSecretsofLife,”“WatsonandCricksBigIdea,”or“HappierDays.”Haveeachgroupdiscuss the important information in their section.Have them use the information to write a group summary of the section,making sure to include Who,What,When,Where,and Why.Independent practice:Distributethesummarizeworksheettostudentsandhavethemcompleteitontheirownusingthefinalsectionofthebook,“RosalindRemembered.”Invitevolunteerstoread their summary if time allows.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me remember what Ive read.I know that I will remember more about Rosalind Franklin because I summarized as I read the book.Reflect on the Comprehension Skill Discussion:Discussthefactthatalthoughatimelinedoesnotsummarizealloftheinformationinthetext,ithighlightsinsequentialordertheimportanteventsinRosalindslife.Independent practice:Have students review the text and have them add remaining dates and age referencestotheirtimeline.ChecktheirtimelinesforcompletenessandaccuracyinconvertingRosalinds age to actual years.Enduring understanding:Inthisstory,youreadaboutawomanwhoendureddiscriminationandmany hardships to follow her dreams.Rosalind Franklin never stopped pursuing her dreams and living the life she wanted to live.Thinking of your own dreams,talents,and goals,what steps can you take to ensure that you are successful without changing who you are as a person?Build SkillsGrammar and Mechanics:Commas Remindstudentsthatcommascanbeusedinmanydifferentways.Threespecificwaysarewith:introductory words,words in a series,and compound or complex sentences.Rosalind Franklins Beautiful TwistLesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga- Writethefollowingsentenceontheboard:In 1920 Rosalind Franklin was born.Selectastudentto read the sentence aloud.Then circle the words In 1920 and explain that they are an example of introductory words.Explain that introductory words are often used to tell how or when and thattheyarealead-intotherestofthesentence.Informstudentsthatacommaisoftenusedafter an introductory word or words.Place a comma after 1920 and have the student read the sentence again.Point out that In 1920 tells when Rosalind was born.Writethefollowingsentenceontheboard:Josh Kristy and Sam were in my group.Ask a volunteer to read the sentence aloud as it is written,without pauses.Ask students to tell what is missing from the sentence to make it read more smoothly(commas).Explain that the names in this sentence represent a list,or a series of words,and that commas are used to separate the words in a series.Add commas to the sentence:Josh,Kristy,and Sam were in my group.Have the volunteer read the sentence using the proper pauses.Writethefollowingsentenceontheboard:Even as a little girl she was remarkably smart.Have astudentreadthesentencealoud.UnderlineEven as a little girl and circle she was remarkably smart.Explain that a complex sentence contains an independent clause(a complete phrase or sentence)andadependentclause(anincompletephraseorsentence).Ifthedependentclausecomes at the beginning of a sentence,a comma follows the clause.Add a comma after the word girl and reread the sentence.Ask:What is the dependent clause?(Even as a little girl)Explaintostudentsthatacompoundsentenceconsistsoftwoindependentclauses,orsentences,that are combined with a comma and a conjunction such as and,but,or,andsoon.Writethefollowing sentence on the board:Rosalind loved school,but she wasnt a bookworm.Underlinethe two independent clauses,and circle the word but.Point out that each clause could stand alone as a sentence,but they have been joined by the comma and the conjunction but.Check for understanding:Have students turn to page 8.Have a volunteer read the first sentence aloud(At the age of twelve,Rosalind decided to become a scientist).Instructstudentstocirclethe comma.Ask them to determine how the comma is being used in this sentence(to set off introductory words).Have students find the second sentence on page 6(At her school,girls played hockey,cricket,and tennis).Instructthemtocirclethecommas.Askthemhowthecommas are used in this sentence(to separate words in a series).Independent practice:Introduce,explain,andhavestudentscompletethecommas worksheet.Discuss their answers aloud after students finish.Word Work:S