原版英语RAZ 教案Takehito's Tango_LP.pdf

《原版英语RAZ 教案Takehito's Tango_LP.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案Takehito's Tango_LP.pdf（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Takehitos TangoLesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the Book Text Type:Fiction/Realistic Page Count:20 Word Count:2,028Book SummaryTakehitos Tango tells the story of a young Japanese boy named Takehito and his desire to make friends and fit in at his new school.His

2、 teacher pushes him to participate in the talent show,which sets him on a mission to uncover a hidden talent.With the help of young Melinda,he works hard to learn a dance called the tango.He picks up the steps quickly and even begins to enjoy the attention of his admirers.On the day of the talent sh

3、ow,he takes the stage,and Takehito realizes that he has already made at least one friendMelinda.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Analyzecharactersinthetext Understandtheuseofadashaspunctuation Recognizeandusesynonymsanda

4、ntonyms UseathesaurusMaterialsGreentext indicates resources available on the website BookTakehitos Tango(copy for each student)Chalkboardordryeraseboard Thesauruses Indexcards Visualize,analyzecharacters,dash,synonymsandantonymsworksheets Discussion cards Indicatesanopportunityforstudentstomarkinthe

5、book.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:awkward(adj.),clumsily(adv.),footwork(n.),rhythm(n.),spectators(n.),talent(n.)Enrichment:audience(n.),deliberate(adj.),em

6、igrated(v.),entranced(v.),performance(n.),traditionally(adv.)Before Reading Build Background:Askstudentshowtheyfeltwhentheywerenewtoasituationandhowtheymadefriends.Invitethemtoshareexamplesofthingstheyhavedonetomeetnewpeople.Writetheirideasontheboard.Takehitos TangoLesson Plan(continued)LEVELX X2 Le

7、arning AZ All rights reserved.www.readinga- Showstudentsavideoorreadaninformationalpassagetothemaboutthetango.Explainthatit is a very old dance with a rich cultural heritage,and is alive with dramatic presentation and emotion.Askstudentswhethertheyhaveeverseenanyonedancethetango.Encouragethem to sha

8、re what they know.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentst

9、hetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovides anoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadinthebookbasedonwhattheyseeinthetableofcontents.(Acceptanyanswersstudentsca

10、njustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout a topic.Readpage4aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a book,

11、I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me organize important information and enjoy reading the book.For example,on page 4,the author describes a Japanese cowboy chasing after a train.I pictured him galloping fearlessly on his horse,eyes

12、 determined and focused on the speeding train.I pictured the gap widening between the horse and train as the steed slowed with exhaustion.Rereadpage4aloudtostudents,askingthemtousethewordsinthestorytovisualize.Introduceandexplainthevisualize worksheet.Have students draw on the worksheet what they vi

13、sualized fromthetextonpage4.Invitestudentstosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Analyze characters Explainthattherearemanywaystolearnaboutacharacterinastory.Onewayistoexa

14、mineacharacterswordsorthoughts.Anotherwayistoexaminetheactionsofthecharacter.Explaintostudentsthatanauthorusesacharacterswords,thoughts,andactionstogivethereaderinsightintoacharacterspersonality,relationships,andmotivations,andtheconflictsheorshemayface.Askstudentstofollowalongasyoureadaloudpage5int

15、hestory.Modelhowtoanalyzeacharacter based on his or her actions.Think-aloud:As I read page 5,I found out that Takehito had only been daydreaming about chasing the train and roping it with his lasso.He had been staring out the window from his desk while his teacher was talking.Mrs.Klein asked him a q

16、uestion,which jerked his thoughts back to reality,as his classmates waited to hear his answer.On the basis of these clues,Takehito appears to be a daydreamer who is eager for adventure.This information tells me that he may have a hard time paying attention in class and may not be able to complete hi

17、s work because he misses instructions from his teacher.Havestudentsrereadpage5andthinkaboutMrs.Kleinscharactertraits.DiscusswhatMrs.Kleinsactionsandwordsmightreflectaboutherpersonality(observant,strict).Introduceandexplaintheanalyze characters worksheet.Have students write the information from the d

18、iscussion on their worksheet.Takehitos TangoLesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowingcontentvocabularywordsontheboard:footwork,rhythm,and performance.Readthewordsaloudwithstudents.Askthemtosharewhattheyknowaboutthemeaningo

19、feachword.Pointouttostudentsthatusingfamiliarwordsmighthelpthemidentifythemeanings of the words.(For instance,the word footwork is a compound word,and the two words that make up the compound word might help them in thinking about what footwork might meanwork that is done with the feet.)Writeeachofth

20、econtentvocabularywordsonapieceofposterboard.Placestudentsinsmallgroups and assign each group to a poster.Have them discuss what they know about the meaning of their word and write a definition on the paper.Rotate the groups until each group has visited all three posters.Revieweachwordandtheinformat

21、ionaboutthewordthatstudentswroteontheposter.Createadefinitionbasedonstudentsknowledgeandwriteitontheboard.Haveavolunteerreadthedefinitionforeachwordfromtheglossary.Comparestudentsdefinitionswiththeglossarydefinitions.Usethecomparisontomodifythedefinitionforeachword on the board.Havestudentsusethethr

22、eecontentvocabularywordstopredictwhatmighthappento Takehitointheschooltalentshow.Afterreading,comparetheirpredictionstotheactualoutcome in the book.Set the Purpose HavestudentsreadtofindoutmoreaboutTakehitoandhisexperiences.Remindthemtostopafter every few pages to visualize the most important inform

23、ation and draw on their worksheet what they visualized.During Reading Student Reading Guide the reading:Havestudentsreadfrompage6totheendofpage9.Encouragethosewhofinish early to go back and reread.Have students draw what they visualized during one or more events of the story on their visualize works

24、heet.Modelvisualizing.Think-aloud:On page 9,I read about Manny making elotes.I pictured him expertly plucking an ear of corn from the boiling water,the steam coming out it in all directions.Next,I pictured him generously slathering the corn with butter and mayonnaise,which dripped off as it melted.I

25、nvitestudentstosharetheirdrawingsofwhattheyvisualizedwhilereadingpages6through9.Havethemexplaintheirdrawingsaloud.Onthebasisoftheinformationreadsofar,askstudentswhysomeonemayconsiderTakehitotobeadaydreamer.(Heisoftenunfocusedinclassandlostinhisownthoughts.)Askthemtothinkofotherwordstheymightusetodes

26、cribeTakehito(shy,reserved,andsoon).Encouragestudentsto write this information in the Traits section on their analyze characters worksheet.Then have themwritecluesfromthetextthatsupporttheiranswersontheirworksheet(hedidnthavemanyfriends,hepretendedtobesicksohedidnthavetobeinthetalentshow,andsoon).Ha

27、vestudentssharetheirresponsesfromthetext.AskstudentstoexplainhowreadersknowthatMrs.KleincaresaboutTakehito(shestandsup for him when others are picking on him,she worries about him,she pushes him to perform in thetalentshowsohecanestablishsomefriendships,andsoon).Encouragestudentstowrite this informa

28、tion on their analyze characters worksheet.Check for understanding:Have students read to the end of page 11.Have them visualize the informationinthetextastheyread.AskstudentstodrawwhattheyvisualizedaboutTakehitointheballroomontheirvisualizeworksheet.Invitethemtosharewhattheyvisualizedastheyread.Have

29、studentslookattheillustrations,andencouragethemlookateachofthecharactersfacesto see how they are feeling.Takehitos TangoLesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga- OnthebasisoftheinformationtheyreadsinceTakehitosvisitwithManny,askstudentshowTakehito might be feeling

30、 about the idea of learning to dance(reluctant,yet interested).Have students write this information in the Traits section on their analyze characters worksheet.Then havethemwritecluesfromthetextthatsupporttheiranswersontheirworksheet.(Takehitocould not say what he was interested in;he was entranced

31、with the poster of the two dancers;andsoon.)Havestudentssharetheirresponsesfromthetext.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread the rest of the story.Remind them to continue thinking about the important events of the story as they read.Have students make a q

32、uestion mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstra

33、tegiesandcontextclues.Reflect on the Reading Strategy Think-aloud:On page 18,I read about Takehito daydreaming about his performance at the talent show.I pictured him standing onstage with the entire student body staring at him,pointing and laughing.I pictured Takehito slowly and deliberately steppi

34、ng to center stage,his chin high and his face confident.I pictured the white spotlight flashing to him,his spurs reflecting the brilliant glare.I saw Takehito and Melinda dancing in perfect rhythm,their steps in harmony as the crowd waved and screamed wildly in approval.Askstudentstoexplainhowthestr

35、ategyofvisualizinghelpedthemunderstandandenjoythestory.Askvolunteerstoshareexamplesofthethingstheyvisualized.Independent practice:Have students complete the visualize worksheet.Iftimeallows,havethemshare their drawings with a partner.Reflect on the Comprehension Skill Discussion:Review the character

36、istics of Takehito that students identified from the first pages of the story and those they wrote in the first column on the board(daydreamer,eager for adventure,shy,reserved).Review other character traits for Takehito that students may have identifiedlater(interested,excited,friendly,persistent,an

37、dsoon).Havestudentsreadaloud theexamplestheywroteintheTraits section of their worksheet.Pointouthow,inthebeginningofthebook,Takehitoappearstobeveryshy,butlaterhechoosestoperformatalentthatwoulddrawalotofattentiontohim.Askstudentstoexplainwhy Takehito may appear shyer than he really is(language and c

38、ultural barriers).AskstudentswhyMrs.KleinappearstobehardonTakehito,butthatreaderslaterlearnsheis deeply concerned about him(she wants him to make friends and be successful in school,shewantshimtopayattentioninclasssohewilllearn,andsoon).DiscusshowMrs.Kleinsintentions are to help him become happy wit

39、h school as he enters junior high,and ask students why they think that is important to her.Independent practice:Have students complete the analyze characters worksheet,completing the charactertraitanalysisofTakehito,Mrs.Klein,andMelinda.Iftimeallows,discuss their responses.Enduring understanding:Int

40、hisstory,Mrs.Kleinappearstobeaverystrictteacher,butinsideshedeeply cares for her students.Takehito appears to be very shy but is not as shy as others perceive him to be.Now that you know this information,why is it important to realize that appearances arentalwaysaccuratereflectionsofthetruth?Howmigh

41、tthisnotionhelpyouunderstandtheactionsofothersaroundyou?Takehitos TangoLesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Dash Revieworexplainthatadash()isapunctuationmarkusedtoindicateabreakoromission.Itisalsousedtoclarifyinformationwithi

42、nasentence.Directstudentstopage4inthebook.Writethefollowingsentenceontheboard:Holding his breath,Takehito kicked his boots out from the stirrups and set sailing off his horse and into the airnearly flying toward the train.Askstudentshowthedashisusedinthisinstance(toclarifywhere he was sailing in the

43、 air).Directstudentstopage14.Writethefollowingsentenceontheboard:Lots of people from different culturesAfrican,Indian,French,Spanish,Italiancreated what were doing right now.Askstudentshowthedashisusedinthisinstance(toclarifyathoughtinthemiddleof the sentence).Pointouttostudentsthedifferencebetweena

44、dashandahyphen.Havestudentsturntopage11 and locate the word cherry-blossom.Revieworexplainthathyphensareshorterinlengthandare used to connect two words to create a compound word or indicate a word broken at the end of a line.Remind students not to confuse a dash with a hyphen.Directstudentstopage13i

45、nthebook.Writethefollowingsentencesontheboard:When you walk forward,strike your heel first,then your toeheel,toe,heel,toe,heel,toe.Askavolunteerto come to the board and circle the dash(after the words your toe).Askstudentshowthedash is used in this instance(to clarify a thought).Check for understand

46、ing:Havestudentsfindandcirclethedashonpage11.Havethemwritehow the dash is used in this instance.Independent practice:Introduce,explain,andhavestudentscompletethe dash worksheet.Iftimeallows,discuss their responses.Word Work:Synonyms and antonyms Writethewordbeautifulontheboard.Askstudentstosuggestaw

47、ordthatmeansalmostthesame thing(pretty,lovely).Revieworexplainthatawordthatmeansthesameoralmostthesame as another word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeofbeautiful(ugly,hideous).Review or explainthatawordthatmeanstheoppositeofanotherwordiscalledanantonym.Writethefollo

48、wingsentenceontheboard:A few people who walked past them on the sidewalk applauded.Askthemtofindthewordthatdescribeswhatthepeopledidwhentheywalkedby(applauded).Askthemtosuggestawordthatmeansthesameoralmostthesameasapplauded(clapped).Askstudentstosuggestawordthatmeanstheoppositeofapplauded(booed).Sho

49、wstudentsathesaurus.Usetheexampleabovetoexplainhowathesaurusisused,writingthe synonyms and antonyms for applauded on the board.Check for understanding:Givepairsofstudentsathesaurus.Askthemtofindthewordlarge andhavethemnamethesynonymslisted.Ifthethesauruslistsantonyms,havethemfindtheantonyms for larg

50、e.Ifneeded,provideadditionalpracticeusingathesaurus.Independent practice:Introduce,explain,andhavestudentscompletethesynonyms-and-antonyms worksheet.Iftimeallows,discusstheirresponses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsrea