原版英语RAZ 教案Frederick Douglass - Forever Free_LP.pdf

1 Learning AZ All rights reserved.www.readinga-Frederick Douglass:Forever FreeLesson PlanLeveLY YAbout the BookText Type:Nonfiction/Biography Page Count:16 Word Count:1,564Book Summary“Once you learn to read,you will be forever free.”These are the words of the great abolitionist Frederick Douglass,who learned as a young slave that education and freedom go hand in hand.Students will follow his life story as they read this book and learn how Douglasss desire for his own freedom led him to become one of the most important civil rights leaders in the United States.Book and lesson are also available at Levels S and v.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Identifyelementsofabiography Recognizeanduseadverbs IdentifyandunderstandrootwordsandtheiraffixesMaterialsGreentext indicates resources are available on the website.BookFrederick Douglass:Forever Free(copy for each student)Chalkboardordry-eraseboard Dictionary Summarize,elementsofbiography,adverbs,rootwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated 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:abolition(n.),articulate(adj.),autobiographies(n.),civil rights(n.),fugitive(n.),literacy(n.)Enrichment:advocate(n.),amendment(n.),controversy(n.),editorials(n.),inaugural address(n.),principles(n.)Before ReadingBuild Background ShowstudentsapictureofPresidentAbrahamLincoln,andaskthemiftheyknowwhoheisandwhatheisfamousfor.DiscusswiththemtheworkLincolndidtoleadAmericathroughtheCivilWar and end slavery.Next,showstudentsapictureofFrederickDouglass,andaskthemiftheyknowofhimandhiswork.ExplainthatmanypeopleworkedalongsidePresidentLincolntoendslaveryandDouglasswas one of the most persuasive and influential speakers.Frederick Douglass:Forever FreeLesson Plan(continued)LeveLY Y2 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 ofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:SummarizeDirectstudentstothetableofcontents.Remindstudentsthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttofindoutaboutineachsection.Havestudentspreviewtherestofthebook,lookingatillustrations,photographs,captions,andothertextfeatures.Showstudentstheglossaryandexplainitspurpose.Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowriteasummary,orabriefoverview,ofthemostimportantinformationineachsection.Pointoutthata summary often answers the questions who,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why.Think-aloud:As I read this book,I am going to stop every now and then to remind myself about the information I have read so far about Frederick Douglass.Doing this helps me remember what Im reading and makes me think about new information.I can use a chart like this one to help me keep track of the important details.When I finish reading the book,I will be able to tell,in my own words,some of the most important information from each section of the book.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Elements of a biography Askstudentstoexplainthedifferencebetweenabiography and a story(biography:the story of a real persons life written by someone else;story:made up by the author,with characters who mayormaynotbereal).Explainthatthisbookisabiography.Abiographyincludesinformationabout the persons personality,accomplishments,and influence on the world.WritethewordsPersonality,Accomplishments,and Influenceinathree-columnchartontheboard.Discuss with students the meaning of each of these words(personality:the qualities that make each person unique;accomplishments:success achieved through practice or training;influence:an effect on someone or something).Think-aloud:As I read through each section of this book,I am going to stop and think about what Ive learned about Frederick Douglass.As I read,I can organize the information about him into the categories Accomplishments,Influence,and Personality.By categorizing the information this way,I know I will understand more about him and the events of his life.Introduce the Vocabulary Asstudentspreviewthebook,askthemtodiscusswhattheyseeinthephotographs.Reinforcevocabularywordstheywillencounterinthetext.Modelhowtoapplyword-attackstrategies.Directstudentstopage7.Havethemfindtheboldface word abolition.Modelhowtodivide,or“chunk,”thewordbysyllablestoreadthewordcorrectly.Readtheparagraphtogether,andpointoutthatDouglassalsowantedtoknowthemeaningofthewordwhenhewasyoung.Explaintostudentsthatabolish is the root word of abolition.Askstudents:What does it mean to abolish something?Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Readthedefinition of abolish from the dictionary,and ask students what they think Frederick Douglass wanted to abolish.Have another volunteer read the definition for abolition in the glossary toconfirmthemeaningoftheword.Remindstudentsthattheyshouldalwayscheckwhether awordmakessensebyrereadingitinthesentence.Astimeallows,repeattheexercisewithother vocabulary words.Havestudentspreviewtherestofthebook.Frederick Douglass:Forever FreeLesson Plan(continued)LeveLY Y3 Learning AZ All rights reserved.www.readinga-Set the Purpose HavestudentsreadtolearnaboutDouglassspersonality,accomplishments,andinfluence onAmericaandtheworld.During ReadingStudent Reading Guide the reading:Havestudentsreadpages4through7.Modelunderliningimportantdetails tohelpsummarizeimportantinformationandidentifyingelementsofabiographyinthefirsttwo sections.Think-aloud:I made sure to stop reading after these pages to summarize what Id read so far.First,I thought about the information that answered the questions who,what,when,where,and why.Then,in my mind,I organized the important information into a few sentences.After reading pages 4 and 5,Ive decided that these pages give a snapshot of Douglass as a child.I think the author did this to grab my attention.The section titled“Born a Slave”begins to tell the story of Douglasss life.In this section,I learned that he was born in 1817 or 1818,he never knew for sure.He was raised by his grandmother,but when he was eight years old he was sent to another white family.I also learned that Douglass was forbidden to learn to read because many people thought that education and slavery were incompatible.I will underline these words and phrases.I will also underline that Frederick read an article about the abolition movement and began to dream of escaping and being a free person.He understood that education and freedom went hand in hand,and he gave lessons to other slaves.He became a leader to other slaves and a troublemaker to slave owners.Invitestudentstoassistyouinfillinginthisinformationonthechartontheboard.Havethemdecidewhichfactsgointhevariousboxesofthechart.Pointoutthatsometimesnotallofthequestions(who,what,when,where,and why)areansweredineverysection.Createasummarywith students on the basis of the information in the chart.(Frederick Douglass was born a slave in 1817 or 1818,raised by his grandmother,and went to work for a family in Baltimore,Maryland.There he learned to read and began dreaming of escaping and being free.He understood that education and freedom went hand in hand and began teaching other slaves.He became known as a leader to the slaves but a troublemaker to the slave owners.)ReturntotheElementsofaBiographychartontheboardandmodelhowtorecordbiographicaldetails.Think-aloud:After reading these first two sections,Ive learned some details about Douglasss personality as a young person.He wanted to learn to read and be educated,and was very unhappy as a slave.I will write this on my chart under the heading Personality.He did learn to read,studied abolition,and began teaching other slaves.I will write this under Accomplishments.At the end of page 7,it says that he earned a reputation as a leader among the slaves and a troublemaker among slave owners.I will write this under Influence.Check for understanding:Have students read to the end of page 10.When students have finished reading,have them work with a partner to identify the important pieces of information(who:youngFrederick,EdwardCovey,AnnaMurray;what:sent to work on a farm as punishment,beatenbyCovey,triedtoescapeoncebutwascaught,joinedEastBaltimoreMentalImprovementSociety,metAnnaMurray,finallyescaped,marriedAnna,raisedfivechildren;when:at fifteen years of age,1838;where:NewBedford,Massachusetts;why:continued to dream of freedom).Havestudentsworktogetheronaseparatepieceofpapertocreateasummaryofthissection.AskstudentstoidentifyDouglassspersonality,accomplishments,andinfluencefromthediscussion and their reading.Introduceandexplaintheelements-of-a-biographyworksheet.Write the information from the discussion on the chart on the board and any other identified personality,accomplishment,and influence information discussed,and have students write the information on their worksheet.Discuss with students the words from the book that support the information on the chart.Frederick Douglass:Forever FreeLesson Plan(continued)LeveLY Y4 Learning AZ All rights reserved.www.readinga-Discuss how Douglasss personality might have influenced his accomplishments.Facilitate the discussion with questions such as:How would you describe Douglasss personality?What characteristics of his personality might have influenced him to do the things he did in his early life?Havestudentsreadtheremainderofthebook.Remindthemtounderlineimportantdetails and to use the information learned to identify the elements of a biography(personality,accomplishments,and influence on others).Have students make a question mark in their book beside any word they do not understand or 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.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Dividestudentsintopairs.Assigneachpaironeoftheremainingsectionsfromthebook.Remindthem to underline information that answers the questions who,what,when,where,and why while reading.Have each group discuss the information they underlined in their section.Have them use the information to rehearse an oral summary of the section.When students have finished,have them share and discuss their summaries aloud.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me remember what Ive read.I know that I will remember more about Frederick Douglass because I summarized as I read the book.Independent practice:Introduceandexplainthesummarizeworksheet.Have students fill in their underlined information,then write a summary for the section they worked on.Reflect on the Comprehension Skill Discussion:Discuss how Douglasss work and actions improved the quality of life for slaves inAmerica.Independent practice:Havestudentscompletetheelements-of-a-biographyworksheet.Whentheyhave finished,discuss their answers.Enduring understanding:Inthisbook,youreadaboutamanwhoworkedhardtomakehisdreamof freedom come true and worked hard to make that dream true for all slaves.Now that you know this about Frederick Douglass,do you think one person can change the way a whole country thinks?Build SkillsGrammar and Mechanics:Adverbs Revieworexplainthatadverbs are words that describe verbs,adjectives,and other adverbs.Adverbstell how,when,where,or how often the action of the verb happens,and many,but not all,adverbs end in the letters ly.WritethequestionWhere?on the board.Have students turn to page 4 and read aloud this sentence:As Frederick walked down the streets of Baltimore,Maryland,he thought about how unjust it was that he wasnt allowed to read.AskstudentswhereFrederickwalked(down).Explainthatdown is an adverb that describes the verb walked.Havestudentsturntopage6andreadthissentence:He never knew the date of his birth.Askstudentswhen he knew(never).Explaintostudentsthatnever is an adverb that describes the verb knew.Remindstudentsthatmost,butnotall,adverbsendinly.Frederick Douglass:Forever FreeLesson Plan(continued)LeveLY Y5 Learning AZ All rights reserved.www.readinga- Check for understanding:Write the following key words on the board:How,When,Where,and How Often.Have students work in pairs to find and highlight at least three adverbs in the book andidentifytheverb,adjective,oradverbthateachadverbdescribes.Someexamplesincludemerelyonpage7;almost,nearly,never,and once on page 8;through and later on page 9.When students are finished,have them share and discuss their list.Independent practice:Introduce,explain,andhavestudentscompletetheadverbs worksheet.Iftimeallows,discusstheiranswersaloudafterstudentsfinish.Word Work:Root words Explaintostudentsthataroot word is the smallest part of a word that can stand alone as a separate word.Often the root word can help the reader identify or infer the meaning of a longer word.Write the word educate on the board.Then write educated and education.Explainorreviewthatprefixes and suffixes are syllables,or groups of letters,added to the beginnings or ends of words to alter or change their meaning or verb tense.Highlight the examplesofthesuffixesofthewordsontheboard(-ed and-ation).Explainhow-ed changed the verb tense of educate from present tense to past tense and-ation changed the word from a verb into a noun.Writethewordownerontheboard.Askstudentswhattherootwordis,andwriteown under the word owner.Discusshowprefixesandsuffixesoftenhavemeaningsoftheirown.Forexample,whenthesuffix-er is added,it changes the word from a verb into a noun.Knowing what the word own means(to belong to,or have possession of)helps the reader understand what owner means(a person who owns).Thesuffix-er means a person who.Havestudentsturntopage8andfindthewordconfrontation.Askstudentswhattherootwordof confrontation is(confront)and its meaning(to face in hostility,or defiance).Discuss with students how adding the-ationsuffixchangedthemeaningto the act or event of confronting;a situation of hostility.Check for understanding:Write the words abolish,abolition,and abolitionistontheboard.Askavolunteer to look up the root word abolish in the dictionary and read aloud its meaning and part ofspeech.Askotherstoidentifythepartsofspeechoftheotherwords,theirprefixesorsuffixes,and what each word might mean,on the basis of the meaning of abolish.Independent practice:Introduce,explain