原版英语RAZ 教案I08-Childhood Stories of George Washington.pdf

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1、1 Learning AZ All rights reserved.www.readinga-Childhood Stories of George WashingtonLesson PlanLeveLI IAbout the BookText Type:Fiction/Historical Page Count:14 Word Count:318Book SummaryThis is an illustrated collection of famous stories about the childhood of the first U.S.president,George Washing

2、ton.each story includes examples of how George Washington was an honest person,even as a child.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Causeandeffect Discriminateinitialandfinalconsonantst-blends Identifyinitialandfinalconsonant

3、st-blends Placeperiodsinthecorrectlocationwithinastory IdentifyanduseantonymsMaterialsGreen text indicates resources available on the website BookChildhood Stories of George Washington(copy for each student)Chalkboardordryeraseboard Chartpaperandmarkers Wordjournal(optional)Causeandeffect,initialand

4、finalconsonantst-blends,periodsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV

5、ocabularyAZ.com.High-frequency words:did,down,no Content words:Story critical:bucked(v.),harshly(adv.),hatchet(n.),honest(adj.),president(n.),tumbled(v.)Before ReadingBuild Background Explaintostudentsthatthisstoryishistoricalfiction.Discusswiththemthathistoricalfictionuses real people from the past

6、 as characters,but some of the things they do may be made up.Some parts of a historical fiction story may be true but the details could have been forgotten or changed over time.This story is historical fiction because George Washington was a real person,but some of the stories may not have actually

7、occurred.AskstudentstotellwhattheyknowaboutGeorgeWashington.AskthemwhoGeorgeWashington was,where students have seen pictures of him,and whether they have ever heard storiesaboutwhenhewasachild.Addkeyinformationtostudentscontributions.2 Learning AZ All rights reserved.www.readinga-Childhood Stories o

8、f George WashingtonLesson Plan(continued)LeveLI IBook WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskthemwhattheymightreadaboutinabookcalledChildhood Stories of George Washington.(Acceptanyanswersstudentscanjustify.)Showstudentsthetitlepage.Discusswithstu

9、dentstheinformationonthepage(titleofbook,authorsname,illustratorsname)andwhyitsaysAmerican Folktales Adapted by Katherine Follett.explain to students that the author is retelling stories that have already been written or toldinthepast.Tellthemtherearethreestoriesinthebook.Discusswithstudentsthepictu

10、resonthefrontcoverandtitlepage.Askthemhowtheboyridingthe horse might be feeling and what might happen next.Say:As I look at the picture on the cover,I wonder who the boy is on the horse.I also wonder what might happen to the boy.How can we find out who the boy is and what will happen to him?Introduc

11、e the Reading Strategy:Ask and answer questions Explaintostudentsthatonewaytounderstandabookistoaskquestionsaboutthestorybeforeandduringreading,andthentolookfortheanswersastheyread.Modelaskingaquestionbasedonthefrontcover.Think-aloud:I know that good readers ask questions before they read a book.I k

12、now that this helps them set a purpose for reading.When I look at the pictures on the front and back covers of the book,I see a boy riding a horse.The boy might be George Washington.Both the boy and the horse look scared.I wonder what happened and whether the boy and horse will be all right.Writethe

13、sequestionsontheboard.Havestudentspreviewthecoversandtitlepageofthebook.Askthemtosharequestionstheyhaveaboutthebook.Writethesequestionsontheboard.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary UsetheBookWalkas

14、anopportunitytointroduceunfamiliarvocabularytostudentsandtomodellanguage patterns.For example,on page 9,say:I see that Georges mother has a harsh expression on her face.She looks very angry.I wonder whether George is in trouble for something.Modelforstudentsthestrategiestheycanusetoworkoutwordstheyd

15、ontknow.Forexample,point to the word buckedonpage11.Modelusingthefamiliarwordpartbuck and the picture tothinkaboutwhatthehorsemightbedoing.Thenreadthesentencetostudentsandaskwhether the word buckedmakessenseandlooksright.Encouragestudentstoaddnewvocabularywordstotheirwordjournals.Set the Purpose Hav

16、estudentsreadthestorytofindoutwhathappenstoGeorgeWashingtonineachofthethreeshortstories.Remindthemtoask“Iwonder”questionsandreadontofindanswerstotheirquestions.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Askthemtoplaceafingeronthepagenumber at the bottom corner of

17、page 3.Have them read to the end of page 8,using their finger to point to each word as they read.encourage students who finish before others to reread the text.Modelansweringquestions.Think-aloud:Before reading,I wondered what happened to scare the boy and the horse and whether they would be all rig

18、ht.I learned that the horse hurt its foot while on a fox hunt with George.That is why George and the horse look scared.Ill keep reading to find out whether they are all right.I wonder what George will do about the hurt horse.Asking questions in my head helps me want to read on to find out the answer

19、s.3 Learning AZ All rights reserved.www.readinga-Childhood Stories of George WashingtonLesson Plan(continued)LeveLI I Askstudentswhatquestionstheyaskedthemselvesastheywerereading.Askthemwhatanswerstheyfoundastheykeptreading.Havestudentsreadtheremainderofthestory.Remindthemtouse“Iwonder”questionstohe

20、lpthem read on and understand what they are reading.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey

21、can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusswithstudentshowusing“Iwonder”questionsandreadingontofindtheanswershelpedthemunderstandandenjoywhattheyread.Invitestudentstoshareadditionalexamplesofhowaskingquestionshelpedthemunderstandwhattheyre

22、ad.Think-aloud:When I looked at the picture on page 12,I wondered how badly the horse was hurt.I wanted to know what would happen to George this time.I kept reading and I was pleased that Georges mother was proud of him for his courage to be honest.Discussadditionalstrategiesstudentsusedtogainmeanin

23、gfromthebook.Teach the Comprehension Skill:Cause and effect Discussion:Askstudentsthefollowingquestions:What happened at the end of each story about George Washington?How did his actions show that he was honest?Why is this an important characteristic for a president?Introduce and model:Explaintostud

24、entsthatacauseisaneventthatmakessomethinghappen,andtheeffectiswhathappensbecauseof,orasaresultof,theevent.Createatwo-columncharton the board with the headings Cause and Effect.Write the following sentence on the board under the heading Cause:I hit a baseball through a window.Modelidentifyingcause-an

25、d-effectrelationships.Think-aloud:If I hit a baseball through a window,the window might break.I might have to pay for the window by taking money out of my savings account.If I had to take money out of my savings account,I wouldnt have enough money to buy the item for which I was saving my money.Hitt

26、ing the baseball through the window causes me to take money out of my savings,which has the effect of there not being enough money in my account to buy something I wanted.Writetheeffectsofthecauseonthechartontheboard.Pointoutthatsometimesacausecanhave more than one effect.Havestudentsreadpages5and6a

27、ndidentifyacauseandeffect(GeorgechoppeddownthecherrytreeandGeorgesfatherbecomesangry).Writethecauseandeffectonthechart.Check for understanding:Have students read pages 7,8,and 9 to find another cause-and-effect relationshipinthebook(Georgetakesoutthehorse;thehorsehurtsitsfoot;Georgesmother is angry)

28、.Independent practice:Introduce,explain,andhavestudentscompletethecause-and-effect worksheet.Iftimeallows,discusstheiranswers.Extend the discussion:Instructstudentstousethelastpageoftheirbooktodrawapictureofatimewhentheydidsomethingwrongandthentoldthetruthaboutit.Askstudentstowritewhattheydidwrongan

29、dwhathappenedwhentheytoldthetruth.Allowstudentstosharewiththe group when they are done.4 Learning AZ All rights reserved.www.readinga-Childhood Stories of George WashingtonLesson Plan(continued)LeveLI IBuild SkillsPhonological Awareness:Initial and final consonant st-blends Saythewordstory aloud to

30、students,emphasizing the initial/st/sound.Have students say the word aloud and then say the/st/sound.Saythewordmost aloud to students,emphasizing the final/st/sound.Have students say the word aloud and then say the/st/sound.Readpage7aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatbeginswi

31、th the/st/sound.Readpage14aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatendswith the/st/sound.Check for understanding:Say the following words one at a time.Have students give the thumbs-up signal if the word begins with the/st/sound or the thumbs-down signal if the word ends with the/st

32、/sound:story,first,best,stable,honest,stableman.Phonics:Initial and final consonant st-blends Writethewordsstory and most on the board and say them aloud with students.Havestudentssaythe/st/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Askstudentswhichtwoletterst

33、ogetherrepresentthe/st/sound at the beginning of the word story and the end of the word most.Havestudentspracticewritingthest letter combination on a separate piece of paper while saying the/st/sound.Check for understanding:Write the following words that begin and end with the st blend on the board,

34、leaving off the initial and final blend st:must,best,most,stop,stand,start.Say each word,one at a time,and have volunteers come to the board and add the st blend to each word.Independent practice:Introduce,explain,andhavestudentscompletetheinitial-and-final-consonant-st-blendworksheet.Iftimeallows,d

35、iscusstheiranswers.Grammar and Mechanics:Periods Explaintostudentsthatperiodsareusedtosignaltheendofasentence.Tellthemthatperiodsshow where one thought,or idea,ends and another begins.Readthesentencesonpage3inthebookwithoutpausingbetweensentences.Askstudentswhatwaswrongwiththereading.Havethemturntop

36、age3intheirbook.Identifytheperiodsonthepage.Askstudentswhattheynoticeafterthefirstperiod(capitalletter).Explaintothemthat capital letters signal the beginning of a new sentence.Reread the page with students,pausing briefly at the periods.Check for understanding:Havestudentslocateeachperiodonpage5.Ha

37、vethempracticereadingthe sentences,stopping the reading briefly between sentences.Independent practice:Introduce,explain,andhavestudentscompletetheperiodsworksheet.Iftime allows,discuss their answers.Word Work:Antonyms Directstudentstopage4ofthebookandhavethemputtheirfingeronthewordlittle.Tell them

38、that there is a word on the page that means the opposite of little.Askstudentstofindit(big).Askthemtothinkofanotherwordthatmeanstheoppositeoflittle(large,huge).explain that these words are called antonyms.Havestudentsturntopage7andputtheirfingeronthewordbest.Askthemtosayawordthatmeans the opposite(w

39、orst).AskstudentswhatmighthavehappenedinthestoryifGeorgehadridden the worst horse.explain how choosing words to use in a story is important for its meaning.Check for understanding:Write the following words on the board:first,honest,out,pretty,angry,afraid.Readeachwordaloudwithstudents.Askstudentstot

40、hinkofantonymsforeachwordand share their answers with the class.5 Learning AZ All rights reserved.www.readinga-Childhood Stories of George WashingtonLesson Plan(continued)LeveLI I Independent practice:Havestudentsworkwithpartnerstofindawordonpage9andadifferentwordonpage10forwhichtheycanthinkofantony

41、ms.Havethemsharetheirsuggestionswiththeclassandtalkabouthowchangingthewordswouldchangethemeaningofwhathappenedin the story.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentsthei

42、rbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting and Art ConnectionReviewwithstudentswhatthestoriestoldusaboutGeorgeWashingtonscharacter(hewashonest).Askstudentswhethertheythinkapersonsactionstellsomethingaboutthatperson.Sayto them:If I laugh,this tells you I

43、am happy.I can write this sentence on the board:WhenIlaugh,itshowsIamhappy.If I cry,what does this show you?Have students use the pattern:When I _,it shows I am_,to write their own sentences.Then have them illustrate their sentences.DisplaythepagesonabulletinboardtitledLearn about Me from My Actions

44、.Social Studies ConnectionHavestudentsreadbooksaboutotherAmericanpresidents.Havethemselectonepresidentandprepare a short oral presentation to share what they learned about their chosen president.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookare prov

45、ided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsas

46、apurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyuseself-questioningtoguidereadingandunderstandtext correctlyidentifycause-and-effectrelationshipsduringdiscussionandonaworksheet correctlydiscriminateinitialandfinalconsonantst-blends accuratelyidentifywordswithinitialandfinalconsonantst-blends during discussion and onaworksheet correctlyuseperiodsandcapitalizationduringdiscussionandonaworksheet correctlyidentifyantonymsduringdiscussionandinthetextComprehension Checks BookQuiz Retelling Rubric