原版英语RAZ 教案K20-Maria's Family Celebration.pdf

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1、 Learning AZ,Inc.All rights reserved.www.readinga-1Marias Family CelebrationLesson PlanLeveLK KAbout the BookText Type:Fiction/Realistic Page Count:16 Word Count:309Book SummaryMarias Family Celebration follows Maria and her brother,Luis,as they prepare to celebrate Mexican Independence Day with the

2、ir family.They decorate the house,practice their dancing,and dress in their special party clothes.Illustrations support the text.About the LessonTargeted Reading Strategy RetellObjectives Retelltounderstandandrememberstoryevents Sequenceevents Identifyopenvowely Recognizepropernouns Identifyanduseti

3、meandorderwordsMaterialsGreen textindicatesresourcesavailableonthewebsite BookMarias Family Celebration(copy for each student)Chalkboardordryeraseboard Stickynotes Dictionaries Sequenceevents,propernouns,timeandorderwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Al

4、lactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:blindfold(n.),celebrate(v.),decorate(v.),Mexican Independence Day(n

5、.),piata(n.),practice(v.)Before ReadingBuild Background Askstudentsiftheyveeverpreparedforaspecialcelebration.Invitethemtosharewhattheydidandwhatmaterialstheyneededforthecelebration.Askwhattypesofeventstheycelebratewith their family(birthdays,Memorial Day,and so on).Askstudentstosharewhattheyknowabo

6、utIndependenceDay.Explainthatdifferentindependence days are celebrated by different nationalities.Learning AZ,Inc.All rights reserved.www.readinga-2Marias Family CelebrationLesson Plan(continued)LeveLK KPreview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcover

7、sandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitisandwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Retell Explaintostudentsthatonewaytounderst

8、andandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhathappenedinorder.Pointoutthatpeopleretellstoriesaspartoftheirdailylives,suchasexplainingwhathappen

9、edinschooltoastudentwhowasabsent.Askstudentstoshareotherexamplesofwhenpeoplemightgivearetelling.Modelretellingafamiliarstoryindetail,suchasThe Three Little Pigs.Think-aloud:In The Three Little Pigs,three pigs each decide to build a house.The first pig decides to make his house out of straw.He gather

10、s all of the materials and builds his house.The second pig decides to build his house out of sticks.He gathers all of the materials and builds his house.The third pig gathers the materials to build his house out of bricks.One day a big bad wolf comes to the house of the first little pig.He wants the

11、 little pig to let him inside and says IllhuffandIllpuff,andIllblowyourhousedown.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformationfortheretelling of this story.Havestudentsplacestickynotesonpages7,9,12,and16.Explainthatastheyread,theyshouldstoponthesepagestothinkaboutwha

12、thashappenedinthestory.Encouragestudentstoretellin their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplaintostudentsthatstories

13、aregenerallytoldinorderfrombeginningtoend.ModelsequencingthemaineventsofthestoryThe Three Little Pigs.Writekeywordsabouteacheventinorderontheboardasyoudescribethemtostudents.Think-aloud:If I want someone to be able to retell the story The Three Little Pigs,certain events need to be included in order

14、 to tell the story correctly.In this story,the first event that happens is that the first little pig builds a house out of straw.Next,the second little pig builds a house out of sticks.Then,the third pig builds a house out of bricks.After that,the wolf blows down the first pigs house.Then he blows d

15、own the second pigs house.Last,he tries to blow down the third pigs house,but he cant.Haveavolunteerusethekeywordsontheboardtosequencetheeventsofthestoryoutoforder.Askstudentstoexplainwhytheorderofthestepsisimportant(thesequencedoesnotmakesenseoutoforder).Discusswithstudentsthatastorydoesnotmakesens

16、ewhentheeventsare out of order.PointoutthedifferencebetweenthesequenceofeventslistedontheboardandaretellingofThe Three Little Pigs(the retelling contains more detail and description;the list shows only the eventsthatweremostimportantforsomeonetounderstandthestory).Askstudentstoprovideexamplesofdetai

17、lsfromthestorythatarenotincludedinthesequenceofevents.Introduce the Vocabulary Writethefollowingvocabularyonlargepiecesofpapertobehunguparoundtheroom:blindfold,celebrate,Mexican Independence Day,and piata.Read each word aloud with students.Learning AZ,Inc.All rights reserved.www.readinga-3Marias Fam

18、ily CelebrationLesson Plan(continued)LeveLK K Placestudentsinsmallgroupsandassigneachgrouptoawordposter.Havethemdiscusswhattheyknowaboutthemeaningoftheirwordandwriteadefinitiononthepaper.Rotatethegroupsuntileachgrouphasvisitedeverywordposter.Revieweachwordandtheinformationaboutthewordthatstudentswro

19、teonthepaper.Createadefinitionbasedonstudentsknowledgeandwriteitontheboard.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Pointoutthatthisbookdoesnotcontainaglossary,andaskwhereelsetheymightlook tofindthedefinitionofaword.Reviewwiththemhowtolocateawordanditsde

20、finitionin the dictionary.Haveavolunteerreadthedefinitionforeachwordfromthedictionary.Comparestudentsdefinitionswiththedictionarydefinition.Usethecomparisontomodifythedefinitionforeachword on the board.Set the Purpose HavestudentsreadtofindoutaboutMariasfamilycelebration.Remindthemtostopreadingatthe

21、endofeachpagewithastickynotetoquicklyretellintheirmindthedetailsoftheeventssofarinthestory.Havethemthinkabouttheeventsthathappenedfirst,next,andlast.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage7.Encouragethosewhofinishearlytogobackandreread.Cutoutthepagesfromanextra

22、copyofthebook.Placepages3through7inapocketchartoralongthechalkboardledge.Modelretellingtheeventsofthestoryusingtheillustrationsasaguide.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.First,Maria and Luis were getting ready for a Mexican Independence Day party.The

23、y decided to decorate the house.They made a picture of their family that included Mama,Papa,Emily,Maria,and Luis.Remindstudentsthataretellingincludesdetailanddescriptionabouttheeventsofastory,andasequenceofeventsliststhemostimportanteventsthatsomeonewouldneedtoknowtotellthestory correctly.Pointtothe

24、illustrationfrompage3.ExplaintostudentsthatthefirstimportanteventinthestoryisthatMariaandLuisgetreadyforaMexicanIndependenceDayparty.Writethiseventunder the illustration from page 3.Havestudentslookattheillustrationsfrompages4through7.Askthemtoexplainwhatalltheseillustrationsshow(paintingpicturesoft

25、hefamily).Writethiseventundertheseillustrationsasagroup.ExplainthatafterMariaandLuisgetreadyforaMexicanIndependenceDayparty,theypaintapictureoftheirfamily.Pointoutthatinformationsuchaswhotheypaintedfirstandlastisadetailaboutthisevent.Check for understanding:Havestudentsreadtotheendofpage9.Placepages

26、8and9nexttothepagesfromthebeginningofthestory.AskstudentstousetheillustrationsasaguidetoretellthedetailstoapartnerabouttheeventsafterMariaandLuisfinishedthefamilypictures.Listentostudentsretellingsforcorrectorderanddescriptionofthestoryevents.Discusstheretellingof these pages as a class.Askstudentst

27、oidentifythenextimportanteventinthestoryfromtheseillustrations.(MariaandLuis blow up balloons.)Havestudentsreadtheremainderofthestory.Remindthemtocontinuestoppingonpageswithstickynotestoretellintheirmindthedetailsofthestory.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorca

28、nnotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadthewordandfigureoutitsmeaning.Learning AZ,Inc.All rights reserved.www.readinga-4Marias Family CelebrationLesson Plan(continued)LeveLK KAfter Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can

29、 read these words using decoding strategies and context clues.Reflect on the Reading Strategy Retellindetailwithstudentstheeventsofthestoryfrompages10throughtheendofthebook,usingtheillustrationsfromthebook.Think-aloud:After Maria and Luis blow up the balloons,they decide to fill the piata.The piata

30、is in the shape of a fish.They fill it with candy,and Luis sneaks a piece of candy for himself.Havevolunteersretelltheeventstotheendofthebook,usingtheillustrationsfrompages12through16ofthebook.Thenhavethemretellthestorytoapartner,startingatthebeginning.Listenforwhetherstudentsincludethefollowing:mai

31、ncharacters,setting,correcteventsinorder,andeventsindetail.Askstudentshowretellingtheeventsofthestoryintheirmindastheyreadhelpedthemunderstand the story.Reflect on the Comprehension Skill Discussion:Reviewtheeventsofthestorylistedinorderontheboard.Placepages10through16inordernexttotherestofthepagesf

32、romthestory.AskstudentstoidentifythesequenceofeventsafterMariaandLuisblowupballoons.(They fill a piata with candy.They practice dancing.Everyone arrives at the party and they celebrate.)Independent practice:Coverthesequenceofstoryeventsontheboard.Introduce,explain,andhavestudentscompletethesequencee

33、ventsworksheet.Encouragethemtousetheirbooktocompletetheworksheet.Iftimeallows,discusstheiranswers.Enduring understanding:Inthisstory,youlearnedaboutonefamilystraditionsforcelebratingIndependenceDay.Nowthatyouknowthisinformation,howisthisfamilyscelebrationsimilarto and different from the way your fam

34、ily celebrates Independence Day?Build SkillsPhonics:Open vowel y Writethewordfamily on the board and say it aloud with students.Read it with students and challengethemtofindthewordonpage4.Havestudentssaythelong/e/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholewordaloud.Asks

35、tudentswhatletterstandsforthelong/e/soundintheword family.Explainthatsometimestheletter yattheendofawordmakesthelong/e/sound.Havestudentsturntopage3.Askstudentstofindtwowordsthatendwiththelong/e/sound(ready,party).Check for understanding:Write the following words that end with the long/e/sound on th

36、e board,leavingoffthefinalconsonant y:lazy,only,hurry,candy.Sayeachwordoneatatime,andhavevolunteerscometotheboardandaddthefinaly to each word.Grammar and Mechanics:Proper nouns Revieworexplaintostudentsthatanoun is a person,place,or thing.Askstudentstoturntopage10andgiveexamplesofnounsfromthetext(pi

37、cture,balloons,piata,and so on).Revieworexplainthataproper noun isthenameofaspecificperson,place,orthing.Apropernoun always begins with a capital letter.Write an example of a proper noun from page 10 on the board(Maria).Learning AZ,Inc.All rights reserved.www.readinga-5Marias Family CelebrationLesso

38、n Plan(continued)LeveLK K Check for understanding:Havestudentsturntopage6andunderlineexamplesofpropernouns.Remind them not to confuse a proper noun with the capital letter used at the beginning ofasentence.Asstudentsidentifythepropernouns,writethemontheboard(Emily,Maria,Mama,Papa,Luis,I).Askavolunte

39、ertoidentifywordsthatarecapitalizedbutarenotpropernouns(Next,She,After,Thats).Independent practice:Introduce,explain,andhavestudentscompletethepropernounsworksheet.If time allows,discuss their answers.Word Work:Time and order words Reviewthatorderwordsareoftenusedintexttohelpreadersidentifyasequence

40、ofevents.Providestudentswithafewexamplesoforderwords(today,first,next,then).Havestudentssuggestorderwordstheyknow(second,last,finally,after that,third,and so on).Modelhowtosequenceeventsusingorderwords.Think-aloud:I know that a process,like a story,also has a sequence of events.For example,when I br

41、ush my teeth,first I get my toothbrush and take the lid off the toothpaste.Next,I put the toothpaste on the toothbrush.Then,I put the toothbrush head in my mouth and begin wiggling the bristles against my teeth.After that,I spit out the foamy toothpaste.Last,I rinse my mouth with clean water.Havevol

42、unteersexplaintheorderofasimpleprocess,suchasmakingasandwichorgettingreadyforschool.Usetimeandorderwords(first,next,and so on)to record the steps on the board.Check for understanding:Havestudentsrereadpages5through7intheirbook.Havethemidentify and circle the order words on the pages(first,second,nex

43、t,after,and last).AskstudentstowritethebirthorderofMariasfamilyinthemarginofpage6(Mama,Papa,Emily,Maria,Luis).Independent practice:Introduce,explain,andhavestudentscompletethetime-and-order-wordsworksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Allowstudentstoreadtheirb

44、ookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemsequencetheeventsoftheirdaywithsomeoneathome.Extend the ReadingNarrative Writing and Art ConnectionHavestudentsthi

45、nkofaspecialeventtheyhavecelebratedwithfamilyorfriends.Havethemwriteapersonalnarrativetellingthekindofevent,whathappened,andwhyitwasmemorabletothem.Social Studies ConnectionProvideprintandInternetresourcesforstudentstoresearchMexicanIndependenceDay.Have themanswerquestionssuchas:From whom did Mexico

46、 become independent?When did it become an independent country?What types of activities and food might someone find at a Mexican Independence Day celebration?Havestudentsrecordtheiranswers,alongwithany otherinterestingfactstheyfind.Learning AZ,Inc.All rights reserved.www.readinga-6Marias Family Celeb

47、rationLesson Plan(continued)LeveLK KSkill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormore

48、cardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:accu

49、ratelyandconsistentlydemonstrateretellingthestoryduringdiscussion accuratelyandconsistentlysequencethemaineventsofthestoryduring discussionandonaworksheet correctlylocateandreadwordswithopenvowely during discussion correctlyidentifypropernounsintextandonaworksheet correctlyidentifyandusetimeandorderwordsduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric