原版英语RAZ 教案Labor Day_LP.pdf
Labor DayV V1 Learning AZ All rights reserved.www.readinga-Focus Question:Why is Labor Day important?Book SummaryText Type:Nonfiction/InformationalAlthough Labor Day marks the end of the summer and a day of fun and relaxation,it is also a day to commemorate the contributions and achievements of American workers.Labor Day provides students with a comprehensive look at the history of American workers and their fight for fair pay,reasonable work hours,and safe working conditions.The book can also be used to teach students how to determine an authors point of view and the correct use of commas after introductory words.The book and lesson are also available for levels P and S.Guiding the ReadingBefore ReadingBuild BackgroundOrganize students into small groups and provide each group with a piece of chart paper.Write the words Labor Day on the board and read them aloud to students.Explain that Labor Day is a holiday that falls on the first Monday of September.Invite students to work in groups to illustrate and record what they do on Labor Day,such as go to parades,picnics,and so on.Have groups share their findings with the class.CirclethewordLabor and have students work in small groups to discuss its meaning.Explain to students that labor is another word for work and Labor Day is a day on which we honor and recognize American workers.Introduce the Book GivestudentstheircopyofLabor Day.Guidethemto 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.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview 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:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Ask students to preview the book,looking at photos,captions,and other text features.Explain to students that when readers summarize what they read they better remember information in the section of the book.Point out that a summary often answers the questions who,what,when,where,and why.Createachartontheboard with the headings Who,What,When,Where,Lesson EssentialsInstructional Focus Summarize to understand text Determine authors point of view Describe information provided by graphics Recognizeandusecommasbeforeintroductory words Identify and use homophonesMaterials Book:Labor Day(copy for each student)Summarize,commas after introductory words,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:labor(n.),minimum wage(n.),negotiate(v.),rights(n.),strikes(n.),wages(n.)Enrichment:economic(adj.),federal(adj.),guaranteed(v.),Industrial Revolution(n.),private sector(n.),regulations(n.),Academicvocabulary:allow(v.),became(v.),common(adj.),important(adj.),protect(v.),understand(v.)Labor DayV V2 Learning AZ All rights reserved.www.readinga-and Why.Readthesection“MachinesandWorkers”aloud to students and model how to summarize the information.Write the summary on the board and discuss how to use the information from the chart to organize the summary.Introduce the Comprehension Skill:Authorspointofview Explaintostudentsthatwhenauthorswriteaboutatopic they often express their attitude and opinion about a subject.This is called the authors point of view.The authors point of view is often expressed through his or her purpose for writing:to inform,to persuade,or to entertain.Point out that while a nonfiction books purpose is usually to inform,we can often infer how the author feels about the topic from the details included in the book.Explaintostudentsthatastheyreadthebooktheywill be looking for details that show the authors point of view.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe 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 HavestudentsreadtofindoutmoreaboutLaborDay.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.What is Labor Day,and how do people celebrate it?(level 1)page 4 What is the Industrial Revolution,and how did it affect workers?(level 1)page 5 What were work conditions like in the 1800s?(level 2)pages 6 and 7 How did labor unions begin to help workers?(level 2)pages 8 and 9 In what ways did the United States government help workers gain rights?(level 2)pages 9 through 11 In what ways have the efforts of American workers affected how workers are treated today?(level3)multiple pages How does understanding the labor movement help us understand Labor Day?(level3)multiple pagesText Features:GraphicsHave students turn to page 6.Point out that the graphic is provided by the author to expand upon and clarify the text.Ask a volunteer to explain what information the author is conveying through this graphic.Explain that this graphic provides the reader more information about the history of labor unions.Point out that such features are often present in nonfiction books.Have students work with a partner to view the graphic on page 11.Have students discuss the following questions with their partner:How does this graphic help you better understand the text?What information is included in the graphic that is not included in the text?Have students share their discussions with the class.SkillReviewReviewhowtosummarizewithstudents.Havestudentsrereadthesection“ChildLabor”withapartner.Provide each pair with a blank sheet of paper.Ask students to answer the questions who,what,where,when,and why on the basis of the information found in this section.Then have students use this information to create a written summary of the section with their partner.Pair up groups and have them read the summaries aloud.Then,invite volunteers to share their summaries with the class.Modelhowtocompletethesummarize worksheet.Reviewwithstudentsthatanauthorofanonfictionbook often expresses his or her point of view while writing.Have students turn to page 15 and reread thesection“ABetterFuture”aloud.Modelevaluatingdetailstodeterminetheauthorspoint of view.Think-aloud:I know that authors include information and details in their writing that reflect their beliefs or feelings about a topic.When I read,I can look for details that the author includes to make a point about a subject.For example,this section is titled“A Better Future.”On the basis of this title,I know that the author believes that the push for better pay,reasonable work hours,and safe workplaces makes for a better life and better future for workers in the United States.As I continue to read this section,I will look for details that support the authors point of view that workers rights are important and that Labor Day is not just about having fun.Guiding the Reading(cont.)Labor DayV V3 Learning AZ All rights reserved.www.readinga-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:SummarizeReviewthesummarizeworksheetthatstudentscompleted.Have students share their work in groups.Remindstudentsthatwhenreaderssummarizewhatthey read,they better remember information in the section or the book.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary but should include the following information:Labor Day is important because it is a day when we recognize the contributions and achievements of American workers.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Commasafterintroductorywords Explainthatcommasmaybeusedbywritersinmanyways.Point out that some of the uses are to separate an introductory word or phrase from the rest of the sentence,to separate items in a list of three or more items,and to separate clauses within a sentence.Writethefollowingsentenceontheboardandread it aloud:By the early 1800s,about two million school-aged children were working in mills or factories in the United States.Ask a volunteer to come to the board and circle the comma.Explain that the words By the early 1800s are an introductory phrase and that the comma separates itfromtherestofthethought.Remindstudentsthat this is one of many uses for a comma.Check for understanding:Have students reread the section“MachinesandWorkers”tolocateand circle commas.Ask them to share with a partner the commas found and how they are used.Discuss as a class which commas were used to separate an introductory word or phrase from the rest of the sentence.Independent practice:Introduce,explain,and have students complete the commas-after-introductory-words worksheet.If time allows,discuss their answers.WordWork:Homophones Havestudentsturntopage8andfollowalongasyou read the last sentence on the page:Although the NLU did not succeed in getting the law passed,it did bring attention to the issue of the eight-hour workday.Write the word eight on the board and invite a volunteer to provide a definition.Write the word ate on the board and invite a volunteer to provide a definition.Ask students how the words eight and ate are similar and how they are different(sound the same but have different spellings and different meanings).Explainorreviewthattwowordsthatsoundthesame but are spelled differently and have different meanings are called homophones.Have students turn to page 4 and locate the word one in the third sentence.Write the word one on the board and have students offer a definition.Ask students to think of another word that sounds the same but is spelled differently and has a different meaning from the word one.Write the word won on the board and have students offer a definition and use the homophone in a complete sentence.Check for understanding:Have students work with a partner to reread page 10 and identify at least three homophones(by,two,eight,to,in,four,fare).Have students turn to a partner and discuss a homophone for each word and the meaning of each homophone.Then have students use the homophones in complete sentences.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
