原版英语RAZ 教案D-Day_LP.pdf
D-DayX X1 Learning AZ All rights reserved.www.readinga-Focus Question:What effect did D-Day have on World War II?Book SummaryText Type:Nonfiction/InformationalWorld War II was the biggest war in modern history.It was a battle fought by countries that made two powerful groups.The Allied nations consisted of the United Kingdom,the United States,Canada,the Soviet Union,and many others.The Axis powers consisted of Germany,Italy,and Japan.The Allied nations fought to stop the Axis powers from controlling Europe and the rest of the world.One of the most important invasions during the war was D-Day.D-Day provides detailed descriptions of each beach invasion that took place that day.The book can also be used to teach sequencing events and using commas after introductory words.The book and lesson are also available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild Background DisplayphotographsofeventsfromD-Day;a quick Google search can provide many appropriate photographs,or use the projectable version of this book.Ask students to describe what the photographs represent.Have students write down words that they think or describe what they feel when they view the photographs.Havestudentsdiscussthewordsthattheywrote.Explain to students that D-Day was an invasion during World War II.Explain that it was very important to the outcome of the war.Introduce the Book GivestudentstheircopyofD-Day.Guide them to the front and back covers and read the title.Have students discuss what they see 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).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize what they are reading while they are reading and when they are done reading.Explain that to summarize,a reader must find the main idea and the most important details that support it.Ask students to turn to the table ofcontentsonpage3.Explaintostudentsthatatableofcontents can also help them summarize the book.Have students write under the table of contents,or highlight within the table of contents,what they think the book is mainly about after reading the table of contents.Lesson EssentialsInstructional Focus Summarize text using evidence Identify sequence of events Use maps Use commas after introductory words Identify and use compound wordsMaterials Book:D-Day(copy for each student)Sequence events,commas after introductory words,compound words worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:Allies(n.),Axis Powers(n.),casualties(n.),infantry(n.),mission(n.),paratroopers(n.)Enrichment:captured(v.),disable(v.),foothold(n.),invaded(v.),liberation(n.),mines(n.)Academicvocabulary:area(n.),conditions(n.),consist(v.),positions(n.),record(v.)D-DayX X2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Sequenceevents Askstudentstowritedownthreeeventsthatoccurred this morning before school started.Have students turn to a partner and share their events.Explain to students that books often have a sequence of events that occur in a certain order.A books events help readers understand the events that have taken place.Ask students what words they can look for that help identify a sequence of events.Explain to students that words they should look for should include now,then,after,and before,and dates.Havestudentsskimthebookandwritedown or highlight sequence words.VocabularyHave students turn to the“Words to Know”box on the 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 model sentence.Have students work in groups to create posters for these words.Have them include on 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 Havestudentsreadtofindoutwhateventsoccurredon D-Day and how the events worked together to make for a successful operation.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 facts would you select to support that Operation Overload was a must-win for the Allies?(level3)pages 45 How would you compare Allied forces and the Axis Power forces?(level 2)page 4 Can you identify the countries that fought for the Allies and those that fought for the Axis powers?(level 1)page 5 What role did the paratroopers play in Operation Overload?(level 1)page 8 How would you describe the difficulties the Allied forces faced when attacking the beaches?(level 1)multiple pages What conclusion can you draw about the cost of Operation Overload to both sides?(level3)multiple pagesText Features:MapsExplain that maps help readers understand where places are in the world.Have students review the maps throughout the book and discuss what information each map provides.Have students look at the map and key on page 5.Ask volunteers to name German-controlled countries,Allied-controlled countries,and neutral countries.Ask students to explain why France was an important country to have control of on the basis of the map.Have students turn to page 6.Ask students what information the map on that page is giving.Ask students to share similarities and difference between the two maps.Have partners compare maps from the book.Ask students to explain how the beach-attack maps help them to understand each attack.SkillReview Modeltostudentshowtosequenceeventsfromthe book.Write on the board sequence of events and make a chart for the events.During the think-aloud,fill in the chart.Think-aloud:When I read about the invasion of Utah Beach on page 7,I see that the invasion began at 1:30 a.m.I know that it started then because it says,Five hours earlier paratroopers were dropped 2 to 5 miles inland.The book also says that the invasion started at 6:30 a.m.,so paratroopers had to be dropped at 1:30 a.m.At 6:30 the 4th Infantry landed on the beach.Hours later,by afternoon,the infantry and the paratroopers joined forces,and the German troops were defeated.Havestudentsturntopage9,“OmahaBeach.”Have volunteers help create a sequence-of-events chart for the Omaha Beach invasion.Ask students to refer back to the book and verify each addition to the chart as volunteers add information.Modelanddiscusshowtocompletethesequence events worksheet,using evidence from the text.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.)D-DayX X3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:SequenceeventsReviewthesequenceeventsworksheetthatstudentscompleted.Have students discuss the details they noted with a partner.Invite volunteers to share their work with the group.Have students explain the significance of listing events in order.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students should include that the D-Day landings helped turn the course and duration of the war and that Allied forces were able to free German-held areas of Europe,which shortened the war and led to the victories over Germany and Japan.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Commas after introductorywords Havestudentsturntopage5.Askstudentstofindwords that introduce sentences and are followed by commas.Explaintostudentsthatwordssuchas meanwhile,however,and additionally often introduce sentences and are followed by commas.Explain to students that often short phrases also introduce sentences and are followed by commas as well.Check for understanding:Have students work with a partner to find and highlight the introductory words.Have students circle the comma after each introductory word.Call on students to share with the rest of the class the page number on which they found an example of an introductory word followed by a comma.Have other students give a thumbs-up signal if the example is correct.Independent practice:Introduce,explain,and have students complete the commas-after-introductory-words worksheet.If time allows,discuss their answers.WordWork:CompoundwordsHave students turn to page 4 and underline or highlight the compound words on the page.Discuss thewordsstudentsfound.Makeathree-columnlistof the words as volunteers answer.Explain to students that compound words are words that are two words that make a new word with a new meaning.Explain that there are three types of compound words:closed compound words(such as housepainters),hyphenated compound words(such as code-named),and open compound words(such as dump truck).Havestudentslookthroughthebookforclosedcompound words and highlight them.Discuss with students the words they highlighted.Ask students to find hyphenated compound words,and add the words to the list.Givestudentsasetofcardswithpartsofcompoundwords on them.Have students play a version of Go Fish in which they ask if a fellow player can build a compound word with the card they have in their hand.For example,“Bob,do you have a word that would build a compound word with noon?”If the other player does,he or she gives the card away.If not,she or he says,“Go Build”and the student must pull a card from the pile and try to make a word with it.Check for understanding:Modelhowtocompletetheinstructions on the compound words worksheet.Have students complete the worksheetConnections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
