原版英语RAZ 教案L34-Two Thanksgivings.pdf

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1、Two ThanksgivingsLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:535Book SummaryCurtis and his mom travel to Canada in October to visit Uncle ed and celebrate Thanksgiving.Curtis is confused because he thinks Thanks

2、giving is in November.As they prepare and eat Thanksgiving dinner,Uncle ed tells Curtis and his mom about the traditions surrounding Canadas Thanksgiving celebration.Students will have the opportunity to compare and contrast Thanksgiving traditions in the United States and Canada.Illustrations suppo

3、rt the text.About the LessonTargeted Reading Strategy Connect to prior knowledge Objectives Use the reading strategy of connecting to prior knowledge to understand text Compare and contrast Identify r-controlled vowels Recognize and use quotation marks Place words in alphabetical orderMaterialsGreen

4、 text indicates resources available on the website BookTwo Thanksgivings(copy for each student)Chalkboard or dry erase board Dictionaries Compare and contrast,r-controlled vowels,quotation marks worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may

5、 be demonstrated by projecting book on interactive whiteboard or completed with 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:cornucopia(n.),explorer(n.),harvest(n.),settlers(n.)

6、,survived(v.),traditions(n.)Enrichment:blurted(v.),celebrate(v.),craving(v.)Before ReadingBuild Background Write the word Thanksgiving on the board.Ask students if they celebrate Thanksgiving and in which month the holiday occurs.Have them explain what their family does to celebrate Thanksgiving.Dis

7、cuss the reasons for the celebration.If students do not celebrate Thanksgiving,ask if they celebrate a different holiday in the fall.Two ThanksgivingsLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Give students their copy of the book.G

8、uide them to the front and back covers and read the title.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.Show students the title page.Discuss the information on t

9、he page(title of book,authors name,illustrators name).Introduce the Reading Strategy:Connect to prior knowledge explain to students that good readers make connections between what they already know and new information they read.Remind students that thinking about what they already know about the top

10、ic of the book will help them understand what they read.Model using prior knowledge to read and understand text.Think-aloud:When I read a book,I think about what I already know about the topic of the book before I start reading.When I read the title and look at the illustrations on the cover,I think

11、 this book is about Thanksgiving.I already know some things about Thanksgiving.My family celebrates Thanksgiving by cooking a lot of food.The whole family gathers around a table for a big meal that includes turkey,mashed potatoes,cranberry sauce,and rolls.For dessert,we eat pumpkin pie.After we eat,

12、everyone gathers in the backyard for a game of touch football.I wonder why this book is called Two Thanksgivings and if the Thanksgiving celebrations in this book are similar to mine.Invite students to share how they connected to prior knowledge,on the basis of the covers and title page of the book.

13、As students read,encourage them to use other reading strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill:Compare and contrast explain to students that one way to understand and organize new information in a book is to explain how things are ali

14、ke and different.Write the words compare and contrast on the board.Point out that explaining how things are alike is called comparing,and explaining how things are different is called contrasting.Write the word alike under compare and the word different under contrast on the board.Draw a venn diagra

15、m on the board.Label the left side Uncle Ed and the right side Curtis.explain that Uncle ed and Curtis are two characters in this story.Point out each character on the covers.Model how to compare and contrast using the illustrations on the front and back covers.Think-aloud:I can compare Uncle Ed and

16、 Curtis using the illustrations on the front and back covers of the book.I notice that they are alike in some ways and different in some ways.One way they are alike is that they both wear glasses.I will write the words wear glasses on the diagram where the circles overlap to show one way they are al

17、ike,or the same.One way they are different is their ages.Curtis is young,and Uncle Ed is grown up.I will write grown up on the Venn diagram under the Uncle ed heading and young under the Curtis heading to show one way these two people are different.Invite students to suggest other ways that Uncle ed

18、 and Curtis are the same and different.Write student responses on the venn diagram under the appropriate headings.Introduce the Vocabulary Write the following words from the content vocabulary on the board:cornucopia,harvest,and traditions.Point out that these three words can be found in the story a

19、nd that they are things mentioned in the story.Divide students into pairs and give each pair three pieces of blank paper.Have students write one vocabulary word on each piece of paper.Then have pairs write or draw what they know about each word.Create a class definition for each word using students

20、prior knowledge.Two ThanksgivingsLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga- Point out the glossary at the back of the book.Review or explain that a glossary and a dictionary contain lists of words and their definitions.Model how students can use a dictionary to fin

21、d a words meaning.Have them locate the word cornucopia in the dictionary.Invite a volunteer to read the definition for cornucopia.Have students compare the dictionary definition with the glossary definition.Have them compare these with their prior knowledge of the word.Have students follow along on

22、page 8 as you read the sentence in which the word cornucopia is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Have students read to find out more about how Thanksgiving is celebrated in Canada.As they read,remind them to think about

23、what they already know about how they celebrate Thanksgiving and how it is similar to and different from the Canadian celebration.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have them read to the end of page 6.encourage students who finish before others to re

24、read the text.Model connecting to prior knowledge.Think-aloud:Before I read the story,I thought about how my family celebrates Thanksgiving.I used my experiences to predict what would happen in this story.When I read the first part of the story,I realized that Thanksgiving in Canada is celebrated in

25、 October.In the United States,Thanksgiving is celebrated in November.I also learned that both countries give thanks for the harvest on Thanksgiving.Canadas weather gets colder before the United States does,so its harvest comes earlier in the year.Invite students to share how they connected with what

26、 they already knew as they read.Allow time for students to discuss how Thanksgiving at Uncle eds house might be similar to and different from theirs.Write the words Canadian Thanksgiving and United States Thanksgiving on the board.Introduce,explain,and have students label the compare-and-contrast wo

27、rksheet.Have students turn to page 3.explain that one way the two Thanksgiving celebrations are different is the month in which they are celebrated.Ask students to locate this information in the text on page 3.Have them write this information on their worksheet under the correct heading.Point out th

28、at one way the two Thanksgivings are similar is that they both celebrate the harvest.Have students write this information in the appropriate place on their worksheet.Check for understanding:Have students read to the end of page 9.encourage them to share how they connected to prior knowledge as they

29、read.(Accept all answers that show students understand how to connect to prior knowledge.)Have students work with a partner to identify additional similarities and differences between the two Thanksgivings and write this information on their worksheet.When they have finished,discuss their answers.Ha

30、ve students read the remainder of the book.encourage them to continue to think about what they already know about Thanksgiving as they read the rest of the story.Remind them to continue thinking about the important events of the story as they read.Have students make a question mark in their book bes

31、ide 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.Two ThanksgivingsLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved.www.readinga-After Reading Ask students what words,if any,they

32、marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:On page 14,I thought about the facts that Uncle Ed shares with Curtis and his mother.He knows many things about the history of Cana

33、da because he was a history teacher.I thought about relatives in my family.I have learned many interesting facts by listening to them talk at family events.Listening to family members tell stories is a great way to learn new information.Have students draw a picture on a separate piece of paper showi

34、ng how they connected to prior knowledge while reading about the two Thanksgiving celebrations.Invite them to share and explain their picture to the rest of the class.Ask students to explain how thinking about what they already knew helped them to understand and remember the story.Reflect on the Com

35、prehension Skill Discussion:Review the similarities and differences between Canadian Thanksgiving and United States Thanksgiving that students identified on their compare-and-contrast worksheet.Ask students how comparing and contrasting these two Thanksgiving celebrations helped them to understand h

36、ow the people of Canada and the United States are alike and different.Enduring understanding:In this story,you learned that Thanksgiving is celebrated in both Canada and the United States.You learned that each country celebrates the harvest on Thanksgiving in both similar and different ways.Now that

37、 you know this information,why do you think it might be important to know about how other countries celebrate holidays?Build Skills Phonics:R-controlled vowels Write the words harvest,cornucopia,and explorer on the board.Read the words aloud and have students repeat them with you.explain to students

38、 that the letter Rr can affect the sound of the vowel that precedes it in many ways.Return to the words on the board,and underline the r-controlled vowel with the letter Rr(harvest,cornucopia,explorer).As you read the words aloud,emphasize the different sounds.Check for understanding:Create a five-c

39、olumn chart on the board and label the columns ar,er,ir,ur,and or.Model how to place the words harvest,cornucopia,and explorer on the chart.Next,write the following words on the board in a separate place:carve,turkey,and dinner.Have student volunteers write each words in the correct column.Independe

40、nt practice:Introduce,explain,and have students complete the r-controlled vowels worksheet.If time allows,discuss their answers.Grammar and Mechanics:Quotation marks Write the following sentence on the board:“Thanksgiving is next month,”said Curtis.Ask students which words are being spoken.explain t

41、hat quotation marks are the punctuation marks around dialogue in the book.Discuss the difference between what is being said aloud by the character(Thanksgiving is next month)and what is not(said Curtis).Have students turn to page 4 in the book.Read the page aloud as students follow along.Ask student

42、s to give the thumbs-up signal while dialogue is being said aloud by a character.Check for understanding:Have students work in pairs to locate dialogue in the text.Instruct them to circle all quotation marks.Independent practice:Introduce,explain,and have students complete the quotation marks worksh

43、eet.If time allows,discuss their responses.Two ThanksgivingsLesson Plan(continued)LeveLL L5 Learning AZ All rights reserved.www.readinga-Word Work:Alphabetical order Review or explain the process of putting a list of words in alphabetical order.Remind students that if the first letter of two words i

44、s the same,they must compare the next two letters instead.Write the words cornucopia and harvest on the board.Have a volunteer explain which word would appear first in alphabetical order(cornucopia)and why(because c comes before h in the alphabet).Write the words settlers and survived on the board.P

45、oint out that the words begin with the same letter(s).explain that the word settlers should appear first because the second letter,e,in settlers comes before the second letter,u,in survived.Write the words pumpkin and pie on the board.Have a volunteer explain which word would appear first in alphabe

46、tical order(pie)and why.Check for understanding:Write the following words on the board:mother,Uncle,explorer,traditions,holiday,Canada,Curtis,United States,history.Have students write the words in alphabetical order and explain their thinking on a separate piece of paper.Build Fluency Independent Re

47、ading Allow students to read their book independently.Additionally,partners can take turns reading parts of the book to each other.Home Connection Give students their book to take home to read with parents,caregivers,siblings,or friends.Have them practice comparing and contrasting Thanksgiving tradi

48、tions with someone at home.Extend the ReadingRealistic Fiction Writing ConnectionHave students think about how they celebrate Thanksgiving or another fall holiday they celebrate.Ask them to write a story about a character who has a different way of celebrating the same holiday.visit WritingAZ.com fo

49、r a lesson and leveled materials on realistic fiction writing.Social Studies Connection Provide maps to help students locate Canada and the United States.Provide Internet and print resources about holidays celebrated in both countries.Discuss similarities and differences between the two countries an

50、d their holiday celebrations.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:Use as discussion starters for literature circl