原版英语RAZ 教案(R) How the Robin Stole Fire_LP.pdf
How the Robin Stole FireLesson PlanLeveLR R1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Pourquoi Tale Page Count:24 Word Count:1,597Book SummaryHow the Robin Stole Fire is a retelling of an Australian Aboriginal pourquoi tale.The story begins when a travel-weary old man shares the secret of fire with a group of hunter birds.The birds then set out to steal the fire from the cockatoo who hoards it.The tale explains both the origins of useful fire and the brush fires that periodically sweep the grasslands of the Australian outback.Whimsical illustrations support the text.About the LessonTargeted Reading Strategy RetellObjectives Retellwhilereadingtounderstandtext Identifycharacters,setting,andplot Identifyandusequotationmarks UnderstandandusecontentvocabularyMaterialsGreen text indicates resources available on the website BookHow the Robin Stole Fire(copy for each student)Chalkboardordryeraseboard Sheetofpaperforeachstudent Storyelements,quotationmarks,contentvocabularyworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:corroboree(n.),enraged(adj.),feat(n.),ingenuity(n.),journey(n.),journeyed(v.)Enrichment:ancient(adj.),bushes(n.),cockatoo(n.),culture(n.),elders(n.),kookaburra(n.),refreshed(adj.),robin(n.),traditions(n.),wren(n.)Before ReadingBuild Background Havestudentstellwheretheythinkfirecamefromandwhotheythinkwerethefirstpeople to use it.ExplaintostudentsthatthisstoryisanAustralianAboriginalpourquoitale.Explaintostudentsthat pourquoi tales are a kind of folktale that explain how something originated,or came to be.Explainthattherearepourquoitalesthatexplainhowtheworldcametobeorhowcertainanimals got certain physical features.How the Robin Stole FireLesson Plan(continued)LeveLR R2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopiesofthebookandreadthetitletogether.Pointouttheinformationalongthebottomofthecoverpage,andaskstudentsiftheyknowwhyitreads“retold.”Remindthem that folktales are stories that were originally told orally and that have been handed down for many generations.Askstudentswhattheyknowaboutfolktalesandwhattheythinkmighthappeninthisstorybased on what they know.Havestudentslookatthetitlepage.Askthemtousethecoverandtitlepagepicturestopredictwhat they think the book might be about.MakeconnectionstotheBuildBackgrounddiscussionbyhavingstudentspredictwhenthisstorymight have taken place.Havestudentspreviewthepicturesinthebooktopredictwhatmighthappeninthestory.Introduce the Reading Strategy:Retell Reinforcehowpausingtoretellorsummarizeeventsinastoryasstudentsarereadingis a strategy that good readers use to help them make sense of what is happening in a story.Think-aloud:Whenever I read a story,I always pause after several pages to review in my mind who the main characters are,what the problem is,and what has happened so far.This helps me keep track of everything,and it also helps me figure out what is happening.Good readers always do this when they read.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented 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 words within words,prefixes,and suffixes.They can use the context to work out the meanings of unfamiliar words.Directstudentstothefirstsentenceonpage21.Havethemfindthewordenraged.Modelhowtheycanusecontextcluestofigureoutthemeaningofanunfamiliarword.ExplainthatthepreviouspagedescribeshowangryMarwasfeeling.ThesentencecontainingtheunfamiliarwordsaysthatMarwasstillenraged when he told Quartang that he would kill him.The last paragraphofthispagedescribeshowMarandQuartangfought.Say:As I read this page I discover that Mar is threatening to kill Quartang and then fights him so I know that Mar must be very angry.On the basis of the clues on this page,I think the word enraged must mean very angry or furious.Invitestudentstofollowalongasyourereadthefirstsentencetoconfirmthemeaning of the word.Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentence.Set the Purpose Astheyread,havestudentsthinkaboutthecharactersandtheeventsofthestorysotheycanretell it.During ReadingStudent Reading Guide the reading:Havestudentsreadtopage10.Encouragethemtounderlinethewordsorphrases in the book that tell the names of the characters,where the story takes place,and any majorevents.Iftheyfinishbeforeeveryoneelse,theycangobackandreread.How the Robin Stole FireLesson Plan(continued)LeveLR R3 Learning AZ All rights reserved.www.readinga- Havestudentstelltheeventstheyunderlined.Writethefirsteventontheboard:A group of hunter birds met an old man.Ask individual students to come to the board and write the remainingeventsinorder.Helpstudentsunderstandwhicheventsareimportantandwhicharenot.For example,on page 4,the old man stuck his spear into the ground as a sign of peace.Explainthatwhilethisisaninterestingdetail,itdoesntmattertothesequenceofevents;theoldman did not have to do this.Usethelistgeneratedabovetomodelretellingastory.Think-aloud:I read that the hunter birds met an old man.The old man said he would tell them the secret of fire if he could rest with them for a while.After eating and resting,the old man told the birds the secret of fire and how they could steal fire.Asstudentsreadtheremainderofthebook,havethemthinkaboutthecharactersandlookforthe major events in the story.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwordstheymarkedintheirbook.Usethisopportunitytomodelhowtheycanread these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowidentifyingthecharactersandthinkingaboutwhathappensinthestorykeepsthemactivelyinvolvedinthereadingprocessandhelpsthemrememberwhattheyvereadsotheycantell the story to someone else.Teach the Comprehension Skill:Story elements:Identify characters,setting,and plot Discussion:Askstudentswhentheythinkthestorytookplace.Havethemidentifythecharactersin the story(the old man and the individual birds)and discuss the problem the characters faced(theydidnthavefire)andtheirsolution(theydecidedtostealfire).Introduce and model:Revieworexplainthatmostfiction,ormade-upstories,includingpourquoitales,usuallyhasfourmainparts:thesetting,orwhereandwhenthestorytakesplace;thecharacters,orwhoisinthestory;aproblem,oranissuethatarisesinthestory;andasolution,or how the issue is resolved.Write the words setting,characters,problem,and solution on the board,along with the explanatory words for each.Explaintostudentsthatmanywriterstellwhereandwhenthestorytakesplaceinthefirstparagraph,butthatinsomestoriestheywillhavetoreadfurthertofindout.Explainthatthecharacters in a story are the people or animals that are in it,and that some may be more important thanothers.Explainthatthesearecalledthemain characters.Explainthatawriterusuallyposesaproblem to a character,and the rest of the story evolves around solving the problem.Givestudentsamomenttolookatthestoryelementsontheboard,andtellthemthatyouregoingtoaskthemtoexplainthemeaningsofthetermstoaclassmate.Erasethewords.Writethe word settingontheboard.Havestudentstellthepersonsittingnexttothemwhatthewordmeans.Repeatfortheremainingelements.Check for understanding:Askstudentstothinkaboutthestorytheyvejustread.Havethemuseapieceofpapertorecordeachofthestoryelements.Havestudentsidentifythesetting.Iftheyhave difficulty with the time aspect of the setting,explain that it is not always easy to tell when made-up stories take place.Guide them to look for clues.For example,a story in which someone is riding a bike is probably happening now.A story in which robots run the world probably is taking place in the future,and a story in which the characters ride on horses instead of cars may have taken place in the past or long ago.Provide story examples if needed.Independent practice:Introduce,explain,andhavestudentscompletethestory elements worksheet.Iftimeallows,discusstheirresponses.How the Robin Stole FireLesson Plan(continued)LeveLR R4 Learning AZ All rights reserved.www.readinga-InstructstudentstousethelastpageofthebooktowritewhetherornottheythinkitwasrightforTatkannatostealthefirefromMarandtoexplainwhyorwhynot.Build SkillsGrammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“Let me have him,”Mar said.Readthesentenceandaskstudentswhoisspeakingandwhatheissaying.Circlethequotationmarksandexplainthatthese are placed before and after the words a speaker says.Point out the comma and explain that it is placed inside the second quotation marks.Writethefollowingsentenceontheboard:Mar said,“Let me have him.”Havestudentsexplainhow this sentence is different from the other one on the board.Point out that the quotation marksarestillaroundthespeakerswordsbutthatthecommaisplacedbeforethewords,andaperiod is placed inside the quotation marks.Check for understanding:Writethefollowingsentencesontheboard.Haveindividualstudentscome to the board to place the quotation marks in each sentence.I am very tired,said Prite.Mar yelled,No one but me can have fire!I have traveled far,the old man said.Independent practice:Introduce,explain,andhavestudentscompletethequotation marks worksheet.Iftimeallows,discusstheirresponses.Word Work:Content vocabulary Provideopportunitiesforstudentstosaythenewvocabularywords,talkabouttheirmeanings,andusethewordsinsentences.Remindstudentstousecontextcluestohelpthemfigureoutthemeaning of an unfamiliar word.Explaintostudentsthatmanyofthenewvocabularywordstheyreadinthebookareusedto tell about birds.Provide opportunities to talk about difficult words or concepts such as cockatoo and kookaburras.Check for understanding:Introduce,explain,andhavestudentscompletethecontent vocabulary worksheet.Iftimeallows,discusstheirresponses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionHavestudentsworkinsmallgroupstowriteanpourquoitale.Havethemwriteastoryinwhichoneof the characters is a wise old person in a tribe who lives in the“dreamtime.”Their story should tell about what happens when the tribe moves from the desert to the coast in search of food and notices that,in this new land,the ocean waters rise and fall each day.The tribal elder in the story must explain the tide to his people.Ask students to think about how they would explain the tide to peoplewhohaveneverseentheocean.Havestudentsillustrateandsharetheirstories.Visit Writing AZ for a lesson and leveled materials on narrative writing.How the Robin Stole FireLesson Plan(continued)LeveLR R5 Learning AZ All rights reserved.www.readinga-Social Studies ConnectionProvideresourcesforstudentstoresearchAustralianbirds.Havethemidentifythebirdsillustratedin the story.Ask students to present the information on a poster.They may draw,trace,or paste pictures of the birds and write a brief description of each.Display on a bulletin board titled Birds from Down Under.Skill ReviewDiscussion cards 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 withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlypauseastheyarereadingtoretellmaineventsintheirmind accuratelyunderstandandidentifythestoryelementsofsetting,characters,andsequence in discussion and on a worksheet correctlyidentifyaspeakerswordsandusequotationmarksintextandonaworksheet consistentlyunderstandandusecontentvocabularyduringdiscussionandonaworksheetComprehension Checks BookQuiz RetellingRubric
