原版英语RAZ 教案Fun by Remote Control_LP.pdf
Fun by Remote ControlX X1 Learning AZ All rights reserved.www.readinga-Focus Question:Why are remote-controlled vehicles popular?Book SummaryText Type:Nonfiction/InformationalChildren and adults have been playing with remote-controlled planes,boats,cars,trucks,and helicopters for decades.What seemed like magic one hundred years ago has quickly become an important,and entertaining,part of our everyday lives.Fun by Remote Control explains the history,science,and future of remote-controlled vehicles.Students will enjoy detailed photographs supported by a text full of fun and fascinating facts about the remote-controlled world.The books and lesson are available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild Background Writethewordsremote control on the board.Ask students to share what they know about remote controls.Explain that a remote control is a handheld device that can be used to control something from a distance.Discusswithstudentsexamplesoftechnology in their lives that require a remote control such as television,robots,video games,and so on.Pointoutthatremote-controlledtechnologyalsohaspracticalpurposes.Discusswhyremote-controlled vehicles are popular and how they are used for purposes other than entertainment.Introduce the Book GivestudentstheircopyofFun by Remote Control.Guidethemtothefrontandbackcoversandreadthe 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.Showstudentsthetitlepage.Discusstheinformationon 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 Comprehension Skill:Main idea and details Explaintostudentsthateverybookhasamainideaandsupportingdetails.Remindstudentsthatthemain idea is the most important idea in the book and that any facts or information that supports the idea are the details.Writethefollowinglistofwordsontheboard:baseball,basketball,hockey,lacrosse,football.Ask students to describe what these words refer to(differentsports).PointoutthatthedescriptionLesson EssentialsInstructional Focus Determinemainideaanddetails Summarize to understand text Use captions to better understand text Identify possessive nouns Identify and use closed compound wordsMaterials BookFun by Remote Control (copy for each student)Main idea and details,possessive nouns,closed compound worksheets Discussioncards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:mechanics(n.),miniaturization(n.),receiver(n.),remote control(n.),transistor(n.),transmitter(n.)Enrichment:aerobatic(adj.),drones(n.),electromagnetic radiation(n.),maneuver(v.),replica(n.),shock absorbers(n.)Academicvocabulary:classic(adj.),control(v.),direction(n.),important(adj.),modify(v.),technology(n.)Fun by Remote ControlX X2 Learning AZ All rights reserved.www.readinga-of these words helps identify the main idea(there are many different types of sports).The words baseball,basketball,hockey,lacrosse,and football are all details that support the main idea.Explain that sometimes there is a large amount of information about one topic in a book.If there is a large amount of information,an author may choose to divide the book into different sections.Each section contains its own main idea and supporting details.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandor remember information in a book is to create a summary,or a brief overview,of the most important information in each section or chapter of a book.Pointoutthatasummaryincludesthemainideaandone or two supporting details.It often answers the questions who,when,where,what,and why.Havestudentsreadpage4withapartner.Askstudents to summarize what they read in groups.Invite volunteers to share their summaries with the rest of the class.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.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 Havestudentsreadtofindoutmoreaboutremote-controlled vehicles.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 with the following questions.Encourage students to support their answers by citing evidence from the book.What inspired Nikola Tesla to invent the first radio-controlled machine?(level 1)page 5 What does the receiver in an RC vehicle do?(level 2)page 7 How would you compare the early RC cars to the RC cars of today?(level 2)page 8 How would you describe the different kinds of racing competitions available to RC owners?(level3)page 10 How would you describe the sequence many RC flyers use to learn their skill?(level3)pages12and13 Why are RC helicopters are more difficult to fly than RC airplanes?(level3)page14Text Features:CaptionsReviewwithstudentsthatacaption is the text that appearsbeloworwithinanimage.Remindthemthatcaptions help readers better understand photographs and illustrations.Have students work with a partner toreviewthephotographandcaptiononpage4.Askstudents:How does the caption help you to understand the photograph?What is being shown in this photograph?Why are captions important tools for understanding photographs and illustrations?How does this caption relate to the text?Have students review other photographs and illustrations in the book and discuss in groups what other captions could be used for the photographs.Invite volunteers to share their thought with the rest of the class.SkillReview Havestudentsreadpages5and6.Havestudentssummarize what they read,and then have them underline a sentence or sentences that help identify the main idea of the section titled“The Birth of RadioControl.”Modelidentifyingthemainideaandsupportingdetails.Think-aloud:After reading the section“The Birth of Radio Control,”I paused to consider the main idea of this section and the supporting details.The title of this section gave me a clue about the main idea because I knew that I would be reading about the history of the radio-controlled technology.After I finished reading,I went back and underlined several sentences that support the main idea including We can thank Nikola Tesla for inventing the first radio-controlled machine,and Tesla became an inventor whose experiments in electricity would inspire radios,radar,and robots.On the basis of this information,I can state that the main idea of this section is Nikola Tesla was an inventor in the late 1800s who created the first radio-controlled machine.Next,I need to identify details from the text that support the main idea.Writethemainideaontheboard.Invitestudentsto reference the text that provides details that supportthemainidea.Recordthesupportingdetails on the board.Guiding the Reading(cont.)Fun by Remote ControlX X3 Learning AZ All rights reserved.www.readinga- Check for understanding:Invite students to choose one section from the book from pages 7 through 10.Have students underline the sentence or sentencesthatidentifythemainidea.Reviewthemain idea and supporting details for each section as a class.Then have students work with a partner to verbally summarize each section.Independent practice:Have students read the section“RCFlying”onpages11through14.Introduce,explain,and have students complete the main-idea-and-details worksheet.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.SkillReviewWorksheet:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudents completed.Invite volunteers to share with the rest of the class the main idea and details they chose.Comprehension ExtensionDiscussioncards 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.(Answers will vary but couldincludethefollowing:For decades people have been curious about technology.Remote-controlled technology offers people of all ages opportunities to race in competitions;build vehicles for land,sea,and air;and even have jobs using drones.There are simple and complex RC models that can also be customized for individual needs.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Possessivenouns Writethefollowingsentenceontheboard:The planes engine hums to life.Have students locate thissentenceonpage4.Readthesentencealoudand have students point to the word engine.Ask students to identify with a partner what object in the sentence the engine belongs to(the plane).Remindstudentsthatthewordplanes is a possessive noun.Have students review with a partnertheuseofpossessivenouns.Reinforcethata possessive noun is a word that shows ownership or possession.Remindstudentsthatapossessivenoun is formed by adding s to the end of a word.Pointoutthatallobjectsarepeople,animals,orthingsin other words,nouns.That is why we call these words possessive nouns.Havestudentsturntopage6andlocateapossessive noun(Teslas).Have students share with a partner how they know it is a possessive noun and what belongs to Tesla.Writethefollowingsentenceontheboard:The boys boats raced across the water.Ask students to locate the possessive noun.Explain that there are exceptions to the rule of adding s to the end of a word to form a possessive noun.Circle the possessive noun and ask students to identify how it is different from the previous example.Explain to students that if the noun is plural(more than one)and ends in-s,an apostrophe is added to the end of a word.Ask students what belongs to the boys(boats.)Remindstudentsthatacontractionusings is different from a possessive noun.For example,its is a contraction for it is and does not show ownership.Check for understanding:Write a list of nouns on the board including some singular nouns and some plural,such as plane,boats,girl,women,man,child,and so on.Have students work with a partner to make these words possessive nouns by adding s or an apostrophe to the end.Then have each group create sentences using these possessive nouns.Independent practice:Introduce,explain,and have students complete the possessive nouns worksheet.If time allows,discuss their answers.WordWork:Closedcompoundwords Revieworexplaintostudentsthataclosed compound word is a word that is made by joining two words into one(air and plane).Have students use the word airplane in a sentence.Havestudentsthinkofexamplesofotherclosedcompound words and share with the class.Make a list of the words on the board.Check for understanding:Have students work with a partner to locate and circle all of the closed compound words in the text.Independent practice:Introduce,explain,and have students complete the closed-compound-words worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)
