原版英语RAZ 教案N47-Coding Camp.pdf
Coding CampLesson PlanLEVELN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:640Book SummaryNina,Jody,and Matt went to Coding Camp to learn how to make a computer game and compete to win the camps game design contest.But when their computer crashes just two days before the end of camp,how will they design a new game in time?Lively illustrations and engaging text will keep students interested in this story.Students will also have the opportunity to make,revise,and confirm predictions as well as to identify the authors purpose.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictionstounderstandtext Identifytheauthorspurpose Identifyvoweldigraphsai and ay Identifyandusesubject-verbagreement IdentifyandusehomophonesMaterialsGreen text indicates resources that are available on the website.BookCoding Camp(copy for each student)Chalkboardordry-eraseboard Paper Make,revise,andconfirmpredictions;subject-verbagreement;homophonesworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:animation(n.),coding(n.),counselor(n.),crashed(v.),design(n.),files(n.)Enrichment:arcade game(n.),backing up(v.),programming(n.)Before ReadingBuild Background Askstudentstosharethenamesoftheirfavoritecomputergamesandwhytheyliketoplaythem.Record a list of students favorite computer games on the board.Askstudentsiftheyknowhowtocreateanewcomputergame.Discussthestepstheythinkgo into creating a computer game,such as animating drawings and designing different levels.Introducevocabularywords,suchascoding and programming,during this discussion.Coding CampLesson Plan(continued)LEVELN N2 Learning AZ All rights reserved.www.readinga-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,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsnames,illustrators name).Introduce the Reading Strategy:Make,revise,and confirm predictionsExplain to students that effective readers make guesses about what is going to happen as they read a story.These guesses are called predictions.Emphasize that knowing how to make a prediction is more important than whether the prediction is right,or confirmed.Remind students that making predictions gives readers a purpose while reading.Modelmakingaprediction,usingthetitleandcoverpicture.Think-aloud:I know that effective readers look at the title and cover picture to get an idea of what the story is about.The title of this story is CodingCamp,and I know that coding is a word used for making computer games,similar to programming.I see three campers and a camp counselor working on Level 3,so I predict these campers are designing a computer game while at computer camp.Making predictions about this book gives me a purpose for reading.I want to find out whether my prediction is right.Havestudentsusethetitleandpictureonthecoverpagetomakeapredictionbeforereadingthestory.Invitethemtosharetheirpredictionswithapartner.Distributethemake-revise-and-confirm-predictionsworksheetto students.Have them write their prediction in the first row on their worksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Explaintostudentsthatthereasonanauthorwritesastoryiscalledtheauthors purpose.Anauthor might want to persuade,to inform,or to entertain the reader.Explain that to persuade means to convince someone to think or act in a certain way,to inform means to give information or facts about a topic,and to entertain means to evoke emotion from the reader.Writethewordspersuade,inform,and entertain on the board in this order,and highlight the first letter of each word.Then,share the mnemonic device with students:the authors purpose is as easy as PIE.Explain that authors provide readers with clues that will help readers determine the authors purpose.Modelhowtopredicttheauthorspurposeusingthetitleandcoverpicture.Think-aloud:I know that authors have a purpose when they write a story.They want to persuade us,to inform us,or to entertain us.I also know that authors give clues to help readers determine their purpose.After reading the title and looking at the cover picture,I predict the authors purpose for this story is to entertain us.I know that sometimes authors have more than one purpose when they write a story,so I will have to read the story to see whether my prediction is right and to see whether the author wants to persuade us or inform us as well.Havestudentsgivereasonswhytheypredicttheauthorspurposeistoentertainonthebasis ofthetitleandcoverpicture.(Acceptanyanswersthatstudentscansupportwithevidence.)Introduce the Vocabulary Introducethestory-criticalvocabularywordslistedinthevocabularysectionofthislesson.Reviewthecorrectpronunciationforthemultisyllabicwordsanimation,coding,counselor,and design.Turntotheglossaryonpage16.Readthewordsanddiscusstheirmeaningsaloud.Coding CampLesson Plan(continued)LEVELN N3 Learning AZ All rights reserved.www.readinga-Remind students of the strategies they can use to sound out words they dont know.For example,they can use what they know about letter and sound correspondence to figure out the word.They can look for words within words,and prefixes and suffixes.They can use the context to work out the meanings of unfamiliar words.For example,say:If I did not know the meaning of the word counselor,I could read the definition in the glossary,but I could also turn to the page its found on and read the words and sentences around it.When I read page 6,I can see that the word must mean a person who gives help and guidance to others.Set the Purpose HavestudentsreadtofindoutmoreaboutwhathappensatCodingCamp.Encouragestudentsto make,revise,and confirm predictions as well as to identify the authors purpose while reading.During ReadingStudent Reading Guide the reading:Have students read from page 3 to page 6.Encourage those who finish early to go back and reread.Modelmaking,revising,andconfirmingpredictions.Think-aloud:Before reading,I made a prediction that this story was about campers designing a computer game at computer camp.After reading the first few pages,I confirmed that my prediction was correct.However,I did not predict that the campers computer would crash and they would lose their game.Now,they have to make a new game before the end of camp.My new prediction is that they will not be able to finish their new game before the end of camp.I will keep reading to find out whether my prediction is right.Directstudentsbacktotheirmake-revise-and-confirm-predictionsworksheet.Havestudentsrereadthepredictionstheymadepriortoreading.Invitethemtosharetheoutcomesoftheirpredictions with a partner.Encouragestudentstobrainstormarevisedprediction,andhavethemfillinoneofthemiddleboxes on their worksheet.Drawstudentsattentionbacktothewordsontheboard:persuade,inform,and entertain.Remind students to think about the authors purpose as they read the story.Check for understanding:Have students read to the end of page 12.Encourage students to think about the outcomes of their predictions.Emphasize that knowing how to make a prediction is important,not whether the prediction was confirmed or not.Haveallstudentsmakeanewpredictionfortheendofthestoryandfillitinontheirworksheet.Encourage them the share their predictions with a partner.Askstudentstothinkaboutwhattheyhavereadsofarinordertodeterminetheauthorspurpose.Guide their thinking with questions,such as,Is the author convincing us to think a certain way about computer games?Is the author giving us facts and information about computer games?Is the author telling us a story about campers who are creating a computer game?Help students come to the conclusion that the authors purpose is to entertain the reader with a story aboutcamperswhoarecreatingacomputergame.Circlethewordentertain on the board.Havestudentsreadtheremainderofthebook.Remindthemtocontinuallymake,revise,andconfirm predictions as they read as well as to identify the authors purpose for writing this story.Have students make a question mark in their book beside any word they do not understand or 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.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Coding CampLesson Plan(continued)LEVELN N4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Havestudentssharewithapartnerwhethertheirfinalpredictionsfortheendofthestory wereconfirmedornot.Invitevolunteerstosharetheiroutcomeswiththerestoftheclass.Think-aloud:After reading the first few pages of this story,I predicted that the campers would not be able to create a new computer game before the end of camp.That prediction was not correct since they were able to create an arcade game using a unicorn,a toaster,and houseplants.I then revised my prediction and thought they would win the computer design contest after all of their hard work.However,the author didnt tell us who won the contest.Making and revising my predictions kept me interested in the story because I wanted to see whether my predictions were correct.Reinforcewithstudentshowmaking,revising,andconfirmingpredictionsgivereaders a purpose for reading and keeps them engaged with the text.Independent practice:Havestudentscompletethemake-revise-and-confirm-predictionsworksheet.Havethemfillinthelastrowoftheirworksheet.Whenstudentsarefinished,discuss their answers aloud.Reflect on the Comprehension Skill Discussion:Review with students the three main reasons an author writes a story:to persuade,to inform,or to entertain.Remind students of the authors purpose for writing this story,which is to entertain readers with a story about campers creating a computer game.Enduring understanding:Inthisstory,youreadaboutcamperswholosttheirfirstcomputergamewhen their computer crashed and they had to create a new game in only two days.Have you ever faced a challenge that seemed almost impossible to complete?Did you give up,or did you keep trying until you accomplished your goal?How did you feel?Build SkillsPhonics:Vowel digraphs ai and ay Writetheworddays on the board.Have students find the word on page 3 and read the sentence in which it is found.Askstudentswhatvowelsoundtheyhearinthemiddleoftheword(thelong/a/sound).Circlethe ay in the word and review that the letters ay can stand for the long/a/sound as in days.Explainthatthereisanotherwaytomakethelong/a/soundinwords,andexplainthattheletters ai can also stand for the long/a/sound,such as in train.Writetrain on the board and circle the ai in the word.Havestudentsworkwithapartnertobrainstormtogeneratealistofotherwordswiththelong/a/sound that are represented with ai or ayandwritethemonasheetofpaper.Invitevolunteersto share their answers and record the words on the board.Then,have other students come to the board and circle the ai or ay in each word.Check for understanding:Have students search the book and circle the words that have the long/a/sound represented by ai or ay.Record these words on the board,and have students circle the ai or ay in each word.Grammar and Mechanics:Subject-verb agreementExplain to students that effective writing follows rules about how the verb in a sentence works together with the subject of the sentence.Remind students that the subject and verb must agree.Writethefollowingsubject-verbpairsontheboard:boy/plays,dog/barks,girl/eats.Useeachpairin a sentence,for example,The boy plays with his cars.Discuss how each subject refers to only one;it is singular.Coding CampLesson Plan(continued)LEVELN N5 Learning AZ All rights reserved.www.readinga- Changeeachofthesingularsubjectsontheboardtomakeitplural(boys,dogs,girls).Askstudents to tell whether or not each new subject works,or agrees,with its verb(no).Have volunteers change each verb to make it agree with each new subject.Discuss how the endings of verbs must change to agree with each plural subject.Writethefollowingsentencesontheboard:The bird _ _ in the sky.The fish _ _ in the sea.The cats _ _ the tree.The kids _ _ around the track.Have students work with a partner to think of a verb to complete each sentence.Have volunteers share their answers,and emphasize the need for the subject and verb to agree.Check for understanding:Writethefollowingsentencesontheboard:The girls draws pictures.The teacher eat lunch.The students reads books.My friend like me.Invitevolunteerstocome to the board and correct the sentences so the subjects and verbs agree.Independent practice:Introduce,explain,andhavestudentscompletethesubject-verb-agreementworksheet.Iftimeallows,discusstheiranswers.Word Work:Homophones Writethewordsblue and blew on the board.Read the following sentence aloud to students:My favorite color is blue.Askavolunteertocirclethewordontheboardthatheorsheheardinthesentence(blue).Next,read the following sentence aloud to students:The wind blew the leaves.Askavolunteertounderlinethewordontheboardthatheorsheheardinthatsentence(blew).Explainorreviewthatblue and blew are homophones,which are words that sound the same but are spelled differently and have different meanings.Dividestudentsintosmallgroups.Writethewordsflower/flour,dear/deer,and no/know on the board and discuss each words meaning.Have students work together to create a sentence for eachword.Invitevolunteerstosharetheirsentenceswiththeclass.Check for understanding:Writethefollowingsentencesontheboard:Do you _ _ me?(hear,here)_ _ love my mom.(Eye,I)I ate the _ _ pizza!(whole,hole)She _ _ the game.(one,won)Have students choose the correct homophone to complete each sentence.Independent practice:Introduce,explain,andhavestudentscompletethehomophones worksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students demonstrate how a reader makes,revises,and confirms predictions while reading.Extend the ReadingPersonal Narrative Writing ConnectionHave students think of a time when they faced a challenge,just like the campers in Coding Camp.Askthemtowriteapersonalnarrativedetailingtheirexperience.Visit WritingAZ.com for a lesson and leveled materials on narrative writing.Art
