原版英语RAZ 教案The Eruption of Mount Shasta_LP.pdf

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1、The Eruption of Mount ShastaLesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Adventure Page Count:24 Word Count:2,939Book SummaryThe Eruption of Mount Shasta is a fictional story about a boy named Kyle,his dog Oz,and his pet crow,ironically named Rave

2、n.Kyle and his family live near an active volcano in Shasta City,California.When the volcano erupts,everyone is told to evacuate.Kyle refuses to leave without Oz and Raven,who have disappeared.Suspense and tongue-in-cheek humor keep the reader entertained.About the LessonTargeted Reading Strategy Co

3、nnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgewhilereadingtounderstandtext Identifyandunderstandproblemandsolution Understandandidentifynouns,adjectives,verbs,andadverbs RecognizeandusecontentvocabularyMaterialsGreentext indicates resources available on the website

4、 BookThe Eruption of Mount Shasta(copy for each student)Chalkboardordryeraseboard Problem and solution;describing words;content vocabulary worksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwit

5、h paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:avalanche(n.),descending(v.),disoriented(adj.),heroism(n.),imploring(v.),spewing(v.)Enrichment:accumulated(v.),aspired(v.),composed(v.),fend(v.

6、),generated(v.),intermingled(v.),irony(n.),oblivious(adj.),obnoxious(adj.),pumice(n.),surge cloud(n.),therapy(n.),unconvincingly(adv.)Before ReadingBuild Background Askstudentstotellwhattheyknowaboutearthquakesandvolcanoes.Listtheirresponseson the board.Havestudentsidentifytheitemsonthelistthatmight

7、leadtoadditionalproblems,suchasfloods,lavaflows,orfire.Havethemtellwhattheymightdotosolvetheproblem,movetohigher ground,relocate,or evacuate,respectively.The Eruption of Mount ShastaLesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga-Preview the WalkIntroduce the Book Givest

8、udentsacopyofthebook.Havethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthis is and what it might be about.Directstudentstothetableofcontents.Revieworexplainthatthisisachapterbookinwhichthe chapters are not titled.Tell students

9、 that authors often divide books into chapters that have the same main idea in order to make the book easier to understand.Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthathavingsomepriorknowledgeaboutatopicandmakingaconnectionwith what they know while reading helps the

10、m understand and remember the information in the book.Refer to the list generated by students to reinforce how much they already know aboutvolcanoesandearthquakes.Afterreviewingthetitleandthecoverillustrations,modelusingtheseasawaytoconnecttoprior knowledge.Think-aloud:Seeing how afraid the boy on t

11、he cover looks makes me wonder how close he is to the volcano.I felt an earthquake at my house once.It was unexpected,and I was afraid.Because Ive been in an earthquake,it might be easier for me to understand some of the information in this book about a natural disaster.(Tailorcommentstofitpersonale

12、xperience.)Havestudentspreviewtherestofthebook,lookingattheillustrations.Havestudentsturntotheglossaryonpages23and24.Havethemreadtheglossarywordsandtheirdefinitionsaloud.Next,havestudentsturntothepagesindicatedandreadeachglossarywordinthesentenceinwhichitappears.Usecontextcluesinthesurroundingsenten

13、cestoworkout unfamiliar vocabulary words as necessary.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know abo

14、ut letter and sound correspondence to figure out the word.Theycanlookforbasewordswithinwords,prefixes,andsuffixes.Theycanusecontextclueswithin a sentence or in surrounding sentences to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstopage5andhavethemfindtheb

15、old word aspired.Explainthattheycanusecontextcluestofigureoutthemeaningoftheword.Read the first paragraph with students.Review that the sentences before the one that contains aspired tells that Kyle has named a crow Raven.Explainthataccordingtotheauthor,ravenshavebeen thought of as smarter,stronger,

16、and wiser.The sentence says that crows have always aspired toberavens.Inotherwords,crowswanttobelikeravensbecauseravensaresmarterthancrows.Tell students that this is called tongue-in-cheek humor because no one really knows whether or not a crow wants to be like a raven.Write on the board:tongue-in-c

17、heek(adj.)joking,ironic,lighthearted,humorous.Tellstudentsthatsometimesacontextcluecanbefoundinthesamesentence,but at other times students need to use the clues in the rest of the paragraph to make areasonableguessaboutthemeaningofanunfamiliarword.Tellthemiftheirguessdoesntmake sense in the sentence

18、,they can look up the word in a dictionary or a thesaurus.Set the Purpose Asstudentsreadthebook,theyshouldrememberwhattheyknowaboutearthquakesandvolcanoes.The Eruption of Mount ShastaLesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the

19、reading:Havestudentsreadtotheendofpage6.Tellthemtounderlinethenamesofthecharacters,whereandwhenthestorytakesplace,andanyimportanteventsthatoccur.Ifthey finish before everyone else,they can go back and reread.Whentheyhavefinishedreading,havestudentsidentifythecharactersandsetting.Havestudentstellthem

20、ajoreventsthathappenedinthestory.Usetheinformationgeneratedabovetomodelconnectingtopriorknowledge.Think-aloud:When I felt my house tremble I was afraid at first.After it was over,Kyle and I realized no one was hurt,I thought it was cool that I had experienced an earthquake tremor.Kyle also thought i

21、t was cool to be in an earthquakeafter it was over and he was safe.Askstudentswhattheythinkwillhappennextinthestory.Remindthemtothinkoftheirpriorknowledgeaboutearthquakesandvolcanoesastheyread.Havestudentsreadtheremainderofthe book.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunders

22、tandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Discussh

23、owmakingconnectionswithinformationinthetextthattheyknowsomethingaboutkeeps them actively involved in the reading process and helps them remember what they read.Teach the Comprehension Skill:Problem and solution Discussion:Revieworexplainthatonewaytounderstandastoryistothinkabouttheproblemsacharacter

24、 has and how he or she plans to solve them.Introduce and model:Write the following on the board and tell students that there are usually four steps involved in problem solving:1.Identify the problem2.Ask why the character has the problem3.Ask what will happen if the problem isnt solved4.Think of sol

25、utions to the problem Check for understanding:Draw a Problem/Solution Chart on the board(see the problem-and-solution worksheetfortheformat).UnderProblem write the first three answers.Ask students toidentifythefirstproblemKylehasonpages5and6(Kyleawakestothehouseshaking).HavethemtellwhyKylehastheprob

26、lem(thereisanearthquake).Askthemtoexplainwhatwillhappeniftheproblemisntsolved(Kyleisindangerofthehousecollapsingandneeds togotothesafestplace).Havethemtellhowheplanstosolvetheproblem.Writethe fourth answer under Solutions(Hemeetshisfamilyinthemainentrancewherethebeamsarethe strongest).Independent pr

27、actice:Give students the problem-and-solution worksheet to complete.Discuss their responses.(ProblemsmayincludetheeruptionofMt.Shastaandevacuation,KylelookingforOzand Raven,Kyle being trapped beneath a fallen tree,or the family trying to escape.)The Eruption of Mount ShastaLesson Plan(continued)LEVE

28、LX X4 Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Describing words Revieworexplainthatwritersuseadjectivesandadverbstomaketheirstoriesorbooksmoreinteresting.Review that adjectives are describing words that provide details about nouns,and that they tell what kind,h

29、ow many,or which one.Review that adverbs are describing words that provide details about verbs by telling how,when,or where.Remind students that while many adverbs end in-ly,not all do.Havestudentsfindthesecondparagraphonpage5.AskthemtotellwhomKylesdadtalkedto about the baby crow(wildlife experts).R

30、eview that wildlifeisanadjectivethatdescribesthenoun expertsandtellswhatkindofexperts.Havestudentsfindtheboldwordunconvincinglyonpage8.Havethemtelltheverbitdescribes(says).Ask if the adverb tells how,when,or where Justin spoke(how).Check for understanding:Selectaparagraph,page,orchapterinthebook.Hav

31、estudents circletheadjectivesandnounsandunderlinetheadverbsandverbstheydescribe.Independent practice:Give students the describing words worksheet.Discuss their responses.Word Work:Content vocabulary Tellstudentsthatmanyofthewordsinthebookareusedtotellaboutvolcanoesandearthquakes,andtodescribehowpeop

32、ledealwiththedestructioncausedbyeach.Provideopportunities for students to talk about difficult words such as aspired,heroism,and oblivious.Provide opportunities for students to pronounce the new vocabulary words and to use the words in sentences.Check for understanding:Give students the content voca

33、bulary worksheet.Explainthattheyneedto find the answers in the book and then locate the word in the words search.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirb

34、ooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionHavestudentswriteadescriptionofhowtheywouldfeeliftheywerecaughtinanareawhereavolcanowaseruptingoranearthquakewasoccurring.Havethemtellwhattheywoulddo.Remindstudentstouseadjectivestodescribenounsandadverb

35、stodescribeverbsintheirwriting.Havestudents share their descriptions with the group.Science Connection MakeprintandInternetresourcesavailableforfurtherresearchaboutnaturaldisasters,suchasvolcanoes,earthquakes,tsunamis,hurricanes,tornadoes,andfloods.Havestudentsworkingroupsto select one type of event

36、.Then have them identify a problem associated with the event.Remind studentstousethefourproblem-solvingstepstoidentifytheirproblemandsolution.Havestudentsshare their findings with the class.The Eruption of Mount ShastaLesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga-Skill

37、 Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayo

38、rasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:connecttopriorknowledgeaboutearthquakesandvolcanoeswhilereadingtoaidinunderstandingtext identifyproblemsandsolutionsinfictionaltextandonagraphicorganizer recognizenounsandverbsintext;addadverbsandadjectivesonaworksheet correctlyfindandusecontentvocabularytosolveaword-findworksheetComprehension Checks BookQuiz Retelling Rubric