原版英语RAZ 教案(Z) The Black Stones_LP.pdf
The Black StonesLesson PlanLEVELZ Z1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:24 Word Count:3,104Book SummaryThe Black Stones tells the story of twins who learn to put aside their differences and get along with each other.Tala finds two obsidian stones and wants to learn more about how they were formed from a scientific viewpoint.Her brother,Paco,isnt interested in science and wants to find out if the stones are lucky charms or have magical properties.Their mother forces them to work together to find the answers.The twins discover that they actually enjoy working together.Book and lesson also available at levels T and W.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Compareandcontrastcharacters Identifyandunderstandtheuseofadverbs IdentifyandunderstandtheuseofthreetypesoffigurativelanguageMaterialsGreentext indicates resources available on the website BookThe Black Stones(copy for each student)Chalkboardordryeraseboard Visualize,compareandcontrast,adverbsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story Critical:intrigued(adj.),obsidian(n.),preoccupied(adj.),sibling(n.),talisman(n.),translucent(adj.)Enrichment:Apache(n.),bicker(v.),chasm(n.),confront(v.),frenzied(adj.),hypotheses(n.),outrageous(adj.),perspectives(n.),pestering(v.),pilgrimage(n.),quarreling(v.),scouring(v),scurried(v.),subconscious(adj.),theories(n.),tolerate(v.),unison(n.)Before ReadingBuild Background ShowstudentsamapoftheUnitedStatesandhavethemlocateArizona.PointoutthegenerallocationofthetownofSuperior,PinalCounty,andoneoftheareaswheretheApacheslive.Explainthatthisisthesettingofthestory.Askstudentstoclosetheireyesandvisualize,orpictureintheirmind,atranslucentblackstoneglisteninginthebrightsunlight.Askthemtosharewhattheysee.The Black StonesLesson Plan(continued)LEVELZ Z2 Learning AZ All rights reserved.www.readinga- ProvidephotographsofApachewarriorsandobsidianstonesfromanonfictionchildrensbook orchildrensencyclopedia,anddiscusswhatstudentsmayknowaboutNativeAmericangroups intheUnitedStatesandtheirhistory.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,illustrators name).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout the topic.Askstudentstoclosetheireyesandlistencarefully.Readpage4aloudtothem.Modelhow tovisualize.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 the setting.I pictured the swiftly flowing river and the sound it must have been making.I also pictured the black stones as they glowed softly when Tala held them up to the sun.Rereadpage4aloudtostudents,askingthemtousethewordsinthestorytovisualize.Introduceandexplainthevisualizeworksheet.Havestudentsdrawwhattheyvisualizedfromthetextonpage4ontheirworksheet.Invitethemtosharetheirdrawing.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewaytounderstandconceptsinastoryistotellhowtheinformationissimilarand different.Point out the illustration of the two characters,Tala and Paco,on page19.Modelhowtocompare and contrast using clues from the illustration.Think-aloud:In this illustration,I see two people.I see that some things about them are the same,and some things are different.I notice that one is a girl and one is a boy,and that they look related.It looks as if they both like working on the computer.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Tala and the right circle Paco.ExplainthatinformationtellinghowTalaandPacoaresimilariswrittenwherebothcirclesoverlap.InformationthatisonlytrueofTalaiswrittenintheleftsideoftheleftcircle.InformationthatisonlytrueofPacoiswrittenin the right side of the right circle.HavestudentsidentifyothersimilaritiesanddifferencesbetweenTalaandPaco.AddthisinformationtotheVenndiagram.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeintheillustrations.Reinforcethevocabularywordstheywillencounterinthetext.The Black StonesLesson Plan(continued)LEVELZ Z3 Learning AZ All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Havestudentsfindtheboldwordtranslucent on page4.Explainthattheycanlookattheletterthewordbeginswithandthenusewhattheyknow about syllables and vowels(one vowel sound per syllable)to sound out the rest of the word.Havestudentslookforacluetothewordsmeaninginthesentence.Explainthatotherinformation in the paragraph or in the illustrations may also provide information about the unfamiliar word.Modelhowtousetheglossaryoradictionarytofindthewordsmeaning.Haveavolunteerreadthe definition for translucent in the glossary.Have students follow along on page 4 as you read the sentence in which the word translucentappearstoconfirmthemeaningoftheword.Iftimeallows,preview other vocabulary words.Set the Purpose Havestudentsreadthebooktolearnaboutobsidianstones,Apachewarriors,andthemaincharacters,PacoandTala.Remindthemtostoptovisualizeastheyreadtohelpthemrememberand understand what theyre reading.During ReadingStudent Reading Guide the reading:Have students read to the middle of page 13.Have them draw what they visualizedduringoneormoreeventsofthestoryontheirvisualizeworksheet.Iftheyfinishbefore everyone else,have them go back and reread.Think-aloud:When I read pages 7 and 8,I paused to picture in my mind how that would look.I envisioned the twins mom dragging them apart,one on either side of her.I envisioned the big boulders and the rushing water.The author helped me to imagine the scene with her words:The landscape seemed infected with twins anger.Invitestudentstosharethedrawingsofwhattheyvisualizedwhilereading.Havethemexplaintheir drawings aloud.Reviewwithstudentsthedetailstheyreadonpages5through13aboutTalaandPaco.Discussanysimilaritiesanddifferencesbetweenthecharacters.(Similarities:botharestubbornliketheirfather;bothareveryangry;neitherlikestoloseanargument.Differences:Talaisscientific,Pacois a dreamer;Tala is interested in the hows and whys of nature;Paco thinks the world is full of magic.)AddthisinformationtotheVenndiagramontheboardfromearlier.Savethediagramfor future reference.Check for understanding:Havestudentsreadtothemiddleofpage16.Havethemvisualizetheinformationinthetextastheyread.Askstudentstodrawtheirvisualizationontheirvisualizeworksheet.Invitethemtosharewhattheysawintheirmind.HavestudentsworkwithapartnerandcontinuecomparingTalaandPacoastheyreadtheremainder of the story.Introduceandexplainthecompare-and-contrast worksheet.Have students write the information about Tala and Paco on their worksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread the rest of the story and to record any other similarities or differences among the characters.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.The Black StonesLesson Plan(continued)LEVELZ Z4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:On page 20,I read about the Legend of the Apache Tears.I pictured the brave warriors being overpowered by the white men and their guns.I pictured the women weeping and grieving as they learned of the deaths of their men.Askstudentstoexplainhowthestrategyofvisualizinghelpedthemunderstandandenjoythestory.Askvolunteerstoshareexamplesofthethingstheyvisualized.Independent practice:Have students complete the visualizeworksheet.Iftimeallows,havethemshare their drawings with a partner.Reflect on Comprehension Skill Discussion:Review with students the similarities and differences between Tala and Paco.Discusshowstudentsorganizedtheinformationontheircompare-and-contrastworksheet.Independent practice:Usingtheinformationontheircompare-and-contrastworksheet,havestudentscreateasecondVenndiagramonthebackandcomparethemselvestoeitherTala or Paco.Enduring understanding:Inthisstory,twosiblingsarecausingtheirmotheralotofsorrowwiththeirconstantfighting.Intheend,theyrealizethattheysometimesneedtoputtheirselfishfeelings aside for the good of the family.Now that you know this information,why is it important to put yourself in someone elses shoes?How does this practice help you understand other peoples feelings and actions?Build Skills Grammar and Mechanics:Adverbs Revieworexplainthatadverbsarewordsthatdescribeverbsoradjectives.Adverbsexpressthetime,manner,or degree in which an action occurs.They usually tell how something happens.They may also tell how often,how many,or how much.WritethequestionHow?on the board.Have students turn to page 4 and read aloud this sentence:Tala glanced around nervously before snatching up the two black stones.Askstudentshow Tala glanced(nervously).Explainthatnervously is an adverb that describes the verb glanced.Askstudentswhattherootorbasewordofnervously is(nervous).Explainthatmany(butnotall)adverbsareformedbyadding-ly to the end of an adjective(clarify for students that not every word that ends in-lyisanadverbonlytheonesthatmodify a verb or an adjective).Havestudentsturntopage6andreadthissentence:Paco darted forward and grabbed her fist.AskstudentshowPacodarted(forward).Tell students that forward is an adverb that describes the verb darted.Remind students that most,but not all,adverbs end in-ly.Writethewordsimmediate,loud,and sudden on the board.Have volunteers add-ly to each base word and use the resulting adverb in an oral sentence.Check for understanding:Have students work in pairs to find and highlight at least fifteen adverbs in the book and identify the verb or adjective that each adverb describes.When students are done,have them share and discuss their list.Pay special attention to any adverbs students found that do not end in-ly.Independent practice:Introduce,explain,andhavestudentscompletetheadverbs worksheet.When all students have finished,read and discuss the correct answers.Word Work:Figurative language Revieworexplainthatauthorsusefigurativelanguageintheirwritingtohelpthereadervisualizesettingsorcharactersmoreintenselyaswellastomakethestory“comealive”for the reader,making it more enjoyable and memorable.The Black StonesLesson Plan(continued)LEVELZ Z5 Learning AZ All rights reserved.www.readinga- Writethewordsimileontheboard.Revieworexplainthatasimile is a type of figurative language that compares one thing to another by using the word like or as.Write the following sentenceontheboard:The jet black stones were as dark as a starless night and as smooth as glass.Askavolunteertoreadthesentencealoudandtolocatethesimilesthatuseas to comparetwothings.Askwhatthestonesarebeinglikenedto(astarlessnightandglass).Write the phrases starless night and glass on the board under the word simile.Writethewordmetaphorontheboard.Revieworexplainthatametaphor is a type of figurative language in which one thing is spoken of as if it were another thing.Write the following sentenceontheboard:The foam cresting the muddy water reminded him of whipped cream stirred into cocoa.Askavolunteertoreadthesentencealoud.Askwhatthemuddywaterisbeing likened to(whipped cream in cocoa).Write the phrase whipped cream in cocoa on the board under the word metaphor.Writethewordpersonificationontheboard.Revieworexplainthatpersonification means giving human traits(qualities,feelings,actions,or characteristics)directly to a nonliving object.Forexample,the trees were dancing with the wind,or the sun peeked over the hill.Write the followingsentenceontheboard:The river whispered secrets to his subconscious mindAskavolunteertoreadthesentencealoud.Askstudentswhattheriverisdoingthatisahumantrait(whispering secrets).Write the phrase whispering secrets on the board under the word personification.Check for understanding:Askstudentstoturntopage5andreadthesentenceShe was already irritated,knowing that he would behave like a blood-sucking leech,the way he always did.Have students turn to a partner and identify the type of figurative language in this sentence (simile).Askstudentswhattwothingsarebeingcompared(herbrothertoablood-sucking leech).Independent practice:Havestudentsworkinpairstofindandhighlightatleastoneexample of each of the three types of figurative language in the book.When students are finished,havethemsharetheirfindingsandaddexamplestothelistsontheboard.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthestorywithsomeoneathomeanddiscusshowfigurativelanguagehelpsthemtovisualizemorevividly.Extend the ReadingRealistic Writing ConnectionExplainorreviewwithstudentsthepointsofrealisticfiction:thestoryrevolvesaroundcharactersin a particular setting,and the events of the story take place in a problem-and-solution format.Have students write a story based on a problem-and-solution situation that has happened for them.Explainthatwhiletheywillincludeelementsbasedinreality,theirstorymustbeaworkoffiction.VisitWritingAZ for a lesson and leveled materials on narrative writing.Social Studies Connection DividethegroupinhalfandsupplybooksandlinkstoInternetwebsitesforstudentstolearnmoreabouttheApachegroup(seeThe Apaches,LevelZ)andobsidianglass.Givestudentsindexcardsand instruct them to write interesting facts on the cards,along with any other information they discover.Lead a roundtable discussion in which students share their findings and discuss the details.The Black StonesLesson Plan(continued)LEVELZ Z6 Learning
