原版英语RAZ 教案Gems - Treasures from the Earth_LP (2).pdf
Gems:Treasures from the EarthLesson PlanLeveLV V1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,691Book SummaryGems fascinate almost everyone.They sparkle,shimmer,and glimmer with mystery and beauty.This book explains how gems are formed,how they are valued,and the processes by which they become jewelry.At the end of the book,students can read about some of the most famous gems.Photographs and diagrams support the text.Book and lesson also available at Levels S and Y.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictions Understandcause-and-effectrelationships Identifyvarioussentencetypes PlacewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookGems:Treasures from the Earth(copy for each student)Chalkboardordry-eraseboard Wordjournal(optional)Make,revise,andconfirmpredictions,causeandeffect,sentencetypes,alphabeticalorderworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:atoms(n.),crystals(n.),facets(n.),grain(n.),opaque(n.),organic gems(n.)Enrichment:cultured(adj.),dissolves(v.),embedded(adj.),evaporate(v.),minerals(n.),nacre(n.)Before ReadingBuild Background Havestudentstellyouwhattheyknowaboutpreciousstones.Askwhethertheycandefineagem and give examples.2 Learning AZ All rights reserved.www.readinga-Gems:Treasures from the EarthLesson Plan(continued)LeveLV VPreview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictionsaboutabookbasedontheseriesof events or information that is conveyed.As they read the book,readers revise or confirm their predictions based on what they learn from reading.Before reading a book,readers can use the title,photographs and illustrations,or table of contents as the basis for making predictions.Introduceandexplainthemake-revise-and-confirm-predictionsworksheet.Explainthatsomeofthestatementsaretrueandothersarefalse.Havestudentsturntothetableofcontents.Invitethem to look at their worksheet and suggest which sections might provide information about the statements.Modelusingthemake-revise-and-confirm-predictionsworksheettomakeaprediction.Think-aloud:There are several statements on the worksheet about the different types of gems.The first statement reads:Diamonds are formed by minerals being squeezed under layers of rocks.I know that diamonds are very hard gems and that something must become very hard if it is squeezed between rocks.Based on what I already know about diamonds and rocks,I predict that statement to be true.I will write true in the box next to the first statement on my worksheet.I think the section titled“How Are Gems Formed?”will provide me with the information I need to revise or confirm my prediction.Instructstudentstoreadthestatementsontheirmake-revise-and-confirm-predictionsworksheetto make their predictions by writing true or false next to each sentence,based on what they already know about gems.Discusswithstudentsthatthereasonsbehindtheirpredictionsarewhatmaketheirpredictionsvaluable.Invite them to share their predictions and the prior knowledge they used to make each prediction.Reinforce that there are no right or wrong answers at this point.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Cause and effect Revieworexplainthatacause is an event that makes something happen,and the effect is what happensbecauseof,orasaresultof,theevent.Createatwo-columnchartontheboardwiththeheadings Cause and Effect.WritethefollowingsentenceontheboardundertheCause heading:I hit a baseball through a window.Modelidentifyingaseriesofcause-and-effectrelationships.Think-aloud:If I hit a baseball through a window,the window might break and I might have to pay for the window.If I had to pay for the window,I would have to take money out of my savings.If I had to take money out of my savings,I wouldnt have enough money to buy the item I was saving money for.Sometimes a cause and its effect cause other events to happen.Explaintostudentsthatthisisaninformationalbookthatprovidesfactsaboutgems.Itusesexplanatory text,which explains how different types of gems are formed and how gems are turned intojewelry.Pointoutthatanexplanationoftenincludescause-and-effectrelationships.Discusshowexplanationscanbetoldinstepsoraprocess,andwithinthesteps,often,acause-and-effectrelationshipcanbefound.Havestudentslookforwordslikefirst,when,then,second,last,finally,and after.Point out that the steps continue in a certain order,possibly because one step causesanother.Havethemalsolookforactionverbsbecauseactionscansignalasequence of events.3 Learning AZ All rights reserved.www.readinga-Gems:Treasures from the EarthLesson Plan(continued)LeveLV V Check for understanding:Read page 7 aloud as students follow along.Ask:What is the purpose of the paragraph?Point out action verbs that show that something is happening.For example:form,squeezed,forces,melts,cools,and evaporates.Askstudentstopointoutonecause-and-effect relationship in the paragraph(mineral is squeezed,atoms arrange themselves in smallest shape possible;mineral gets hot,melts,cools,sapphires formed;minerals dissolve in water,water evaporates slowly,mineral left behind forms crystal).Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyonlargepiecesofpaperandhangthemaround the room:atoms,crystals,and facets.Read each word aloud with students.Placestudentsinsmallgroupsandassigneachgrouptoawordposter.Havethemdiscusswhattheyknowaboutthemeaningoftheirwordandwriteadefinitiononthepaper.Encouragestudents to look carefully for root or base words to help them figure out the meaning of the word.Rotate the groups until each group has visited every word poster.Revieweachwordandtheinformationaboutthewordthatstudentswroteonthepaper.Createa definition based on their knowledge and write it on the board.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Point out that a glossary or a dictionary is a good source to utilize in finding the definition of a word.Review how to locate a word and its definition in both the dictionary and the glossary.Point out the similarities and differences between the two sources.Haveavolunteerreadthedefinitionforeachwordfromtheglossary.Comparestudentsdefinitionswiththeglossarydefinition.Usethecomparisontomodifythedefinitionforeachword on the board.Set the Purpose Asstudentsreadthebookhavethemusetheirmake-revise-and-confirm-predictionsworksheet to revise or confirm their predictions as they learn more about gems.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage7.Encouragethosewhofinishbeforeothers to reread the text.Modelrevisingaprediction.Think-aloud:I predicted that the first statement on the worksheet was true:Diamonds are formed by minerals being squeezed under layers of rocks.As I read the second section,I learned that minerals are squeezed under layers of rocks to form diamonds over time.I read that the squeezing forces atoms to arrange themselves in the smallest shape possible.Because the information in the statement was correct,I will write confirmpage7in the column next to my original prediction.If the statement were incorrect,I would have changed,or revised,the statement in the column to be a true statement,based on the information I had read so far.I think statement number 8 is true,because I know that emeralds are very valuable.Ill have to read the rest of the book to find out.Encouragestudentstousetheinformationtheyvereadanddiscussedtoreviseorconfirmtheirpredictions.Statements1through3fromtheguidehavebeenaddressedsofar.Modelforstudents how to think through whether or not their predictions were confirmed,and if not,why not.Helpthemtothinkaboutwhetherornotthereasonsfortheirpredictionswerevalid.Check for understanding:Havestudentsreadtotheendofpage9.Whentheyhavefinishedreading,have them share their predictions and the outcome of their predictions.Remind them to revise or confirm,changing false statements to true statements on their worksheet.Ask students whether statement number 4 is true or false(true).Point out that statement number 3 is false,and ask volunteers to read their revised statements from their worksheet.Independent practice:Havestudentsreadtheremainderofthebook.Encouragethemtocontinueto make,revise,and confirm their predictions as they read the rest of the book.4 Learning AZ All rights reserved.www.readinga-Gems:Treasures from the EarthLesson Plan(continued)LeveLV VHavestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand 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 Think-aloud:I predicted that statement number 7 on the make-revise-and-confirm-predictions worksheet was true:Emeraldsarethehardestnaturalthingsintheworld.As I read page 15,I learned that my prediction was incorrect.I learned that diamonds are the hardest substance on Earth,and can scratch anything.A diamond can only be scratched by another diamond.I will write this information next to my prediction under the heading ReviseorConfirmYourPrediction.Independent practice:Havestudentscompletetheirworksheet.Invitethemtosharetheirpredictions,reasoning,and revisions,and to tell how their predictions related to the facts.Ask students to explain how the strategy of making,revising,and confirming predictions helped them understand and enjoy the story.Reflect on the Comprehension Skill Discussion:Havestudentstellyouintheirownwordswhattheylearnedabouthowcrystalsareformed.Pointoutthecause-and-effectrelationshipsintheprocess.Emphasizethatthesequenceofeventsiscriticalbecauseoneeventcausesthenext.Havethemcheckthebooktoconfirmtheiranswers.Independent practice:Introduce,explain and have students complete the cause-and-effectworksheet.If time allows,discuss their answers as a group.Enduring understanding:In this book,you read about how gems are formed,what makes them valuable,and how jewelry is made.Now that you know this information,how does it make you feel about the jewelry that you see on people every day?Is it important to know the value of gemsbeforeshoppingtobuyjewelry?Whyorwhynot?Build SkillsGrammar and Mechanics:Sentence types Reviewthethreetypesofsentences:simple(subject,verb),compound(subject,verb,conjunction,subject,verb),and complex(phrase,subject,verb,phrase).Review that many sentences have objects,or things that the subject and verb act upon.Objects do not affect the sentence type.Provideexamplesontheboardofeachtypeofsentence.Simple:Living things make organic gems.(subject:Living things;verb:make;object:organic gems)Compound:Some crystals form cubes,but others form columns.(subject:Some crystals;verb:form;object:cubes;conjunction:but;subject:others;verb:form;object:columns).Complex:Stones often form in layers that make streaks and lines called the grain.(subject:Stones;verb:often form;phrase:in layers;phrase:that make streaks and lines called the grain)Explainhowtodeterminethedifferencebetweenthethreetypesofsentences.Simplesentenceshavejustasubjectandverb,andsometimesanobject.Compoundsentencesaretwocompletesimplesentencesjoinedbyaconjunction.Complexsentencesaresimplesentenceswithaphraseattached.Review that a phrase is a part of a sentence that can have a subject,verb,or both,but does not form a complete sentence.Review how to read a phrase standing alone to determine whether it is a phrase or a complete sentence.Independent practice:Introduce,explain,and have students complete the sentence types worksheet.If time allows,discuss their answers.5 Learning AZ All rights reserved.www.readinga-Gems:Treasures from the EarthLesson Plan(continued)LeveLV VWord Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat if the first letter of two words is the same,they must compare the next two letters instead.Writethewordsgems and crystalsontheboard.Haveavolunteerexplainwhichwordwouldappear first in alphabetical order(crystals)and why(because c comes before g in the alphabet).Writethewordsdiamonds and drill on the board.Point out that the words begin with the same letter(d).Ask a volunteer to tell which word would appear first in alphabetical order and to explain his or her thinking(diamonds,because the second letter,i,in diamonds comes before the second letter,r,in drill).Writethewordsgeologist and gemstoneontheboard.Haveavolunteerexplainwhichwordwould appear first in alphabetical order(gemstone)and why.Check for understanding:Writethewordsminerals and miningontheboard.Havestudentswritethe words in alphabetical order and explain their thinking to a partner.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents also take home their prediction worksheet and explain to someone at home the process of making,revising,and confirming predictions.Extend the ReadingInformational Writing ConnectionProvide print and Internet resources for students to further research gems.Instruct them to select oneofthegemsfromthebookthattheywouldliketolearnmoreabout.Havethemwriteareporton that type of gem,including at least three sections,including an introduction and conclusion.Havethemcreateatableofcontentsandaglossary,andencouragethemtoaddillustrationsorphotographs to their report.If time allows,invite them to read it aloud to the class.Visit WritingA-Z for a lesson and leveled materials on expository writing.Social Studies ConnectionProvide print and Internet resources for students to research the major gem mines and collection locationsaroundtheworld,andhavethemidentifythelocationsonaworldmap.Havestudentsalsoresearchtheminingtechniquesthatapplytoeachgem.Havethemfindanswerstoquestionssuchas:Whichgemsarethehardesttotakefromtheearth?Whatdoesthisdototh
