原版英语RAZ 教案P17-History to Chew On.pdf
History to Chew OnLesson PlanLEVELP P1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:733Book SummaryEverybody loves chewing gum.But you probably never stop to think about how gum was invented or what it is made from.This book tells readers in a fun and engaging way who first chewed gum,where gum comes from,and how it is made.It even includes details about what people do with their gum when theyre finished!About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifythemainideaandsupportingdetails Understandtheuseofcommasinaseries UnderstandandidentifytheuseofsynonymsMaterialsGreentext indicates resources available on the website BookHistory to Chew On(copy for each student)Chalkboardordryeraseboard Askandanswerquestions,mainideaanddetails,commasinaseries,synonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:discard(v.),latex(n.),mesh(n.),sap(n.),vat(n.),wad(n.)Enrichment:cud(n.),paraffin wax(n.),tacky(adj.)Before ReadingBuild Background Involvestudentsinadiscussionaboutchewinggumtoelicitpriorknowledgeandbuildbackground.Ask:How many of you like gum?When was the last time you chewed a piece of gum?Do you know where gum comes from?How long ago do you think gum was invented?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 and what it might be about.Point out that the book is about chewing gum.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).History to Chew OnLesson Plan(continued)LEVELP P2 Learning AZ All rights reserved.www.readinga-Introduce the Reading Strategy:Ask and answer questions Discusshowaskingandansweringquestionswhilereadingcanhelpreadersunderstandandenjoy reading the information in a book.Modelaskingquestions.Think-aloud:From what I see on the cover and title pages,it appears as though this book is all about gum.Im curious whether there is enough information about gum to fill an entire book.When I look at the table of contents,I see that one section is titled“The First Chewers.”This makes me wonder if ancient people chewed gum and why it seems to be so popular.Before reading,several questions often come to mind about the topic.As I read,I enjoy looking for answers to my questions,which often sparks further curiosities and questions to answer while reading.Createachartontheboardsimilartotheask-and-answer worksheet.Introduceandexplain theask-and-answer-questionsworksheettostudents.Askstudentswhataboutthetopictheyarecuriousabout.Havethemwritetheirquestionsinthefirstsectionontheirworksheet.Invitethemtosharesomeoftheirquestionsandwritethemontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Writethefollowinglistofwordsontheboard:baseball,football,basketball,soccer ball.Askstudents to tell what these words refer to(different types of balls).Point out that these words help to identify the main idea.(Different types of balls are used in sports.)The words baseball,football,basketball,and soccer ball are details that support this main idea.Explainthatsometimestheamountofinformationaboutatopicissolargethattheinformationis grouped into sections,each section with its own main idea.Readpage4aloudtostudents.Modelidentifyingthemainideaanddetailsforthesection“ChewonThis.”Think-aloud:As I read the introduction,most of the sentences are about the kinds of things that living things chew.Dogs chew bones,cows chew cud,and people chew gum.I will underline this information.Based on what Ive read,I think the main idea of the section is:Living things chew different kinds of things.Writethemainideaontheboard.Askstudentstoidentifythedetailsfromthebookthatsupportthismainidea(dogschewbones,cowschewcud,peoplechewgum).Writethesedetailson the board.Introduce the Vocabulary Introducethecontentwordslistedinthevocabularysectionofthislesson.Reviewthecorrectpronunciationforthemultisyllabicwords:discard,latex,and paraffin.Explaintostudentsthatmostofthetime,goodreadersusecontextcluestohelpfigureoutthemeaningofanunfamiliarwordinthetext.However,sometimestheywillnotfindenoughcontextcluestoclearlydefinetheunfamiliarword.Modelhowstudentscanusetheglossary oradictionarytolocateawordsmeaning.Additionally,therearethreevocabularywordsnotlisted in the glossary(betel,chicle,and mastiche)thatmayneedexplanation.Writethesewordsontheboard.Say:These are three words that come from other cultures and describe early types of chewing gum.We will see them in the first section of the book.Set the Purpose Encouragestudentstoaskandanswerquestionswhilereading.Remindstudentstoalsothinkaboutthemainideasanddetailsofeachsection.Askthemtounderlineintheirbookimportantdetails within each section.History to Chew OnLesson Plan(continued)LEVELP P3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Have students read from page 5 to the end of page 8.Encourage students who finish early to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirask-and-answer-questionsworksheetthatwereanswered.Modelansweringaquestionandfillinginthesecondsectionoftheask-and-answer-questionschart on the board.Think-aloud:Before reading,more than one question came to mind about this book.I was curious whether enough information about gum was available to fill an entire book.I also wanted to know if ancient people chewed and why it seems to be so popular.While reading,I happened to answer some of these questions.The book is divided into sections that take a close look at different aspects about gum,such as the first gum chewers and gum machines.I didnt realize that gum had such an interesting history.I also learned that gum has been around since before Europeans discovered North America.I will write these answers on the ask and answers chart on the board.The information I read sparked new curiosities about the topic.I found it interesting that gum became so popular that a special machine was made to release gum in the shape of balls,and that kids figured out how to get free gumballs out of this machine.I wonder how Thomas Adams was able to correct the problem and whether the sudden popularity of gum created any other problems.I will write these questions on the ask-and-answer-questions chart.Askstudentstowriteanswersforthecircledquestionsandadditionalquestionstheyraisedontheirask-and-answer-questionsworksheet.Invitestudentstosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthebook.Writesharedresponsesontheclassask-and-answer-questionschartontheboard.Modelidentifyingthemainideaanddetails.Think-aloud:As I read the section titled“The First Chewers,”most of the sentences mentioned something about early people who chewed gum.I will underline this information.Based on what Ive read,I think the main idea of the section is:People of many early cultures chewed a type of gum.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(peoplefromGreece,SouthAmerica,India,andNorthAmericachewedgum;NorthAmericannativeschewedasubstancemadeoutofsprucetreesap;JohnCurtisaddedflavortothesap andsoldittosettlers;andsoon).Writethesedetailsontheboard.Check for understanding:Havestudentsreadpages9through12.Havethemcircleanyquestionsontheirask-and-answer-questionsworksheetthatwereanswered.Askstudentstowriteanswerstoanycircledquestionsandadditionalquestionstheyraisedontheirask-and-answer-questionsworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedwhile reading.Invitestudentstoshareanyinformationtheyunderlinedinthenextthreesectionsofthebook.Writethesedetailsontheboard.Dividestudentsintogroups.Assigneachgroupasectionandhave them identify the main idea from these details.Discuss their responses as a class and write each main idea on the board.Havestudentsreadtheremainderofthebook.Remindthemtolookforandwriteanswerstotheirquestions.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetasthey read and underline in their book important information within each section.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.These can be addressed in the discussion that follows.History to Chew OnLesson Plan(continued)LEVELP P4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyread.Think-aloud:I wanted to know whether Thomas Adams corrected the problem of kids getting free gumballs and whether the sudden popularity with gum created any other problems.I learned that people began spitting their gum onto sidewalks or sticking it underneath pieces of furniture.This created a problem.Some businesses had to hire a special person just to get rid of the gum people stuck in various places.I didnt find the answer to my question about Thomas Adams.Im still curious about this.Im also curious about what the process for making gum looks like.I will write the questions Im still curious about on the ask-and-answer-questions chart.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Invitestudentstofillinthelastsectionwithinformationtheystillwouldliketo know about gum.Askstudentstosharequestionstheyaddedtotheirask-and-answer-questionsworksheet while reading.Reflect on the Comprehension Skill Discussion:Discuss how stopping to review the important details helped students remember thefactsandbetterunderstandtheinformationinthebook.Askthemhowthedetailstheyidentified support the main idea.Independent practice:Introduce,explain,andhavestudentscompletethemain-idea-and-details worksheetforoneoftheremainingsections.Wheneveryonehasfinishedworkingindependently,review answers aloud.Enduring understanding:In this book,you learned how some people took an idea that had been around for a long time,improved on it,and created a popular product.Now that you know this information,what does this tell you about how products get into the marketplace?Build Skills Grammar and Mechanics:Commas in a seriesHavestudentsturntopage4andcircleallthecommasinthesecondparagraph.Pointouteach item separated by a comma.Explaintostudentsthatwheneveritemsarelistedtogether,commascalledserial commas are used to separate each item in the list.Point out that listed items can be nouns,verbs,adjectives,or entire phrases.Tellstudentsthatthelastiteminalistoftenisprecededbythewordand,and a comma is placed before the word.Point out that this rule applies only when there are at least three items in the list.Havestudentsturntopage10.Askthemtoidentifythelistinthesecondparagraphandcirclethe serial commas.Have them identify how many items are separated by commas in the list(seven).Check for understanding:Writethefollowingwordsontheboard:pencils,paper,notebooks,crayons.Have students use the words to write a sentence using serial commas on a separate piece of paper.Independent practice:Introduce,explain,andhavestudentscompletethecommas-in-a-series worksheet.If time allows,discuss their responses.Word Work:Synonyms Directstudentstopage9.Havethemfindandreadthesentenceinwhichtheworddiscard is found.Askstudentstoidentifythemeaningoftheword.History to Chew OnLesson Plan(continued)LEVELP P5 Learning AZ All rights reserved.www.readinga- Tellstudentsthatmanyotherwordsmeanthesameasdiscard.Explainthatinsteadofrepeatingthesamewordseveraltimes,authorsmaychoosetovarythetextbyusingsynonyms,or words thatmeanthesamething.Askstudentstothinkofotherwordsfordiscard(trash,toss,pitch,and soon).Askstudentsifthenewwordsmakesenseinthesentence.Check for understanding:Have students read the last sentence in the same paragraph on page 9.Askthemtothinkofasynonymforthewordnasty(yucky,gross,disgusting,and so on).Independent practice:Introduce,explain,andhavestudentscompletethesynonyms worksheet.If time allows,discuss their answersBuild Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Askthemtosurveytheirfamilymemberstofindoutwhatquestionstheyhaveaboutgumandtoprovideanyanswerstotheirquestionsthatcanbefoundinthisbook.Extend the ReadingPersuasive Writing ConnectionAskstudentstodesigntheirownbrandofchewinggum.Havethemcreateanadvertisingposterto sell their gum,including an illustration with a clear brand name on the package,a slogan,and textthatwillpersuadeotherstobuytheirproduct.Encouragethemtobecreativewithpackaging,flavor,andsoon.Social Studies Connection Provide resources for students to research the history of other popular products in their culture,suchasbluejeans,televisions,andstickynotes.MakeacharttitledInteresting Inventions and post it in the room.Include columns for who invented it,in what year it was invented,and how the inventor got the idea.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.History to Chew OnLesson Plan(continued)LEVELP P6 Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:consistentlyaskrelevantquestionsaboutatopicpriortoandduringreading;locateanswerstotheirquestionsandwritethemonaworksheet identifythemainideaandsupportingdetailstobetterunderstandthetextthroughdiscussionand on a worksheet accuratelyidentifyandunderstandtheuseofcommasinaseriesduringdiscussionandonaworksheet correctlyidentifyandunderstandtheuseofsynonymsduringdiscussionandonaworksheetComprehension Checks BookQuiz RetellingRubric
