原版英语RAZ 教案(Z) Native Americans of the Great Plains_LP.pdf
Native Americans of the Great PlainsLesson PlanLEVELZ Z1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,145Book SummaryIn this informational book,readers will learn about the Native American tribes that once inhabited the Great Plains of the United States.Their way of life;their dependence on bison for food,shelter,and clothing;and their interaction with settlerssome of which proved deadly for bothare examined.Also included is information about three of the most famous Native American leaders:Sitting Bull,Crazy Horse,and Red Cloud.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifymainideaanddetails Understandandidentifyprepositionalphrases MakeandconfirmorrevisepredictionsaboutmeaningsofcontentvocabularyMaterialsGreen text indicates resources available on the website BookNative Americans of the Great Plains(copy for each student)Chalkboardordryeraseboard Dictionaries Mainideaanddetails,vocabularypredictionworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may 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:bounty(n.),immunity(n.),migrated(v.),nomadic(adj.),prairies(n.),reservations(n.)Enrichment:avenge(v.),bison(n.),endure(v.),guerilla warfare(n.),ornaments(n.),powwows(n.),prospectors(n.),teepees(n.),tendons(n.)Before ReadingBuild Background InvolvestudentsinadiscussionaboutwhattheyknowaboutlifeforNativeAmericansonthe Great Plains over a hundred years ago.Ask what they know about the conflicts between European settlers and the Native Americans on the Plains.Givestudentsthevocabulary prediction worksheet.Explain that they are to write what they think each word means.Tell them that after they have finished reading the book,they will make a check mark if their definition was correct.Otherwise,they will write the correct definition that they learned from reading the book.Native Americans of the Great PlainsLesson Plan(continued)LEVELZ Z2 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).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of the book.Ask students what they expect to read about in the book,based on what they see in the table of contents.(Accept all answers that students can justify.)Showstudentstheglossaryandindexandexplainthepurposeofeach.Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthathavingsomepriorknowledgeofthetopictheyaregoingtoreadabout,and making a connection with what they know while they are reading,helps them understand and remember the information in the book.Think-aloud:As I look at the table of contents,I think of information I want to find out when I read this book.I want to find out which tribes once lived on the Great Plains and which tribes still live there today.I want to find out more about what happened to the buffalo and how this affected the lives of Native Americans.Good readers ask questions about what they want to find out about the topic of a book.They look for answers to their questions as they read,and they often pose new questions as they get further into the book.Askstudentstopreviewthebook,lookingatphotographs,captions,illustrations,andfeatures,suchassidebars,maps,andcharts.Encouragestudentstoaskquestionsastheypreviewthepages.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Havestudentsturntopage5tofindthenamesofthetribes.Explainthatmostofthesewordsarefrom languages other than English and are difficult to pronounce.Sound them out with students.Modelhowtoapplyword-attackstrategies.Directstudentstotheboldwordnomadic on page 6.Modelhowtheycanusecontextcluestofigureoutthemeaningoftheunfamiliarword.Explain that the previous sentence says that many Native Americans lived in teepees.The next sentence says that these portable homes were ideal for the nomadic hunters.Explain that these clues can be put together to figure out that nomad may mean a person who moves around,so nomadic hunters may be a group that moves around,hunting for food.Inform students that by reading the following paragraph,the meaning can be confirmed.Explain that sometimes a context clue provides enough information for a sentence or paragraph to make sense but not enoughtofullyunderstandtheword.Modellookingupthewordintheglossaryforamorecomplete definition.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentencein which it occurs.Set the Purpose Havestudentslookforanswerstotheirquestionsastheyread,andremindthemtocontinueposingquestionsastheyreadthebook.Native Americans of the Great PlainsLesson Plan(continued)LEVELZ Z3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Have students read to the end of page 11.Have them underline the words or phrases in the book that tell interesting facts about the Great Plains or the Native Americans who lived there.If students finish before everyone else,they should go back and reread.Havestudentssharetheinformationtheyunderlined.Showstudentsapresent-daymapofthe United States.Have them use the information provided in the first paragraph of the book to determine the boundaries of the Great Plains.Relate the number of bison(60 million)to a familiar figure such as city size,stadium size,or state,province,or country size.Point out the chart on page 8 and discuss how long students think it took Native Americans to create some of these objects from a bison.Askstudentswhetheranyoftheirquestionshavebeenansweredfrominformationonthepagesreadsofar.Askthemtoshareotherquestionsthatcametomindastheywerereading.Havestudentsreadtheremainderofthebook.Encouragethemtocontinueaskingquestionsasthey read.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.Reflect on the Reading Strategy Discusswithstudentshowaskingquestionsastheyreadhelpssetapurposeforreadingandhelps them become actively involved in the reading of the book.Teach the Comprehension Skill:Main idea and details Discussion:Explain that a writer writes with a main idea in mind.In other words,the writer wants the reader to understand something about the topic.In addition,the writer has a main idea for each section of the book.The headings often provide clues as to what the main idea of each section is about.Introduce and model:Have students turn to the first section and read the title.Point out that the title is a good clue about the main idea of the section(the Great Plains region is a large area of land that was once inhabited by the Plains Native Americans and millions of bison).Explain that the details in the section tell what the land was like and who lived there during the 1800s.Remind students that not all section titles provide such a good clue about the main idea of a section,in which case it is up to the reader to figure it out.Check for understanding:Ask students to predict the main idea of the second section.As a group,compose a sentence that states the main idea(Plains Native Americans lived in both teepees and lodges).Have students identify details that provide more information about the main idea.Independent practice:Introduce,explain,and have students work independently to complete the main-idea-and-details worksheetforeachsectionlisted.Discusstheirresponsesaftertheyhavefinished.If students disagree about the main idea of a section,have them justify their responses by identifying clues in the text.Enduring understanding:This book describes Native Americans of the Great Plains and explains how their lives changed with the arrival of settlers from the eastern United States.What similar situations exist in our modern-day society?How can groups learn to coexist peacefully without negativelyaffectingeachotherscultures?Native Americans of the Great PlainsLesson Plan(continued)LEVELZ Z4 Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Prepositional phrases Reviewthatapreposition is a word that shows the relationship of a noun or pronoun to another wordinthesentence.Makealistofprepositionswithstudents,includingin,down,to,by,of,with,for,at,and from.Explain that a prepositional phrase is a group of words that begins with a preposition and ends with a noun or pronoun,and that a prepositional phrase gives more information about the word that comes before it.Havestudentsfindthefirstsentenceonpage4asyouwritethesentenceontheboard.Explainthat this sentence contains five prepositional phrases.Underline the words The Great Plains of the United States Ask students to identify the preposition.Circle it on the board.Remind students that a prepositional phrase begins with a preposition and ends with a noun.Explain that the phrase of the United States is the prepositional phrase.Ask students to identify the noun at the end of the prepositional phrase.Explain that the prepositional phrase tells them more information about the Great Plains.Reviewthelistofprepositions.Havestudentsfindthenextprepositionalphraseinthesentence(from the Rocky Mountains).Circle the preposition(from)and ask students to identify the noun that the phrase ends with(Rocky Mountains).Ask students what the phrase is telling about(where the area reaches).Independent practice:Select two or three prepositions from the list.Have students find and circle the prepositions and underline the prepositional phrases on a page or in a section of the book.Discusstheirresponses.Extendtheactivity:Have students write three sentences,each of which contains a prepositional phrase.Have students exchange their sentences with a partner and identify the preposition and prepositionalphraseineachotherssentences.Word Work:Content vocabulary Havestudentscompletethevocabularypredictionworksheet.Havethemmakeacheckmarkinthe column if each word meant what they thought it did before reading.If not,have them write a correct definition.Whencompleted,havestudentsturnovertheirworksheetandwritetwosentencesusingtwoof the words.Have them erase the words and exchange their paper with a partner.Have each student fill in the missing words in the sentences his or her partner wrote.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethempracticeaskingandansweringquestionswithsomeoneathomeastheyread.Extend the ReadingNarrative Writing ConnectionHave students reread the section titled“Leaders.”Have them select one of the men to research further.Have students pretend that they are the son or daughter of the leader they chose and write an account of the event they read about in the book.Have students title their story and share it with the group.Visit Writing AZ for a lesson and leveled materials on narrative writing.Native Americans of the Great PlainsLesson Plan(continued)LEVELZ Z5 Learning AZ All rights reserved.www.readinga-Social Studies and Art Connection Provide art materials for students to draw pictures of Native American children in their homes and themselves in their homes.Use their drawings as a way to discuss stereotypes of Native Americans.Skill Review Discussioncards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofaskingandansweringquestionstobetterunderstandnonfictiontextduringdiscussion identifymainideaanddetailsinnonfictiontextduringdiscussionandonaworksheet identifyprepositionsandprepositionalphrasesduringdiscussion makepredictionsaboutvocabularyandreviseorconfirmmeaningsfromreadingthetextduringdiscussion and on a worksheetComprehension Checks Book Quiz Retelling Rubric
