原版英语RAZ 教案(T) Titanic Treasure_LP.pdf
Titanic TreasureLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the Book Text Type:Nonfiction/Informational Page Count:20 Word Count:1,073 Book SummaryAlthough everyone said it was unsinkable,the Titanic,the largest passenger ship ever built,did sink.In Titanic Treasure,readers learn how this great ship sank in 1912,who discovered its remains,and what people learned from the disaster that helped to improve ocean travel.Engaging historic photographs support the text.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Understandandidentifycause-and-effectrelationships Understandtheuseofserialcommas ReadandwriteavarietyofnumbersfromtextMaterialsGreen text indicates resources available on the website BookTitanic Treasure(copy for each student)Chalkboardordryeraseboard Visualize,causeandeffect,serialcommas,readingnumbersworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:artifacts(n.),iceberg(n.),salvagers(n.),sonar(n.),submersible(n.),tragedy(n.)Enrichment:bow(n.),debris field(n.),hull(n.),maiden voyage(n.),remote(adj.),scuba dive(v.),snorkel(v.),stern(n.),tidal pools(n.)Before Reading Build Background Showstudentsthefrontcoverofthebook.Explainthatthephotographshowstheunderwaterremains of the Titanic.Ask students to share what they already know about the Titanic.Write this information on the board.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.Titanic TreasureLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(title,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of what the book is about.Ask students what they expect to read about in the book based on what they see in the table of contents.(Accept any answers students can justify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout a topic.Readpage4aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me organize the important information and understand the ideas in the book.For example,on page 4,the author describes how the Titanic broke in two and then sank to the bottom of the ocean.I had a very emotional reaction to what I pictured in my mind.I pictured people frantically running on the deck of the ship,trying to get to lifeboats.I pictured debris falling all over the ship and into the ocean as the ship broke into two pieces.I pictured survivors with sad and desperate faces as they watched in horror as the ship sank under water.The people must have been terrified.Rereadpage4aloudtostudents,askingthemtousethewordsinthestorytovisualize.Introduce and explain the visualizeworksheet.Have students draw on the worksheet what theyvisualizedfromthetextonpage4.Invitethemtosharetheirdrawings.Pointouttostudents that even though their images may not have been the same,they were each able to create a picture in their mind.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Cause and effect Revieworexplainthatacauseisaneventthatmakessomethinghappen,andtheeffect is what happensbecauseof,orasaresultof,theevent.Createatwo-columnchartontheboardwiththeheadings Cause and Effect.Write the following sentence on the board under the heading Cause:It is very sunny and hot outside.Modelidentifyingaseriesofcause-and-effectrelationships.Think-aloud:If it is very sunny and hot outside,I know that I would wear clothing of a lighter weight and coloring to help stay cool.The hot and sunny weather would also cause me to drink a lot of water to stay hydrated.Wearing different types of clothing and drinking lots of water are two effects that happen because of the hot,sunny weather.Writeeachcause-and-effectrelationshipfromthethink-aloudontheboard.Havestudentsidentify which part of the relationship is the cause and which is the effect.Askstudentstoidentifyadditionaleffectsofthehotandsunnyweather(stayindoors,wearahat,wear sunscreen,and so on).Write these relationships on the board.Introduce the Vocabulary Writeeachofthecontentvocabularywordsfoundintheglossaryonalargeindexcard.Dividestudents into small groups.Have the groups rotate the cards and discuss and write what they knowabouteachwordsmeaningonthebackofitscard.Afterthegroupshaverotatedthroughall the words,discuss as a class what each group wrote.Askstudentstoturntotheglossaryonpages19and20.Reviewwiththemthattheglossarycontains a list of important(and perhaps unfamiliar)words from the text,a short definition of eachword,andthepagenumberonwhichitcanbefound.Remindstudentsthatthesearethewords they will find in boldfaced text in the book.Askstudentstopointtothewordsalvagers in the glossary.Ask a volunteer to read the definition and page number.Ask students to turn to page 15 and read the sentence in which the word appears.Comparetheglossarydefinitiontostudentsdefinitionoftheword.Askstudentswhether the definition in the glossary helped them to either understand the word or confirm what they thought it meant.Titanic TreasureLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga- Returntotheglossaryandcontinuereadingthewordsanddefinitions.Compareeachglossarydefinitionwithstudentsdefinition.Set the Purpose HavestudentsreadtofindoutabouttheTitanic,stoppingaftereachsectiontomentallyvisualizewhattheyveread.During Reading Student Reading Guide the reading:Have students read from page 5 to the end of page 8.Encourage those who finishearlytogobackandreread.Havestudentsdrawwhattheyvisualizedduringoneormoreeventsofthestoryontheirvisualizeworksheet.Modelvisualizing.Think-aloud:On page 7,I read how the Titanic scraped an iceberg,causing water to pour in.I pictured a gigantic hole in the side of the ship and thousand of gallons of water gushing in.I pictured the decks of the ship beginning to flood and people wading through the water to try to escape.Invitestudentstosharetheirdrawingsofwhattheyvisualizedwhilereading.Havethemexplaintheir drawings aloud.Explain to students that the photographs in the book,the book text,and pastexperienceshelpreaderstovisualizetheeventsinabook.Createacause-and-effectchainontheboard.Writethe Titanic struck an iceberg under the heading Cause.Askstudentstousethetextandthink-alouddiscussiontoidentifytheeffectofthiscause.(Seawaterpouredintotheship,andtheshipsank.)Writethisinformationonthechartunder the heading Effect.Introduceandexplainthecause-and-effectworksheet.Ask students to write the information fromtheboardontheirworksheet.Havethemidentifyandwriteontheirworksheetacause-and-effectrelationshipthathappenedasaresultofpeoplebelievingtheTitanic was unsinkable.(Cause:PeoplethoughttheTitanic was unsinkable;Effect:Few lifeboats were available,and many people died.)Check for understanding:Havestudentsreadtotheendofpage15.Havethemvisualizetheinformationinthetextastheyread.Askstudentstodrawwhattheyvisualizedontheirvisualizeworksheet.Invitestudentstosharewhattheyvisualized.Write Robert Ballard was curious about the ocean under the Cause heading.Ask students to use thetextandthink-alouddiscussiontoidentifytheeffectofthiscause.(Hestudiedtobecomeanunderwater explorer.)Write this information on the chart under the Effect heading.Havestudentsidentifyandwriteontheirworksheetacause-and-effectrelationshipthathappened as a result of advancements in technology and remote ocean exploration.(Cause:Advancements in technology allowed for more remote ocean exploration;Effect:RobertBallardand his team were able to find the Titanic.)Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyreadtherestofthestory.Remindthemtocontinuethinkingabouttheimportanteventsofthestory as they read.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.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Titanic TreasureLesson Plan(continued)LEVELT T4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:When I read on page 14 about what the explorers foundeveryday items such as shoes and a dollit really made me picture the people who were on that ship.I pictured a child holding the doll.I pictured someone putting on a pair of shoes.Picturing these images made the sinking of the Titanic seem more real to me.Askstudentstoexplainhowthestrategyofvisualizinghelpedthemunderstandthestory.Independent practice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemshare their drawings.Reflect on the Comprehension Skill Discussion:Discusswithstudentstheinformationontheircause-and-effectworksheet.Have them reread page 13.As they read,write the following under the Cause heading on the chart on the board:Robert and his team had Alvin,a submersible.Ask a volunteer to tell the effects of this.(The team could view the decks of the Titanic,record video of the wreckage,and learn more about what happened to the Titanic).Write this information under the Effect heading on the chart on the board.Independent practice:Havestudentscompletethecause-and-effectworksheetbyidentifyingoneadditionalcause-and-effectrelationshipfromthebook.Iftimeallows,discusstheirresponses.Enduring understanding:In this book,you learned about the tragedy of the Titanic and how lives could have been saved if the ship had been equipped with life boats.Now that you know this information,what is the benefit of studying and learning about tragic events in history?Build Skills Have students turn to page 8.Have students circle all the commas in the following sentence:But the water was too deep,too dark,and too cold.Pointouteachitemseparatedbyacomma.Explaintostudentsthatwheneveritemsarelistedtogether,commascalledserial commas are usedtoseparateeachiteminthelist.Pointoutthatlisteditemscanbenouns,verbs,adjectives,adverbs,or entire phrases.Tellstudentsthatthelastiteminalistoftenisprecededbythewordand,and a comma is placedbeforetheword.Pointoutthatthisruleappliesonlywhenthereareatleastthree items in the list.Havestudentsturntopage14.Askthemtoidentifythelistinthefirstparagraphandcircletheserialcommas.Remindthemthattherecanbeothercommasinasentence,butserialcommas separate a list of items.Check for understanding:Write the following words on the board: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,and have students complete the serial commas worksheet.If time allows,discuss their answers.Word Work:Numbers within text Directstudentstopage14.Pointoutthatwhenreadingaloud,readerswillsometimesencounterdifferent symbols,numbers,and abbreviations within the text.Good readers read these parts of the text fluently,just as they read the words.Askstudentstolocatetwonumberswithinthetextonpage14(1,900;579).Write the numbers ontheboard.Revieworexplainthatwhenreadingthesentencesaloud,thenumbersarereadinthe same manner as the words.Explain that sometimes students will find numbers spelled out,such as six.At other times,they will find numbers written as numerals instead of letters,such as 6.Titanic TreasureLesson Plan(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga- Askstudentstolocatenumberswithinthetextonpage6(10,1912,14).Pointoutthatthenumbersonpage6aredates,whicharereaddifferentlyfromnumbers(read,forexample,nineteen twelve,not one thousand nine hundred twelve).Also point out that when reading the number of the day,it is read as an ordinal number(read,for example,tenth,not ten).Explain that good readers look for context clues to know whether a number should be read as a date.Write the corresponding words on the board under each number.Have students turn to page 7.Have them locate the three numbers within the text (2,200;2:17;1,500).Next to the numbers,have students write the word equivalents.Check for understanding:Have students practice reading the numbers within the book aloud fluently to a partner.When everyone has finished,ask volunteers to write the number and words for each number in the book on the board.Independent practice:Introduce,explain,and have students complete the reading numbers worksheet.If time allows,discuss their responses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthestorywithsomeoneathomeandthencomparingthepictures they created in their mind.Extend the Reading Informational Report Writing ConnectionHavestudentsusetheInternetandlibrarytolocateinformationaboutRobertBallard.HavethemidentifyinformationaboutBallardsearlylife,hiseducation,andhisaccomplishments.Askstudentstoorganizetheinformationintoapresentationformat.Social Studies ConnectionHave students reread and reflect on page 15.Ask them to form an opinion about the following questions:Should the wreckage of the Titanic be preserved as a memorial to the people who died,or should people be able to explore and remove artifacts for museums?Invite students to state and defend their opinion.Skill Review Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Titanic TreasureLesson Plan(continued)LEVELT T6 Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:consistentlyusethestrategyofvisualizingtocomprehendthetextduringdiscussionandon a worksheet understandandidentifycause-and-effectrelationshipsinthetextduringdisc
