原版英语RAZ 教案(U) The Inuit - Northern Living_LP.pdf
1The Inuit:Northern LivingLesson PlanLEVELU U Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,834Book SummaryIn The Inuit:Northern Living,readers learn about the Inuit way of life,both past and present.The book tells how this hearty group of people survives the extreme environment of the Arctic.They use natural resources,such as ice,snow,and driftwood,to build homes.They use whales,caribou,seals,and walrus for food,clothing,tools,fuel,and more.The text is enhanced by maps,charts,and photography.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandthetext Makeinferences/Drawconclusions Identifyadjectivesintext PlacewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookThe Inuit:Northern Living(copy for each student)Chalkboardordry-eraseboard KWLS/askandanswerquestions,adjectives,alphabeticalorderworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated byprojectingthebookonaninteractivewhiteboardorcompletedwithpaperandpencilifthebooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:ancestors(n.),caribou(n.),igloos(n.),migrate(v.),resourceful(adj.),tundra(n.)Enrichment:elders(n.),insulation(n.),kayak(n.),parka(n.),sod(n.)Before ReadingBuild Background HavestudentstellwhattheyknowabouttheArcticregionandthepeoplewholivethere.Createa KWL chart on the board.Review or explain that the K stands for knowledge we know,the W standsforquestionswewanttoknow,andtheL stands for the knowledge we learned.Fill in the first(K)column with information students already know.GivestudentstheKWL/ask-and-answer-questionsworksheet.Invite students to write what they know about the Arctic and the Inuit in the K section of their worksheet.2The Inuit:Northern LivingLesson Plan(continued)LEVELU U Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentsacopyofthebook.Havethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthis is and what it might be about.Showstudentsthetitlepage.Talkabouttheinformationthatiswrittenonthepage(titleofbook,authors name).Directstudentstothetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovides an overview of what the book is about.Each section title provides an idea of what they will read in the book.AskstudentstoreadthedefinitionsoftheInuitwordsonthetableofcontentspage.Introduce the Reading Strategy:Ask and answer questions Explailntostudentsthataskingquestionsaboutatopicbeforereadingandlookingfortheanswers as they read will help them understand and remember what they read.Afterreviewingthetableofcontents,modelusingitasawaytothinkofquestions.Think-aloud:The first section in the book is titled“The Frozen North.”I wonder if the ground stays frozen throughout the year in the north or if its only frozen during the winter months.Ill write that question under W on the KWL chart.Havestudentslookattheothersectiontitles.WriteanyquestionstheyhaveabouttheInuitbased on the covers and table of contents under the W on the KWL chart.Remind students that noquestioniseverinappropriateiftheytrulydonotknowtheanswer.Havestudentspreviewtherestofthebook,lookingatphotos,maps,charts,andboxeswithadditionaltext.(Donotreadtheboxonpage7;doingsowilldisrupttheMakeInferences/DrawConclusionslesson.)AskstudentstorecordanyquestionstheymayhaveundertheKontheirKWL worksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out a word.They can look for base words within words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Tellstudentstoturntopage5andfindthefirstword in bold,tundra.Modelhowstudentscanusethecontexttofigureoutthemeaningofthe word.Tell them that rereading the preceding paragraphs on page 4 gives clues about the meaning of the unfamiliar word.Say:The paragraphs on page 4 tell me that the Arctic is a very cold region that remains dark during the winter months.That makes me think that a lot of plants will not grow there.In the second sentence containing the word tundra,I read that it is barren and that no trees will grow there.I know that the word barren means that nothing can grow there.I also know that trees grow in the ground.So I think the unfamiliar word tundra means frozen ground.Lets read the sentence with the words frozen ground.Havestudentsfollowalong as you read the sentence to confirm the meaning of the word.Havestudentsturntotheglossaryonpage20.Havethemreadtheglossarywordsandtheirdefinitions aloud.Next,have students turn to the pages indicated and read each glossary word in the sentence in which it appears.Use context clues in the surrounding sentences to work out unfamiliar vocabulary words as necessary.Set the Purpose HavestudentsreadthebooktofindanswerstotheirquestionsontheKWLchart.3The Inuit:Northern LivingLesson Plan(continued)LEVELU U Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Havestudentsreadthefirsttwosectionsofthebook.EncouragethemtounderlinetheinformationthatanswersanyofthequestionsontheirKWLchart.Havestudentsgo back and reread the sections if they finish before everyone else.ModelansweringaquestionontheKWLchart.Think-aloud:Ill circle the first question on our KWL chart and write the answer because I found what I wanted to know.I read that the ground is frozen and is covered with snow for most of the year,but it must thaw a little sometime or else mosses,shrubs,and tiny flowering plants could not grow.ReviewtheremainingquestionsontheKWLchart,circlingandwritingtheanswersasstudentsprovide the information.HavestudentsreviewanyquestionstheylistedontheirKWLworksheet.Invitestudentstowritetheanswerstothesequestions.Havestudentsreadtheremainderofthestory,lookingforanswerstothequestionsontheir KWL chart as they read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand 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.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps them interested in the topic.It also encourages them to keep reading to find the answerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.ReviewtheKWLchartwithstudents.Circlequestionsthatwereansweredandwritetheinformation students provide.Teach the Comprehension Skill:Make inferences/Draw conclusions Discussion:Ask students if they believe the lives of Inuit people are similar to their own.Ask what isthesameandthenaskwhatisdifferent.HavestudentscomparethelivesofInuitpeoplelongago to the lives of Inuit people today.Ask how they are alike and how they are different.Introduce and model:Explain that in order to make a book interesting,an author does not always tell the reader every detail.Sometimes the author will try to tell the reader something without coming right out and saying it,but will instead imply it.When you understand what is implied,you infer.Writers often provide enough information or clues for readers to make guesses,or inferences,about why something happened in the past or why something will or will not happen in the present or future.Then its up to the reader to put what he or she knows together with the clues in order to understand the book.For example,read the second paragraph on page 6 with students.Afterward,say:These people lived for many years without store-bought clothes or electricity.This makes me think the Inuit are a strong and self-reliant group of people even though the book does not say that.I dont think the Arctic is a place for people who like to be pampered.Check for understanding:Havestudentsreadthefirstparagraphonpage7.Askthemtoguess,orinfer,whytheInuitcontinuetoliveneartheArctic(theirancestorslivedthere;itstheirhome).Explain to students that inferences combine our experiences with text clues and that good inferences are supported by the text and our experiences.Independent practice:Introduce,explain,and have students complete the make inferences/draw conclusions worksheet.If time allows,discuss their answers.4The Inuit:Northern LivingLesson Plan(continued)LEVELU U Learning AZ All rights reserved.www.readinga- HavestudentsdiscusswhetherornottheywouldwanttoliveintheArcticandtoexplainwhy or why not.Build SkillsGrammar and Mechanics:Adjectives Revieworexplainthatadjectivesarewordsthatdescribenounsorpronouns.Anadjectivetellswhich one,how many,or what kind.Havestudentsturntosecondsentenceonpage4.Encouragestudentstofindthewordsusedto describe the ground and the land(frozen,flat).Havethemtellwhetherthesetellwhichone,how many,or what kind(what kind).Check for understanding:Havestudentsworkinpairstorereadthesection“StayingWarm”andcirclealloftheadjectivestheyfind.Discusstheresultsasagroup,identifyingthenounthateachadjectivedescribes.Askvolunteerstoidentifywhethertheadjectivestellwhichone,howmany,or what kind.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their responses.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat if the first letter of two words is the same,they must compare the next two letters instead.WritethewordsArctic and kayakontheboard.Haveavolunteerexplainwhichwordwouldappear first in alphabetical order(Arctic)and why(because a comes before k in the alphabet.)WritethewordsInuit and iglooontheboard.Pointoutthatthesewordsbeginwiththesameletter(i).Ask a volunteer to tell which word would appear first in alphabetical and to explain why(igloo,because the second letter in igloo comes before the second letter in Inuit).Writethewordssnow and snowyontheboard.Haveavolunteerexplainwhichwordwouldappear first in alphabetical order(snow)andwhy.Pointoutthatallofthelettersinsnow and snowy are the same until the final letter y in the word snowy.Explain that because there are no other letters at the end of snow,it comes first in alphabetical order.Check for understanding:Write the words hunting,food,gathering and gathered on the board.Havestudentswritethewordsinalphabeticalorderandexplaintheirrationaleonaseparatepieceofpaper.Discusstheiranswersaloud.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingInformational Writing ConnectionHavestudentsimaginetheyhavegonetovisitafriendorrelativewholivesintheArctic.EncouragethemtowritealetterhomedescribingatypicaldayinthelifeofanInuitfamily.Havestudentsillustrate their letters and share them with the group.Visit Writing AZ for a lesson and leveled materials on expository writing.5The Inuit:Northern LivingLesson Plan(continued)LEVELU U Learning AZ All rights reserved.www.readinga-Social Studies ConnectionDiscussdiversity.Havestudentsturntopage7inthebook.Rereadtheboxtitled“ManyPeople,ManyNames.”Havestudentstalkabouthowboys,girls,andfamiliesarethesameandhowtheyaredifferentaroundtheworld.Discusstherichnessthatdiversityoffers.Skill ReviewDiscussioncards 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 journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyaskquestionstobetterunderstandthetextduringdiscussionandonaworksheet correctlymakeinferencesanddrawconclusionsaboutinformationaltext accuratelyidentifyadjectivesandtheinformationtheyprovideinthetextandonaworksheet correctlyplacewordsinalphabeticalorderduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric
