原版英语RAZ 教案M31-The Legend of John Henry.pdf

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1、The Legend of John HenryLesson PlanLeveLMM1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Tall Tale Page Count:16 Word Count:725Book SummaryJohn Henry is one of the most famous American tall tales.Readers will be introduced to John Henry,who grew up as a slave and went

2、 on to be known as the fastest and strongest steel driver on the railroad.The story can serve as an engaging introduction to the classic“man vs.machine”conflict.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingp

3、redictions to understand text Understandandidentifyproblemandsolution Identifyanddistinguishbetweenthesoundsofvoweldiphthong/ou/Identifyandformcompoundwords Identifyandusesyllablepatternstodividetwo-andthree-syllablewordsMaterialsGreen text indicates resources available on the website BookThe Legend

4、 of John Henry(copy for each student)Chalkboardordryeraseboard Prediction,problem and solution,compound words,syllable patterns worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with

5、paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabulary .Content words:Story critical:drill bit(n.),fire(v.),hire(v.),railroad(n.),slave(n.),steel driver(n.)Enrichment:Civil War(n.),levers(n.),locomotive(n.)Before ReadingBuild Backgroun

6、d AskstudentswhethertheyhavereadorheardanyAmericantalltales(forexample,Pecos Bill,Paul Bunyan,or Johnny Appleseed).Discuss what students remember about the stories.Discusswithstudentswhatmakesthesestoriesunique(thegenreoftalltaleusuallyincludesamain character who has superhuman strength or character

7、istics;the stories usually also include humorous exaggerations).Explaintostudentsthatthebooktheyaregoingtoreadisaboutanotherfamoustalltalecharacter:John Henry.The Legend of John HenryLesson Plan(continued)LeveLMM2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givest

8、udentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage

9、(titleofbook,authorsname,illustratorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of the book.Ask students what they expect to read about in the book,based on what they see in the table of contents.(Accept all answers that students can justify.)Introd

10、uce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictions,orguesses,aboutwhatwillhappen in a book,based on the series of events and what the characters say,do,and think in thestory.Astheyreadthestory,readersmake,revise,orconfirmpredictionsbased

11、onwhattheylearnfromreading.Beforereadingabook,readerscanusethetitleandillustrationsasthebasisfor making predictions.Modelusingthetitle,frontcoverillustration,andtitlepageillustrationtomakeaprediction.Think-aloud:To make my first prediction,I think about the title of the story,The Legend of John Henr

12、y.I wonder who John Henry could be.When I look at the front cover illustration,I see men with shovels and one man who is bigger than the other men.The bigger man is holding a hammer.I wonder if this man is John Henry.On the title page,I see the man,and behind him is a steam enginethe kind that was a

13、ttached to trains long ago.Maybe John Henry works with trains.Ill have to read the book to find out.Introduceandexplaintheprediction worksheet.Createasimilarchartontheboard.Modelwriting a prediction in the Make column,such as John Henry works on trains.Invitestudentstomakeapredictionbasedonthecoveri

14、llustrationsandwriteitontheirworksheet in the Makecolumn.Shareanddiscussstudentspredictionsasagroup.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthateveryfictio

15、nalstoryhascertainparts,orelements.WritethewordsProblem and Solution on the board.explain that in most stories,the main character is faced with a problem that needs to be solved,and the solution is how the character works through the problemandfindsawaytodealwithit.Createachartontheboardwiththeheadi

16、ngsProblem and Solution.Writethesentence I lost my dog on the board under the Problem heading.Modelidentifyingpossiblesolutionsfortheproblem.Think-aloud:I know that when a problem arises,I can deal with it in different ways.If I lose my dog,I know that I have to think of a way to find him.One possib

17、le solution might be to put up signs in the neighborhood with my dogs picture and my phone number.Another possible solution to this problem is to walk around my neighborhood and call my dogs name.I could also place an ad in the local newspaper.Ive identified three possible solutions to the problem.M

18、odelfillinginthechartontheboardwiththeinformationforthisproblem.WritethefollowingsentenceontheboardundertheProblem heading:I forgot my lunch.Discuss possible actions that a person might take to solve this problem and list them on the board under Solution.Havestudentsthinkofotherpossibleproblemstosha

19、re.Discussandlistpossiblesolutions.Remindstudentsthatgoodreaderslookforproblemsandsolutionsastheyread.The Legend of John HenryLesson Plan(continued)LeveLMM3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Modelhowtoapplyword-attackstrategies.Havestudentsfindthewordlevers on pag

20、e 10.Remind them that they can look at the letter the word begins with and then use what they know about syllables and vowels(one vowel sound per syllable)to sound out the rest of the word.Remindstudentstolookforcluestothewordsmeaninginthesentencethatcontainstheunfamiliar word,as well as in the sent

21、ences before and after.Point out that they may also look at theillustrationsforcluestofindmeaning.Remindstudentsofotherstrategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforbasewords,prefixesandsuffixes,andot

22、herwordendings.Theycanusethe context to work out meanings of unfamiliar words.Remindstudentsthattheyshouldcheckwhetherunfamiliarwordsmakesensebyrereadingthesentence in which a word appears.Set the Purpose HavestudentsreadtofindoutmoreaboutJohnHenryandwhatmadehimalegend.Remindthemtostopaftereveryfewp

23、agestopredictwhatmighthappennext,ortoconfirmorrevisetheir predictions.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage4.Encouragethosewhofinishearlytogo back and reread.Ask students to stop and think about the events that have happened so far in the story.Modelmakingapr

24、ediction.Think-aloud:Before reading,I predicted that John Henry worked with trains.My prediction was partially correct.John Henry worked to build railroad tracks for trains.After reading pages 3 and 4,I know now that John Henry was born a slave a long time ago.I will write this information in the Ac

25、tual column on the chart,next to my original prediction.On page 4,I read that John Henry became free after the Civil War,but he needed a job.He went to work for the railroad company.I predict that next I will read about John Henry working on the railroad and perhaps about adventures he has.I will wr

26、ite this new prediction on my chart in the Make column.Havestudentsreviewthepredictiontheymadebeforereading.HavethemwritearevisedpredictionnexttothefirstpredictionontheirworksheetorplaceacheckmarkintheConfirm boxiftheirpredictionwascorrect.Iftheyconfirmedtheirprediction,havethemmakeanewprediction an

27、d write it on their worksheet in the Make column.Modelidentifyingtheproblemstatedonpages3and4.Think-aloud:I learned on page 3 and 4 that John Henry was born a slave but was freed when the Civil War ended.Then he needed to find a job.I think this was a problem he had.As I kept reading,I learned that

28、the railroads were hiring workers to build tracks across America,so John Henry went to work for the railroad.This was the solution to his problem.Introduceandexplaintheproblem-and-solutionworksheet.Ask students to record the problem on their worksheet and the solution in the box next to it.Check for

29、 understanding:Have students read to the end of page 6.Remind them to use the illustrations,sentences,andwhattheyalreadyknowtomakepredictionsastheyread.Whentheyhavefinishedreading,havethemmake,revise,and/orconfirmtheirpredictionsontheirworksheet.Discuss whether their predictions turned out to be tru

30、e or whether they needed to be revised.Reassure students that predicting correctly is not the purpose of this reading strategy.Havestudentscontinuereadingtotheendofpage8.The Legend of John HenryLesson Plan(continued)LeveLMM4 Learning AZ All rights reserved.www.readinga- Check for understanding:Haves

31、tudentsreturntotheirproblem-and-solutionworksheet.Askthemtorecordtheproblemonpage7(therailroadtracksranintoBigBendMountain,andtherailroadcouldntbebuiltaroundit).Askvolunteersiftherewasasolutiontothisproblem(John Henry told the men not to worry because he could smash through the mountain).After discu

32、ssing,have students record this solution on their worksheet.Guidestudentstoidentifythatanotherproblemhasdevelopedonpage8.Askthemtorecorditontheirworksheet(thebosswantedthetunnelfinishedfaster,orhewouldfirethemen).Havestudentsreadtheremainderofthebook.Encouragethemtocontinuemakingpredictionsand looki

33、ng for problems and solutions as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word andfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethi

34、sopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I predicted that John Henry would beat the machine and live happily ever after.I was shocked and sad that my prediction was wronghe beat the machine,but his heart g

35、ave out and he died.I will write this in the Actual column of my chart.Independent practice:Have students complete their prediction worksheet.Ask them to explain otherpredictionstheymadewhilereading.Invitestudentstodiscusswhethertheirpredictionsturnedouttobetrueorwhethertheyneededtoberevised.Iftimea

36、llows,askstudentstoexplainhowmaking,revising,andconfirmingpredictionshelpedthemunderstandandenjoytheevents of the story.Reflect on the Comprehension Skill Discussion:Discusswithstudentswhatotherproblemsandsolutionstheyidentifiedastheyread.Review how identifying problems that characters face and solu

37、tions they develop helps good readers enjoy and remember the story.Independent practice:Havestudentscompletetheproblem-and-solutionworksheet.Iftimeallows,discuss their responses.Enduring understanding:Inthisstory,youreadaboutafamouscharacterinAmericanfolklore.Nowthat you have read about John Henry,w

38、hy do you think people love this story?Build Skills Phonics:Vowel diphthong/ou/Writethefollowingwordsontheboard:about,around,our.Sayeachwordaloudasyourunyourfingerunderit.Askstudentstosayaloudthevowelsoundthatallthreewordshaveincommon.Pointtotheou letter combination in each word and explain to stude

39、nts that sometimes letters combine to stand foronesound.Inthesewords,thelettersou combine to make the sound they hear in about,around,and our.Writetheou letter combination on the board.Have students practice writing the letter combination on a separate piece of paper while saying the sound the combi

40、nation represents.Explaintostudentsthatou can often have other sounds,like the short/u/sound in tough or cousin,or the short/o/sound,as in bought,or the/oo/sound as in could or should.Check for understanding:Makeafour-columnchartontheboard,andaskstudentstohelpyou“sort”by sound the words just discuss

41、ed.The Legend of John HenryLesson Plan(continued)LeveLMM5 Learning AZ All rights reserved.www.readinga- Independent practice:Challengestudentstofindotherwordsinthebookthatcontainthe/ou/diphthong(for example,pound on page 5).Have volunteers come to the board and write the words in the appropriate col

42、umn of the chart.Grammar and Mechanics:Compound words Revieworexplainthatwhentwoshortwordsarecombinedtoformanewword,thenewwordis called a compound word.Writetheworddoorbell on the board.Ask students which two words they see in doorbell(door and bell).explain that this word is called a compound word.

43、A compound word has two parts that make up one word meaning.Havestudentsturntopage3inthebook.Readthefollowingsentence:He grew so fast that sometimes the pants he put on in the morning were too short by nightfall.Havestudentsfindtwo compound words in the sentence(sometimes and nightfall).Explainthatt

44、hedefinitionsofthetwoseparatewordscanoftenhelpstudentsfigureoutthemeaningofthebiggerword(forexample,nightfall means when night falls or begins).Havestudentsfollowalongasyoureadthesecondparagraphonpage4.Askthemtolocatethecompound words(airplanes or railroad)and identify the two separate words that ma

45、ke up each compoundword.Discussthedefinitionofeachword,usingthesmallerwordstofigureouteachwordsmeaning.Check for understanding:Havestudentpairsturntopage10andfindtwomorecompoundwords(everyone and salesman).Have them discuss with their partner what each word means,based on its two base words.Independ

46、ent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Discusstheiranswersaloudafterstudentsfinish.Word Work:Syllable patterns Revieworexplainthatitisimportanttoknowhowtodividewordsintosyllables,bothforspeaking and for reading.Reviewthefollowingsyllablerulesandprovideanexa

47、mpleofeach:1.each syllable is a“beat”of a word.2.every syllable has only one vowel sound.3.Wordsaredividedbetweensyllables.4.Whentwoconsonantscomebetweentwovowels,thewordisdivided between the consonants.example:wonder/won-der 5.Aprefixorsuffixusuallymakesaseparatesyllable.Example:longest/long-est Wr

48、itethewordsstrongest,biggest,and became on the board,and ask students to say each word.Havethemtellthenumberofsyllablesineachword.Writethenumbersstudentsprovidenexttothe words.Modelanddiscusswithstudentswherethesyllablebreakcomesineachwordandwhy(strong/est,suffix;big/gest,vc/cv;be/came,one vowel per

49、 syllable).Check for understanding:Writethefollowingwordsontheboard:booming,hammer.Ask students to use the inside back cover of their book to write how each word should be divided into syllables.Discuss their responses.Independentpractice:Introduce,explain,andhavestudentscompletethesyllable patterns

50、 worksheet.Iftimeallows,havethemdiscusstheiranswers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.The Legend of John HenryLesson Plan(continued)LeveLMM6 Learning AZ All rights reserved.www.readinga-