原版英语RAZ 教案Vikings_LP.pdf

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1、VikingsLesson PlanLeveLWW1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,764Book SummaryVikings is an informational text that describes a group of Nordic men.Hailing from what are now Norway,Sweden,and Denmark,these explo

2、rers sailed far from their homeland to discover new parts of the world.They were trained at an early age to be warriors and skilled navigators.eric the Reds and Leif ericsons explorations to Iceland and Greenland are highlighted.Book and lesson also available at Levels T and Z.About the LessonTarget

3、ed Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandinformationaltext Identifythemainideaanddetails Recognizepropernouns IdentifyanddifferentiatesynonymsandantonymsMaterialsGreen text indicates resources available on the website BookVikings(copy for each student)Chal

4、kboardordry-eraseboard Dictionaries Thesauruses Redpencilandbluepencil KWLS/askandanswerquestions,mainideaanddetails,propernouns,synonymsandantonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting book on interactive whiteboard

5、 or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:democracies(n.),exiled(adj.),fearsome(adj.),ideal(adj.),settlement(n.),shipwrights(n.)Enrichment:archaeologists(n.),berserkers

6、(n.),chain mail(n.),draft(n.),fjords(n.),hull(n.),monasteries(n.),reckless(adj.)Before ReadingBuild Background WritethewordVikingsontheboard.Askstudentstosharewhattheyknowaboutthem.Explainthat the Vikingswereexplorersfromlongago.AskstudentsiftheyhaveeverheardofErictheRed or Leif ericson.Show student

7、s pictures of viking armor and their ships.VikingsLesson Plan(continued)LeveLWW2 Learning AZ,Inc.All rights reserved.www.readinga- CreateaKWLSchartontheboardandhandouttheKWLS/ask-and-answer-questionsworksheet.Review or explain that the K stands for knowledge we know,the W stands for information we w

8、ant to know,the L stands for the knowledge we learned,and the S stands forwhatwestillwanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthefirstcolumn(K)on the board with information students know about the topic.Have students complete the same section of their KWLS worksheet.Askstudentswhatt

9、heywouldliketoknowabouttheVikings.Havethemfillinthesecondrow(W)oftheirworksheet.Writetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to off

10、er ideas as to what kind of book it is and what it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthe

11、tableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbasedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questions Discusshowhavingpriorknowledgeaboutthetopic,andaskingandanswering

12、questionswhilereading,can help readers understand and remember the information in a book.Directstudentstothetableofcontents.Useitasawaytomodelaskingquestions.Think-aloud:I can use the table of contents to think of questions Id like to have answered about the Vikings.For example,the second section is

13、 titled“Viking Warriors.”I know that the Vikings were explorers,but this section title makes me think that they also fought battles.Ill have to read the book to find out.Ill write that question in the W section of the KWLS chart.Havestudentslookattheothersectiontitles.Writeanyquestionstheyhavebasedo

14、nthecovers and table of contents in the W column of the KWLS chart on the board.Havestudentspreviewtherestofthebook,lookingatmaps,illustrations,andcaptions.Pointout the“Do You Know?”boxes containing more information.Show students the glossary.Have themaddanyadditionalquestionstheymighthaveaboutthebo

15、oktotheirKWLSchart.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Explainthateverybookhasamainideathatisthemostimportantideaofthebook.Reviewor

16、explain that the main idea is often the title of the book.Have students take another look at the bookcovers.Askthemtopredictthemainideaofthebook.Explainthateachpagegivessupportingdetailsthattellthereadermoreaboutthebooksmaintopic(vikings).Modelusingthetableofcontentstoinfersupportingdetailsinthetext

17、.Think-aloud:When I look at the table of contents on page 3,I see that the word Discovering is included.I already know that the Vikings explored the seas,so their discoveries are probably a supporting detail in the book.As I read,I know that I will find out even more details about the Vikings.As I r

18、ead,I will pause after a few pages to review in my mind the important details.This strategy will help me make sure I understand what Im reading.I know that good readers do this when they read,so I am going to look for supporting details as I read this book.VikingsLesson Plan(continued)LeveLWW3 Learn

19、ing AZ,Inc.All rights reserved.www.readinga- HavestudentsturntothetableofcontentsandlistsomeofthesupportingdetailsabouttheVikings(newland,ErictheRed,conquests,andsoon).Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:fearsome,settlement,and ideal.Givegroupsofstudents

20、threepiecesofblankpaper.Foreachword,havethemwrite ordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentsprior knowledge.Revieworexplainthattheglossarycontainsvocabularywordsandtheirdefinitions.Havestudentscomparethedefinitionofeachwordwiththeirpriorknowledgeoftheword.Then have stud

21、ents follow along on page 9 as you read the sentence in which the word fearsome is found.Read page 9 to confirm the meaning of the word fearsome.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsthinkaboutwhattheyalreadyknowabouttheVikingsastheyreadthebooktofindansw

22、erstotheirquestions,andwritewhattheylearnedintheL section of their KWLS worksheet.During ReadingStudent Reading Guide the reading:Have students read to the end of page 9.Remind them to look for information abouttheVikingsthatwillanswerquestionsontheirKWLSchart.Havestudentsgobackandreread the section

23、s if they finish before everyone else.Whentheyhavefinishedreading,havestudentsdiscusstheinformationineachsectionandshare what they learned about the vikings accomplishments and influence.Have students circle anyquestionsontheirKWLSchartthatwereansweredandaddanynewquestionsthatweregenerated.Modelansw

24、eringaquestionontheKWLSchartandfillinginadditionalinformation.Think-aloud:I wanted to know if the Vikings fought any battles.I found out that the Vikings were brave warriors who learned to fight at an early age and that they seldom lost a battle.I also found out that monasteries were often targets o

25、f Viking raids because they had few defenses and many valuable objects.I learned that only the oldest son could inherit a familys land,so many young men went to sea to find their fortunes.Their ships were large and could carry many warriors,and the Vikings were known for quick attacks from the sea.I

26、ll write what I learned in the L section of my KWLS chart.This information made me want to know if there were any famous Viking warriors.I will write this question in the W section of my KWLS chart.Modelidentifyingthemainideaanddetailsforaspecificsection.Think-aloud:As I started reading the section

27、titled“Viking Warriors,”most of the sentences mentioned something about what Vikings wore when they fought.I read that Viking helmets most likely did not have horns,even though that is how they are often pictured.I will underline this information.I also read that they wore leather caps and used shie

28、lds.Spears and axes were common weapons,but warriors also used swords,knives,and bows.I also read about Berserkers,special Viking warriors who fought without wearing armor.I will underline this information,too.Based on what Ive read,I think the main idea of the section is:How vikings protect themsel

29、ves.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(leather caps,shields,swords,and so on).Write these details on the board.VikingsLesson Plan(continued)LeveLWW4 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Have students read pages 10 and 1

30、1.Have them write answers they found while reading in the LsectionoftheirKWLSworksheetandadditionalquestionstheyraised in the W section.Invitethemtosharetheinformationtheylearnedandthequestionsthey generated as they read the book.Write shared responses on the class KWLS chart.Have students reread th

31、e section titled“Discovering a New Land,”underlining the important information.Invite them to work with a partner to identify the main idea of the section.Have them write the main idea in the margin of their book or on a separate piece ofpaper.Checkindividualresponsesforunderstanding.Havestudentsrea

32、dtheremainderofthebook.Remindthemtolookforandwriteanswers totheirKWLSworksheetquestions.Encouragethemtoaddnewquestionstheymighthave to their worksheet as they read and to circle the important events.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage

33、 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 Think-aloud:I wa

34、nted to know if there were any famous Viking warriors.I found out that Gardard Svarvarsson and Folke Vilgerdsson both sailed from different lands to discover and settle what is now Iceland.I also learned about Eric the Red,a reckless man who was ordered to leave Iceland.He sailed west and discovered

35、 and named the island Greenland.The most famous Viking was Leif Ericson,the second son of Eric the Red.He discovered Vinland,which could possibly be todays Newfoundland.His many adventures and discoveries earned him the nickname“Leif the Lucky.”AskstudentstosharequestionstheyaddedtotheirKWLSworkshee

36、twhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandremem

37、berwhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Invitestudentstofillinthefinalsection(S)with information they would still like to know about the vikings.Re

38、flect on the Comprehension Skill Discussion:Talk about how stopping to review the important details helped students remember thefactsandbetterunderstandtheinformation.Askthemtousetheimportantdetailstheyidentified to confirm or refine the main idea of the book.Havestudentsrereadpages12and13,lookingfo

39、rsupportingdetailsaboutthemainidea.Write the details about eric the Red on the board(often in trouble,set sail for an unknown land,andsoon).Askstudentshowthisinformationsupportsthemainidea(thefactsareallimportant to understanding eric the Red).Independent practice:Introduce,explain,and have students

40、 complete the main-idea-and-detailsworksheet.When everyone has finished working independently,review their answers aloud.Enduring understanding:In this book,you learned that ancient vikings could only inherit land if theywereafirstbornmale.Forthisreason,youngerbrothersoftentooktotheseasinsearch of t

41、heir own fortunes.Keeping this information in mind,why do you think it was important that all viking males were trained as sailors and warriors at a very early age?VikingsLesson Plan(continued)LeveLWW5 Learning AZ,Inc.All rights reserved.www.readinga-Build SkillsGrammar and Mechanics:Proper nouns Re

42、vieworexplainthatanounisaperson,place,orthing.Askstudentstoturntopage5andgive examples of nouns from the text(years,lands,and so on).Revieworexplainthataproper noun isthenameofaspecificperson,place,orthing.Apropernoun always begins with a capital letter.Remind students that the name of a specific pl

43、ace is apropernounandshouldbecapitalized.Writeexamplesofpropernounsfrompage5ontheboard(Iceland,Norway,Sweden,Denmark,and so on).Remindstudentsnottoconfuseapropernounwiththecapitalletterusedatthebeginningofasentenceorwiththetitleofasection.Pointoutinstancesinthebookwherecapitalsareusedbut a proper no

44、un is not present.Check for understanding:Writethefollowingnounsinacolumnontheboard:continent,country,island.Askvolunteerstogiveexamplesofpropernounsforeachcategory,andwritethemonthe board.(explorer:Europe,Norway,Greenland,and so on)Independent practice:Introduce,explain,and have students complete t

45、he proper nouns worksheet.When students have finished,discuss their answers aloud.Word Work:Synonyms and antonyms Writethewordwanted on the board.Have students locate and read the word in the first paragraphonpage12.Askstudentstosuggestotherwordsthatmeanalmostthesamething(desired,longed,wished).Revi

46、ew or explain that a word that means the same or almost the same thing as another word is called a synonym.One reason writers replace words with synonyms is to make a piece of writing more interesting.Askstudentstothinkofawordthatmeanstheoppositeofwanted(rejected).Review or explain that a word that

47、means the opposite of another word is called an antonym.Showstudentsathesaurus.Explainthatathesaurusisabookthatcontainssynonymsandantonyms of words.Look up wantedandmodelhowtouseathesaurus.Pointoutthatdictionaries and thesauruses typically list root words,so the word want may be listed instead of wa

48、nted.Have students work in pairs to find the word wanted.Discuss the synonyms and antonyms listed.Explainthatwritersmayalsousesynonymstoexplainnewvocabularyintext.Havestudentsrereadpage4.Pointtothewordexploration.Askstudentstoidentifycontextclueswithintheparagraph that could help them understand the

49、 word exploration(traveled the world,seek the edges of the unknown ocean).Havestudentsworkinpairstofindthewordexploration in the thesaurus.Have them identify the root word(explore).Discuss the synonyms and antonyms listed in the thesaurus.Check for understanding:Havestudentsturntopage18andrereadthef

50、irstparagraph.Pointoutthe word hungry.Askstudentstosuggestotherwordsthatmeanalmostthesamething(eager,craving)and the opposite(unconcerned,disinterested).Have them use the thesaurus to confirm their synonyms and antonyms for the word.Independent practice:Introduce,explain,and have students complete t