原版英语RAZ 教案(R) All About Chocolate_LP.pdf

All About ChocolateLesson PlanLeveLR R1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,194Book SummaryAll About Chocolate is an informational book that is sure to make the readers mouth water.Interesting facts about the history of chocolate,where and how cacao trees are grown,and the steps taken to make chocolate into candy are included.A“History of Chocolate”timeline and consumer consumption chart provide additional details.This book is one of three multilevel readers.Book and lesson also available at Levels O and U.About the LessonTargeted Reading Strategy MakeconnectionstopriorknowledgeObjectives Usethereadingstrategyofmakingconnectionsto prior knowledge to understand text Sequenceevents Identifysimpleandcompletesubjectsandpredicates Makeandconfirmorrevisepredictionsaboutthe meanings of content vocabularyMaterialsGreen text indicates resources available on the website BookAll About Chocolate(copy for each student)Chalkboardordryeraseboard Sequenceevents,subjectsandpredicates,contentvocabularyworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:cacao(n.),conching(n.),fermentation(n.),ingredients(n.),mills(n.),plantations(n.)Enrichment:consume(v.),machete(n.),mole(n.)Before ReadingBuild Background Involvestudentsinadiscussionabouttheirfavoritetypesofcandy.Ifnecessary,suggestchocolatebarsasoneofyourfavorites.Makeasurveychartontheboardandwritethefivemostpopulartypes of candy named by students.Ask for a show of hands to determine which type students like best.Tally the numbers and share the results with the group.Givestudentsthecontent vocabulary worksheet.explain that they are to write what they know or think each word means.Tell them that after they have finished the book,they will make a check mark if their definition was correct or write the new definition they learned from reading the book.All About ChocolateLesson Plan(continued)LeveLR R2 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 of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthathavingsomepriorknowledgeofthetopictheyaregoingtoreadabout,and making a connection with what they know while they are reading,helps them understand and remember the information in the book.Modelhowtousepriorknowledgeasyoupreviewthebook.Think-aloud:On the cover is a picture of a strawberry dipped in chocolate.I have never had chocolate-covered strawberries,but I do remember that my cousin used to make fudge for us on Saturday afternoons.Sometimes it was so soupy that we had to eat it with spoons.We didnt care,though.It was always good.Reviewwithstudentsthetableofcontents.Modelusingitasawaytomakeconnectionstopriorknowledge.For example,say:The third section of the book,“Preparing the Beans,”must mean that beans have something to do with chocolate.I have seen chocolate beans in health food stores,but they were called cacao beans.Ive never really thought about where chocolate comes from.It looks as though Ill find out in this book.Havestudentspreviewtherestofthebook,lookingatphotos,captions,andillustrations.Pointout the timeline on page 19,the consumer chart on page 21,and the recipe on page 22.Showstudentstheglossaryandindex,andexplainthepurposeofeach.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatmanywriterspresenttheevents,orstepsinaprocess,inabookintheorderinwhichtheyhappentohelpreadersunderstandthetext.Writersoftenusesequencewordstohelp readers identify the order of events.Give students examples of signal words(today,first,next,then,andsoon).Explainthatthinkingaboutthesequenceinwhichthingsaredone,especiallyinafact-filled book like All About Chocolate,will help them remember the important points.Modelusingsequencingwordstodescribetheprocessofmakingapeanutbutterandjellysandwich.Think-aloud:I know that when I make a peanut butter and jelly sandwich,the first thing I do is gather all of the items needed to make a sandwich.I get two slices of bread,a knife,the jar of peanut butter,the jar of jelly,and a plate.Next,I spread the peanut butter on one slice of bread.Then,I spread the jelly on the other slice of bread.After that,I put the slices together,put the sandwich on a plate,and cut it in half.Last,I put everything away and eat my sandwich.Askstudentstosharethestepstheytaketomakeafavoritesnack.Remindthemthatmanyfoodsneed to be made with the supervision of an adult.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 base words prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Havestudentsturntopage5tofindtheboldwordcacao.Revieworexplainthatthesyllableswritten inside the parentheses tell how to pronounce the word that comes before them.Modelhowtoapplyword-attackstrategies.Directstudentstotheboldwordfermentation on page10.Modelhowtheycanusecontextcluestofigureoutthemeaningoftheunfamiliarword.explain that the sentence containing the unfamiliar word tells that fermentation is a type All About ChocolateLesson Plan(continued)LeveLR R3 Learning AZ All rights reserved.www.readinga-of process that changes the chocolate beans on the inside.Tell students that sometimes a context clue provides enough information for a sentence or paragraph to make sense,but not enough tofullyunderstandtheword.Modellookingupthewordintheglossaryforamorecompletedefinition(a natural changing process that occurs in many foods and plants).Have students follow along as you reread the sentence on the page with the glossary meaning of the word.Remindstudentstoalwayscheckwhetherawordmakessensebyrereadingthesentenceinwhich it occurs.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutchocolateastheyreadthebook.During ReadingStudent Reading Guide the reading:Have students read to the end of page 11.As they read,remind them to look for information that they already know something about.encourage those who finish early to go back and reread the text.When students have finished reading,have them go back and underline parts of the text that they already had knowledge of before reading.Modelthereadingstrategyofconnectingtopriorknowledge.Think-aloud:When I read that chocolate grows on a tree called the cacao tree,it made me think of other foods that grow on trees.I know that many types of fruits,like apples,bananas,and oranges,grow on trees.There are also trees that grow various types of nuts.All of these foods taste pretty good when they are picked off the tree.This makes me wonder if the beans in the pods that grow on the cacao tree taste good,too.Havestudentssharesomethingtheyunderlinedandexplainhowtheunderlinedtexthelpedthembetter understand what they read.Havestudentsrereadpage8.Askavolunteertotellthefirststepintheprocessofpreparingthebeans(taking ripe pods from the cacao trees).Introduceandexplainthesequenceeventsworksheet.Havestudentsordertheremainderofthestepsforpages8through11.Check for understanding:Have students read pages 12 through 14.As they read,remind them to think about of what they already know about chocolate and how this information helps them to better understand and connect to the information in the book.Have students underline sections of the text that connect to their prior knowledge.Invite students to share the information they underlined and give explanations as to how their prior knowledge helped them understand what they read.Havestudentsrereadpage12.Askavolunteertotellthenextstepintheprocessofmakingchocolate.Havestudentsfindthisinformationonthesequenceeventsworksheet.Havestudentscomplete the worksheet.Ask for volunteers to give the order of steps in the chocolate-making process.Havestudentsreadtheremainderofthebook.Remindthemthinkaboutwhattheyalreadyknow as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.All About ChocolateLesson Plan(continued)LeveLR R4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:Before I read the book,I knew only a few things about chocolate.One thing I knew is that there are different kinds of chocolate.After reading,I now know that chocolate makers blend different beans together to make different kinds of chocolate.Already knowing that chocolate can have different flavors helps me to better understand why the taste can vary.Askstudentstosharetheconnectionstheymadetothetextusingpriorknowledge.Reinforcehowmakingconnectionsbetweeninformationinthetextandthingstheyalreadyknow keeps them actively involved in the reading process and helps them remember and understand what they read.Reflect on the Comprehension Skill Discussion:Ask students to tell you from memory the steps involved in the making of chocolate.Tellthemthatorderingorsequencingtakesplaceinmanyaspectsoflifeandgiveexamples(cooking,tying a shoe,opening an email,and so on).explain that the order helps us to remember important events,as well as how to do certain activities.Independent practice:Have students turn to the timeline on page 19.Have them write a paragraph about the history of chocolate using the timeline.Enduring understanding:In this book,you read about the how chocolate is made and the history of chocolate.You learned that chocolate has been around for ages and has changed since its firstusagebypeopleinSouthandCentralAmerica.Nowthatyouknowthisinformation,whatdoes this make you think about discoveries of long ago?How do the discoveries of the past impact us today?Build Skills Grammar and Mechanics:Simple and complete subjects and predicates Writethefollowingsentenceontheboardandhavestudentsfinditonpage4inthebook:People around the world love chocolate.Revieworexplainthateverysentencehastwopartsasimplesubjectandasimplepredicate.Reviewthatasimple subject tells who or what the sentence is about,and a simple predicate isaverbthattellswhoorwhatthesubjectis,says,ordoes.Askstudentstoidentifythesubjectandpredicate(people/love).UnderlinethewordsPeople around the world andexplainthatthisisthecompletesubjectofthe sentence.The complete subject isallofthewordsthattellaboutthesubject.Underlinelove chocolate and explain that this is the complete predicate.The complete predicate is all of the wordsthattellwhatthesubjectisordoes.Check for understanding:Havestudentsidentifythesimpleandcompletesubjectsandpredicates in the second sentence on page 6(trees/have;The trees/have lots of small white or yellow flowers that bloom during the year).Independent practice:Introduce,explain,and have students complete the subjects-and-predicatesworksheet.Discuss their responses after they have finished.Word Work:Content vocabulary Havestudentscompletethecontent vocabulary worksheet.Have them make a check mark in the third column if the word meant what they thought it did before reading.If not,have them write the definition.Havestudentsturnovertheirworksheetandwritetwosentencesusingtwoofthewords.Havethem erase the words and exchange worksheets with a partner.Then have each student fill in the missing words in the sentences his or her partner wrote.All About ChocolateLesson Plan(continued)LeveLR R5 Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentssharetheirsequenceeventsworksheetwithsomeoneathome,explaininghowitworksand what they learned.Extend the ReadingInformational Writing ConnectionProvideprintandInternetresourcesforstudentstofurtherresearchchocolate.Citinginformationfrom their research and the book,have them write a report about chocolate with at least three sections,including an introduction and conclusion.encourage them to add illustrations or photographstotheirreport.Requireanerror-freefinalcopyandafrontandbackcover.Bind each report separately or bind all of the reports together to make a class book with its own front and back cover.visit WritingAZ.com for a lesson and leveled materials on expository report writing.Geography and Math ConnectionProvideprintandInternetresourcesforgroupsofstudentstoresearchacountrythatgrowscacaotrees,suchasBrazil,CostaRica,orPeru.Havestudentsfindouthowmucheachcountrycontributesto world production of chocolate.Have students combine their information to make a pie chart thatshowschocolateproduction(1999IvoryCoast42%,Ghana14%,Indonesia13%,Nigeria7%,Cameroon4%,Brazil4%,Malaysia3%,Others13%).Skill Review Discussion 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 with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofconnectingpriorknowledgetounderstandnonfictiontextduringdiscussion sequenceeventsinnonfictiontextduringdiscussionandonworksheet identifysimpleandcompletesubjectsandpredicatesduringdiscussionandonworksheet makeandconfirmorrevisepredictedmeaningofcontentvocabularyonworksheetComprehension Checks Book Quiz RetellingRubric