原版英语RAZ 教案Natural Wonders of the World_LP.pdf
Natural Wonders of the WorldY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:What are some characteristics of famous natural wonders?Book SummaryText Type:Nonfiction/InformationalNatural Wonders of the World teaches readers about five of the natural wonders of the world:the Grand Canyon,Paricutn,Victoria Falls,Mount Everest,and the Great Barrier Reef.The book explains how the structures were formed and where they are located.Maps,charts,and photographs support the text.Students will also have the opportunity to identify cause-and-effect relationships as well as to summarize to better remember the text.The book and lesson are also available for levels V and Z1.Guiding the ReadingBefore ReadingBuild Background Askstudentsiftheyveeverbeentoanationalparkor a famous outdoor landmark.Encourage them to share their experiences.Discuss why people might want to visit these special places,and encourage students to share what they enjoy about being in natural environments,such as the forest,ocean,desert,and so on.Explainthatnaturalstructuresaresometimessoamazing and beautiful that they fill us with wonder andmakeusponderhowtheywereformed.Askstudents to share a time when they may have experienced a feeling of wonder in nature.Invite volunteers to share their experiences with the class.Introduce the Book GivestudentstheircopyofNatural Wonders of the World.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.Show students the title page.Discuss the information onthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook.Askstudentswhattheyexpect to read about in the book,on the basis of whattheyseeinthetableofcontents.(Acceptallanswers that students can justify.)Introduce the Reading Strategy:SummarizeExplain to students that one way to understand and remember information in a book is to write a summary,or brief overview,of the most important information in a section or chapter.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 page 4 aloud and model summarizing.Lesson EssentialsInstructional Focus Summarize to understand text Analyzecause-and-effectrelationships Describe information provided by maps Identify and use bullets correctly Recognize and use synonyms and antonymsMaterials Book:Natural Wonders of the World (copy for each student)Cause and effect,summarize,synonyms and antonyms worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:cinder cones(n.),erosion(n.),geologists(n.),landforms(n.),polyps(n.),terrain(n.)Enrichment:dormant(adj.),edible(adj.),fissure(n.),inhabit(v.),plateau(n.),plunge pool(n.),Sherpa(n.),species(n.),surveyor(n.)Academicvocabulary:cause(v.),condition(n.),period(n.),process(n.),structure(n.),unique(adj.)Natural Wonders of the WorldY Y2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Cause and effect Discusscause-and-effectrelationships.Explainthata cause is an action or event that makes something happen and the effect is what happens because of,or as a result of,the action or event.Explaintostudentsthattherecanbemorethanoneeffect from a cause.Copy the top of the cause-and-effect worksheet onto the board,and write Walking with Untied Shoelaces in the Cause box and Tripping in the top Effectbox.Askstudentswhatelsecanhappen when you walk with untied shoelaces.Record responses in the Effect boxes.Explain to students that they will be looking for cause-and-effect relationships as they read the book.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpages23and 24.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 Havestudentsreadtofindoutmoreaboutnaturalwonders of the world.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.Are all natural wonders classified as landforms?Why or why not?(level3)page 4 Why is the Grand Canyon a great place to study rocks?(level 1)page 6 When was Paricutn formed?Why does that make it unique?(level3)page 9 Which natural wonder would you want to avoid if you had a fear of heights?(level3)page 14 Why is Mount Everest called“Forehead in the Sky?”(level3)page 15 How are Victoria Falls and the Great Barrier Reef the same?How are they different?(level3)pages1214,pages1921 What do all natural wonders have in common?(level3)multiple pages Why did the author write this book?(level3)multiple pagesText Features:MapsExplain that maps are used in books to help readers better understand where places in the world are located.Explain that maps are important in this book about natural wonders so readers will know where these natural wonders are located.Have students turntothemaponpage3anddiscusswhattheysee(continents,compass rose,natural wonders,and so on).Then have students turn to the map on page 9.Askstudentstoworkwithapartnertocomparethe two maps and create a Venn diagram,showing how they are alike and how they are different.Invite partners to share their Venn diagrams with the class.Askstudentswhytheauthorwouldchoosetoincludedifferent types of maps in the book.SkillReview Modelforstudentshowyousummarizeasyouread,and direct them to stop at several points during reading to answer the questions who,what,when,where,and why.Check for understanding:Have students read the firsttwoparagraphsonpage9withapartner.Askstudents to summarize what they read in groups.Invite volunteers to share their summaries with the rest of the class.Have students continue working with their partner to summarize a section of the book.Independent practice:Introduce,explain,and have students complete the summarize worksheet.If time allows,discuss their answers.Havestudentsworkwithapartnertoperiodicallyreview the cause-and-effect relationships in the book.Have partners discuss these relationships and how they affect outcomes in the book.Modelevaluatingdetailstounderstandcause-and-effect relationships in the book.Think-aloud:The book is providing me with information about the cause-and-effect relationships of how natural wonders are formed.I read on page 11 that Paricutn was formed when lava,which is under pressure inside the Earth,shot out from a central vent in the ground.The lava exploded into the air,cooled,and broke into small pieces that hardened and fell as rocks and ash.The cause is the lava shot out from the ground,and the effect is the creation of a volcano(Paricutn).This is one of many cause-and-effect relationships I read about in the book.Guiding the Reading(cont.)Natural Wonders of the WorldY Y3 Learning AZ All rights reserved.www.readinga- Modelhowtocompletethecause-and-effectworksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the cause-and-effect relationships in the book.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Cause and effectReview the cause-and-effect worksheet that students completed.Have students share their work with a partner.Invite volunteers to share the relationships they chose with the rest of the class.Point out that sometimesoneeffectleadstoanotherandsoon.Askstudents why it is important to understand cause-and-effect relationships when considering a historic event or series of events.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 toanswertheFocusQuestion.(Answerswillvary.Reasons should include characteristics of natural wonders from the book.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Bullets Havestudentsfindandpointtothebulletsonpage4.Review or explain that bullets are used to draw attention to important information within a text so readers can identify the key points and facts quickly.Askstudentstoworkwithapartnertodiscusswhythe author chose to include bullets on page 4 and how they help readers better understand the text.Invite volunteers to share their answers with the class.Havestudentsworkwithapartnertolocatetheother sets of bullets in the book(pages 14,21,and 22).Discuss with students why presenting theinformationusingbulletshelpsdrawreadersattention to the important information on the page.Check for understanding:Askstudentstowriteaparagraph about one of the natural wonders from the book.Have students use bullets to list the most important facts about that natural wonder.Invite volunteers to share their paragraphs with the class.WordWork:Synonyms and antonyms Writethewordbeautifulontheboard.Askstudents to suggest a word that means almost the same thing(appealing,exquisite,and so on).Review or explain that a word that means the same or almost the same as another word is called a synonym.Askstudentstosuggestawordthat means the opposite of beautiful(awkward,ordinary,and so on).Review or explain that a word that means the opposite of another word is called an antonym.Check for understanding:Have students turn to page 4 to find the word that describes the waterfall(breathtaking).Askstudentstosuggestasynonym(astonishing,spectacular,and so on).Askstudentsto suggest an antonym(boring,ugly,and so on).Useathesaurustolookuptheentrywordbreathtaking and show how a thesaurus is used.Givestudentsathesaurus.Askthemtofindthe word breathtaking and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word.Explain to students that some dictionaries also list synonyms and antonyms for words.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
