原版英语RAZ 教案M60-Sugar, Sugar, Everywhere.pdf
Sugar,Sugar,EverywhereMM1 Learning AZ All rights reserved.www.readinga-Focus Question:What happens to our bodies when we eat sugar?Book SummaryText Type:Nonfiction/InformationalMany students love eating sugar,but do they know how sugar affects their body?Sugar,Sugar Everywhere introduces readers to the not-so-sweet side of sugar.Students will learn how too much sugar can be bad for their body and how it can be hidden in everything they eat.The simple text and detailed photographs will keep students engaged while supporting emergent readers.This book can also be used to teach students the skill of distinguishing between fact and opinion,as well as asking and answering questions to better understand text.The book and lesson are also available for levels J and P.Guiding the ReadingBefore ReadingBuild Background Placeontheboardpicturesofdifferenttypesoffood,such as cookies,grapes,ketchup,bread,and carrots.Ask students to work in groups to sort the foods into different groups.Invite volunteers to share their answers with the class.Next,ask groups if there is one category in which all the foods can be placed.Invite volunteers to share their ideas with the class.Writethewordsugar on the board.Explain to students that one way to place all of these foods within one group would be to label the group sugar.Explain that all of these foods contain sugar and students will be learning more about how eating sugar affects their body.Introduce the Book GivestudentstheircopyofSugar,Sugar Everywhere.Guidethemtothefrontandbackcovers 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:Ask and answer questionsExplain to students that engaged readers ask and answer questions while reading in order to better understand a text.Pass out the KWLS/ask-and-answer-questions worksheet and explain what each sectionontheKWLSchartstandsfor.Havestudentsthinkaboutsugarandfilloutthe“WhatIKnow”section on their worksheet.Then,have students think Lesson EssentialsInstructional Focus Ask and answer questions to understand text Distinguish between fact and opinion Understand and use a glossary Identify consonant gl-blend Recognizeanduseadverbs Identify and use synonyms and antonymsMaterials Book:Sugar,Sugar,Everywhere (copy for each student)KWLS/askandanswerquestions,factor opinion,synonyms and antonyms worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:fuels(v.),glucose(n.),homemade(adj.),ingredient(n.),prepared(adj.),strain(v.)Academicvocabulary:amount(n.),average(adj.),control(v.),energy(n.),probably(adv.),source(n.)Sugar,Sugar,EverywhereMM2 Learning AZ All rights reserved.www.readinga-about what questions they have about sugar and filloutthe“WhatIWanttoKnow”sectionontheirworksheet.Explain that students will look for the answers to these questions while reading in order to better understand the text.Introduce the Comprehension Skill:Fact or opinion Explaintostudentsthatbookscanincludebothfactsandopinions.WritethewordsFact and Opinion on the board.Point out that a fact is a detail that is true and can be proven and an opinion is a belief or judgment about a subject.Explain that facts can be checked,or verified,while opinions express how a person feels or believes.Referbacktothefoodpicturesontheboard.Writean example sentence on the board,such as Cookies are delicious.Have students work in groups to determine whether this statement is a fact or an opinion.Have volunteers share their answer and justify their reasoning.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 Havestudentsreadtofindoutmoreabouthowsugaraffectstheirbody.WritetheFocusQuestionon 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 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 sugar?Why is it important for our bodies?(level 2)pages 56 How would food taste without sugar?(level 1)page 9 How much sugar is in one cup of corn flakes?(level 1)page 10 What happens to our bodies when we eat too much sugar?Why can that be harmful?(level 2)pages 1112 Why is cooking at home better than eating out?(level 1)pages13 What would happen to our bodies if we didnt eat any sugar?(level3)multiple pages How can the foods in this book be sorted into different groups?(level3)multiple pagesText Features:GlossaryExplain that a glossary helps readers define the words in the book.Have students work in small groups to review the glossary on page 16.Ask students:How are the vocabulary words arranged in a glossary?Can you define the word strain?On which page can you find the word glucose?What part of speech is fuels?Have students review other vocabulary words in the book and discuss in groups where they would be found and how students know.Invite volunteers to share their thoughts with the rest of the class.SkillReview Reviewwithstudentsthequestionsfromthe“WhatIWanttoKnow”sectionoftheirKWLS chart.If any questions have been answered,have studentswritetheanswersinthe“WhatILearned”section.Periodically review this chart while students are reading.Modelhowtodeterminefactoropinion.Think-aloud:This book is telling me about how sugar affects my body.Some of the sentences from the book are stating facts,and some are sharing the authors opinion.For example,on page 5,I read:Apples,pears,and grapes contain sugar.I know this a fact because it can be checked,or verified.Determining fact or opinion is one way for me to better understand what I read.Modelhowtocompletethefact-or-opinion worksheet.Have students determine whether each sentence is a fact or an opinion.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:Ask and answer questionsHave students answer all of the questions from their KWLSchartinthe“WhatILearnedSection.”Ifanyquestions remained unanswered,have students circle them.Have students brainstorm a list of new questions they have based on the book and list them Guiding the Reading(cont.)Sugar,Sugar,EverywhereMM3 Learning AZ All rights reserved.www.readinga-inthe“WhatIStillWanttoKnow”section.Encouragestudents to investigate the answers to these questions to continue learning about this topic.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 to answer the focus question.(Answers will vary.Sample:When we eat sugar,our body breaks it down into glucose,which goes into our blood and becomes a source of energy.However,if we have too much sugar,out body cannot use it all,and the excess turns into fat.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonics:Initial consonant gl-blend Writethewordglucose on the board and read it aloud with students.Havestudentssaythe/gl/soundaloud.Then,runyour finger under the letters in the word glucose as students say the whole word aloud.Ask students to identify which letters represent the/gl/sound in the word glucose.Saythewordsglide and glowaloud,emphasizingthe initial sounds,and have students write the words on a separate sheet of paper.Have students comparetheirwordswithapartners,recognizingthat each word begins with the/gl/sound.Check for understanding:Writethefollowingwordson the board,leaving off the initial consonant blend:glove,glum,glass,and glare.Invite volunteers to come to the board and add the initial consonant blend.Grammar and Mechanics:Adverbs Revieworexplaintostudentsthatadverbs are describing words that provide details about verbs by telling how,when,or where an action occurred.Pont out that many,but not all,adverbs end in-ly.Explain that writers often use adverbs to make their writing more accurate,factual,and precise.Writethefollowingsentenceontheboard:I quickly ate my breakfast cereal.Have students work with a partner to identify the adverb(quickly)and the verb being described(ate)in this sentence.Invite volunteers to share their answers with the class.Repeatwithmultiplesentencesontheboard about the information from this book.Check for understanding:Have students work with a small group to look through the book to circle the adverbs and underline the verbs that each adverb describes.Ask them to share whether each adverb describes how,when,or where an action occurred.WordWork:Synonyms and antonyms Writethewordsweet on the board.Ask students to suggest a word that means almost the same thing(delicious,sugary,andsoon).Revieworexplain that a word that means the same or almost the same as another word is called a synonym.Ask students to suggest a word that means the opposite of sweet(bitter,tart,and so on).Revieworexplainthat a word that means the opposite of another word is called an antonym.Check for understanding:Have students turn to page 9 to find the word that describes how tomatoes can taste when they are cooked(bitter).Ask students to suggest a synonym(sour,harsh,and so on).Ask students to suggest an antonym(bland,sweet,and so on).Useathesaurustolookupthewordbitter and show how a thesaurus is used.Put students into groups and give each group a thesaurus.Ask them to find the word bitter and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word.Point out 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.)
