原版英语RAZ 教案(R) Inventions_LP.pdf
InventionsLesson PlanLeveLR R1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,187Book SummaryInventions is an informative book about many different inventions.It explains why people invent,as well as how inventions pave the way for other inventions.Some of the inventions highlighted in the book include the wheel,the engine,the lightbulb,and computers.Photographs,illustrations,and timelines support the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Understandandidentifycauseandeffectrelationships Recognizeanduseadjectives RecognizeandusesynonymsMaterialsGreen text indicates resources available on the website BookInventions(copy for each student)Chalkboardordryeraseboard Thesauruses KWLS/askandanswerquestions,causeandeffect,adjectives,synonyms worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:engine(n.),invention(n.),inventors(n.),patent(n.),process(n.),products(n.)Enrichment:digital(adj.),integrated circuits(n),microprocessors(n.),programmed(v.),software(n.),transistor(n.)Before ReadingBuild Background Writethewordinventionontheboard.Askstudentstosharewhattheyknowaboutthemeaning of the word.explain that an invention is a new device or process.Invitestudentstonameinventionstheyknowabout.Askthemtoexplainwhytheythinkthedevice or process was invented.InventionsLesson Plan(continued)LeveLR R2 Learning AZ All rights reserved.www.readinga- CreateaKWLSchartontheboardandhandouttheKWLS/ask-and-answer-questionsworksheet.RevieworexplainthattheK stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still wanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthefirstcolumn(K)on the board with information students know about the topic.Have students complete the same section of their KWLS chart.Askstudentswhattheywouldliketoknowaboutinventions.Havethemfillinthesecondlightbulb(W)oftheirchart.Writetheirquestionsontheclasschart.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 Discusshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestionswhilereading,can help readers understand and remember the information in a book.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovides anoverviewoftheinformationinabookandhowitisorganized.Afterpreviewingthetable ofcontents,useittomodelaskingquestions.Think aloud:I can use the table of contents to think of questions I would like to have answered about inventions.For example,the second section is titled“Inventions Follow Inventions.”This makes me wonder which inventions have followed another and why this happens.Ill have to read the book to find out.Ill write this question on the chart.Havestudentslookattheothersectiontitles.Havethemwriteanyquestionstheyhavebased on the covers and table of contents in the W lightbulb of their KWLS chart.Havestudentspreviewtherestofthebook,lookingatillustrations,photos,andcaptions.Showstudentstheglossaryandindex.HavethemaddanyadditionalquestionstheymighthaveontheirKWLSchart.Invitestudentstosharetheirquestionsaloud.Writesharedquestionsontheclass chart.Introduce the Comprehension Skill:Cause and effect Revieworexplainthatacause is an event that makes something happen,and the effect is what happensbecauseof,orasaresultof,theevent.Createatwo-columnchartontheboardwiththeheadings Cause and Effect.Write the following sentence on the board under the heading Cause:I hit a baseball through a window.Modelidentifyingcause-and-effectrelationships.Think-aloud:If I hit a baseball through a window,certain events might happen as a result of this cause.For example,I might have to pay for the window.I also might have to apologize for breaking the window.Sometimes there is more than one effect,or event,that happens as a result of a cause.Askstudentstoidentifyfromthediscussionthetwoeffectsthatmighthappenasaresultofhittingabaseballthroughthewindow(payingforthewindow,apologizingforbreakingthewindow).Write these under the heading Effect.Invitestudentstoexplainotherpossibleeffectsforhittingabaseballthroughthewindow.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeinthephotosandillustrations.Reinforcethevocabularywordstheywillencounterinthetext.InventionsLesson Plan(continued)LeveLR R3 Learning AZ All rights reserved.www.readinga- Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Modelhowstudentscanusetheglossaryoradictionarytolocateawordsmeaning.Havea volunteer read the definition for engine in the glossary.Have students follow along on page 7 as you read the sentence in which the word engine is found to confirm the meaning of the word.Writethewordengineontheboard.Readthedefinitionofengine in the glossary.List examples ofvehiclesthathaveengines,suchascarsandbuses.Askstudentstogiveexamplesofothervehicles that have engines and list them on the board.Havestudentslocateeachoftheremainingcontentvocabularywordsintheglossary.Readanddiscuss their definitions as a class.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutinventionsastheyreadthebooktoidentifycausesandeffectsrelatedtoinventions.Remindthemtofindanswerstotheirquestionsand write what they learned in the L lightbulb of their KWLS chart.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage8.RemindthemtolookforinformationaboutinventionsthatwillanswerquestionsontheirKWLSchart.Encouragestudentswhofinishearly to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirKWLSchartthatwereansweredandaddanynewquestionsthatweregenerated.Modelansweringaquestionandfillinginthethirdlightbulb(L)on the KWLS chart.Think-aloud:I wanted to know what inventions have followed another and why this happens.I found out that the invention of the wheel led to the invention of the cart.The cart was pulled by animals,which made it easier to carry goods and people farther distances.This invention led to the invention of an engine that moved the carts so that animals were not needed.Eventually,better engines were invented that move people through the air and even into space.I wonder what devices were invented because people began traveling into space.I will write this question on my chart.HavestudentswriteanswersforthequestionstheycircledintheL lightbulb on their KWLS chart andadditionalquestionstheyraisedintheW lightbulb.Invite them to share the information theylearnedandthequestionstheygeneratedastheyreadthebook.Recordsharedresponseson the class KWLS chart.Write the wheeled cart was inventedonthecause-and-effectchartontheboardundertheheading Cause.Askstudentstousethetextandthink-alouddiscussiontoidentifytheeffectsofthis invention(the cart provided an easier way to carry goods and people,it was less work than walking and made it easier to travel farther distances).Write this information on the chart under the heading Effect.Introduce and explain the cause-and-effectworksheet.Askstudentstoidentifyacause-and-effectrelationshipfortheinventionofdifferentenginesandwriteitontheirworksheet.(Cause:engineswereinvented;Effects:newtypesofvehicleswereinventedtomovepeopleandgoodsfrom place to place,people traveled farther in less time,people could travel into space.)Check for understanding:Have students read to page 12.Have them write answers they found while reading in the LlightbulboftheirKWLSchartandadditionalquestionstheyraisedintheWlightbulb.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthebook.RecordsharedresponsesontheclassKWLSchart.Write people traveled into spaceonthecause-and-effectchartontheboardundertheheadingCause.Askstudentstousethetexttoidentifyeffectsofthiscause(aspecialspacesuitwasinvented to keep people safe,a backpack was invented to make moving in space easier).Have themwritethiscause-and-effectrelationshipontheirworksheet.InventionsLesson Plan(continued)LeveLR R4 Learning AZ All rights reserved.www.readinga- Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstotheirKWLSchartquestions,aswellastolookforcause-and-effectrelationships.Encouragethemtoaddnewquestionstheymighthavetotheirchartastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read the word and figure out what it means.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I wanted to know what devices were invented because people began traveling into space.I learned that a special suit was invented to keep people safe in space.I also learned that several other products were invented due to space travel,such as baby food,better golf balls and swimsuits,and smoke detectors.AskstudentstosharequestionstheyaddedtotheirKWLSchartwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions.Invitestudentstofillinthefinallightbulb(S)with information they would still like to know about inventions.Reflect on the Comprehension Skill Discussion:Havestudentsrereadthe“ThinkAboutIt”sectiononpage7.Askthemtoidentifyacause-and-effectrelationshipfromthissectionandwriteitontheirworksheet.(Cause:thecarwasinvented;Effects:otherdeviceswereinvented,suchastrafficlights,gaspumps,andexpressways.)Askstudentstoidentifyotherdevicesthatwerelikelyinventedasaresultoftheinventionofthecar(tollbooths,carpartsstores,drive-inmovietheaters,andsoon)Independent practice:Havestudentslocateoneadditionalcause-and-effectrelationshipinthetextand write it on their worksheet.If time allows,discuss their responses.Enduring understanding:In this book,you learned that the need for something often causes people to invent a device or process to fill that need or solve a problem.Now that you know this information,what needs do you think the world currently faces and what might be invented to fill those needs?Build SkillsGrammar and Mechanics:Adjectives Writethefollowingsentenceontheboard:Vincent Van Gogh was an artist who created fantastic paintings.Askstudentstoidentifythenounsinthesentence(Vincent Van Gogh,artist,paintings).Point to the word paintings.Askstudentstoidentifyhowthepaintingsaredescribed(fantastic).Revieworexplainthatadjectivesarewordsthatdescribenounsorpronouns.Anadjectivetellswhich one,how many,or what kind.Pointoutthatmorethanoneadjectivecandescribeanoun.Writethefollowingsentencesontheboard:In 1944,two inventors worked together to build an even bigger and better computer.There have been millions of inventions over the years.It had more than 300 glass tubes and used one mile of wire.InventionsLesson Plan(continued)LeveLR R5 Learning AZ All rights reserved.www.readinga- Readeachsentence,oneatatime.Askstudentstocountthenumberofadjectivesineachsentence(3,1,4).Askthemtoholdupthesamenumberoffingersasthereareadjectivesineachsentence.Havevolunteerscometotheboardandcircletheadjectivesineachsentence.Thenhavedifferentvolunteersunderlinethenounorpronounthateachadjectivedescribes.Check for understanding:Havestudentsidentifyandcirclealltheadjectivesonpages17and18intheirbook.Havethemunderlinethenouneachadjectivedescribes.Discusstheirfindings asagroup.Askvolunteerstoidentifywhethertheadjectivesdescribewhichone,howmany,or what kind.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their responses.Word Work:Synonyms Writethewordusefulontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(beneficial,handy,helpful).Revieworexplainthatawordthatmeansthesameoralmostthe same as another word is called a synonym.Askstudentstoexplainwhytheuseofsynonymsisimportantinwriting(theyhelptodescribesomething in text,they make the writing more interesting and varied,and so on).Writethefollowingsentenceontheboard:Thomas Edisons first lightbulb has had many improvements.Circlethewordimprovements.Askstudentstousethecontextcluesinthesentence to suggest a word that means the same or almost the same as improvements(changes,repairs,and so on).Write these words on the board.Askstudentstoexplainhowthewordimprovements allows readers to get a more accurate descriptionofthechangestoEdisonsinvention,ratherthanjustusingitssynonymchanges.Point out that not all synonyms are the most appropriate in a sentence,so writers need to think carefully about which word best expressed the thought.Showstudentsathesaurus.Modelhowtolocatesynonymsforthewordimprovement in the thesaurus.Write the synonyms on the board.encourage students to look for the root or base wordiftheycannotfindthewordtheyrelookingforinthethesaurus.Check for understanding:Givepairsofstudentsathesaurus.Askthemtolocatethesynonymsforthe word betterandwritethemonaseparatepieceofpaper.Thenhavethemchooseoneofthe synonyms and use it to write a sentence on the paper.If needed,provide additional practice using a thesaurus.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,check their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedreadings of a specific section of the book.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsidentifywithsomeoneathomecause-and-effectrelationshipsintheirdailylives.Extend the ReadingWriting and Art ConnectionHavestudentsusetheInternettoresearchinventions.Askthemtolocateinformationsuchas:thename of the invention,the need it fulfilled,who invented it,when it was invented,and what it looks like.Have students present the information in a written report.Invite them to share their report with the class.InventionsLesson Plan(continued)LeveLR R6 Learning AZ All rights reserved.www.readinga-Math ConnectionReviewthedatesofeachinventionpresentedintheWritingandArtConnectio
