原版英语RAZ 教案J30-When Bad Things Happen.pdf

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1、When Bad Things HappenLesson PlanLeveLJ J1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:12 Word Count:314Book SummaryIts never easy to lose someone(or something)you love.In When Bad Things Happen,a young boy is very sad when his pet lizard dies.Bu

2、t with the help of his parents,he learns some ways to deal with his feelings.Younger readers will relate to the main character,and adults can use the story as a springboard to a discussion of grief.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofcon

3、nectingtoprior knowledgetounderstandtext Identifyproblemandsolution Discriminater-controlled/er/sound Identifyr-controlled er letter combination Recognizeanduseirregularpast-tenseverbs RecognizeandformcompoundwordsMaterialsGreentext indicates resources available on the website BookWhen Bad Things Ha

4、ppen(copy for each student)Chalkboardordryeraseboard Problem and solution,r-controlled/er/,irregularpast-tenseverbsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksare

5、reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabulary .High-frequency words:could,make,there,why,would Content words:Story critical:bury(v.),remember(v.),right(adv.),sad(adj.),understand(v.),worship(n.)Enrichment:candles(n.),church(n.),clump(n.)Before ReadingBuild

6、 Background Askhowmanystudentsinthegrouphaveapet.Askifanyonehaseverexperiencedtheir petgettingsickanddying.Leadadiscussiononhowstudentsfeltaboutlosingtheirpet.When Bad Things HappenLesson Plan(continued)LeveLJ J2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstu

7、dentsthefrontandbackcoversofthebookandreadthetitlewiththem.AskwhattheythinktheymightreadaboutinabookcalledWhen Bad Things Happen.(Acceptallanswersthatstudents can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strateg

8、y:Connect to prior knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnewinformationtheyread.Remindstudentsthatthinkingaboutwhattheyalreadyknowaboutthetopicofthebookwillhelpthemunderstandwhattheyread.Modelconnectingtopriorknowledgeusingtheinformationonthecovers.Thi

9、nk-aloud:When I read a book,I try to think about what I already know about the topic of the book before I begin reading.When I read the title of this book,I knew it was going to be about how bad things sometimes happen.It reminded me of when I got in a car accident,even though I wasnt doing anything

10、 wrong.The other person just didnt see me in time,and his car hit mine.I felt scared and sad about it,but I wasnt hurt,and I knew it wasnt my fault.Invitestudentstosharehowtheyconnectedtopriorknowledge,onthebasisofthecoversandtitlepageofthebook.Asstudentsread,encouragethemtouseotherreadingstrategies

11、inadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthateveryfictionalstoryhascertainparts,orelements.WritethewordsProblem and Solutionontheboard.Explainthatinmoststories,themaincharacterisfacedwithaproblemthatneedstobesol

12、ved,andthesolutionishowthecharacterworksthroughtheproblemandfindsawaytodealwithit.Createachartontheboardwiththeheadings Problem and Possible Solutions.Writethesentence I lost my dog on the board under the Problemheading.Modelidentifyingpossiblesolutions to the problem.Think-aloud:I know that when a

13、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 possible solution might be to put up signs in my neighborhood with the dogs picture and my phone number.Another possible solution to this problem is to walk around my neighborhoo

14、d and call my dogs name.I could also place an ad in the local newspaper.Ive identified three possible solutions to the problem.Modelfillinginthechartontheboardwiththeinformationforthisproblem.WritethefollowingsentenceontheboardundertheProblem heading:I forgot my lunch.Discusspossibleactionsthatapers

15、onmighttaketosolvethisproblemandlistthemonthe board under Possible Solutions.Havestudentsthinkofotherpossibleproblemstoshare.Discussandlistpossiblesolutions.Remindstudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Introduce the Vocabulary Modelstrategiesthatstudentscanusetoworkoutwordsthey

16、dontknow.Forexample,theycanusewhattheyknowaboutlettersandsounds,basewords,prefixes,andsuffixes.Theycanalsousethecontexttoworkoutmeaningsofunfamiliarwords.Havestudentsfindthewordunderstandonpage3.Askhowtheymightreadthiswordiftheydontalreadyknowit.Suggestthattheymightrecognizethatthewordismadeupoftwos

17、mallerwordsthattheyknow,under and stand.When Bad Things HappenLesson Plan(continued)LeveLJ J3 Learning AZ All rights reserved.www.readinga- Remindstudentsthattheyshouldcheckwhetherawordmakessensebyrereadingthesentenceinwhichitappears.Havethemlookforothercluesinthesentencesbeforeandafterthesentenceco

18、ntainingtheunfamiliarwordinordertofindorconfirmthemeaningoftheword.Haveavolunteerreadthesentencealoud,andaskotherstoconfirmwhetheritmakessense andwhethertheyknowthemeaningoftheword.Repeattheactivitywithothervocabularywordsastimeallows.Set the Purpose Havestudentsusewhattheyalreadyknowaboutlosingsome

19、oneorsomethingimportant tothem,likeapet,tohelpthemunderstandhowthemaincharactermightfeel.Remindthem tothinkabouttheproblemthemaincharacterishavingandpossiblesolutionstohelphim deal with this problem.During ReadingStudent Reading Guide the reading:Givestudentstheircopyofthebook.Havethemreadpages3and4

20、,andstudythe pictures on both pages.Modelconnectingtopriorknowledge.Think-aloud:Before I started reading the story,the title of the book made me think about when something bad happened to me.I used my own experience to predict what kinds of bad things could happen to the main character in this book.

21、After reading these first two pages,I now know that the boy is sad because his pet lizard died.I know the bad thing that happened to him.This made me think about when I was young and my dog died.I think I know exactly how this boy feels.Invitestudentstosharehowtheyconnectedwithwhattheyalreadyknewast

22、heyread.Allowtimeforstudentstodiscusshowtheirexperiencemightbesimilartothemaincharacters,iftheylostapet.Ifastudentvolunteersanexperienceinvolvingthedeathofafamilymember,allowthem to share.Modelidentifyingtheproblemstatedonpages3and4.Think-aloud:I learned on page 3 and 4 that the main character in th

23、e book is very sad because his pet lizard died.He feels very bad because he did everything right to take care of his lizard,but it still died.I think this is the boys problem.I will have to keep reading to find out what the boy does to solve or feel better about his problem.Introduceandexplainthepro

24、blem-and-solutionworksheet.AskstudentstorecordtheproblemontheirworksheetandonepossiblesolutiontheboymighttryonthePossible Solutions side.Check for understanding:Havestudentsreadtotheendofpage8.Encouragethemtosharehowtheyconnectedtopriorknowledgeastheyread.(Acceptallanswersthatshowstudentsunderstandh

25、owtoconnecttopriorknowledge.)Askstudentstorecallthepossiblesolutionsthattheboysfamilysuggestedtohelphimfeelbetter(make a card with bright colors;write a letter and tell about good times that were shared;go to church,light candles,and pray;put flowers by a photo).HavestudentsrecordtheseonthePossible

26、Solutionssideoftheirworksheet.Havestudentsreadtheremainderofthebook.Remindthemtousetheirpreviousexperiencestohelpthemthinkabouthowtheboyinthestorymightsolvehisproblemoffeelingsadabouthispet lizards death.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.T

27、hesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.When Bad Things HappenLesson Plan(continued)LeveLJ J4 Learning AZ All rights reserved.www.readinga-Refle

28、ct on the Reading Strategy Think-aloud:When I read page 11,I thought about my dog that died when I was young and how we buried her in the backyard.We put wildflowers on her grave and had a little ceremony.It did make me feel a little better,even though there were times when I would still miss her an

29、d be sad.Havestudentsdrawapictureonaseparatepieceofpapershowinghowtheyconnectedtopriorknowledgewhilereadingabouttheboyandhislizard.Invitethemtoshareandexplaintheirpicture to the rest of the class,if they choose.Reflect on the Comprehension Skill Discussion:Discusswithstudentswhichofthepossiblesoluti

30、onstheboyinthestorychose.(HedecidedtomakeIzzyacardandputitwithIzzysfavoriterockwheretheyburyhimin thebackyard.)Independent practice:Havestudentsrecordthissolutionontheirworksheet.Iftimeallows,discuss their responses and which of the possible solutions they would have chosen.Enduring understanding:In

31、thisbook,youlearnedaboutaboywhowasverysadaboutthedeathofhispet.Hedidntknowhowtosolvehisproblemofsadness,buthisparentshelpedhimtocomeupwithasolution,eventhoughitwasgoingtotakesometime.Nowthatyouhavereadthis story,why is it important to sometimes let family members or other people who care about us he

32、lp us solve problems?Build Skills Phonological Awareness:Discriminate r-controlled/er/Saythewordwere aloud to students,emphasizing the r-controlled/er/sound.Havestudentssay the word aloud and then say the r-controlled/er/sound.Askwheretheyhearthe/er/sound(attheendoftheword).Explaintostudentsthatmany

33、wordshavethissamesound,eitherat the beginning,middle,or end.Saythefollowingwordsfromthebook,oneatatime:letter,color,better,candle,church,good,shoulder.Askstudentstogivethethumbs-upsignalwhentheyhearawordwithther-controlled/er/sound,as in the word were.Check for understanding:Repeat the/er/words,one

34、at a time,and have students tell you where in the word they hear the/er/sound:beginning,middle,or end.Phonics:R-controlled er Writethewordbetter on the board and say it aloud with students.Explaintostudentsthattheletterr can affect the sound of the vowel before it.Reread the word betterasyourunyourf

35、ingerunderthelettersintheword.Askstudentstoidentifythetwoletters that stand for the/er/sound in the word better.Writetheerlettercombinationontheboard.Havestudentspracticewritingthelettercombination on a separate piece of paper while saying the sound the combinations stands for.Check for understandin

36、g:Writethefollowingwordsontheboard,leavingouttheer letter combination:her,letter,shoulder,grandmother,ever.Havestudentscompleteandwriteeachwordonaseparatepieceofpaper.Thenhavethemreadeachwordaloudtoapartner.Independent practice:Introduce,explain,andhavestudentscompletetheirregular-past-tenseverbs wo

37、rksheet.If time allows,discuss their responses.Word Work:Compound words Writethewordeverythingontheboard.Askstudentswhichtwowordswerejoinedtogethertomakethewordeverything(every and thing).Explainthatthiswordiscalledacompound word.Acompoundwordcontainstwowordsthattogethercreateoneword.Explainthatthem

38、eaningsofthetwoseparatewordscanoftenhelpstudentsfigureoutthemeaningofthebiggerword(everything=all things).When Bad Things HappenLesson Plan(continued)LeveLJ J5 Learning AZ All rights reserved.www.readinga- Havestudentsturntopage5inthebook.Readthefollowingsentence:My dad said sometimes bad things hap

39、pen,tt even when you do everything right.Havestudentsidentifythecompoundwords(sometimes and everything).Askthemtoalsoidentifythetwoseparatewordsthatmakeupeachcompoundword(some and times;every and thing).Askavolunteertousethedefinitionsofthetwosmallerwordstofigureoutthemeaningofthefirstcompoundword.C

40、heck for understanding:Havestudentsturntopage7.Askstudentpairstounderlinethecompound word(homework).Thenaskthemtocirclethetwoseparatewordsthatmakeupthecompoundword.Discussthedefinitionofthecompoundword,usingthesmallerwords tofigureoutitsmeaning.Independent practice:Havestudentpairssearchtheremainder

41、ofthebooktolocateothercompound words(grandmother,page8;backyard,page11).Havethemunderlineeachcompound word and circle the two smaller words in each one.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home C

42、onnection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemidentifythemaincharactersproblemandthepossiblesolutionstosomeoneathome.Extend the ReadingPersonal Narrative Writing and Art ConnectionAskstudentstothinkaboutatimewhentheylostsomeoneorsomething,oraneventt

43、hatmadethemverysad.Askhowtheysolvedtheirproblemoffeelingsad.Havethemwriteanarrativedescribing what they did to feel better.visit WritingAZ for a lesson and leveled materials on personal narrative writing.Social Studies Connection Arrangetohavetheschoolcounselorvisittheclassandshareage-appropriatestr

44、ategiesfordealingwithgrief.Shareotherbooksonthetopic,suchasThe Tenth Good Thing About Barney,by Judith Viorst.Leadadiscussiononthingskidscandowhentheyfeelsad.Skill Review Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowin

45、gisalistofsomewaysthese cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecard

46、sasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.When Bad Things HappenLesson Plan(continued)LeveLJ J6 Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:consistentlyconnecttopriorknowledgetounderstandtext accuratelyidentifyt

47、heproblemandsolutionofthebookduringdiscussion andonaworksheet accuratelydiscriminater-controlled/er/sound during discussion correctlyassociatetheer letter combination with the r-controlled/er/sound duringdiscussionandonaworksheet correctlyunderstandanduseirregularpast-tenseverbsduring discussionandonaworksheet accuratelyidentifyandformcompoundwordsfromthetext and during discussionComprehension Checks BookQuiz Retelling Rubric