原版英语RAZ 教案Eclipses_LP.pdf
EclipsesLesson PlanLEVELV V1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,589Book SummaryEclipses are amazing events that have caused wonder,fear,and excitement throughout history.This informative text explains the two different types of eclipses and how they occur.The reader will also learn what ancient people thought eclipses meant,the famous scientists who studied them,and how they learned to predict when eclipses will happen.Engaging photographs and diagrams enhance the text,and the book concludes with instructions on how to view eclipses safely.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifymainideaanddetails Identifythevarioususesofcommas IdentifyandunderstandconjunctionsMaterialsGreen text indicates resources available on the website BookEclipses(copy for each student)Chalkboardordryeraseboard Askandanswerquestions,mainideaanddetails,commasworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay bedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:accuracy(n.),coincidence(n.),obscured(adj.),orbited(v.),partial(adj.),predict(v.)Enrichment:astronomers(n.),cosmic(adj.),eclipses(n.),light filters(n.),omens(n.),theory(n.)Before ReadingBuild Background Askstudentswhattheyknowabouteclipsesandiftheyhaveeverseenone.Havethembrainstormalistofquestionstheywouldliketoknowabouteclipses.Recordtheseonthe board for future use.Explaintostudentsthatpeopleinancienttimesusedtobeafraidofeclipsesbecausethey didnt know how to explain events in space,but we now know what causes eclipses.EclipsesLesson Plan(continued)LEVELV V2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.).Introduce the Reading Strategy:Ask and answer questions Discusswithstudentsthataskingandansweringquestionswhilereadingcanhelpreadersunderstand and remember the information in a book.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewoftheinformationinabookandthewayinwhichitisorganized.Afterpreviewing thetableofcontents,useittomodelaskingquestions.Think-aloud:I can use the table of contents to help me think of questions Id like to have answered about this book.For example,I see a section titled“Darkness at Noon or Midnight.”I know that its dark at midnight,but I wonder how it could be dark at noon.I also wonder why the Moon turns red.That sounds kind of scary!As I read,I enjoy looking for answers to my questions,which often spark further curiosity and questions to answer as I continue to read.Havestudentslookattheothersectiontitles.Invitethemtosharequestionstheyhaveonthetopic of eclipses that spark their curiosity,based on the table of contents and the covers of the book.Invitethemtosharetheirquestionsaloud.Introduceandexplaintheask-and-answer-questionsworksheet.Projectacopyoftheworksheeton the board.Inform students that under each section title,you would like them to write at leastonequestiontheythoughtofbeforeorwhilereading.Explainthattheywillsharetheirquestionsafterreading.Writestudentquestionsontheclasschart,andallowtimeforthemtowritetheirquestionsontheir worksheet.Havestudentspreviewtherestofthebook,includingthephotographs,captions,andtheglossaryonpage24.Invitethemtoshareanyadditionalquestionstheymighthaveaboutthetopicsofthisbook.Writetheirresponsesontheclasschartandhavethemcopythequestionsonto their worksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainthatabookhasageneraltopicthatisthesubjectofthebook;thisisthemainideaofthebook.The extra information or the descriptions that help us to better understand the book are thedetailsofthebook.Weneedbothamainideaanddetailsinordertofullycomprehendandenjoyabook.Explainthatsometimesthereissomuchinformationonatopicthatitisgroupedintosections,and each section has its own main idea.Oftentimes,the reader has to read carefully to determine what is the main idea and what is the extra information that either supports or enhances the main idea.EclipsesLesson Plan(continued)LEVELV V3 Learning AZ All rights reserved.www.readinga- Readpage4aloudtostudents.Modelforthemhowtoidentifythemainideaanddetailsofthesectiontitled“DarknessatNoonorMidnight.”Think-aloud:As I read this section of the book,I noticed that the first paragraph described what it might be like to suddenly experience darkness in the middle of the day or to see the Moon turn from white to red.The second paragraph explains the difference between the two types of eclipses,lunar and solar.Based on what Ive read,I think the first paragraph has interesting details that help the reader visualize,but I think the main idea of this section of the book is really stated in the second paragraph:AsolareclipseoccurswhentheMoonblocksouttheSun,andalunareclipseoccurswhentheMoonisdarkenedbyEarthsshadow.Writethemainideaontheboard.Askstudentstoidentifythedetailsfromthebookthatsupport this main idea(Eclipses have caused fear and excitement throughout history;imagine being outside on a sunny day and the world becomes dark;imagine a full,white moon suddenly turning blood-red).Writethesedetailsontheboard.Introduceandexplainthemain-idea-and-detailsworksheet.Havestudentswritethemainideaanddetailsfor“DarknessatNoonorMidnight”ontheirworksheet.Introduce the Vocabulary Writethefollowingcontentvocabularywordsontheboard:accuracy,coincidence,obscured,omens.Readthewordsaloudwithstudents.Dividestudentsintosmallgroups.Haveeachgroupdiscusswhattheyknowaboutthemeaningofeachwordandthenwriteadefinitiononaseparatepieceofpaper.Askeachgrouptosharetheir meaning and definition for each word.Reviewthedefinitionofeachwordthatstudentswrote.Createadefinitionbasedoneachgroups knowledge and write it on the board under each word.Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Remindstudentsthattheywilloftenneedtodeleteasuffixfromawordtolocateitinadictionary.Havestudents locate the glossary at the back of the book.Invite a volunteer to read the definition for accuracyintheglossary.Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword(for example,how does this word relate to the root word of accurate?).Then have them follow along on page 16 as you read the sentence in which the word accuracy appears to confirm themeaningoftheword.Repeattheexercisewiththeotherwords.Set the Purpose Havestudentsreadtofindoutmoreabouteclipses.Remindthemtostopandfillintheanswerstotheirquestionsastheyfindthem.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage11.Remindthemtoreadforinformationabouteclipsesthatwillanswertheirquestionsontheirworksheet.Encouragestudentswhofinishearly to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirworksheetthatwereansweredinthetextandaddanynewquestionsthatweregenerated.Remindthemthatasweread,newquestionswilloftenarise,evenaswearefindingtheanswerstoouroriginalquestions.Modelaskingandansweringquestions.Think-aloud:Before reading,I had many questions that I wanted answered about the topics in the book.One question I had was about the Moon turning red.I found out that the Suns light is made up of many colors.During a lunar eclipse,the red light from the Sun passes through our atmosphere and is scattered before passing back out in space.Some of this light hits the Moons surface and makes it appear redbut it can also look orange,yellow,or brown.If I think of any further questions while reading,I will write them on my ask-and-answer-questions worksheet.EclipsesLesson Plan(continued)LEVELV V4 Learning AZ All rights reserved.www.readinga- Askstudentstowriteontheirask-and-answer-questionsworksheettheanswerstotheircircledquestionsandadditionalquestionstheyraised.Invitethemtoshareinformationtheylearnedandthequestionstheythoughtofastheyreadthebook.Modelidentifyingthemainideaanddetailsinthesectiontitled“EclipsesinHistory.”Think-aloud:As I read the section titled“Eclipses in History,”I noticed that it gave examples of what ancient peoples thought about eclipses.It even talked about one event in the ancient Middle East where a war was ended because of the random occurrence of an eclipse.I think these are all details that support the main idea of the book.Askstudentstoidentifyotherimportantdetailsinthesection(forexample,ancient Chinese thought the Sun was being eaten by a dragon).Writethisdetailandothersontheboard.Reviewthedetailsfromthesectionontheboard.Discusswithstudentsamainideaforthesection,based on the details on the board.(Long ago,people were afraid of eclipses because they didnt understand them).Writethemainideaontheboard.Discusswithstudentshowsometimesthemainideaisanactualsentenceintheparagraph,butsometimes the main idea is implied.It is up to the reader to determine the main idea from the details the author provides.Havestudentswritethemainideaanddetailsfor“EclipsesinHistory”ontheirmain-idea-and-details worksheet.Check for understanding:Askstudentstoreadthesectiontitled“TheSunBlottedOut.”Invitethemtosharetheinformationtheyfeltwasimportantaboutthesection.Writethesedetailsontheboard.Havestudentsworkinpairstodeterminethemainideafromthedetailsofthissection.Havethemwritethemainideaanddetailsfor“TheSunBlottedOut”ontheirmain-idea-and-details worksheet.Havestudentscircleanyquestionsontheirask-and-answer-questionsworksheetthatwereansweredinthetexttheyread.Askthemtowriteanswerstoanycircledquestionsandtowriteadditionalquestionstheyraisedontheirworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedwhilereading.Havestudentsreadtheremainderofthebook.Remindthemtolookforandwriteanswerstotheirquestionsontheirask-and-answer-questionsworksheet.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyread.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 Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Think-aloud:I wanted to know how the Moon could blot out the Sun when it is so much smaller than the Sun.I learned that because the Sun is so much farther from Earth than the Moon is from Earth,it looks to us as though they are the same size.Remindstudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Discussasaclassothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions.Independent practice:Havestudentsfillintheremainderoftheirask-and-answer-questionschart.Invitethemtosharetheinformationtheylearnedandanyquestionstheymaystillhave.EclipsesLesson Plan(continued)LEVELV V5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Discuss with students the importance of stopping to review the details that helped themtorememberthefactsandinformationinthebook.Askthemhowthedetailstheyidentified support the main idea.Independent practice:Havestudentscompletethelastsectionoftheirmain-idea-and-detailsworksheet for any of the remaining sections of the book.If time allows,discuss their answers.Enduring understanding:In this book,you learned about the history of the study of eclipses and their scientific explanation.Now that you know this information,why do you think ancient cultures made up stories to explain eclipses?Build Skills Grammar and Mechanics:Commas Remindstudentsthatcommascanbeusedinmanydifferentways.Threespecificwaysare:with introductory words,words in a series,and in compound or complex sentences.Writethefollowingsentenceontheboard:However knowledge about what really caused eclipses spread slowly.Selectastudenttoreadthesentencealoud.ThencirclethewordHowever and explain that this is an introductory word.Explain that introductory words are often used as alead-inoratransitiontotherestofthesentence.Informstudentsthatacommaisoftenusedafteranintroductoryword.PlaceacommaafterthewordHowever and have the student read the sentence again.Writethefollowingsentenceontheboard:Eclipses are amazing events that have caused wonder,fear,and excitement throughout history.Askavolunteertoreaditaloudasitiswritten,withoutpauses.Askstudentstotellwhatismissingfromthesentence(commas).Explainthatthissentencecontainsalist,orseries,ofwordsthatneedtobeseparatedbycommas.Addcommastopunctuatethesentence:Eclipses are amazing events that have caused wonder,fear,and excitement throughout history.Havethevolunteerrereadthesentenceusingproperpauses.Writethefollowingsentencesontheboard:During a solar eclipse the Moon blocks out the Sun;Earth has an atmosphere and light from the Sun passes through it.Explain that the first sentenceisanexampleofacomplexsentenceitcontainsonedependentclause(During a solar eclipse)and an independent clause(the Moon blocks out the Sun).Acomplexsentencerequiresacommabetweentheclauses.Thesecondsentenceisanexampleofacompoundsentenceitcontains two independent clauses(Earth has an atmosphere;light from the Sun passes through it)separatedbytheconjunctionand.Acompoundsentencerequiresacommabetweenthetwoclauses,anditbelongsinfrontoftheconjunction.Demonstratetheplacementofthecommasinbothexamplesentencesontheboard.Circleorunderline the dependent and independent clauses in each sentence.If students are unfamiliar with independent and dependent clauses,provide more examples and modeling.Check for understanding:Havestudentsturntopage15.Askstudentstofindandcircletwo examples of a comma being used to set off an introductory word(However,many solar eclipses;Also,because the Moons darker center).Next,havestudentsturntopage13andreadthefirstsentence.Havethemcirclethecomma,andaskavolunteerhowthecommaisbeing used(to separate a dependent and independent clause in a complex sentence).Then havestudentsturntopage6,andreadthefirstsentenceinthesecondparagrap
