原版英语RAZ 教案M08-Aesop's Fables.pdf

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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson PlanLeveLMMAbout the BookText Type:Fiction/Fable Page Count:16 Word Count:769Book SummaryAesops Fables offers readers a collection of simple yet valuable life lessons.each of seven separate tales uses animal characters to tell a

2、story that contains a clear moral.Classic illustrations enrich the text.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandtext Analyzecharacters Identifyther-controlled vowels ir,ur,and er Understandtheuseofquotationmarks RecognizeandnameantonymsMaterialsGreen text i

3、ndicates resources available on the website BookAesops Fables(copy for each student)Dictionaries Chalkboardordryeraseboard Analyzecharacters,quotationmarks,antonymsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteracti

4、vewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:admitted(v.),flatter(v.),greedy(adj.),humble(adj.),jealous(adj.),luxury(n.)Before ReadingBuild Background Askstudentswhatt

5、heyknowaboutfables(simplestoriesthatteachalessonandcontainamoral).Discussotherfablestheymayhavereadorheardabout.Askavolunteertotellwhat amoralis(amessageaboutrightandwrong).Askstudentstoclosetheireyesandvisualize,orpictureintheirmind,apeacockwithitstailopenedwide.Askthemtosharewhattheysee.Preview th

6、e BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.2 Learning AZ,Inc.All rights reserved.www

7、.readinga-Aesops FablesLesson Plan(continued)LeveLMM Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Invitestudentstopreviewtherestofthebookbylookingattheillustrations.Discusswhattheillustrationstellaboutthebook.AskstudentswhattheythinkAesops Fables

8、isabout,basedonwhattheyseeintheillustrations.Pointoutthetableofcontentsandtalkabouthowithelpsthereaderknowmoreaboutthebook.Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhat

9、apersonalreadyknowsabout a topic.Readpage4aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a story,I always pause after several pages to create a picture in my mind of what the author is describing.Doing this helps me keep track of everything,and it also helps me make sure I understan

10、d what is happening.For example,on page 4,the author describes the stork trying to eat soup from a flat dish.I pictured the stork with its long beak,awkwardly trying to drink some soup and getting frustrated.I know that good readers always try to create pictures in their mind when they read,so I am

11、going to try to visualize as I read this story.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategypresentedinthissection.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeinthepictures.Reinforcethevocabulary words they will encounter in

12、 the text.Writethefollowingcontentvocabularywordsontheboard:admitted,humble,and jealous.Explaintostudentsthatmostofthetime,goodreadersusecontextcluestohelpfigureoutthemeaningofanunfamiliarwordinthetext.However,sometimestheywillnotfindenoughcontextcluestoclearlydefinetheunfamiliarword.Modelhowstudent

13、scanuseadictionarytolocateawordsmeaning.Haveavolunteerreadthedefinitionforjealous in the dictionary.Have studentsfollowalongonpage10asyoureadthesentenceinwhichthewordjealous is found to confirmthemeaningoftheword.Pointtothewordadmittedontheboard.Repeattheprocess,readingthedefinitionofadmitted inthed

14、ictionaryandreadingthesentenceinwhichadmittedisfoundonpage4.Askavolunteertoexplainwhyitisnecessarytolookuptherootwordadmitinthedictionary,withoutthesuffix-ed.Pointtothewordhumbleontheboard.Havestudentsreadthedefinitionofhumble in the dictionary and locate the sentence in which humbleisfoundonpage12.

15、Remindstudentstocheckwhetherawordmakessensebyrereadingthesentenceinwhichitoccurs.Set the Purpose Havestudentsreadthebooktoidentifythemoralthateachstoryteaches.Remindthemtostopandvisualizeastheyreadtohelpthemrememberandunderstandwhattheyrereading.During ReadingStudent Reading Guide the reading:Havest

16、udentsreadtotheendofpage8.Askiftheystoppedtovisualize,orcreateamentalpictureof,anyoftheimagestheauthordescribedinthebooksofar.Modelvisualizingwhilereadingthetext.Think-aloud:When I read about the fox tricking the crow on page 6,I paused to picture in my mind how that would look.I envisioned the fox

17、with a sly look on his face as he flattered the crow.I imagined the crow puffing up with pride as the fox complimented her.3 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMM Check for understanding:Havestudentssharepicturesthattheyvisualizedintheirmindwhile

18、reading.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread the rest of the stories.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.After Readin

19、g Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askvolunteerstoshareexamplesofthethingstheyvisualizedastheyreadthebook.Askhowusingthestrategyofvisualizinghelpedthemunderstandand

20、rememberwhattheyread.Think-aloud:When I read about the crow and the pitcher,I paused for a moment to visualize.I pictured in my mind the half-full pitcher and the thirsty crow trying to fit his beak into the narrow neck of the bottle.This helped me to understand what I had read and remember that par

21、t of the story.Teach the Comprehension Skill:Analyze characters Introduce and model:explain that there are many ways to learn about a character in a story.One wayistolookatacharacterswords.Anotherwayistolookforthingsthecharacterdoes.Explaintostudentsthattheauthorusesacharacterswords,thoughts,andacti

22、onstohelpthereadergettoknowthecharacterandformanopinionabouthimorher.Discussion:Directstudentstopage6.Askthemtoidentifythecharactersinthestory(fox,crow)andsharewhattheycantellaboutthemfromtheillustrationonpage7(howtheylook).Askstudentshowtheygettoknowthecharacters(throughtheauthorswords).Askhowtheyt

23、hinkthestorymightsoundifthefoxhimselfweretellingthestory.Readpage6aloudwhilestudentsfollowalongsilently.Askstudentswhatthefoxswordstellabouthim.Remindstudentsthatthefoxtellsthecrow,You are the prettiest bird I have ever seen,andwhenthecrowlooksdownatthefox,thefoxcontinues,You fly so fast and gracefu

24、lly.(Thefoxiscunning,resourceful,calculating,andsoon).Readpage6again.Askstudentswhattheauthorswordstellaboutthecrow(shelikestobeflattered,sheisagoodsinger,sheisvain,andsoon).Check for understanding:Readpage16.Askstudentswhattheauthorswordstellaboutthedog(heishungry,greedy,observant,andsoon).Independ

25、ent practice:Introduce,explain,andhavestudentscompletetheanalyzecharactersworksheet.Iftimeallows,discusstheiranswers.Enduring understanding:Inthisbook,youreadsevenstorieswrittenbyanauthornamedAesop.Theyallhaveanimalsascharacters,andtheyallhaveamoral,whichisdesignedtoteachthereaderalesson.IfAesopwrot

26、ehisstoriesforpeople,whywouldhechooseanimalsasthemaincharacters?How do these stories“teach”you a lesson?4 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMMBuild SkillsPhonics:R-controlled vowels ir,ur,and er Havestudentslookatthecoverofthebook.Askthemtonamet

27、heanimaltheyseeinthepicture(bird).Writethewordbird on the board and point to the ir.explain that the letters i and rtogetherstandforthevowelsoundtheyhearinthewordbird.explain that the ir letter combinationisoneofthelettercombinationsthatstandforagroupofsoundscalledr-controlled vowelswiththe/ur/sound

28、.Havestudentsturntopage10.Pointoutthewordsfeather and treasure.Have students repeat the words and listen for the/ur/sound.explain that the other r-controlled/ur/sound letter combinations are ur and er.Writethewordsfeather and treasure on the board and circle the r-controlled/ur/sound letter combinat

29、ions.Writethewordsover and ovenontheboardandsaythemaloud.Askstudentswhichwordcontains the same vowel sound as in bird.Makesurestudentscandifferentiatebetweenthetwo vowel sounds.Check for understanding:Havestudentsworkwithapartnertolookonpages6and8andunderline more examples of the r-controlled/ur/sou

30、nd(stranger,flatter,pitcher,thirsty,under).Askstudentstoshareexamples.Writeeachexampleontheboardandinvitevolunteerstocirclethe r-controlledvowelspellingineachword.Runyourfingerunderthelettersineachwordasyou have students practice the pronunciation and blend the sounds of the whole word.Independent p

31、ractice:Havestudentslookforwordswithther-controlled/ur/sound on their own.Havethemlookonpages12and14andcircleorhighlightwordswithther-controlled/ur/sound(rather,luxury,pasture,shepherd).Iftimeallows,discusstheiranswers.Grammar and Mechanics:Quotation marks Writethefollowingontheboard:“I bet you can

32、sing,too,”he said.Askstudentsiftheycantellwhatwordsarebeingspoken.Explainthatquotation marksarethepunctuationmarks(“,”)arounddialogueintext.Discussthedifferencebetweenwhatisbeingsaidaloudbythecharacters(I bet you can sing,too)and what is not(he said).Directstudentstopage10.Askthemtoidentifythewordsb

33、eingspoken(You are jealous of the nightingale,but you should not be.You are special just as you are.)and which words are not beingspoken(Peacocks strange voice made people laugh,The goddess replied,and so on).Askstudentstotellwhatthepeacockaskedfor(anewvoice)andhowitisdifferentfromwhatthegoddesssaid

34、(thepeacockswordsarenotinquotationmarksbecauseheisnotspeakingdirectly to another character).Discussthedifferentwordsauthorsusetodepictdialogue(replied,asked,said,and so on).Remindstudentsthatthesewordscomedirectlybeforeorafterthequotationmarkstoshowthatthecharacterisspeaking.Brainstormandcreatealist

35、ontheboardofwordsauthorsmayuse instead of the word said(asked,yelled,replied,thought,and so on).Check for understanding:Havestudentsfindandcircletheotherplacesinthebookwheresomeoneisspeaking(page6).Askstudentstotellwhoisspeaking(thefox)andwhichofthewordstellshowheisspeaking(said).Independent practic

36、e:Introduce,explain,andhavestudentscompletethequotationmarksworksheet.Iftimeallows,discusstheiranswers.Word Work:Antonyms Havestudentsturntopage4.Askavolunteertoexplainwhythestorkcouldnoteatsoupfromtheflatdishbutcouldeatsoupfromthejar(Thestorkhadalongbeak).Writethewordlong ontheboard.Askstudentstosu

37、ggestawordthatmeanstheoppositeoflong(short).Revieworexplain that a word that means the opposite of another word is called an antonym.Discusswithstudentshowthestorywouldbedifferentifthestorkhadashortbeak.5 Learning AZ,Inc.All rights reserved.www.readinga-Aesops FablesLesson Plan(continued)LeveLMM Hav

38、estudentsrereadthemoralonpage4:If you do mean things to others,they might do mean things to you in return.Askthemtothinkofanantonymforthewordmean(nice,kind).Askstudentstorereadthemoralusingtheoppositeof meanandthinkaboutwhetherthenewsentence could be a moral.Havestudentsworkwithapartnertofindandcirc

39、lewordsonpage12thatareantonyms(poor/rich,country/city).Askstudentstosharetheiranswers.Writetheiranswersontheboard.Discusshowlive simply and live in luxury are also opposites or antonyms.Check for understanding:Writethefollowingwordsontheboard:light,bottom,ugly,weak,slow,small.Havestudentslookonpages

40、8and10tofindantonymsforthewordsontheboard(heavy,top,beautiful,strong,fast,big).Have them write their answers on a separate piece of paper.Independent practice:Introduce,explain,andhavestudentscompletetheantonymsworksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Allowstudents

41、toreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethempracticevisualizingthestorywithsomeoneathomeandthencomparethepicturestheycreated in their minds.Extend

42、 the ReadingFolktale Writing ConnectionRemindstudentsthatfablesaresimplestoriesthatteachusalessonthroughamoral.Brainstormwithstudentssomemoralsrelatedtoschool(alwaysdoyourhomework,cometoclassprepared,taketurns,makefriends,andsoon).Havestudentswritetheirownfablethatincludesaschool-related moral.Socia

43、l Studies ConnectionProvideprintandInternetresourcestohavestudentsresearchAesop,apersonwholivedinancientGreece.Havethemfindandcollectthestorieshewroteovermanyyearsandspanningmanycultures.Havestudentsreadbooksabouthislifeandthetimeperiodduringwhichhelived.Askwhytheythinkhisstorieshavelastedsolongandw

44、hythemoralshaveremainedtrueforalltheseyears.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseone

45、ormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose forreading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.6 Learning AZ,Inc.All rights reserved.www.readinga-

46、Aesops FablesLesson Plan(continued)LeveLMMAssessmentMonitor students to determine if they can:consistentlyusethereadingstrategyofvisualizingtobettercomprehendtext accuratelyanalyzethewordsandactionsofcharactersduringdiscussionandonaworksheet identifyther-controlled/ur/soundandthespellingsthatstandforitintextandindiscussion correctlyunderstandtheuseofquotationmarksintextandonaworksheet correctlyidentifyandlocateantonymsintextandduringdiscussionComprehension Checks BookQuiz RetellingRubric