原版英语RAZ 教案N28-Bedbugs Bite.pdf

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1、Bedbugs Bite!Lesson PlanLeveLN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:631Book SummaryBedbugs used to be something we only chanted about in a rhyme,but bedbugs are real,and unfortunately they have returned!They are cau

2、sing problems in big cities all over the world.Read Bedbugs Bite!and find out what they are,how they travel,and the best way to get rid of them.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestions to understand text Identifymain

3、ideaanddetails Understandtheuseofy as a vowel Identifycomplexsentences ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookBedbugs Bite!(copy for each student)Chalkboardordryeraseboard Askandanswerquestions,mainideaanddetails,yasavowelworksheets Discus

4、sion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabulary .Content words:Story critica

5、l:developing(adj.),digests(v.),infected(adj.),mattress(n.),suitcase(n.),victims(n.)Enrichment:attracted(v.),critters(n.)Before ReadingBuild Background AskstudentsiftheyhaveeverheardtherhymeGood night,sleep tight.Dont let the bedbugs bite!explain that this is a very old rhyme that refers to bugs that

6、 hid in beds andwouldbitepeople,similartofleasormosquitoes.Discusswithstudentsthatbedbugs had become very rare but that there has recently been a new wave of bedbug problems around the world.Showstudentsaphotographofabedbug.Askwhatquestionstheyhaveaboutbedbugs.Recordtheirquestionsontheboard.Bedbugs

7、Bite!Lesson Plan(continued)LeveLN N2 Learning AZ 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 ofbookit

8、is(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonw

9、hattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Explaintostudentsthatgoodreadershelpthemselvestounderstandwhattheyarereadingbyaskingquestionsbefore,during,andafterreading.Discusswithstudentshowinteractingwiththetextbyask

10、ingquestionswillhelpthemunderstandandrememberwhattheyread.Modelhowtoaskquestions.Think-aloud:Before I start reading,I always have several questions that come to mind about the topic or title of a book.From what I see on the cover and title page,it appears that this book is all about bedbugs.I know w

11、e talked about how bedbugs are a real problem right now.I wonder why they are a problem.I also wonder how I might recognize one if I saw it and if they really bite.As I read,I will be curious to see if I can discover the answers to my questions.This helps me understand what Im reading and makes read

12、ing enjoyable.Introduceandexplaintheask-and-answer-questionsworksheettostudents.ReferthembacktothelistofquestionsaboutbedbugsgeneratedontheboardintheBuildBackgroundsection.Havethemwriteoneortwoquestionsinthefirstsectionoftheirworksheet.Invitestudentstosharesomeoftheirquestionsandcuriosities.Addanyne

13、wonestothelistontheboard.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainthatabookhasageneraltopicthatisthesubjectofthebook;thisisthemain idea of thebook.Theextrainformatio

14、northedescriptionsthathelpustobetterunderstandthebookare the details.explain to students that we need both main idea and details in order to fully comprehendandenjoyabook.Explainthatsometimesthereissomuchinformationonatopicthatitisgroupedintosections,and each section has its own main idea.Oftentimes

15、,the reader must read carefully to determine the main idea,as well as the extra details that support or enhance the main idea.Readpage4aloudtostudents.Modelforstudentshowtoidentifythemainideaanddetailsofthe introduction.Think-aloud:As I read the introduction,I noticed it talked about how bedbugs had

16、 almost gone away,but now they are a problem all over the world.Based on what Ive read,I think the main idea sentence in this paragraph is:Bedbugs have returned.Showstudentsacopyofthemain-idea-and-detailsworksheet.Write the main idea sentence inthecorrectbubble.Askstudentstoidentifythedetailsfromthe

17、paragraphthatsupportthismain idea(we used to chant a rhyme about them;they were hard to find,but today this is good advice;little pests are causing problems).Write these details in the appropriate bubbles.Introduce the Vocabulary Introducethestorycriticalwordslistedinthevocabularysectionofthislesson

18、.Reviewthecorrectpronunciationforthemultisyllabicwordsdeveloping,digests,infected,mattress,suitcase,and victims.Turntotheglossaryonpage16.Readthewordsanddiscusstheirmeanings.Bedbugs Bite!Lesson Plan(continued)LeveLN N3 Learning AZ All rights reserved.www.readinga- Remindstudentsofthestrategiestheyca

19、nusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforwordswithinwords,prefixes,andsuffixes.Theycanusethecontexttoworkoutthemeaningsofunfamiliarwords.Forexample,say:If I did not know the meaning of the word developing,I coul

20、d read the definition in the glossary,but I could also turn to the page its found on and read the words and sentences around it.I could also make connections to something I already know to help me figure out the meaning.When I read page 8,I can see that the word must mean“growing into a more advance

21、d form.”I know that this is a word that the doctor uses to describe babies who are growing up into kids.Set the Purpose Havestudentsreadtofindoutmoreaboutbedbugs.Encouragethemtoaskandanswerquestionswhilereading.During ReadingStudent Reading Guide the reading:Have students read from page 5 to the end

22、 of page 7.encourage those who finishearlytogobackandreread.Askstudentstogobackandlookattheirask-and-answerquestionsworksheetandthencircleorhighlightanyquestionsthatwereansweredinthispart of the text.Modelansweringaquestionandfillinginthesecondsectionoftheask-and-answer-questionsworksheet.Think-alou

23、d:Before reading,more than one question came to mind about this book.I was curious about what bedbugs looked like.I also wanted to know if they really bite.While reading,I discovered that bedbugs are brown,crawling insects about the size of an apple seed.They come out at night.I also learned that th

24、ey do indeed biteand drink a persons blood!I will write these answers on the ask-and-answer-questions worksheet.Askstudentstowriteanswerstothecircledquestionsandanyadditionalquestionstheyraisedontheirask-and-answer-questionsworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygener

25、atedastheyreadthebook.Writesharedresponsesontheclassask-and-answer-questionslistontheboard.Modelidentifyingthemainideaanddetailsforaspecificparagraphofthebook.Think-aloud:The paragraph on page 5 titled“What Are Bedbugs?”contained information about what bedbugs look like and where they live.I will hi

26、ghlight these facts.I also learned that they bite people and drink their blood.I will highlight this information,too.On the basis of what Ive read,I think I can use the heading on this page as the main idea of this paragraph:What are bedbugs?Askstudentstohighlightthesamewordsandphrasesintheirbook.Ne

27、xt,modelwritingthemainideaintheappropriatespaceonanotherblankmain-idea-and-detailsworksheet.Askstudentstoassistyouinidentifyingdetailsthatsupportthismainidea(brown,crawlinginsects;sizeofanappleseed;hideintightspaceslikemattresses;comeoutatnight,andsoon).Remind them to refer to the words and phrases

28、they highlighted.Record their responses in the appropriatebubblesontheworksheet.Check for understanding:Have students read pages 6 and 7.Have them write answers they found whilereadingontheirworksheetandanyadditionalquestionsthatcametomind,forexample,specificquestionstheyhaveaboutwherebedbugshide.In

29、vitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthesepages.Havestudentsworkinpairstoreadthesectiononpages8and9,titled“BedbugLifeCycle,”underliningorhighlightingtheimportantwordsandphrases.InstructthemtoworkwiththeirBedbugs Bite!Lesson Plan(continued)LeveLN N4 Learning A

30、Z All rights reserved.www.readinga-partner to identify the main idea of the section.Distributeatwo-sidedcopyofthemainideaanddetailsworksheetsostudentshavetwocopiesofthegraphicorganizer.Havethemworktogethertorecordthemainideaandthenusetheirhighlightedwordsandphrasestorecordthesupportingdetails.Checki

31、ndividualresponsesforunderstanding.Havestudentsreadtheremainderofthebook.Remindthemtolookforandwriteanswerstotheirworksheetquestions.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encou

32、rage 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.Reflect on the Reading Strategy Reinforcetha

33、taskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keepsreadersinterestedinthetopic.Italsoencouragesthemtokeepreadingtofindanswerstotheirquestionsandhelpsthemunderstandandenjoywhattheyread.Think-aloud:Before reading,I wanted to know about these bugs.I now know how these bugs

34、behave and why they have become such a problem.I also know that the best way to get rid of them is with specially trained dogs that can find them!I will record this information at the bottom of my chart.Independent practice:Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredin this text.

35、Brainstorm other sources they might use to locate additional information to answer theirquestions(websites,books,andsoon).Invitestudentstowriteontheirask-and-answer-questionsworksheetoneortwomorequestionstheystillhaveaboutbedbugs.Askthemtosharequestionstheyadded.Reflect on the Comprehension Skill Di

36、scussion:Discuss how stopping to review the important details helped students remember thefactsandbetterunderstandthebigideasinthebook.Independent practice:Have students complete the other side of their main idea and details worksheet,usingoneoftheotherremainingsectionsofthebook.Enduring understandi

37、ng:Inthisbook,youlearnedalotofinterestingfactsaboutbedbugs,includingthefactthattheyusuallydontspreadgermsordisease.Nowthatyouknowthis,whydoyouthinkbedbugsarestillconsideredaproblem?Build Skills Phonics:Y as a vowel Reviewwithstudentsthelettersthatarevowels(a,e,i,o,u,and sometimes y)and the letters t

38、hatareconsonants(allthelettersinthealphabetthatarenotvowels).Pointoutthaty is the only letter in the alphabet that can either be a consonant or a vowel,depending on its use within a word.Discuss the fact that all words need at least one vowel sound per syllable.Writethefollowingwordsontheboard:rhyme

39、,fly,try,why.Readthewordsaloudandaskstudentstolistenforthesoundthattheyallshare(thelong/i/sound).Askstudentswhatvoweleachwordusesthatmakesthelong/i/sound(y).Havestudentsturntopage4.Readthefirstsentencealoudasstudentsfollowalong.Pointoutthe word rhyme.explain that the ymakesthelong/i/sound,andtherear

40、enoothervowelsinBedbugs Bite!Lesson Plan(continued)LeveLN N5 Learning AZ All rights reserved.www.readinga-the word except for the silent e at the end.Therefore,the yisactinglikeavowelinthisword.Explaintostudentsthatwhenyisusedasavowel,itcanalsomakethelong/e/sound.Writethefollowingwordsontheboard:fan

41、cy,money,easy,quietly.Readthewordsaloudandaskstudentstolistenforthelong/e/sound.Pointoutthatallofthesewordsusetheletterytomakethe long/e/sound.Havestudentsturntopage8.Readthefirstsentencealoudasstudentsfollowalong.Pointoutthe word very.explain that the ymakesthelong/e/soundandthereforeisactingliketh

42、evowelfor the second syllable in the word.Check for understanding:Havestudentsworkinpairstolocateallofthewordsonpage12thatuse the letter yasavowel.Inthemarginsoftheirbook,havethemwritethesound(long/i/orlong/e/)that each ymakes.Invitestudentstosharetheirfindings.Independent practice:Introduce,explain

43、,and have students complete the Y-as-a-vowelworksheet.Discuss their answers aloud after students finish.Grammar and Mechanics:Complex sentences Revieworexplaintostudentsthatwritersoftencombinetwosimplesentencesintoonelongersentence.When two complete simple sentences are joined together,a conjunction

44、 is used to join them.Write a list of conjunctions on the board(and,or,but,so,yet,and so on)and provide some examples of simple sentences combined(for example,I ride my bike to school;Jorge rides the bus;I ride my bike to school,but Jorge rides the bus).Reinforcetostudentsthatacompoundsentenceismade

45、upoftwocomplete,orindependent,sentences.Explaintostudentsthatacomplex sentence is different from a compound sentence.Instead of joining two independent sentences(or clauses)together,a complex sentence joins one independentclauseorsentencewithadependentclause.Adependent clause is a group of words tha

46、t contains a subject and a verb but does not express a complete thought.It cannot stand alone as a sentence.Writers still join the clauses together with a conjunction.Havestudentturntopage5,andreadthesentenceAs their name suggests,bedbugs often live in peoples beds.Write this sentence on the board.e

47、xplain to students that this is an example of a complex sentence.Draw a circle around the independent clause,bedbugs often live in peoples beds.Reinforce that this clause is independent because it can be a complete sentence on its own.Next,draw a circle around the dependent clause,As their name sugg

48、ests.Askstudentsifthisclause can be a complete sentence on its own(no).CircleorhighlighttheconjunctionAs in the sentence and explain to students that this is the conjunction.Pointoutthatinthisexample,thedependentclauseisatthebeginningofthesentence.Writethesentenceontheboardinreverseorder:Bedbugs oft

49、en live in peoples beds,as their name suggests.Pointouttostudentsthatyouplacedtheindependentclausefirstandthenwrote a comma before the conjunction as.Check for understanding:Askstudentstoturntopage8andfindthesentenceWhen a bedbug eats,its body swells up.Askthemtounderlinetheindependentclausethegroup

50、ofwordsthat can be a complete sentence(its body swells up).Next,askthemtounderlinethedependentclausethegroupofwordsthatisnotacompletethoughtorsentence(When a bedbug eats).Monitortheirunderstanding.Haveavolunteeridentifytheconjunction,orjoiningword(when).Independent practice:Givestudentpairshighlight