原版英语RAZ 教案L10-Ancient Egypt.pdf
Ancient EgyptLesson PlanLeveLL L1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:14 Word Count:482Book SummaryAncient Egypt describes the fascinating lives and customs of egyptians long ago.Readers learn about the ancient egyptians strong beliefs regarding death and the afterlife.The book also provides readers with an introduction to the famous egyptian pyramids.The text is enhanced with photographs,diagrams,and illustrations.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandthetext Identifythemainideaandsupportingdetails Identifysilentletters Understandandusepossessivenouns IdentifypositionwordsMaterialsGreen text indicates resources available on the website BookAncient Egypt(copy for each student)Chalkboardordryeraseboard Main idea and details,possessive nouns,position words worksheets MapsofancientEgypt,ancientAfrica,andmodern-daynortheasternAfrica Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:mummy(n.),pharaoh(n.),preserved(adj.),tomb(n.)Enrichment:ancient(adj.),burial(n.),culture(n.),pyramid(n.),thieves(n.),worshipped(v.)Before ReadingBuild Background WritethewordEgyptontheboard.AskstudentstothinkaboutandsharewhattheyknowaboutthelocationofEgypt.ExplainthatEgyptislocatedonthecontinentofAfrica.ShowEgyptonamapifavailable.AskstudentswhattheyknowaboutthepeopleofEgyptandthepyramids.DrawaKWLchartontheboard.Writetheheadings,Know,Want to Know,and Learned on the board.UndertheKnowheading,writewhatstudentsalreadyknowaboutEgypt.UndertheWant to Know heading,write what they would like to know about egypt.explain that they will be adding to this chart after they read.Ancient EgyptLesson Plan(continued)LeveLL L2 Learning AZ,Inc.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 kind of book this is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebookbasedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Comprehension Skill:Main idea and details Explaintostudentsthateverybookhasamainideathatisthemostimportantideaofthebook.Review or explain that the main idea is often the title of the book.Have students take another lookatthebookcover.Askthemtopredictthemainideaofthebook.Explaintostudentsthateachsectionofthebookgivessupportingdetailsthattellthereadermore about the books main topic(ancient egypt).Modelusingthetableofcontentstoidentifysupportingdetailsinthetext.Think-aloud:When I look at the table of contents,I see that the word Pyramids is listed.I know that the pyramids were built by the ancient Egyptians,so information that I read about the pyramids supplies details about the main topic of ancient Egypt.In addition,I already know that a square-based pyramid is a three-dimensional shape,with four triangular faces and one square face.I see the photograph on the back of the book,and I know that these gigantic pyramids must have been very difficult to make.This may be an important supporting detail in the book.As I read,I will pause after a few pages to review in my mind the important details.This strategy will help me make sure I understand what Im reading.I know that good readers do this when they read,so I am going to look for supporting details as I read this book.Havestudentsturntothetableofcontentsandgiveanothersupportingdetailaboutancientegypt(beliefs).Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistosummarizeparagraphsorsectionsmentallyoronpaper.Explainthatasummaryisabriefoverview of the most important information in the text.Modelsummarizing.Think-aloud:To summarize,I will decide what information is important from what Ive read.Then,in my mind,I will organize the important information into a few words or sentences.For example,the text on page 4 includes information about Egypt,its location,and its people.In looking for the most important information,I will underline the words Africancountry,NileRiver,farmers,hunters,boat travel,and a king called a pharaoh.When I look at this important information,a summary of page 4 might be:EgyptisanAfricancountrywitharivercalledtheNile.Its ancient people were farmers,hunters,and boaters.Their king was called a pharaoh.Invitestudentstopracticesummarizingtheimportantinformationinafamiliarstory,suchasonethe whole class recently read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Cutoutthephotographsonpages7,10,and13,andpostthem.Introducethefollowingwordsfrom the content vocabulary and write them on the board:mummy,pharaoh,preserved,and tomb.Askstudentstoconnecteachphotographtooneofthewords.Invitestudentstowritethecorresponding vocabulary word under each photograph.For example,the photograph from page 7showsamummyanddemonstrateshowtheancientEgyptianspreservedakingsbody.Ancient EgyptLesson Plan(continued)LeveLL L3 Learning AZ,Inc.All rights reserved.www.readinga- Givegroupsofthreetofourstudentsseveralpiecesofblankpaper.Assigneachgrouptwoorthree of the content vocabulary words.For each word,have them discuss and then write or draw whattheyknowabouttheword.Askgroupstosharewhattheyknowandwriteadefinitiononthe board for each word using students prior knowledge.Guidestudentstotheglossaryatthebackofthebook.Revieworexplainthattheglossarycontains words and their definitions,along with page numbers on which each word can be found within the text.Modelhowstudentscanusetheglossarytofindawordsmeaning.Havestudentslookuptheword mummy.Invite a volunteer to read the definition for mummy.Have students compare the glossary definition with the classs definition based on students prior knowledge of the word.Thenhavethemfollowalongonpage7asyoureadthesentenceinwhichthewordmummy is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Pointoutthephotographsonpages7and10inthebookandhavestudentsdiscusswhattheysee,using the three new vocabulary words to describe the intricate details of the mummy and the tomb.Set the Purpose HavestudentsreadthebooktofindoutmoreaboutancientEgypt,stoppingaftereveryfewpagestosummarizeintheirmindtheinformationtheyread.Encouragestudentstounderline or record on a separate piece of paper the important details in each section.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage7.Encouragethosewhofinishbeforeotherstorereadthetext.Whenstudentsareready,discusstheimportantinformationthey identified.Modelsummarizingimportantinformationinthebook.Writethesummaryontheboard.Think-aloud:I made sure to stop after the first few pages to summarize what Id read so far.First,I decided which details were important.Then,in my mind,I organized the important details into a few sentences.A summary for the section called“Beliefs”might be:The ancient egyptians believed that after a person died,he or she went to live in another world.People were buried withthingstheymightneedintheirnewlife.Whenakingdied,hisbodywaspreservedasamummy to keep his spirit alive.Many riches were buried with him.Check for understanding:Have students read page 8.Invite them to share the important informationonthepage.Askstudentstounderlinetheimportantdetailstheymightusetowritea brief summary of the page(pyramids,huge stone structure,shaped like the Suns rays shining down,king would go to heaven on the rays).Have them share what they underlined.Havestudentsreadtheremainderofthebook.Remindthemtothinkabouttheimportantdetailsinthebooksotheycansummarizetheinformationintheirmindastheyread.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.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Ancient EgyptLesson Plan(continued)LeveLL L4 Learning AZ,Inc.All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Discuss how stopping to review the important details helped students remember the factsandbetterunderstandtheinformationinthebook.Askthemtousetheimportantdetailsthey identified to confirm or refine the main idea.Havestudentsrereadpage9andlookforsupportingdetailsaboutthemainidea.Writethesedetails on the board next to the other details from the section titled“Pyramids”(pyramids took many years to build,the stones for the pyramids were huge,they were moved on boats and sleds,andsoon).Askstudentshowthisinformationsupportsthemainidea.(Thefactsareallimportant to understanding how ancient egyptians worked on the famous pyramids.)Independent practice:Introduce,explain,and have students complete the main-idea-and-detailsworksheet.If time allows,discuss their answers.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofsummarizinghelpedthemunderstand the book.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about Ancient Egypt because I summarized the important information as I read the book.For example,as I read about the pyramids,I summarized details in my mind about why they were built,how they were built,what was put into them,and how robbers were kept out.Independent practice:Have students review the summary on the board from the section titled“Beliefs.”Havethemreviewdetailsforthesectiontitled“Pyramids”ontheboard.Thenhavestudents write their own summary of this section.Have them share their summaries with a partner.Enduring understanding:In this book,you read about how thefts have affected the pyramids of ancient egypt.Do you think it was wise for ancient egyptians to bury their kings and queens with so many riches?Given the ancient egyptians beliefs about the afterlife,do you have any ideas about other ways that kings and queens could have been buried?How and why may our knowledge of the ancient egyptians have been altered by theft?Build SkillsPhonics:Silent letters Writethewordtomb on the board.Have students read the word aloud with you.Pointtotheletter battheendofthewordandsaythe/b/soundaloud.Askstudentsiftheyhearthe/b/sound in the word tomb.Have them shake their head if they do not hear it or nod their head if they do.Explaintostudentsthatsomeconsonantsaresilent;thatis,theyarenotpronouncedwhenreading a word.Look at the word tomb with students and ask them which consonant is silent.Explaintostudentsthatsometimeswhentheyseethemb letter combination,the b is silent,as in tomb.Writethewordsign on the board.Have students read the word aloud with you.Point to the letter g in the word and ask students if they hear the/g/sound in the word sign.Have them shake their heads if they do not hear it or nod their head if they do.Explaintostudentsthatsometimeswhentheyseethegn letter combination,the g is silent,as in sign.Check for understanding:Writethefollowingexamplesontheboardandhavestudentsreadthemalong with you:comb,gnat,lamb,assign.Askvolunteerstocometotheboardandidentifythesilent consonant in each word.Ancient EgyptLesson Plan(continued)LeveLL L5 Learning AZ,Inc.All rights reserved.www.readinga-Grammar and Mechanics:Possessive nouns Writethefollowingsentenceontheboard:The pyramid was shaped to look like the Suns rays shining on Earth.Read the sentence aloud,pointing to the word rays.Askavolunteertoexplainwhoseraysthesentenceisreferringto(theSuns).ExplainthatthewordSuns shows that the raysbelongtotheSun.RevieworexplaintostudentsthatwordslikeSuns are called possessive nouns.Apossessivenoun is formed by adding an apostrophe and an s to the end of a word to show ownership,or possession.Directstudentstopage10.Havethemfindapossessivewordonthepage(kings).Askavolunteer to read aloud the sentence containing the possessive noun kings.Askanothervolunteer to explain what belongs to the king(his body).Explainthatwhensomethingbelongstomorethanoneperson,theapostropheisplacedafterthes.Writesomeexamplesontheboard:The cats tail is very long.The cats tails are very long.Discuss the differences between the two sentences.explain that when the apostrophe is placed before the s,it is a singular noun,and when the apostrophe is placed after the s,it is a plural noun.Askvolunteerstogivemoreexamples.Remindstudentsthatacontractionusings is not the same as a possessive.For example,its is a contraction for it is and does not show ownership.Check for understanding:Have students circle the possessive nouns in the book and underline the item that each one owns.Independent practice:Introduce,explain,and have students complete the possessive nouns worksheet.If time allows,discuss their answers.Word Work:Position words Revieworexplaintostudentsthatposition words,or prepositions,describe the location of a personorobject.Writethefollowingsentenceontheboard:The mummy was placed inside the tomb.Askstudentswhichworddescribesthelocationofthemummy(inside).Writethefollowingsentencesontheboard:A group of people lived in the African country of Egypt.Egyptians lived on the banks of the Nile River.The pharaoh was buried inside the pyramid.Have individual students come to the board and circle the position words in each sentence.Check for understanding:Havestudentsworkinpairstorereadpages9and10,andunderlineall the position words they find(over,on,out of,inside,in,down).Discuss their findings as a group,identifying the location indicated by each position word.Independent practice:Introduce,explain,and have students complete the position words worksheet.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticeidentifyingdetailsandthensummarizingwithsomeoneathome.Ancient EgyptLesson Plan(continued)LeveLL L6 Learning AZ,Inc.All rights reserved.www.readinga-Extend the ReadingInformational Writing ConnectionCreateaclassbookaboutancientEgypt.Assigneachstudentaspecifictopicandhavethemwriteapageforthebookaboutthatsubjectonly.Suggestedtopicsinclude:Egyptslocation,peoplesbeliefs,kingsandqueens,mummies,pyramids,tombs,thieves,andtheSphinx.Remindstud
