原版英语RAZ 教案(T) Earthquakes, Volcanoes, and Tsunamis_LP.pdf
1Earthquakes,Volcanoes,and TsunamisLesson PlanLeveLT T Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:22 Word Count:1,449Book SummaryEarthquakes,Volcanoes,and Tsunamis teaches readers about some of the most intense and unpredictable forces of nature.It describes the causes of each one and explains the ways in which these three furious forces are connected.Diagrams,photographs,and a map support the text.Book and lesson also available at Levels Q and W.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandthetext Correctlydistinguishfactoropinion Recognizeandusecommasinaseries IdentifycompoundwordsMaterialsGreen text indicates resources available on the website BookEarthquakes,Volcanoes,and Tsunamis(copy for each student)Chalkboardordryeraseboard KWL/askandanswerquestions,commasinaseries,compoundwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:earthquakes(n.),faults(n.),magma(n.),plates(n.),tsunamis(n.),volcanoes(n.)Enrichment:continents(n.),erupts(v.),landslides(n.),mudslide(n.),Richter scale(n.),violent(adj.)Before ReadingBuild Background Askstudentstotellwhattheyalreadyknowaboutearthquakes,volcanoes,andtsunamis.Ask iftheyhaveeverheardoftheRichterscaleand,ifso,toexplainwhatitis.CreateaKWLchartontheboardandgivestudentstheKWL/ask-and-answer-questionsworksheet.Work together to fill in the first section(K)with things students know about earthquakes,volcanoes,andtsunamis.Asagroup,brainstormsomethingsstudentswouldliketoknow about the topic and have students fill in the second section(W)of their worksheet.Write several shared ideas on the class chart as examples.2Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLT T 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 type of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questions Modelaskingquestionswhilelookingatthetableofcontents.Think-aloud:When Id like to know more than I do about a topic,I can use the section titles in the table of contents to think of questions Id like to have answered.For example,the second section is titled“Deep Within the Earth.”This makes me wonder what is below Earths surface.(Write thisquestionintheW section of the KWL chart and invite students to add it to their worksheet.)Havestudentsshareanyquestionstheyhavebasedonthetableofcontentsorthecoversofthebook.Addthesetothesecondsection(W).Havestudentspreviewtherestofthebook.Pointoutthemapanddiagrams.Drawstudentsattention to the photographs on pages 14 and 19.encourage students to use all of these visualelementsaswaystothinkofquestionstoaddtotheirKWL/ask-and-answer-questionsworksheet.Showstudentstheglossary.Revieworexplainthataglossaryisanalphabetizedlistofcontentwordswithdefinitions.Someglossaries,likethisone,alsogivepagenumbersthattellwherein the book readers can find information about the topic.Tell students that they can use the glossarytofindanswerstosomeoftheirquestions.Forexample,theycanlookattheglossarytofindoutwhereinthebooktheycanfindoutmoreaboutlandslides.Askstudentstotellwhichpage mentions landslides(page13).Askavolunteertoreadthedefinitionforlandslides.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Fact or opinion Revieworexplainthatafact is something that has actually happened and can be proven to be true.Anopinion is a belief,based on a personal feeling,which cannot be proven.Tell students that it is important for readers to be able to distinguish fact from opinion in order to make a sound judgment about the information they read and hear.Talk about the many different scientific facts that the book might contain and the feelings that the photos and descriptions may elicit.Havestudentsturntopage15,lookatthephotograph,andreadthecaption.Think-aloud:When I read the caption under the photograph,I found out that scientists gather information about volcanic eruptions.I know that the information they discover will be based on various tests and will therefore be able to be proven as truth by these tests.As I look at the photograph,I wonder about the people who live near the volcano.I wonder if these people were there when the volcano erupted.I wonder if these people have lived through this type of experience before.I wonder if they were scared or excited.I know that whatever each person felt,each one has his or her own opinion about the volcanic eruption.As a reader,it is important for me to know the difference between the facts of a situation and the opinions of the same situation.Introduce the Vocabulary Asstudentspreviewthebook,pointoutanycontentwordsthatyouthinkmaybedifficultforthem.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 context clues within sentences to work out meanings of unfamiliar words.3Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLT T Learning AZ,Inc.All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Pointoutawordinbold,suchasthewordearthquakesonpage4.Modelhowtousepriorknowledgeofeachoftheseparatewordstofigureoutthemeaningofthecompoundword.Askstudentstotellthemeaningofeachseparate word(earth means ground,quake means to shake)and then put the meanings together(ground shaking).Have students follow along as you read the fourth sentence on the page to confirm the meaning of earthquake.Remindstudentstoalwayscheckwhetherawordmakessensebyrereadingthesentenceinwhich it occurs.Set the Purpose Havestudentsreadthebooktofindanswerstotheirquestionsaboutearthquakes,volcanoes,and tsunamis.During ReadingStudent Reading Guide the reading:Have students read to the end of page 10.Have them look for facts about earthquakes,volcanoes,andtsunamisthatwillanswerquestionsontheirKWL/ask-and-answer-questionsworksheet.Iftheyfinishbeforeeveryoneelse,havethemgobackandreread.Whentheyhavefinishedreading,havestudentstellwhateachsectionisaboutandtheinterestingfactstheyreadsofar.CircleanyquestionsontheKWLchartontheboardthatwereansweredandaddanynewquestionsstudentsraised.ModelansweringaquestionontheKWLchart.Think-aloud:I wanted to know what is below Earths surface.On page 6,I read that underneath the plates of rock is a hot liquid called magma.(Write what you learned(L)on the KWL chart on the board and have students fill in their own worksheet.)Havestudentssharequestionstheyfoundtheanswerstowhilereading.Recordtheirresponsesinthe(L)section of the KWL chart on the board.Havestudentsturntopage8.Say:On page 8,the author is explaining that some earthquakes are small and may be harmless or unnoticeable.This is a fact.Scientific tools and witness accounts can prove this right after the time of the earthquake.My opinion is that no earthquake is a small earthquake.Any time the earth moves seems like a big deal to me.What is your opinion of this information?Askforvolunteerstosharetheiropinionofthissectionofthebook.Check for understanding:Havestudentsreadpages11through15.Havethemwriteanswerstheyfound while reading in the LsectionoftheirKWL/ask-and-answer-questionsworksheetandadditionalquestionstheyraisedintheW section.Invite them to share the information they learnedandthequestionstheygeneratedastheyreadthissectionofthebook.Recordsharedresponses on the class KWL chart.Havestudentsturntopage13andrereadthesixthandseventhsentences(Clouds of ash and dust rise into the air during volcanic eruptions.The ash falls to the ground like snow.)Askstudentswhythisinformationwouldbeconsideredfactual.Askforvolunteerstogivetheiropinionoftheinformation presented.Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstotheirKWL/ask-and-answer-questionsworksheetquestions.Encouragethemtoaddnewquestionsthey might have to their worksheet as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor 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.4Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLT T Learning AZ,Inc.All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:I wanted to know what was below Earths surface.I found out there is a hot rock that melts into a liquid called magma.I also read that the magma is always there,moving the plates above it in three different ways.AskstudentstosharequestionstheyaddedtotheirKWL/ask-and-answer-questionsworksheetwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Reflect on the Comprehension Skill Discussion:Askstudentstorereadthelastsentenceonpage16(They are the largest waves in the world.).Ask:How do you think the author knows that this is true?(Scientistshavestudiedandresearched tsunamis.)Have students share their opinion of this information.Tell students that surfersarepeoplewholiveforthenextbigwave.Ask:If tsunamis were not deadly,what do you think a surfers opinion would be of a tsunami?Independent practice:Givestudentscopiesofthephotographsfrompages8and20ofthebook.Have them write one fact and one opinion about each photograph.Enduring understanding:In this book,you read about three unpredictable forces of naturean earthquake,a volcano,and a tsunami.You learned how they are caused and what happens as a result of them.Now that you know this information,how does it affect you where you live?Do you think these events affect people who do not live directly where the events happen?Build SkillsGrammar and Mechanics:Commas in a series Revieworexplainthatwheneveralistofthreeormoreitemsismade,acommamustbeplaced between the items.Without the commas,the sentence would be difficult to read and understand.Listeditemscanbenouns,verbs,adjectives,orentirephrasesorclauses.Remindstudents that this is only one of the many uses for a comma.Writethefollowingsentenceontheboard:In an explosive volcanic eruption liquid rock poisonous gases ash and landslides can bury cities.Askstudentstoexplainwhythissentencedoesntmakesense(thereisnosuchthingasliquidrockpoisonousgasesash,thesentencedoesntmakesense).Directstudentstopage21.Askthemtoidentifythelocationofthecommasinthesentence.Askavolunteertocometotheboardandaddcommasinthecorrectplaces,separatingthewordsinalist.Pointoutthatthesentencemakesmuchmoresensewiththecorrect punctuation.Havestudentsturntopage8andaskthemtofollowalongasavolunteerreadsthelastsentencealoud:But sometimes the shaking is so strong that buildings crumble,bridges collapse,and large cracks open in the ground over large areas.Pointoutthephrasesinalist(buildings crumble,bridges collapse,and large cracks open in the ground over a large area).Talk about the location ofthecommaswithinthelist.Pointoutthatthelastphrase(large cracks open in the ground over a large area)is joined to the list by the word and following the comma.Check for understanding:Havestudentsturntopage5.Askthemtofindtheseriesofwordsthatis separated by commas(soil,rock,and water).Askthemtocirclethecommasandnoticethatthelast item is added to the list after the word and.Independent practice:Introduce,explain,and have students complete the commas-in-a-series worksheet.Discuss answers aloud after students finish.5Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLT T Learning AZ,Inc.All rights reserved.www.readinga-Word Work:Compound words Revieworexplainthattwowordscanbecombinedtoformanewword,calledacompound word.Writethewordslandslide,world-famous,and North America on the board.Tell students that these are examples of different types of compound words,each of which has two parts that make uponewordmeaning.Somecompoundwordsareseparatedbyhyphens,somearejoined,andsome are separate.Askstudentstoidentifythetwowordsthatmakeupeachcompoundword.Writethemontheboard next to the corresponding compound word(land and slide,world and famous,North and America).Discusshowknowingthemeaningsofthewordsland and slide can help students understand the meaning of landslide.Remindstudentsthatthisisagoodstrategytheycanusetounderstandthemeanings of unfamiliar compound words.Havestudentsturntopage14andfindtwocompoundwords(dirt-filled and mudslide).Write the words on the board with the two parts that make up each compound word(dirt and filled,mud and slide).Discuss the meanings of the word parts and the compound words.Check for understanding:Havestudentsturntopage10andfindthreecompoundwords(RichterScale,earthquake,landslides).Havethemcirclethewordsandwritethetermcompound word in the margin to help them remember the terminology.Independent practice:Introduce,explain,and have students complete the compound words worksheet.Discuss their answers aloud after students finish.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.HavestudentssharetheirKWL/ask-and-answer-questionsworksheetwithsomeoneathome,explaining how it works and what they learned.Extend the ReadingInformational Writing ConnectionProvideprintandInternetresourcesforgroupsofstudentstoresearchapowerfulearthquake,volcano,or tsunami.Have each group choose an event and write a newspaper article that includes answers to the four Wquestions:What,When,Where,andWhy.Encouragestudentstoincludeinteresting information they find about humans and other survivors.Have each group prepare an oral and visual report to present along with their article.visit WritingAZ for a lesson and leveled materials on expository writing.Science ConnectionLearnmoreabouthowearthquakes,volcanoes,andtsunamischangethegeographicalappearanceofEarth.Takeatriptothelocallibrarytofindbooksongeographyandthenaturalconsequencesof major natural events such as these.6Earthqu
