原版英语RAZ 教案Wild and Wacky World of Wigs_LP.pdf

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1、Wild and Wacky World of WigsLesson PlanLEVELY Y1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:1,490Book SummaryFrom ancient Egyptian culture to modern civilization,wigs have played an important role in history.In Wild and Wack

2、y World of Wigs readers learn about the fascinating history of peoples obsession with all things related to hair.Students will be informed and entertained by this engaging text.Detailed photographs,illustrations,and text features support student learning.This book and lesson are also available at Le

3、vels S and V.About the LessonTargeted Reading Strategy AskandAnswerQuestionsObjectives Askandanswerquestionstounderstandtext Compareandcontrast Identifyadjectives IdentifyandusesynonymsMaterialsGreen text indicates resources that are available on the website.BookWild and Wacky World of Wigs(copy for

4、 each student)Chalkboardordry-eraseboard Posterpaper Thesauri KWLS/Askandanswerquestions,compareandcontrast,adjectives,synonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonaninteractivewhiteboardorcompletedwith paper

5、and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:aristocracy(n.),extensions(n.),fashion(n.),ornate(adj.),toupees(n.),wigs(n.)Enrichment:elaborate(adj.),elite(n.),embellish(v.),obsession(n.),ra

6、ncid(adj.),resin(n.)Before ReadingBuild Background Writethewordwigs on the board.Askstudentstotellwhattheyalreadyknowaboutwigsandwhy people might wear them.Explain to students that a wig is a head covering made of hair or hairlike materials.Wild and Wacky World of WigsLesson Plan(continued)LEVELY Y2

7、 Learning AZ All rights reserved.www.readinga- CreateaKWLSchartontheboardandhandouttheKWLS/Ask-and-answer-questionsworksheet.Review or explain that the K stands for knowledge we already know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands forwh

8、atwestillwanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthe K section with information students know about the topic.Have students complete the same sectionontheirKWLS/Ask-and-answer-questionworksheet.Askstudentswhattheywouldliketoknowaboutwigs.Havethemfillinthe W section of their chart.W

9、ritetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it migh

10、t be about.Show students the title page.Discuss the information on the page(title of book and authors name).Introduce the Reading Strategy:Ask and answer questions Discusswithstudentshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestionswhilereading,canhelpreadersunderstandandrememberth

11、einformationinabook.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewoftheinformationinabookandhowitisorganized.Afterpreviewingthetableofcontents,useittomodelaskingquestions.Think-aloud:I can use the table of contents to think of questions I have about wigs.For ex

12、ample,the third section is titled“Whats in a Wig?”I am curious to know what wigs are made of and whether this has changed over time.I will write these questions in the W section of the chart.As I read the third section,I will be sure to look for answers to these questions.The fourth section of the b

13、ook is titled“The First Wigs.”I dont know much about the history of wigs or when they were first invented,so I am curious to know how the very first wig came to be.I will record my questions in the W section of the chart and any answers in the L section.Havestudentslookattheothersectiontitles.Haveth

14、emwriteanyquestionstheyhaveonthe basis of the covers and table of contents in the W sectionoftheirKWLS/Ask-and-answer-questionsworksheet.Have students preview the rest of the book,looking at the photographs,illustrations,and text features.Invitestudentstoreadthroughtheglossary.Havethemaddanyaddition

15、alquestionstheymighthaveontheirworksheet.Invitestudentstosharetheirquestionsaloud.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatone

16、waytoorganizeinformationinatextistoexplainhowtopicsarealikeanddifferent.Pointoutthatwhenwelookatthesimilaritiesoftwoobjectsortopics,wearecomparing and when we look at the differences,we are contrasting.CreateaVenndiagramontheboard.Labeltheleft-handsidebicycleandtheright-handsidecar.Explain that info

17、rmation about how cars and bicycles are similar is recorded where the circles overlap.Information that is only true about bikes is written in the left side of the left circle.Information that is only true of cars is written in the right side of the right circle.Modelcomparingandcontrastingtwoobjects

18、.Think-aloud:Bikes and cars have both similarities and differences.Both are forms of transportation,and both have wheels.I will record this information where the circles overlap.Cars have engines,and bikes do not.I will record this information in the appropriate place on the Venn diagram.Askstudents

19、toshareothersimilaritiesanddifferencesbetweencarsandbikes.Modelhow to record this information in the Venn diagram.Wild and Wacky World of WigsLesson Plan(continued)LEVELY Y3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowingstory-criticalwordsontheboard:aristocra

20、cy,extensions,fashion,ornate,toupees,and wigs.Read the words aloud with students and ask them to share what they know about each word.Write each of the words listed on the board on separate sheets of chart paper and hang the posters in various places around the classroom.Have students work in small

21、groups and assign each group a poster.Have students discuss what they know about the meaning of the word and write or draw a definition on the chart paper.Rotate the groups and have them repeat the process with the remaining words.Reviewallfourwordsasaclass.Readthestudentsdefinitionsaloudanddiscusst

22、heirpriorknowledge.Createasingledefinitionforeachwordandwriteitontheboard.Haveavolunteerreadthedefinitionforeachwordintheglossary.Comparestudentsdefinitionswith the glossary definitions.Use the comparison to modify the definition for each word or phrase on the board.Set the Purpose Havestudentsreadt

23、ofindoutmoreaboutthehistoryofwigs.Encouragestudentstoask andanswerquestionswhilereading.During ReadingStudent Reading Guide the reading:Have students read pages 4 through 6.Remind them to look for information aboutwigsthatwillanswertheirquestionsontheirKWLS/Ask-and-answer-questionsworksheet.Encourag

24、e those who finish early to go back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirworksheetthatwereansweredandwriteanynewquestionsthatweregenerated.ModelansweringquestionsusingdetailsfromthetexttocompletetheL section of the KWLS chart.Think-aloud:As I read the section t

25、itled“Whats in a Wig?”I was sure to keep in mind the questions I recorded in the KWLS chart.I wanted to know what materials are used to make wigs.As I read this section,I learned how wigs in the 1700s were made using a tight-fitting mesh cap that was fitted to a persons head.I also learned that the

26、hair or other material was attached to the cap that was then worn by the person.I will record all of this information in the L section of the KWLS chart.I also wanted to know about the first wigs to be created.I have not yet read about the earliest wigs.As I read,I will continue to look for this inf

27、ormation.As I read this section,I thought of another question I will record in the W section of the chart:What kinds of materials are used for the hair part of a wig?HavestudentswriteanswerstothequestionstheycircledontheirKWLS/Ask-and-answer-questionsworksheet.Invitethemtosharetheinformationtheylear

28、nedandthequestions they generated as they read the book.Record shared responses on the class KWLS chart.DrawanewVenndiagramontheboard.Labeltheleft-handcircletoupees andtheright-handcircle extensions.Discuss with students the similarities and differences between extensions and toupees.Have students i

29、dentify evidence in the text to support their responses.Record this information on the board.Check for understanding:Have students read to the end of page 10.Have them write any answers they found while reading in the L sectionoftheirworksheetandadditionalquestionstheyraised in the W section.Invitet

30、hemtosharetheinformationtheylearnedandthequestionstheygenerated as they read pages 7 through 10.Write shared responses on the class KWLS chart.Havestudentsreadtheremainderofthebook.RemindthemtocontinuetolookforandwriteanswerstotheirKWLS/Ask-and-answer-questionsworksheetquestionsandtopayattentiontoho

31、wtheauthorcomparesandcontrastsinformation.Encouragethemtoaddnewquestionstheymight have to their worksheet as they read.Wild and Wacky World of WigsLesson Plan(continued)LEVELY Y4 Learning AZ All rights reserved.www.readinga-Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor c

32、annot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Readin

33、g Strategy Think-aloud:As I viewed the table of contents at the beginning of the book,I wanted to know what wigs are made of and I also wanted to know about the first wigs.As I read,I learned that wigs may be made from a variety of materials including human hair,animal hair,wool,plastic,and so on.I

34、also learned that the materials used to make wigs have changed over time.I will record this information in the L section of the KWLS chart.I also learned that first wigs were used in Egypt in 1400 bc.I read that many Egyptians used wigs in order to dress like their gods.I will write this information

35、 on the KWLS chart.After reading,I am still curious about how wigs are used in modern society.For example,I read about the Locks of Love program,to which people donate hair for wigs that are made for children who have lost their hair.I am curious about this organization and want to know how long it

36、has been around and who can donate hair to this cause.Because this information is not discussed on the text,I will have to conduct my own research to find the answers to these questions.I will record these questions in the S section of the KWLS chart.AskstudentstosharequestionstheyaddedtotheirKWLS/A

37、sk-and-answer-questionsworksheetwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Have students write answers they found while reading in the L section of their worksheet.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswers,keepsreaders interested in the

38、topic.It also encourages them to keep reading to find answers to their questionsandhelpsthemenjoywhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Have students brainstorm to create a list of other sources they might use to locate additional informationtoansw

39、ertheirquestions.InvitestudentstofillintheSsectionoftheirKWLS/Ask-and-answer-questionsworksheetwithinformationtheywouldstillliketoknowaboutwigs.Reflect on the Comprehension SkillDiscussion:Discuss with students why it is helpful to compare and contrast information while reading.Pointouttostudentstha

40、tcomparingandcontrastinginformationhelpsthereader tounderstand,remember,andenjoythetext.Independent practice:Introduce,explain and have students complete the compare-and-contrastworksheet.If time allows,have them share their responses.Enduring understanding:In this book,you learned that people throu

41、ghout history have used wigs to express a particular fashion style.How else do people express themselves through fashion?Build SkillsGrammar and Mechanics:Adjectives Revieworexplainthatadjectives arewordsthatdescribenounsandpronouns.Anadjective tells which one,how many,or what kind.Have students tur

42、n to page 4 and reread the page.Encourage students to locate and circle theadjectivesintheparagraph(recorded,ancient,Egyptian,modern,important,many,social).Then,havestudentsunderlinethenounorpronoundescribedbyeachadjective,andaskthemtoexplainwhethertheadjectivedescribeswhichone,howmany,orwhatkind.Wi

43、ld and Wacky World of WigsLesson Plan(continued)LEVELY Y5 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students work in pairs to reread the section“Whats a Wig?”andcirclealltheadjectivestheyfind.Havestudentsunderlinethenounthateachadjectivedescribes.Discusstheresultsasa

44、groupandaskvolunteerstoidentifywhethereachadjectivetells which one,how many,or what kind.Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their answers aloud after students finish.Word Work:Synonyms Writethewordfancyontheboard.Askstuden

45、tstosuggestawordthatmeansalmostthesamething as fancy(decorative,elaborate).Review or explain that a word that means the same or almost the same as another word is called a synonym.Explaintostudentsthattheuseofsynonymsisimportantinwritingbecausesynonymshelpdescribe things in the text and make the wri

46、ting more interesting.Havestudentsturntopage5,andreadthethirdsentenceinthesecondparagraphaloud.Pointoutthewordfrequently.Write the word frequentlyontheboard.Askstudentstoprovideexamples of words that mean the same or almost the same as frequently(often,all the time,and so on).Have students read the

47、sentence again replacing the word frequently with a synonym and consider whether the sentence still makes sense.Check for understanding:Have students work in pairs to use a thesaurus and find synonyms for the followingwords:many,long,boring.Have students write complete sentences using these synonyms

48、.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,have them share their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection

49、 Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsdemonstratehowareaderasksquestionsthenreflectsontheanswerswhilereading.Extend the ReadingWriting and Art ConnectionDiscuss with students peoples interest during the 1700s in creating elaborate hairstyles.Have

50、 students reread page 12 and review the illustration.Have students create an illustration of their own elaborate and ornate hair design.Then,have students write an informational piece in whichtheydescribetheprocessofcreatingthedesign.Besurethatstudentslistallthenecessarymaterialsandusetransitionalwo