原版英语RAZ 教案(U) The Outburst_LP.pdf
The OutburstU U1 Learning AZ All rights reserved.www.readinga-Focus Question:How does Samanthas character change throughout the story?Book SummaryText Type:Fiction/RealisticSamanthas life in Pennsylvania was perfect,that is until her dad got a new job in North Carolina.In The Outburst readers experience Samanthas character change as she deals with a recent move away from her family and friends.This engaging and relatable book encourages students to use text evidence to make inferences and draw conclusions and,through the authors use of figurative language,students will have the opportunity to identify and use similes.Guiding the ReadingBefore ReadingBuild Background Createaconceptwebontheboardandwritethetopic favorite things about our town in the center of the circle.Ask students to share their favorite things about where they live and record these details around the center circle.Explaintostudentsthatthestorytheyaregoingtoread is about a young girl whose family moves to a new town.Have students share with a partner how they might feel if they had to move to a new town.Ask volunteers to share their ideas with the class and write them on the board.Introduce the Book GivestudentstheircopyofThe Outburst.Guidethem to the front and back covers and read the title.Have students discuss what they see on the covers.Encouragethemtoofferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:SummarizeExplaintostudentsthatengagedreadersoftenstopwhile reading to think about the main ideas or events that have happened in what they have read.Point out that often these details answer the questions who,what,when,where,and why.Ask students to share examples from their own lives when have they have read summaries of stories or movies.Read aloud a summary from the back of a familiar book and ask students to discuss what important information was given and what information was left out.Introduce the Comprehension Skill:Make inferences/draw conclusions Explaintostudentsthatauthorsoftengiveinformation to readers without explicitly writing itinthestory.Discusshowtheauthorinsteadprovides readers with clues to help guide them to make an inference or draw a conclusion about what Lesson EssentialsInstructional Focus Summarize details from the text Use evidence in a text to make inferences and draw conclusions Describeinformationprovided by illustrations Recognize and use dashes Identify and use similesMaterials Book:The Outburst(copy for each student)Make inferences/draw conclusions,dashes,similes worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:anxiety(n.),coped(v.),courage(n.),irritation(n.),relationships(n.),wisdom(n.)Enrichment:accent(n.),horrid(adj.),outlook(n.),passionate(adj.),proverb(n.),qualities(n.)Academicvocabulary:author(n.),different(adj.),difficult(adj.),journal(n.),positive(adj.),similar(adj.)The OutburstU U2 Learning AZ All rights reserved.www.readinga-is happening in the story.Point out to students that engaged readers use two things to make an inference:the clues the author gives and what information the reader already knows.Readpage3aloudtostudents.Pointoutthatreaders can use the information that the author providesaboutGrandmaandSamanthatomaketheinferencethatGrandmaandSamanthahave a close relationship.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 12.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.Point out the use of each 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 HavestudentsreadtofindoutmoreabouthowSamanthas character changes throughout the story.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.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 withthefollowingquestions.Encouragestudentstosupport their answers by citing evidence from the book.How are Grandma and Samantha similar?(level 1)page3 How does Samantha feel about moving?How do you know?(level3)pages 46 How does Samantha react to her grandmas advice?(level 1)page 8 How would you describe Samantha at the end of the story?(level3)multiple pagesText Features:IllustrationsExplainthatillustrations,ordrawnpictures,providereaders with detailed images of the characters in the story that may not be described within the text.Point out that these illustrations can help readers to better understand how a character is feeling throughout a story.Have students work with a partner to discuss the emotions the characters are feeling on page 4.Ask students:How does the illustration show how Samantha and her grandma are feeling?Have students review the other illustrations throughout the book and discuss in what information the illustrations provide the readers.SkillReview Remindstudentsthatasummaryofastorydescribesthe most important events and characters.Have students work with a partner to identify the main character and the most important events of the story.Guidethemtousethisinformationtoanswerthe who,what,when,where,and why of the story.Have them work with their partner to form a short summary of the story and share it with the class.Modelmakinginferencesanddrawingconclusions.Think-aloud:In the story,I read that Samantha felt horrid on the day that her family began to move to a different town.I also read that she whacked the basketball against the garage door.I know that when someone throws an object at another object,he or she is often angry about something;therefore,I can infer that Samantha is not happy about moving.I used the clues that the author provided as well as my previous knowledge to make this inference.Modelhowtocompletethemake-inferences/draw-conclusions worksheet.Have students identify clues from the story and use their prior knowledge to make inferences about how Samantha is feeling throughout the story.Then,have students share their inferences with a partner.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.SkillReviewGraphic Organizer:Make inferences/draw conclusionsReview the make-inferences/draw-conclusions worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the inferences they made and how they came to make them.Guiding the Reading(cont.)The OutburstU U3 Learning AZ All rights reserved.www.readinga-Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary,but sample responses may include the following:Samantha changed throughout the story by transitioning from being upset about moving to a new town to being irritated with her grandmother for trying to help her feel better.At the conclusion of the story,she feels remorseful for her actions and then finally comfortable.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Dashes Explaintostudentsthatadashisapunctuationmark that is used for different purposes:to show an afterthought or summary at the end of a sentence or to“set off,”or clarify,information within a sentence.Writethefollowingsentenceontheboard:“Look at my hairIm a complete frizz balland this place is like a giant steam room!”Explaintostudentsthatin this sentence,the dash is being used to set off information within the sentence.Explainthedifferencebetweenadashandahyphen.Remind students that hyphens are used in compound adjectives,adverbs,and nouns,such as in the phrase different-colored paper.Point out that hyphens are shorter in length and are used to connect two or more words.Check for understanding:Have students reread page 9 and highlight a sentence containing a dash.Then have them turn to a partner and explain how each dash was used.Review students findings as a class.Independent practice:Introduce,explain,and have students complete the dashes worksheet.If time allows,discuss their answers.WordWork:SimilesWrite the following sentence on the board:Angry tears blurred my vision,and my heart pounded like hail on a roof.Read aloud the sentence with students and explain that authors often use figurative language to make their writing more engaging.Explainthatoneexampleoffigurativelanguageis called a simile.Describehowsimilesareusedtocompare two unlike things using the words like or as.Ask students to read the sentence again and ask them to identify the two things being compared.Havestudentslookthroughthebookforexamplesof similes.Record the similes the students found on the board and ask students to discuss in groups what is being compared.Check for understanding:Have students work in pairs to create sentences with similes to describe how they feel about the town they live in,or their school,friends,or family.Have students share their sentences with the class.Independent Practice:Introduce,explain,and have students complete the similes worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
