原版英语RAZ 教案(S) Snakebite!_LP.pdf
Snakebite!Lesson PlanLeveLS S1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,340Book SummaryMeet Jennifer Owings,a girl who was struck by a rattlesnake many years ago.Through Jennifers story,readers will learn about the wide variety of rattlesnakes and their behavior.Readers will also learn how rattlesnake venom affects the body and how to treat a victim who has been struck by a rattler.The book concludes with a list of safety tips.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandnonfictiontext Identifymainideaanddetailsintext Identifyandunderstandtheuseofbullets Identifyanddefinemultiple-meaningwordsMaterialsGreentext indicates resources available on the website BookSnakebite!(copy for each student)Chalkboardordryeraseboard Dictionary Summarize,bullets,multiple-meaningwordsworksheets Discussioncards 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:antivenin(n.),inject(v.),prey(n.),species(n.),symptoms(n.),venom(n.)Enrichment:bruising(n.),clotting(n.),heeded(v.),paralyzes(v.),rule out(v.),shock(n.),skin grafts(n.),unconscious(adj.)Before ReadingBuild Background Askstudentsiftheyhaveeverbeenstungbyabee,ant,orotherinsect.Ifso,askvolunteerstosharetheirexperiences.Havestudentsimaginepainonehundredtimesgreaterthanthat!Thatiswhat being struck by a rattlesnake would feel like.Explaintostudentsthatmostsnakesintheworldarenotvenomous.Onlyasmallpercentage of snakes are actually dangerous to humans,but its almost impossible to identify the type of snake from a distance.This book will provide information on one group of venomous snakes,the rattlers.Snakebite!Lesson Plan(continued)LeveLS S2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcovers,andreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbased on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Main idea and details Explainthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinto sections,each section of a book has its own main idea.Readpage4and5aloudtostudents.Modelidentifyingthemainideaanddetailsofthefirstsection.Think-aloud:As I previewed the book,I could tell that all the sections of the book were going to inform me about rattlesnakes.This section tells about a young girl who was out exploring near her ranch in New Mexico when she was struck by a rattlesnake.I will underline this information.The text goes on to tell how she got home and was taken to the emergency room.She was unconscious for three days and had severe symptoms.I will underline this information,too.I will also underline the last sentence on page 5:.learn about rattlesnakes and the deadly strikes they can deliver.Based on what Ive read,I think the main idea of the section is:JenniferOwingsofNewMexicointroducesthereadertowhathappenswhensomeoneis struck by a rattlesnake.Writethemainideaofthefirstsectionontheboard.Askstudentstoidentifythedetailsfromthe book that support this main idea(put her hand on a cliff ledge that she couldnt see;became dizzyandsick;takentoemergencyroom;unconsciousforthreedays;severesymptoms;luckytosurvive).Writethesedetailsontheboard.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowriteasummary,orabriefoverview,ofthemostimportantinformationinthetext.Pointoutthat a summary includes the main idea and one or two supporting details.It often answers the questions who,what,when,where,why,and how.Modelsummarizingthemainideaanddetailsfromthefirstsectionontheboard.Think-aloud:To summarize,I decide which information is most important to the meaning of a section.To do this,I identify the main idea and important details and then organize that information into a few sentences.When I look at the main idea and details on the board,a summary of this section might be:Jennifer Owings introduces the reader to how she was struck by a rattlesnake and what happened immediately after.The reader is asked questions about rattlesnake strikes and is invited to read the book to find out the answers.Writethesummaryontheboard.Havestudentsidentifythemainideaanddetailswithinthesummary.Discusshowyouusedyourownwordstocreatethesummary.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asstudentspreviewthebook,pointoutanyvocabularythatyoufeelmaybedifficultforthem.Pointoutthatallofthewordsthatappearinboldprintcanbefoundintheglossaryatthebackof the book.Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out a word.They canlookforbasewords,prefixes,andsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Snakebite!Lesson Plan(continued)LeveLS S3 Learning AZ,Inc.All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Writethewordantivenin on the board and direct studentstothetextonpage13tofindtheword.Modelhowtheycanusepriorknowledgeandcontextcluestofigureoutthewordsmeaning.Askstudentstonoticethatthedefinitionofthewordfollowsinthetext.Alsopointouttheprefixantiandremindstudentsthatthisprefixusuallymeans“theoppositeof.”Knowingthemeaningoftheprefixcanhelpthereaderfigureout the meaning of the word.Set the Purpose Havestudentsthinkaboutwhattheyknoworhaveheardaboutrattlesnakesastheyreadthebook.Remind them to look for the main idea and details of each section.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage6totheendofpage9.Encouragethosewhofinishbeforeotherstorereadthetext.Whenstudentsareready,discusstheimportantinformation they identified.Modelidentifyingthemainideaanddetails.Think-aloud:As I read the section titled“Rattlesnake Basics,”I can see that each page seems to have a main idea and details.Most of the sentences on page 6 mention where rattlesnakes are found.I read that they are found all over the United States,Mexico,and Central and South America but are most common in the southwestern U.S.and northern Mexico.I will underline this information in the book.I also read on page 7 that rattlesnakes are amazing animals and very efficient hunters.They use their specialized senses of smell and heat to find prey.On page 8,we learn that rattlesnakes are not trying to hurt people,but they know how to defend themselves.On page 9,we learn that,like all reptiles,snakes are cold-blooded.Thats why they are found in sunny spots when the weather is cool and in shade or under rocks when the weather is hot.I will underline all of this information,too.Based on what Ive read and underlined,I think the main idea of the section is:Rattlesnakesareamazingcold-bloodedpredatorsfoundallovertheUnitedStatesandMexico.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainideafromthe“RattlesnakeBasics”section.Recordthesedetailsontheboard.Reviewhowtocreateasummaryfromthemainideaanddetails.Referbacktothesummarycreatedduringthe“IntroducetheReadingStrategy”section.Discussandcreatethesummaryas a class and write it on the board;Rattlesnakes are unique creatures that range all over the United States but are most common in the Southwest.Rattlers have specialized senses of smell and heat to hunt their prey.They dont go out of their way to hurt people,but they will strike if they sense danger.Rattlers are cold-blooded,so they will be out in the sun in cold weather and in shade in hot weather.Check for understanding:Havestudentsreadpages10and11.Invitethemtosharetheimportantdetailstheyunderlinedinthissection,titled“FangsandVenom.”Writethesedetailsontheboard.Dividestudentsintogroupsandhavethemworkwiththeirgrouptoidentifythemainideafromthedetailsinthesection.Discusstheirresponsesasaclassandwriteamainideaontheboard.Askeachgrouptousethemainideaanddetailsofthesectiontowriteabriefsummary onaseparatepieceofpaper.Havethemsharewhattheywrote.Havestudentsreadtheremainderofthebook.Remindthemtounderlineimportantdetailsin the book as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.Snakebite!Lesson Plan(continued)LeveLS S4 Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Reviewwithstudentshowthemainideaanddetailsfromeachsectioncanbeusedtodevelop asummary.Discusswiththemthebenefitsofsummarizinginformationtheyread(tounderstandthe main point of a larger piece of writing).Invite students to share instances of when summarizingmightbehelpful.Independent practice:Introduce,explain,andhavestudentscompletethesummarizeworksheet.Havethemwriteamainideaandsupportingdetailsforthesectiontitled“SymptomsandTreatment.”Remind them to also include information in the captions.If time allows,discuss their responses.Reflect on the Comprehension Skill Discussion:Discusshowstoppingtoreviewtheimportantdetailshelpedstudentsrememberthefacts and better understand the information in the book.Enduring understanding:In this book,you learned that rattlesnakes can be dangerous or even deadly to humans,but they are only behaving in a natural way to defend themselves.The book also offered many tips on preventing and/or treating a snakebite.If you hike in an area where rattlesnakes live,what are some things you would want to be mindful of?Build SkillsGrammar and Mechanics:Bullets Havestudentstoturntopage16,andaskthemhowthetextisdifferentonthispagethanintherest of the book(it is written as a list).Explaintostudentsthatthesmalldotinfrontofeachitemonthelistiscalledabullet and that thetextispresentedasabulleted list.Bulletsallowawritertosimplifyinformationandpresentit in a format that is easy for a reader to grasp.Explaintostudentsthatbulletedlistsneedtofollowapatternsothereaderseyecaneasily recall the items in the list.Items in the list should start with the same part of speech(such as a noun or verb),use the same verb tense(past,present,or future),and use the same sentence type(statement or question).Check for understanding:Havestudentsscanthebulletedlistonpage16.Askthemtoidentifythepattern(almosteveryitemstartswithapresent-tenseverb).Repeattheprocesswiththelistonpages18and19.Arethereanybulleteditemsthatdontfitthepattern?Independent practice:Introduce,explain,andhavestudentscompletethebullets worksheet.Discusstheiranswersaloudafterstudentsfinish.Word Work:Multiple-meaning words Havestudentsturntopage4,andreadthefollowingsentence:Climbing up a cliff face,she reached above her and grabbed hold of a ledge.Writethewordface on the board.Askstudentstoexplainthemeaningofface in this sentence.Then write the following sentence ontheboard:She looked at her face in the mirror.Askstudentstoexplainthemeaningoftheword face as it is used in this sentence.Discusswithstudentsthedifferencebetweenthetwomeaningsofthewordface.Explaintostudentsthatwordswiththesamesoundandspellingbutdifferentmeaningsarecalled multiple-meaning words.Dictionarieswilloftenhavemorethanonedefinitionforawordbecausewordsthatarespelledexactlythesamecanhaveverydifferentmeanings,basedonthecontextsofthesentencesinwhichtheyappear.Snakebite!Lesson Plan(continued)LeveLS S5 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Haveavolunteerlookupthewordface in the dictionary.Read aloud thedifferentdefinitions.Askstudentstomatchthecorrectdefinitionwiththetwoexamplesentences discussed earlier.Independent practice:Introduce,explain,andhavestudentscompletethemultiple-meaning-wordsworksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsasktheirreadingpartneriftheyknowtheanswerstoanyofthequestionsonpage5beforereadingandthenpointouttheanswersastheyread.Extend the ReadingInformational Writing ConnectionHavestudentsresearchoneofthethirty-onespeciesofrattlesnakes.Havethemdelvefurther into information about the specific snake such as,where it lives,its body and venom,its lifecycle,andif/howitisthreatened.Havestudentswriteashortreportontheinformationtheyfound,including two main ideas and at least one detail for each.Allow time for students to share their findings.visit WritingAZforalessonandleveledmaterialsonexpositorywriting.Math ConnectionHavestudentsturntopage13andreadthe“MathMinute”sidebar.Havestudentpairsworktogether to solve the problem by drawing pictures and showing their calculations on a separate piece of paper.Then ask student pairs to write their own math story problems using information fromthetext.(Forexample,ifJenniferOwingswasnineyearsoldin1951,howoldisshetoday?)Iftimeallows,havestudentsexchangetheirproblemswithotherpairstosolve.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayoras a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.Snakebite!Lesson Plan(continued)LeveLS S6 Learning AZ,Inc.All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:consistentlyusethereadingstrategyofsummarizingtounderstandinformationinnonfictiontextduringdiscussion correctlyidentifymainideaanddetailsduringdiscussionandonaworksheet correctlyrecognizeandunderstandtheuseofabulletedlistduringdiscussionandonaworksheet accuratelyidentifyanddefinemultiple-meaningwordsintextandonaworksheetComprehension Checks BookQuiz Retelling Rubric
