原版英语RAZ 教案P19-Becky's Puzzle Problem.pdf
Beckys Puzzle ProblemLesson PlanLEVELP P1 Learning AZ All rights reserved.www.readinga-About the Book Text Type:Fiction/Realistic Page Count:20 Word Count:1,157Book SummaryBecky has always loved puzzles.Now Becky has a three-day weekend ahead of her and a new 300-piece puzzle to work on.Readers witness how Becky works through the problems of putting together a puzzle of this size and what she learns from thinking creatively and not giving up when things get difficult.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstounderstandthetext Analyzetheproblemandsolutioninthestory Identifylong/e/digraphs Recognizeanduseadjectives IdentifyandmatchsynonymsMaterialsGreentext indicates resources available on the website BookBeckys Puzzle Problem(copy for each student)Chalkboardordryeraseboard Prediction,problemandsolution,adjectives,synonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary Content words:Story critical:challenge(n.),defective(adj.),organized(v.),puzzle(n.),separate(v.),trick(n.)Enrichment:array(n.),compared(v.),design(n.),discouraged(adj.),energetic(adj.),impatient(adj.)Before Reading Build Background Writethewordpuzzleontheboard.Askstudentstosharewhattheyknowaboutthemeaningof this word.Askstudentstosharetheirexperiencesofputtingtogetherpuzzles.Discusstypesofpuzzles,differencesinthenumberandsizeofthepieces,andsoon.Askstudentstoshareanytricksorstrategies they or their family use when putting together a large puzzle,such as finding all of the edge pieces first.Beckys Puzzle ProblemLesson Plan(continued)LEVELP P2 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 ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictionsaboutwhatwillhappeninabookbasedontheseriesofeventsandwhatthecharacterssay,do,andthinkinthestory.Astheyreadthe story,readers revise or confirm their predictions based on what they learn from reading.Modelmakingaprediction.Think-aloud:When I look at the table of contents on page 3,I see a chapter titled“Becky Hits a Snag.”The very next chapter is titled“The Dream.”I think this might be a story about a girl who solves a problem related to putting together a puzzle.Since one of the chapters is titled“The Dream,”I think that the solution comes to Becky in a dream.Making predictions as I read helps me to enjoy reading and anticipate what might come next.Ill have to read the book to confirm or revise my prediction.Createafour-columnchartontheboardwiththeheadingsMake,Revise,Confirm,and Actual.Modelwritingapredictioninthefirstsection,Make.Introduceandexplaintheprediction worksheet.Have students preview the covers of the book,titlepage,andtableofcontents.Askthemtomakeapredictionbeforetheybeginreadingandwrite it on their worksheet in the Makesection.Invitethemtosharetheirpredictionandthereasons why they think that event might happen.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthatwritershavereasonsforwhattheywrite.Writethefollowingwordsonthe board:Problem and Solution.Revieworexplainthataproblem is a conflict that needs to be workedoutorsolved.Asolution is the process of working out the problem.Tell students that in fictional writing,an author usually poses a problem to one or more characters and that the rest of the story evolves around solving the problem.CreateachartontheboardwiththeheadingsProblem,Possible Solutions,and Consequences.Writethephraselocked the keys in the car on the board under the Problemheading.Modelidentifying possible solutions and consequences for the problem.Think-aloud:I know that when a problem arises,I can react to it in different ways.If I lock my keys in the car,I know that I have to find a different way of getting into my car.One possible solution might be break the car window and unlock my car door.That would ensure that I get into my car.However,breaking a window causes a new problemgetting the window fixed.Another possible solution to this problem is to call a locksmith.A locksmith has special tools to unlock my car door without breaking it.This way,I know Ill get into my car,but I wont cause another problem.Ive identified two possible solutions to the problem and considered the consequences of each one.Since getting into my car without breaking something is a better solution,my solution would be to call the locksmith.Modelfillinginthechartontheboardwiththeinformationforthisproblem.WritethefollowingphraseontheboardundertheProblem heading:want to play but have homework.Discuss possible actions a person might take to solve this problem and list them on the board under Possible Solutions.Havestudentsconsiderapositiveandanegativeconsequenceforeachofthepossiblesolutions.WritetheseontheboardundertheConsequencesheading.Circlethepossiblesolutionthattheclass thinks is best,based on the consequences listed.Beckys Puzzle ProblemLesson Plan(continued)LEVELP P3 Learning AZ All rights reserved.www.readinga- Explaintostudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Modelfindingproblemsandsolutions.Introduce the Vocabulary Modelhowtoapplyword-attackstrategies.Havestudentsfindthewordseparate on page 8.Tell students that they can look at the letter(s)the word begins with and then use what they know about syllables and vowels(one vowel sound per syllable)to figure out the rest of the word.Remindstudentstolookforcluestothewordsmeaninginthesentencethatcontainstheunfamiliar word,as well as in the sentences before and after.Point out that they may also look at theillustrationsforcluestothewordsmeaning.Remindstudentsthattheyshouldcheckwhetheranunfamiliarwordmakessensebyrereadingthe sentence in which it appears.Set the Purpose Havestudentsreadthebook,makingpredictionsaboutwhatwillhappeninthestorybasedonwhat the characters say,do,and think.Remind them to revise or confirm their predictions as they learn more about the events of the story.During Reading Student ReadingGuide the reading:Havestudentsreadtotheendofpage9.Invitethemtolookforanyproblems that may be arising in the story.Have them underline the words or phrases in the book that tell about a problem.Encourage those who finish early to go back and reread these pages.Modelrevisingaprediction.Think-aloud:So far my prediction is right.I thought the story might be about a girl who solves a difficult puzzle,and it looks as though thats what its about.From what Ive read about Becky,she seems like a problem solver.On page 7,it says that she was getting organizedshe cleared off the table and started sorting the pieces that had a straight edge.Based on this new information,I want to revise my prediction.I think that she is experienced at putting together puzzles and will know exactly how to put this puzzle together.Encouragestudentstousetheinformationtheyvereadanddiscussedtoreviseorconfirmtheirprediction.Have them write their new prediction under the heading Revise on their worksheet.Remind them that if their first prediction has been confirmed or has not yet been proven,they may write another prediction in the Makecolumnoftheirworksheet.Modelforstudentshowtothink through whether or not their predictions were confirmed,and if not,why not.Help them think about whether or not the reasoning behind their prediction was valid.Writethefollowingproblemfromthestoryontheboard:Beckys tricks are not working and she is getting discouraged with the puzzle.Introduceandexplaintheproblem-and-solution worksheet.AskstudentstowriteBeckysproblemontheirworksheet.Evaluatepossiblesolutionsaloud,discussingapositiveandnegativeconsequenceofeachone.Writetheinformationonthechart on the board under the headings Problem,Possible Solutions,and Consequences.Havestudentswritetheinformationontheirworksheet.Askthemtocirclethepossiblesolutionthey think would be best for Becky.Check for understanding:Havestudentsreadtotheendofpage11.AskthemtoidentifyBeckyssolution for getting discouraged with the puzzle(Becky took a break;she began putting the puzzle together upside-down).Point out the Evaluationsectionontheworksheet.Explainthemeaning of evaluation(to carefully think about the options and decide whether the one chosen was best).Encourage students to fill in the final column,Evaluation,writing their opinion of whether or not Becky made a good decision.Havestudentsreadtotheendofpage13.Whentheyhavefinishedreading,havethemsharetheir predictions and the outcome of their predictions.Remind them to revise or confirm their predictions and write what actually happened on their prediction worksheet.Beckys Puzzle ProblemLesson Plan(continued)LEVELP P4 Learning AZ All rights reserved.www.readinga- AskstudentstoidentifyanewproblemBeckyfaced(shewasgettingtiredofputtingtogetherthepuzzle).Have them fill out the first three sections of their worksheet(Problem,Possible Solutions,and Consequences).AskthemtocirclethepossiblesolutiontheythinkwouldbebestforBecky.RemindstudentstolookforthesolutionBeckychoosesastheyreadandtofillintheEvaluation section of their worksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,andconfirm their predictions as they read the rest of the 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.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:I predicted that since Becky seemed experienced at putting together puzzles,she would know exactly how to put together this puzzle.This prediction was not correct.Becky had some difficulty with the puzzle and needed to come up with different solutions in order to complete the puzzle.I will write this information next to my prediction under the heading Actual.Independent practice:Havestudentscompletetheirpredictionworksheet.Invitethemtosharetheir predictions,reasoning,and revisions,and to have them tell how their predictions related totheactualoutcomeofthestory.Askstudentstoexplainhowthestrategyofmaking,revising,andconfirmingpredictionshelpedthemunderstandandenjoythestory.Reflect on the Comprehension Skill Explaintostudentsthatacharacterinastorysometimesfacesmorethanoneproblem.Often,authorswillcreateaproblemandasolutionwithineachchapterofabook.Inthisstory,Beckyfaced small problems with her puzzle along the way,and the other characters in the story helped her to solve them.Throughout the story,Becky continued to get closer to her big goal of completing the puzzle,which finally happened at the end.Independent practice:Have students complete their problem-and-solution worksheet by identifying a new problem for Becky,possible solutions to the problem,consequences of each solution,and an evaluation of the solution chosen.Discuss their responses aloud once students have finished.Enduring understanding:Inthisstory,Beckyencountersdifficultyandfrustrationwithherpuzzle,butshedoesntgiveup.Itisimportanttohertoreachhergoal,andwiththesupportofherfamilyandfriends,shedoes.Nowthatyouknowthis,whatwillyoudothenexttimeyouhavetodo something difficult?Build Skills Phonics:Identify long/e/digraphs Writethewordsdream and three on the board and say them aloud with students.Havestudentssaythelong/e/vowelsoundaloud.Thenrunyourfingerunderthelettersinthewordsasstudentssaythewholewordsaloud.Askstudentstoidentifywhichlettersstandforthelong/e/sound in the words dream and three.Underlinetheletterse and a in the word dream.Explaintostudentsthattheletterse and a togetherstandforthelong/e/vowelsound.Underlinetheletterse and e in the word three.Explaintostudentsthattheletterse and e together can also stand for the long/e/vowel sound.Saythefollowingwordswiththeea digraph aloud one at a time:eat,mean,teach.Have volunteers spell the words aloud as you write them on the board.Repeat the process with the following ee digraph words:feel,greet,week.Beckys Puzzle ProblemLesson Plan(continued)LEVELP P5 Learning AZ All rights reserved.www.readinga- Check for understanding:Writethefollowingwordsontheboard,leavingouttheea diagraph:beat,eager,meat.Useeachwordinasentenceandhavestudentscompleteandwriteeachwordon a separate piece of paper.Then have students read each word aloud to a partner.Repeat the process for the following ee digraph words:feet,green,seem.Grammar and Mechanics:Adjectives Chooseanobjectintheroomoratrandomandmakealistofwaystodescribeit(suchastable:long,wooden,flat,and so on).Revieworexplainthatadjectivesarewordsthatdescribenounsorpronouns.Anadjectivecanclarify the noun by telling which one,how many,or what kind.Writethefollowingsentenceontheboard:There was snow on the large mountain.Askstudentsto identify the nouns in the sentence(snow,mountain).Underlinethewordmountain.Askstudentstoidentifyhowthemountainisdescribed(large).Writethefollowingsentenceontheboard:It was a gloomy,rainy Saturday.Have individual studentscometotheboardandcircletheadjectivesinthesentence.Thenhavethemunderlinethenounthattheadjectivesdescribe.Check for understanding:Writethefollowingsentencesontheboard:First she searched for straight edges to make a frame.Becky could not imagine her father as a little boy.Have students write the adjective(s)andthenounthateachadjectivedescribesineachsentenceonaseparatepieceofpaper.Independent practice:Introduce,explain,andhavestudentscompletetheadjectivesworksheet.Iftimeallows,discusstheirresponses.Word Work:Synonyms Directstudentstopage4ofthebook.Havethemreadthefirstsentenceinwhichthewordexcited is found.Tell students that many words mean the same thing as excited.Explainthatinsteadofusingthesamewordallofthetime,authorschoosetovarythetextbyusingsynonyms,orwordsthatmeanthesamething.Askstudentstothinkofotherwordsforexcited(eager,thrilled,enthusiastic,andsoon).Askstudentswhetherthenewwordsmakesenseinthesentence.Check for understanding:Have students locate the word challengeonpage4.Havethemreadthe sentence.Discuss the meaning of the word challenge.Askstudentstothinkofasynonymforthe word challenge(test,goal,and so on).Independent practice:Introduce,explain,andhavestudentscompletethesynonyms worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additio
