原版英语RAZ 教案(U) Arrows_LP.pdf

Learning AZ All rights reserved.www.readinga-ArrowsLEVELU UKey QuestionWhat defines a message?VocabularyAcademic vocabulary define(v.)*,discover(v.),examine(v.),interpret(v.),substitute(v.)Discuss each academic vocabulary word with students.Point to the use of each word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Include on each poster:the word and its part of speech,the definition,the word in an example sentence,and a picture(if possible)illustrating the meaning of the word.Hang these posters up in the classroom for students to see and refer to as they encounter the words within other texts,lessons,and assignments.(*)word appears in the lesson but not the bookStory words code(n.),Code Talkers(n.),deciphered(v.),glyph(n.),interpret(v.),translate(v.)Enrichment words carbon dating(n.),Choctaw(n.),Mississippi(n.)Go to VocabularyAZ.com for a pre-made vocabulary lesson for Arrows.Ask and answer questionsHave students turn to the table of contents.Explain that as with authors of nonfiction books,fiction authors also can organize information in a story into sections called chapters.Each chapter often has a title that summarizes the main events of that section of text.Have students read the headings in the table of contents.Invite students to share questions they have about the story as well as any predictions they have.Graphic organizer:SummarizeReview or explain to students that summarizing involves their ability to synthesize information in a book using their own words to explain what the book is about.Point out that one way to do this is by completing a 5Ws graphic organizer:Who,What,When,Where,Why.Have students use the lesson graphic organizer as they read.Model filling in information as necessary.After filling in each box in the graphic organizer,discuss the information as a group.Then ask students to summarize the book using the information on the graphic organizer.nvite students to share whether they were able to answer their questions generated from before reading.Story elements:Sequence eventsReview or discuss the meaning of a sequence.Ask students to sequence the events that tell what Paloma learned about messages in this story.Text-dependent questionsNext to each answer,have students write the page number(s)where they found information in the text to answer the questions.WhatdoesPalomadoafterdiscoveringthefirstarrow?(level 2)HowdidPapasexperienceinWWIIhelpPapaandPalomacrackthecode?(level 2)WhatwasthepurposeofthemessagethatPalomafound?(level 2)Response to readingHave students cite specific evidence from the book to answer the key question.Common Core SupplementName Common Core Supplementwww.readinga- Learning AZ All rights reserved.Arrows Level UInstructions:As you read chapter 2 in Arrows,identify the important information by answering the questions in the chart.Record the information in the spaces below.Then use the information youve collected to write a short summary.Who?What?When?Where?Why?Summary_