原版英语RAZ 教案I44-Owls Overhead.pdf
Owls OverheadLesson PlanLeveLI I1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:281Book SummaryOwls may seem strange and mysterious,but that only makes them more fascinating.In Owls Overhead,students will learn about the different adaptations that allow these amazing predatory birds to survive in the wild.Brilliant,detailed photographs support the text and capture readers attention.Readers will also have the opportunity to learn about main ideas,details,and complete sentences.Book and lesson are also available at levels L and O.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Determinemainideaanddetails Discriminatefinalconsonantck-blends Identifyfinalconsonantck-blends Understandandusecompletesentences DefineandusehomophonesMaterialsGreen text indicates resources are available on the website.BookOwls Overhead(copy for each student)Chalkboardordry-eraseboard Photographofanowl Main idea and details,final consonant ck-blends,complete sentences worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:can,their,use Content words:Story critical:attack(v.),darkness(n.),hearing(n.),hunt(v.),prey(n.),survive(v.)Before ReadingBuild BackgroundCoveraphotographofanowlwithapaperwithaholecutoutofitsoonlyasmallportionoftheowlisshowing.Askstudentstolookcarefullyatthisanimalandthinkaboutwhatitmightbe.Givestudentscluesabouttheanimalsidentity.Forexample,youmaysaythatitsleepsduringtheday,thatiteatsmiceandothersmallanimals,andthatitmakesahootingsound.Askstudentstowrite the name of the animal on a separate piece of paper when they think they know what it is.Owls OverheadLesson Plan(continued)LeveLI I2 Learning AZ All rights reserved.www.readinga- Removethetopsheetofpaperandaskstudentstocallouttheanimalsname.Havestudentsshare with a partner facts they know about owls.Invite volunteers to share with the rest of the class,and record the information on the board.Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Remindorexplaintostudentsthatonewaytounderstandabookistoaskquestionsaboutthetopic before and during reading,and then to look for the answers while reading.Pointoutthatthetableofcontentsprovidesalotofcluesabouttheinformationinabookand isagoodsourceforgeneratingquestions.Readerscanalsousethetitleandpicturestothink ofquestionsbeforetheybeginreading.Modelaskingquestions.Think-aloud:When I look at the picture on the cover,I see a white owl with extended wings.I immediately wonder what kind of owl it is.This is my first question for the book:What owl is pictured on the cover?Looking at the table of contents on page 3,I think of many more questions.For example,why do owls fly in the moonlight?I will be looking for the answers to these and other questions as I read.DrawaT-chartontheboard.Labeltheleftsidequestions and the right side answers.Write yourquestionsfromthethink-aloudintheappropriatecolumn.Havestudentssharewithapartneratleastonequestion,onthebasisofthebookpreview.Encouragestudentstolookfortheanswerstothesequestionsastheyread.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Remindorexplaintostudentsthatmostbookshaveamainidea,orageneraltopicthatisthesubjectofthebook.Detailsaretheextrainformationordescriptionsthathelpusbetterunderstand the main idea.Read the title of the book to students.Remind them that titles often provide clues about the main idea.Writethewordowlontheboard.Havestudentsdiscusswithapartnersuggestionsforthemainideaofthebook.Pointouttostudentsthattheywillneedtoreadthewholebookinordertodetermine the main idea.Explaintostudentsthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinsectionsandthateachsectionhasitsownmainidea.Havestudentsturntothetableofcontentsonpage3.Havestudentsreadthesectiontitlesaloudwithyou.Remindstudentsthatthe titles provide clues about the main ideas of sections,and point out that this is why engaged readers pay attention to titles.Modelusingthetableofcontentstoinferthemainideaofasection.Think-aloud:The main idea of a section is the big topic that is the subject of the section.The title of the first one is“Flying in the Moonlight.”I know that titles often provide clues about the main idea,and I also know that this book is about owls.Using this information,I can predict the main idea of the first section:Owls are birds that fly at night.I will see if the details of this section support that main idea.Owls OverheadLesson Plan(continued)LeveLI I3 Learning AZ All rights reserved.www.readinga- Writethesuggestedmainideaontheboard.Remindstudentstopayattentiontothedetails of this section as they read,so they can confirm or change this main idea.Explaintostudentsthatonewaytoremembernewinformationistotakenotesaboutthedetailsas they read,just as you wrote notes on the board.Remind students that details give specific information about the main idea.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the picture on page 9,you might say:Owls need to eat prey,or small animals that are hunted and eaten by another animal.Do you see the prey in this picture?Thats right;the mouse is prey for the owl.Writethewordattackontheboardandreaditaloudwithstudents.Havestudentswritetheword on a separate sheet of paper.Havestudentsturntotheglossaryonpage16.Askthemtopointtothewordattack in the glossary.Callonastudenttoreadthedefinition.Askstudentstodiscusswithapartnerthemeaning of the definition in their own words.Askstudentstoturnthepaperoverandfolditinhalf.Havestudentsdrawapicturerepresenting the vocabulary word on one half of the paper.On the other side,have students use the word correctly in a sentence.Invite volunteers to share their picture and sentence with the rest of the class.Repeatthisprocesswiththeremainingvocabularywords.Set the Purpose Havestudentscontinueaskingquestionsaboutowlsandlookingforanswersastheyread.Remind them to identify important details in each section.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage7.Encouragethosewhofinish early to go back and reread.Modelaskingandansweringquestions.Think-aloud:Now that I have read some of the book,I have more questions.How do owls turn their heads all the way around?How does an owls looks help it survive?I will search for answers to these questions as I read.I will also keep looking for the answer to one of my earlier questions:What is the name of the owl on the cover?So far,the book has named the owls in the pictures,but I have not yet seen one that looks like the owl from the cover.I did learn an answer to another of my earlier questions about why a bird hunts at night.The section called“Eyes for the Night”explains that owls can see better in the dark than most animals.They must hunt at night because they have an advantage over other animals that dont see as well as they do.WriteyouranswersandnewquestionsintheappropriatecolumnsoftheT-chartontheboard.Drawalinebetweencorrespondingquestionsandanswers.Circleunansweredquestionsandpoint out that you will continue to look for answers as you read.HavestudentstakeoutaseparatesheetofpaperandtitleitQuestions.Askthemtowritedownthequestionstheythoughtofastheyreadandtonumbereachone.Askstudentstosharetheirquestionswithapartner.Invitevolunteerstosharetheirquestionswiththerestoftheclass,andrecord them on the board.HavestudentstakeoutanothersheetofpaperandtitleitAnswers.Explaintostudentsthattheywillrecordtheanswerstheyfindonthispaper.Askthemtonumbereachanswerwiththecorrespondingquestionnumber,whichwillkeeptheirinformationorganized.Modeldeterminingmainideaanddetailsfromthefirstsection.Think-aloud:Earlier,I predicted the main idea of this section:owls are birds that fly at night.Now that I have read the section,I can gather details from it.I learned that owls fly at night,in the moonlight.I found out that more than two hundred kinds of owls live around the world.I Owls OverheadLesson Plan(continued)LeveLI I4 Learning AZ All rights reserved.www.readinga-discovered that the way owls look and act helps them to survive.These three details set up an introduction of owls and suggest to me that the book will be about how they survive.On the basis of these details,I can confirm my prediction that the main idea of this section is to introduce the owl as a bird that flies at night.Havestudentsthinkaboutdetailsfromthesecondsectionofthebook.Askstudentstoreadaloudthetitle,“EyesfortheNight.”Havestudentsworkwithapartnertodeterminethemainidea of this section,using the details and the title to guide them.Invite volunteers to share the main idea with the rest of the class.Guidestudentstoaclassconsensusonamainideaforthissection.Recorditontheboard,alongwith the important details from the book.Introduce and explain the main-idea-and-detailsworksheet.Showstudentshowtorecordtheinformationontheirworksheet,usingsentences,key words,or pictures.Remind students that taking notes as they read helps them to remember the information from the book.Havestudentsworkingroupstofilloutthefirsttwosectionsontheworksheet.Check for understanding:Havestudentsreadtotheendofpage11.Havestudentscontinuerecordingquestionsontheirseparatesheetofpaper.Remindthemtostopwhentheyfindananswerandtorecorditonthesecondsheetofpaperwiththenumberthatreferencesthequestion.Reviewwithstudentsthedetailsprovidedinthenexttwosections.Discusswithstudentswhichdetailsarenecessarywhenlookingforamainidea.Forexample,factsinthecaptionsandsidebars provide interesting information but are not important when determining the main idea ofthesection.Havestudentsrecorddetailsontheirmain-idea-and-detailsworksheet.Havestudentsworkingroupstodiscussthemainideaofeachsection,onthebasisofthedetailstheyrecorded.Havestudentsrecordthemainideasintheappropriateboxesontheirmain-idea-and-detailsworksheet.Havestudentsreadtheremainderofthebook.Remindthemtokeeprecordingquestionsandanswers as they read and to identify important details that support the main idea of each section.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy HavestudentsreviewtheirquestionsandwriteanyfinalanswerstheyfoundontheirAnswers paper.Then,havethemcircleanyremainingunansweredquestions.Askstudentstosharewith apartnerthequestionstheyaskedwhiletheyreadandtheanswerstheyfound.Think-aloud:After I finished the book,I took a few minutes to think about the answers I discovered while reading.I didnt find the name of the owl from the cover until the very end.The picture on page 15 showed the same owl,and the picture caption says it is a barn owl.I also wanted to know how an owls looks help it to survive.I learned that their feathers help them to fly without a sound,so they can catch animals to eat.Also,their ears are placed on different parts of their head enabling them hear more sounds,which also helps them in hunting.I still wondered if there were other ways that owls use their looks to survive.Also,the book never described how an owl is able to turn its head all the way around.Many questions will be answered in a book,but some may not.Nonetheless,looking for answers while I read helped me to remember and understand the book.Discusswithstudentswhattodowithunansweredquestions.Explainthatwhenreadershavemorequestionsaboutanonfictiontopic,theycandoresearchusingotherresourceslikebooks,magazines,andtheInternettodiscovertheanswerstothesequestions.Havestudentsshare withapartnerhowtheywouldresearchtheirunansweredquestionsaboutowls.Owls OverheadLesson Plan(continued)LeveLI I5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Reviewthemainideaofeachsectionofthebook.Pointoutthatthelastsection of the book is a conclusion,a paragraph that wraps up the book in an interesting way.Discusswithstudentsthemainideaoftheentirebook,lookingatthetopicsofeachsection.Remind students that in nonfiction books,they can often find a sentence that expresses the main idea in the first paragraph or the first section.Guide students to an understanding of the main idea of this book:The way owls look and act helps them survive.Record the main idea on the board.Independent practice:Havestudentscompletetheirmain-idea-and-detailsworksheet.Havethemwork in pairs to check their work.Enduring understanding:In this book,you learned about how owls use their looks and actions tosurvive.Howdoyouuseyourownlooksandactionstosurvive?Build SkillsPhonological Awareness:Final consonant ck-blends Saythewordattackaloudtostudents,emphasizingthefinal/k/sound.Askstudentstolistenclosely to the sound at the end of the word.Repeat the word,and have students call out the ending sound.Havestudentssaythewordattack aloud and then say the/k/sound.Remindstudentsthatrhymingwordshavethesameendingsound.Saythewordtack aloud and havestudentsrepeat.Havestudentsworkingroupstothinkofwordsthatrhymewithtack.Havegroupsshareatleastonewordwiththerestoftheclass,andhavestudentsgiveathumbs-upsignal if the word ends with the/k/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsclaptheirhandseach time a word ends with the/k/sound:duck,snack,bird,rock,hunt,and pick.Phonics:Final consonant ck-blends Writethewordattack on the board and say it aloud with students.Havestudentssaythe/k/soundaloud.Then,runyourfingerunderthelettersintheword asstudentssaythewholewordaloud.Askstudentstoidentifywhichlettersrepresentsthe/k/sound in the word attack.Explaintostudentsthatwhenthelettersc and k are combined,they create one sound,the /k/sound.Pointoutthatnotallwordsthatendinthe/k/soundusethefinalconsonantck-blend,but most do.Havestudentspracticewritingthelettersck on a separate piece of paper while saying the /k/sound.Check for understanding:Write the following words that end in the final consonant ck-blendonthe board:deck,
