原版英语RAZ 教案E27-I'd Like To Be.pdf

1Id Like to BeLesson PlanLeveLE E Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Poetry Page Count:14 Word Count:127Book SummaryThis story explores some of the wonderful possibilities children have before them when thinking about growing up.Written in poetry form,various occupations,both real and fantasy,are described in clear language and depicted through amusing photos.Book and lesson also available at Levels H and K.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandtext Distinguishbetweenrealityandfantasy Segmentsyllables Identifyshortvowela Recognizeandusepropernouns RecognizeandunderstandcompoundwordsMaterialsGreen text indicates resources available on the website BookId Like to Be(copy for each student)Chalkboardordry-eraseboard Realityandfantasy,propernouns,compoundwordsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:a,and,be,like,to,with Content words:Story critical:artist(n.),astronaut(n.),ballerina(n.),cowboy(n.),mermaid(n.),pirate(n.)Enrichment:clown(n.),musician(n.),zookeeper(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverimaginedthemselvesasagrown-up.Encouragethemtosharewhat they know about the jobs and professions of adults they know.Extendthediscussionbyhavingstudentssharetheirthoughtsaboutwhattheywanttodoorthekindofpersontheywanttobewhentheyareadults.Explainthattheydontneedtoknowatsuch a young age what they want to do as an adult and that life experiences as they grow up will help them to decide.List responses on the board.2Id Like to BeLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhattheythink they might read about in a book called Id Like to Be.(Acceptallanswersthatstudentscanjustify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Writethefollowingrepetitivesentenceontheboard:Id like to be a _.Readthesentencealoud,pointing to the words as you read them to students.Have students read them aloud.Explainthatthesewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout a topic.Pictures in books also help readers create their own mental images.Readpage3aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a story,I pause after each page or so to create a picture in my mind of the information Ive read.This helps me understand the ideas in the book.For example,on page 3,the author tells about wanting to be a clown with a happy smile.When I read this,I imagined a round clown face with a big,silly red nose right in the center.I imagined the clown having bright red lips and dimples in her cheeks when she smiled.I created a picture in my mind from the authors words funny clown,happy smile.Rereadpage3aloudtostudentsandaskthemtodescribewhattheauthorswordsledthemtovisualize.Havestudentsdrawonapieceofpaperwhattheypicturedintheirmind.Invitestudents to share their drawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Reality and fantasy Explaintostudentsthatbooksandstoriescanbeaboutreality,things that are real,or about fantasy,thingsthatareimaginary.Remindthemthatimaginarythingsarenotreal.Readthetitleagainandaskstudentstothinkaboutitsmeaning.Explaintothemthatatitlesometimesgivesclues that let the reader know whether the story is about facts,information,and real things,or whether the book or story is about things people only imagine in their mind.Explaintostudentsthatitisimportanttounderstandandrecognizewhatisrealandwhatisfantasy,especiallywhentheyreadabook,playagame,orwatchatelevisionprogram.Invitestudents to predict whether the story is reality or fantasy based on its title.Modelhowtoidentifyrealityandfantasy.Think-aloud:To decide whether a story or details in a story are reality or fantasy,I ask myself the question:Canthisreallyhappen?I look at the setting and think about the characters and what is happening.I try to look for things that exist in the real world.To decide if I am reading fantasy,I ask,Canthisreallyhappen?Isitimpossible?Doesitonlyhappeninmyimagination?ReviewstudentsresponsesfromtheBuildBackgrounddiscussionaboutwhattheydliketobewhentheygrowup.Discusswhethertheirresponsesareexamplesofrealityorfantasy.Introduce the Vocabulary Asyoupreviewthestory,askstudentstotalkaboutwhattheyseeinthepicturesandusethevocabularytheywillencounterinthetext.Modelhowbythinkingaloudandincorporatingcontentvocabularywhilelookingatthepictures.Forexample,onpage9,say:It looks as if the man is going to paint something.He is wearing clothing an artist might wear,and he has a paintbrush in his hand.Ill check to see if Im right when I read that page.3Id Like to BeLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordballerinaonpage8andsay:I am going to check the picture and think about what would make sense to figure out this word.The picture shows a young woman in a dancing pose.She is wearing clothes I have seen dancers wear.The word starts with/b/.However,the word dancer starts with the/d/sound,so this cant be the word.I know that one kind of dancer is a ballerina.The word ballerina starts with the/b/sound and ends with the/a/sound.The sentence makes sense with this word.The word must be ballerina.Set the Purpose Havestudentsthinkaboutjobsandprofessionstheycouldreallyhavewhentheygrowupandonesthataremake-believe,orfantasy,astheyreadthestory.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Askthemtoplaceafingeronthepagenumber in the bottom corner of the page.Have them read to the end of page 5,using their fingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthe text.Modelvisualizing.Think-aloud:On page 5,after reading about the gardener and looking at the picture,I imagine the man in the sun,squatting on the ground,placing the flower in an area hes cleared using the tool,with a big smile on his face.Invitestudentstosharehowtheyusedthetextandpicturetovisualize.Havestudentsreadtotheendofpage10.Reviewthethingstheauthorwantstobeonthepagesreadsofar.Askstudentstothinkaboutwhichareexamplesofrealityandwhichareexamplesoffantasy.Say:On page 6,the author wants to be a mermaid.Do mermaids really exist?Could the author really be a mermaid someday?On page 9,the author wants to be an artist.Is this something the author could do?Introduceandexplainthereality-and-fantasyworksheet.List the things the author wants to be so far on the board.Guide students to write them under the correct heading on the worksheet.Check for understanding:Havestudentsreadtotheendofpage12.Invitethemtosharehowtheyvisualizedthetextintheirmind.(Acceptallanswersthatshowstudentsunderstandhowtovisualize.)Askstudentstothinkaboutdetailsinthetextandpicturesoneachpagethatgivecluesastowhether what is described is real or fantasy.Have them continue recording each job,profession,or type of person in the correct column of the chart.Havestudentsreadtheremainderofthebook.Remindthemtousetextandpicturedetailstovisualizeastheyread.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:When I read page 11,I thought about the types of missions astronauts go on and the dangers they must protect themselves from.I pictured a person in a big,overstuffed white suit,standing with a big smile and holding a helmet.4Id Like to BeLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Havestudentsselectafavoritepagefromthestoryanddrawapictureofwhattheyvisualizedafterreadingit.Invitethemtoshareandexplaintheirpicturewiththerestoftheclass.Askstudentstoexplainhowvisualizinghelpedthemtounderstandandrememberthestory.Reflect on the Comprehension Skill Discussion:Reviewcharacteristicsofrealityandfantasy.Invitestudentstosharewheretheyplacedthetitlesofpeoplefromthestoryonthereality-and-fantasyworksheet.Independent practice:Havestudentscompletethereality-and-fantasyworksheet.Iftimeallows,discuss their responses.Enduring understanding:Inthisbook,youlearnedaboutsomeofthethingspeoplemightwanttobewhentheygrowup.Someofthethingsarepossibletobecome,andsomeareimaginary.Isitokaytodreamaboutbecomingsomethingimaginary?Doyouthinkitsagoodideatothinkaboutwhatyouwanttobewhenyougrowup?Whatkindsofthingsmightyoungpeopledoiftheywanttostartpreparingforwhattheywanttodoasadults?Build SkillsPhonological Awareness:Segment syllables Explaintostudentsthateverywordcontainsoneormoreparts.Explainthatthesepartsarecalled syllables.Showstudentshowtocountsyllablesbyclappingastheysayaword.Demonstratewiththewordastronaut.Clapeachtimeyousayasyllable(3claps).Check for understanding:Saythefollowingwords,oneatatime,andhavestudentsclapthesyllablesandtellhowmanysyllablesareineachword:artist,happy,pirate,animal,tutu,like.Phonics:Identify short vowel a Writethelettera on the board and ask students to name the letter.Write the word happy on the boardandhavestudentsturntopage3tofindtheword.Readthewordtogetherandpointoutthat the letter astandsfortheshortvowel/a/soundinthisword.Havestudentsputtheirfingeron the short vowel a and say the short vowel/a/sound.Writethefollowingwordsontheboardandwriteablanklineinplaceoftheshortvowela:man,sad,hat,ran,tan,bad.Have volunteers complete the words by writing the short vowel a in the blankspaces.Asagroup,blendthesoundsineachwordtogetherasyourunyourfingerunderthe letters.Check for understanding:Challengestudentstosearchthestoryandhighlightwordsthathavethe short vowel a.Grammar and Mechanics:Proper nouns Remindstudentsthatacommon noun names a general person,place,or thing.Askvolunteerstoname examples of each.Explainthataproper noun names a specific person,place,or thing.Provideexamplesbysaying:The word man is a common noun.Mike is a specific man,so the word Mike is a proper noun.Provide other examples as necessary to help students understand what makes a noun a proper noun.Explaintostudentsthatpropernounsbeginwithacapitallettereveniftheyarenotfoundatthebeginningofasentence.ExplaintostudentsthatthewordI is a proper noun because it referstoaspecificpersonthewriterorspeaker.Havestudentsturntopage7andfindthewordcowboy.Askthemtotellifcowboy is a common noun or a proper noun and to explain why.Next,ask a volunteer to give an example of a proper noun that could be used in place of cowboy,suchasaspecificcowboysname.Askvolunteerstowritenounsfromthestoryontheboard.Next,askthemtonameapropernounforeachnounlisted.(Examplesmayincludegardener/Gardener John;pirate/Captain Hook).5Id Like to BeLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga- Check for understanding:Have students locate a common and a proper noun in the story.Guide studentstorealizethattheonlypropernouninthestoryisthewordI.Have students locate and highlight every occurrence of the word Iinthestory.Askthemtowhomthewordrefers.Independent practice:Introduce,explain,andhavestudentscompletetheproper nouns worksheet.Iftimeallows,discusstheirresponses.Word Work:Compound words Explaintostudentsthatacompound word is a word that is made from two words put together.The two words are words that can stand on their own and have their own meaning,but when theyareputtogether,theymeansomethingelse.Superis a word that means great or big,and a market is a place to buy things.A supermarket is a big store where people go to buy many things.Writethefollowingwordsontheboardandreadthemaloudwithstudents:base,ball,country,side,back,yard.Discusseachwordsmeaning.Selectvolunteerstodrawalineconnectingthetwo words that make a compound word.Then have volunteers write the new compound words(baseball,countryside,backyard).Discussthemeaningofeachcompoundword.Readpage4aloudtostudents.Challengethemtolocateacompoundwordonthepage(basketball).Askavolunteertonamethetwowordsthatmakethecompoundword.Discussthemeaning of the two individual words and then the meaning of the compound word.Check for understanding:Have students locate other compound words in the story.Have them write the compound words on a piece of paper and circle each smaller word in the compound word.Reviewthelistsasaclass.Independent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethem identify examples of reality and fantasy to someone at home.Extend the ReadingPoetry and Art ConnectionHavestudentswriteashortpoemaboutwhatmightbefuntodowhentheygrowup.Encouragethemtousedescriptivewordstohelpthereadervisualizewhattheyaredescribing.Whentheyhavefinishedwriting,pairstudentstogethertoedittheirwork.Havethempaintordrawaportraitofwhattheydliketobeandincludethefinaldraftofthepoemwiththeportrait.Social Studies ConnectionInviteadultsrepresentingvariousinterestingcareersasguestspeakerstocomeandtellaboutwhattheydoandwhattheydreamedofdoingwhentheyweregrowingup.Afterthepresentations,have students choose a speaker who most interested them and write a letter to that person.Have students explain how listening to the person helped to inspire them regarding their future dreams.6Id Like to BeLesson Plan(continued)LeveLE E Learning AZ All rights reserved.www.readinga-Skill ReviewDiscussioncardscovering 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:consistentlyusethereadingstrategyofvisualizingtounderstandtext accuratelyidentifyexamplesofrealityandfantasyinthebook,duringdiscussion,and on a worksheet accuratelysegmentsyllablesfromexamplesgivenduringdiscussion accuratelyidenti