原版英语RAZ 教案(T) Weave It!_LP.pdf
Weave It!LEVELT TLesson Plan Learning AZ All rights reserved.www.readinga-1About the BookText Type:Nonfiction/How-To Page Count:20 Word Count:1,247Book SummaryThe craft of weaving dates back tens of thousands of years and has been practiced by various cultures all over the world.Readers are led through the process of creating three separate weaving projectsa paper mat,a friendship bracelet,and a dreamcatcheras well as being given different sources to explore more.The author teaches the basic principles of weaving,and invites readers to experiment through use of different materials,patterns,and colors.Diagrams and photographs support the text.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Sequenceevents Recognizeandusesynonyms IdentifyandformcompoundwordsMaterialsGreen text indicates resources available on the website BookWeave It!(copy for each student)Chalkboardordryeraseboard Thesauruses Visualize,sequenceevents,synonyms,compoundwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:alternating(v.),horizontal(adj.),previous(adj.),vertical(adj.),warp(n.),weft(n.)Enrichment:complicated(adj.),distorting(v.),freeform(adj.),interlock(v.),shed(n.),symmetrical(adj.)Before ReadingBuild Background Previewthebookaheadoftime,andcreatethethreeexamplesapapermat,afriendshipbracelet,andadreamcatcher.Showstudentsthefinishedproducts,allowingthemtohandlethem and discuss what they see.Tell them that they will have the opportunity to create their own as they read this book.Askstudentstotellwhattheyknowaboutweaving.Askthemiftheyhaveevercreatedanythingby weaving and,if so,to share their experience.Tell them that weaving is an ancient craft dating back tens of thousands of years.Weave It!LEVELT TLesson Plan(continued)Learning AZ All rights reserved.www.readinga-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 of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout a topic.Readpage4aloudtostudents.Modelhowtovisualize.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 how people in ancient times wore clothing made of grasses that had been woven together.I pictured a boy and girl standing side by side,each wearing a shirt and skirt made of woven grass and a hat made of woven straw.I wonder if they got cold in the winter,wearing woven clothing like that.Rereadpage4aloudtostudents,askingthemtousethewordsinthebooktovisualize.Introduceandexplainthevisualizeworksheet.Have students draw on the worksheet what they visualizedfromthetextonpage4.Invitestudentstosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatwriterspresenttheinstructionsinahow-tobookinaparticularorder.Signalwordsareoftenprovidedtohelpreadersidentifytheorderoftheevents.Askstudents to identify examples of signal words(today,first,next,then,and so on).Modelusingsequencingwordstodescribetheprocessofmakingapizza.Think-aloud:I know that when I make pizza,I need to follow certain steps for the pizza to turn out the way I want.Since I dont make my own pizza dough,my first step is to take the dough out of the package.Next,I grease the pizza sheet.I like to use a cooking spray for this.Then,I roll out the dough so it is the size of the pizza sheet.I try not to make any holes where the dough is thin.Next,I open a can of pizza sauce.I use a spoon to spread a thin layer of sauce over the pizza.After that,I put a thick layer of mozzarella cheese over the sauce and a few pieces of pepperoni on top of the cheese.Last,I cook the pizza in the oven at 350 degrees for 25 minutes.Askstudentstosharethestepstheytaketomakeafavoritefood.Remindthemthatmanyfoodsneed to be made with the supervision of an adult.Introduce the Vocabulary Writethefollowingcontentvocabularywordsontheboard:symmetrical,vertical,previous,and horizontal.Readthewordsaloudwithstudents.Askthemtosharewhattheyknowaboutthemeaningofeachword.Pointouttostudentsthatusingfamiliarwordsmighthelpthemidentifythe meanings of the words.(For instance,the word symmetry might help them in thinking about what symmetricalmightmean.)Pointoutthattheymightrecognizethesevocabularywordsfrommath class.Writeeachofthecontentvocabularywordsonapieceofposterboard.Placestudentsinsmallgroups and assign each group to a poster.Have them discuss what they know about the meaning of their word and write a definition on the paper.Encourage them to add an illustration to their definition.Rotate the groups until each group has visited every poster.Revieweachwordandtheinformationaboutthewordthatstudentswroteontheposter.Createadefinitionbasedonstudentsknowledgeandwriteitontheboard.2Weave It!LEVELT TLesson Plan(continued)Learning AZ All rights reserved.www.readinga- Haveavolunteerreadthedefinitionforeachwordfromtheglossary.Comparestudentsdefinitionswiththeglossarydefinitions.Usethecomparisontomodifythedefinitionforeachword on the board.Set the Purpose Havestudentsreadtofindoutmoreaboutweaving.Remindthemtostopaftereveryfewpagestovisualizethemostimportantinformationanddrawontheirworksheethowtheyvisualizedit.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage8.Havethemvisualizetheinformationinthetextastheyread.Askstudentstodrawwhattheyvisualizedontheirvisualizeworksheet.Encourage those who finish before others to reread the text.Modelvisualizing.Think-aloud:On page 6,I read about how to begin a paper mat weaving.I pictured a large piece of construction paper,folded in half.I pictured five straight lines drawn from the fold,and then I envisioned myself cutting along those lines.I pictured myself gently unfolding my paper and placing it flat on the table with the cuts lying vertically.Invitestudentstosharetheirdrawingsofwhattheyvisualizedwhilereading.Havethemexplaintheir drawings aloud.Discuss and have students circle the words in their book that are most important to tell the sequenceofstepsnecessarytoweaveapapermat.Theseinclude:Fold the paper in half and draw a line 1”from the long open edge.Draw five to seven lines.Cut along those lines,starting at the fold and stopping at the straight line.Unfold it and place it down flat.Weave the 1”x 9”strip of paper from one edge to the other.Continue weaving the weft strips,alternating the start of the rows over and then under.Glue the loose edges of the weft strips.Writethestepslistedabove on the board.Askstudentstotellwhatsection2wasmostlyabout(weavingapapermat).Reviewthestepswrittenontheboard.Pointoutthatthebookgivesotherinformation,includingdetailsthathelpreaders be successful in their weaving project,but that these details are not necessary to the basic sequenceofsteps.Check for understanding:Havestudentsreadtotheendofpage13.Havethemvisualizetheinformationinthetextastheyread.Askstudentstodrawwhattheyvisualizedontheirvisualizeworksheet.Invitethemtosharewhattheyvisualized.Askstudentstocircleinthebookalloftheimportantstepstoweavingafriendshipbracelet.Discusstheimportantstepsasaclass.Introduceandexplainthesequenceeventsworksheet.Allowtimeforstudentstocompletethefirstsectionoftheworksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread.Remindthemtocontinuethinkingabouttheimportantstepsorsequenceformakingtheirnext project.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor 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.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.3Weave It!LEVELT TLesson Plan(continued)Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:On pages 16 through 20,I read about how to make a dreamcatcher.Step 5 tells readers to hang their finished product above their bed and enjoy their dreams.I pictured a wire hoop with colorful yarn woven throughout the dreamcatcher.I pictured bold,symmetrical patterns with beads and feathers hanging from the fringe.I envisioned the dreamcatcher hanging above my bed as I lay underneath it.Askstudentstoexplainhowthestrategyofvisualizinghelpedthemunderstandandenjoythebook.Leadadiscussionabouthowthediagramshelpreadersvisualizethesteps.Havestudentsstudythediagramsonpages10,11,12,13,14,and15.Askthemhowthediagramswerehelpful.Askthemtothinkaboutthemethodsdescribedonthosepagesandtoexplainwhyvisualizingthe steps would help them correctly complete the projects.Independent practice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemshare their drawings.Reflect on the Comprehension Skill Discussion:Havestudentsturntosection2(pages5through9).Pointoutthesequencingwordsand numbers used(first,1,2,after,and so on).Discusshowthenumericalstepsprovidedinthebookhelpreadersorganizetheorderofeventsfor making each weaving project.Independent practice:Havestudentscompletethesequenceeventsworksheet.Allowstudentstimetorecordthecorrectsequenceforcreatingadreamcatcher.Iftimeallows,discussanswersaloud.Enduring understanding:Inthisbook,youlearnedthebasicprinciplesofweaving.Youalsolearnedthat the skill was used in ancient times to create clothing.Now that you know this information,what does it make you think about the evolution of clothing?Do you think people would wear a shirt made of woven grass today?How and why has clothing changed through the centuries?Build Skills Grammar and Mechanics:Synonyms Writethewordusefulontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(beneficial,handy,helpful).Review or explain that a word that means the same or almost the same as another word is called a synonym.Askstudentstoexplainwhytheuseofsynonymsisimportantinwriting(theyhelptodescribesomething in text,they make the writing more interesting and varied,and so on).Writethefollowingsentencefrompage11ontheboard:Insert a toothpick crosswise just under the knotover one warp thread and under the next one.Circlethewordinsert.Askstudentstouse the context clues in the sentence to suggest a word that means the same or almost the same as insert(add,place,andsoon).Writethesewordsontheboard.Askstudentswhatthedifferencesmightbebetweeninserting a toothpick and adding a toothpick.Askthemtoexplainhowthewordinsert allows readers to get a more accurate description of the instruction,rather than just using its synonym add.Pointoutthatnotallsynonyms are the most appropriate word in a sentence,so writers need to think carefully about which word best expresses the thought they want to convey.Showstudentsathesaurus.Modelhowtolocatesynonymsforthewordinserting in the thesaurus.Writethesynonymsontheboard.Remindstudentstolookfortherootorbaseword(insert)iftheycannotfindthewordtheyrelookingforinthethesaurus.Check for understanding:Writethefollowingsentencefrompage19ontheboard:Attach beads,feathers,and other decorative items directly to the hoop.Circlethewordattach.Askstudentstouse the context clues in the sentence and picture clues on the page to suggest a word that means the same or almost the same as attach(join,connect,andsoon).Writethesewordson the board.4Weave It!LEVELT TLesson Plan(continued)Learning AZ All rights reserved.www.readinga-5 Givepairsofstudentsathesaurus.Askthemtolocatesynonymsforthewordattach and write them on a separate piece of paper.Then have them choose one of the synonyms and use it to writeasentenceonthepaper.Astimeallows,provideadditionalpracticeusingathesaurus.Independent practice:Introduce,explain,andhavestudentscompletethesynonyms worksheet.Iftimeallows,discusstheirresponses.Word Work:Compound words Revieworexplainthatwhentwowordsarecombinedtoformanewword,thenewwordiscalled a compound word.Writethewordsoverhand,paper-weaving,and Native Americans on the board.Tell students that these are examples of different types of compound words.Each example has two parts that make up one word meaning;however,some compound words are separated by hyphens,some are joined,and some are separate.Explain that the definitions of the two separate words can help students figure out the meaning of the bigger word(overhand:withthehandraisedover).Havestudentsturntopage10inthebook.Readthefollowingsentence:You can make friendship bracelets with this finger-weaving technique and also use it in dreamcatchers.Have students locate the sentence and identify three compound words(friendship,finger-weaving and dreamcatchers).Askstudentstoidentifythetwoseparatewordsthatmakeupeachcompound word(friend and ship,finger and weaving,dream and catchers).Discuss the concept of compound words(combining two separate words to make a new word).Check for understanding:Have students look for compound words on page 9(butterfly,highlight,paper-weaving).Encourage them to name other compound words they know,and list them on theboard.CreateapostertitledCompound Words and fill it with all of the compound words foundinthetextandlistedfrompriorknowledge.Postitontheclassroomwall,andaddtoit as more words are found or remembered later.Independent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Discuss their answers aloud once everyone has finished working independently.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthecontentofthebookwithsomeoneathomeandthencomparethe pictures they created in their mind.Extend the ReadingHow-To Writing ConnectionProvideprintandInternetsourcesforstudentstoresearchadifferenttypeofweaving:cardweaving,backstrap loom,or weaving on a frame loom or floor loom.Review the books and website tips mentioned on page 22 of the book,and have them write a how-to book about one of the four types listed.Have students write in the same style as Weave It!,giving numbered steps and clear directions.Explain that most of the sentences in the book are commands,telling readers precisely whattodoorwhatnottod
