原版英语RAZ 教案(U) What Happens When You Flush__LP.pdf
What Happens When You Flush?U U1 Learning AZ All rights reserved.www.readinga-Focus Question:Where does sewage go,and how is it treated?Book SummaryText Type:Nonfiction/InformationalEveryone uses the restroom,but did you ever stop to think what happens to your waste after you flush the toilet?What Happens When You Flush?provides students a comprehensive look at where sewage goes and how it is treated in our communities.A thought-provoking topic and interesting facts will keep students engaged in this book while also giving them a chance to summarize and determine the authors point of view.The book and lesson are also available for levels O and R.Guiding the ReadingBefore ReadingBuild Background Placeontheboardaphotographofatoilet.Ask students if they know what happens to the waste and water when they flush the toilet.Invite volunteers to share their ideas with a partner.Havestudentsdrawadiagramtoshowwhattheythink happens to the waste and water after it is flushed down the toilet.Encourage them to use labels to explain their diagram.Invite students to share their diagrams with the class.Introduce the Book GivestudentstheircopyofWhat Happens When You Flush?Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheysee 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).Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Ask students to preview the book,looking at photographs,captions,and other text features.Explain to students that when readers summarize what they read,it helps them remember information in one section orthewholebook.Pointoutthatasummaryoftenanswers the questions Who,What When,Where,and Why.Write these question words on the board.Havestudentsworkwithapartnertoread“WhereDoesWasteComeFrom?WhereDoesItGo?”(pages5 and 6).Invite partners to share the who,what when,where,and why of that section.Record this information on the board under the correct headings.Introduce the Comprehension Skill:Authors point of view Explaintostudentsthatwhenanauthorwritesabout a topic,he or she often expresses his or her attitude and opinion about the subject.Explain Lesson EssentialsInstructional Focus Summarize to understand text Determine authors point of view Describe information provided by the table of contents Recognize and use prepositional phrases Identify and use homographs correctly in sentencesMaterials Book:What Happens When You Flush?(copy for each student)Summarize,prepositional phrases,homographs worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:clarifier(n.),digester(n.),septic system(n.),sewage(n.),sewage treatment plant(n.),sewerage systems(n.)Enrichment:aeration(n.),drainage field(n.),effluent(n.),methane(n.),organisms(n.),percolate(v.)Academicvocabulary:alike(adj.),allow(v.),complex(adj.),expert(n.),instead(adv.),remove(v.)What Happens When You Flush?U U2 Learning AZ All rights reserved.www.readinga-that this is called the authors point of view.Discuss with students that the authors point of view is often expressed through his or her purpose for writing:to inform,to persuade,or to entertain the reader.Pointoutthatalthoughanauthorspurposewhen writing a nonfiction book is usually to inform,we can often infer how the author feels about the topic from the details included in the book.Explaintostudentsthat,astheyreadthebook,they will be looking for details that reveal the authors point of view.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 vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different modelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havethemincludeon 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 Havestudentsreadtofindoutmoreaboutwheresewage goes and how it is treated after it is flushed down the toilet.Write the Focus Question on 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 sewage?How is it created?(level 1)page 5 How is sewage disposed of differently in different parts of the world?(level 3)page 6 What are the steps of one of the common systems of sewage removal?(level 2)pages 89 How is sewage removal in rural areas different from sewage removal in urban areas?(level 3)multiple pages What must happen when septic tanks become full?(level 1)page 11 How do the sewage systems of the past compare to systems today?(level 3)multiple pages Where did night-soil men get their name?(level 3)pages 1314 Why did the author write this book about sewage removal systems?(level 3)multiple pagesText Features:Table of contentsExplain that the table of contents is a list of the sections in a book.Discuss that it can be used to find information quickly and is located at the front of the book.Havestudentsturntopage3ofthebook.Askstudents what they can expect to read about in this book.Havestudentsworkwithapartnertopredictwhat information each section might contain.Ask students:How does the table of contents help you create a summary of the book?In which section might you learn more about the history of sewage?On what page does this section begin?Which section tells more information about septic systems?Continue to ask students about information from the table of contents and on which pages they will find the information.Skill Review Reviewhowtosummarizewithstudents.Havestudents turn to page 7 and reread the section“InsidetheTreatmentPlant.”Havestudentsworkwith a partner to list the who,what,where,when,and why from the section.Then have students create a short oral summary using this information.Invite volunteers to share their summary with the class.Modelhowtocompletethesummarize worksheet.Reviewwithstudentsthatanauthorofanonfictionbook often expresses his or her point of view about atopic.Havestudentsturntopage15andrereadthe last paragraph.Modelidentifyingtheauthorspointofview.Think-aloud:I know that an author includes details in his or her writing that reflect his or her beliefs or feelings about a topic.When I read,I look for details that the author includes to make a point about the topic.For example,on page 15,the author writes:“So,the next time you flush,take a moment to appreciate the wonders of the modern sewerage system!”This sentence tells me the authors point of view on sewerage systems and how important they are to our communities.I will look for other phrases and key words throughout the story that tell the authors point of view.Havestudentsworkwithapartnertorereaddifferent sections of the book and look for examples of the authors point of view.Invite partners to share their findings with the class.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.Guiding the Reading(cont.)What Happens When You Flush?U U3 Learning AZ All rights reserved.www.readinga-Skill ReviewGraphic Organizer:SummarizeReview the summarize worksheet that students completed.Havestudentssharetheirworkingroups.Invite volunteers to share with the rest of the class the details they chose and how they used those details to create a summary for the book.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHavestudentscitespecificevidencefromthebooktoanswer the Focus Question.(Answers will vary.Sample:Most sewage goes into underground sewer pipes that connect to the local sewage treatment plant.Here,the water is cleaned,and things that can make people sick are removed.Some sewage also goes into septic tanks,which are tanks buried underground that hold the waste until it is cleaned out.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Prepositional phrases Writethefollowingsentenceontheboard:Ill brush my teeth after breakfast.Pointoutthewordafter.Ask students to explain the words meaning in the sentence(it explains when something will be done).Review or explain that after is a preposition and that prepositions are words that show a relationship between things.Further explain that they provide information about where,when,how,why,and with what something happens.Ask students to identify possible prepositions that identify where,when,how,why,or with what something happens.Record this list on the board.A list of common prepositions includes aboard,about,above,across,after,against,along,among,around,at,before,behind,below,beneath,beside,between,beyond,but,by,down,during,except,for,from,in,inside,into,like,near,of,off,on,out,over,past,since,through,throughout,to,toward,under,underneath,until,up,upon,with,within,and without.Explainthataphrase is a short group of words and that a prepositional phrase is a group of words beginning with a preposition and ending with the object of the preposition.Refer to the sentence Ill brush my teeth after breakfast.Ask students to identify the prepositional phrase(after breakfast).Check for understanding:Havestudentslookthroughthe text and circle examples of prepositional phrases.Havethemsharewhattheyfoundwiththe class.Circle the prepositions listed on the board that students identify in the text and discuss the type of information each prepositional phrase provides(how,when,why,and so on)and how each one links the words in the sentence.Independent practice:Introduce,explain,and have students complete the prepositional phrases worksheet.If time allows,discuss their answers.WordWork:Homographs Writethewordpalm on the board and draw a picture of a hand.Ask students to turn to a partner and use the word palm in a sentence.Then draw a picture of a palm tree and ask students to create a new sentence.Invite volunteers to share their sentences with the class.Revieworexplainthathomographs are multiple-meaning words.Explain that they are spelled the same and sound the same,but they have two different meanings.Putstudentsintogroups,andgiveeachgroupthefollowing five words:roll,jam,fine,mark,ball.Havegroupscreatetwoversionsofeachword,withpicturesandsentenceexamples.Havegroupssharetheir work with the class.Check for understanding:Write the following words on the board:slide,wave,duck.Havestudentswritetwo sentences for each word on a separate sheet of paper,reflecting the two different meanings of each word.Independent practice:Introduce,explain,and have students complete the homographs worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
