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1、Two KettlesLesson PlanLEVELV V Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Historical Page Count:24 Word Count:2,199Book SummaryBrought together by circumstances beyond their control,two young girls,one English and one Native American,work to prepare dishes to be ser

2、ved at a feast that years later would be known as the first Thanksgiving.In the process of laboring all day long together,a near tragedy forms a bond of friendship that will last forever,despite the future uncertainty of their family relations.Book and lesson also available at Levels S and Y.About t

3、he LessonTargeted Reading Strategy MakepredictionsObjectives Usethereadingstrategyofmakingpredictionstounderstandhistoricaltext Understandcause-and-effectrelationships Identifysimple,compound,andcomplexsentencesandtheirparts IdentifyforeignvocabularyWampanoagdialectMaterialsGreentext indicates resou

4、rces available on the website BookTwo Kettles(copy for each student)Chalkboardordryeraseboard Anticipation guide,cause and effect,sentence types worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive

5、 whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:hearth(n.),longhouse(n.),muskets(n.),Nasump(n.),quahog(n.),sinew(n.)Enrichment:deerskin(n.),fowling(n.),pompion(n.)Before ReadingBuild Background Havestudentstellwhattheyknowaboutearlyrelation

6、sbetweenNativeAmericansand English settlers.Askvolunteerstotellwhytheythinkitwasimportantforthesetwogroupsofpeopletoworktogether and form a friendly relationship.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss wh

7、at they see on the covers.Encourage them to offer ideas as to what kind of book it is and what it might be about.1Two KettlesLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitle

8、page.Talkabouttheinformationonthepage(titleofbook,authorsname,illustratorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbased on what they see in the table of contents.(Accept all answer

9、s that students can justify.)Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictionsaboutabookbasedontheseriesof events or information that is conveyed.As they read the book,readers revise or confirm their predictions based on what they

10、 learn from reading.Before reading a book,readers can use the title,photographs and illustrations,and/or table of contents as the basis for making predictions.Givestudentstheanticipation guide worksheet.Explainthatsomeofthestatementsaretrueand others are false.Have students turn to the table of cont

11、ents.Invite them look at their anticipation guide and suggest which chapters might provide information about the statements on the guide.Modelusingtheanticipationguidetomakeaprediction.Think-aloud:Several statements on the anticipation guide are about Ellinor and Little Deer.The first statement read

12、s:The two girls were friends.When I look at illustration on the front cover of the book,I see two girls who must be Ellinor and Little Deer.I notice that the girls are not interacting,and they are not smiling.Based on what I can infer from the illustration,I predict that statement is false.I will wr

13、ite false in the box next to the first statement on my anticipation guide.I think the first two chapters,titled“Ellinors Surprise”and“Little Deers Worries,”will provide me with the information I need to revise or confirm my prediction.Instructstudentstopreviewtheotherillustrationsinthebook.Havethemr

14、eadthestatementson their anticipation guide and make their predictions by writing true or falsenexttoeachsentence,based on what they see in the illustrations and the table of contents.Discusswithstudentsthatthereasonsbehindtheirpredictionsarewhatmaketheirpredictionsvaluable.Invite them to share thei

15、r predictions and the prior knowledge they used to make eachprediction.Reinforcethattherearenorightorwronganswersatthispoint.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Cause and effect Revieworexp

16、lainthatacause is an event that makes something happen,and the effect is what happensbecauseof,orasaresultof,theevent.Createatwo-columnchartontheboardwiththe headings Cause and Effect.WritethefollowingsentenceontheboardundertheCause heading:I threw a rock,and it hit someones car.Modelidentifyingaser

17、iesofcause-and-effectrelationships.Think-aloud:If I throw a rock and it hits someones car,the window might break and I might have to pay for the window.If I had to pay for the window,I would have to take money out of my savings.If I had to take money out of my savings,I wouldnt have enough money to

18、buy the item I was saving money for.Sometimes a cause and its effect cause other events to happen.Retelltheseriesofcause-and-effectrelationshipsthatmighthappenasaresultoftherockgoingthroughthewindow.Askstudentstoidentifythecausesandeffects.Writeeachcauseanditseffectonthechartontheboard.Whenfinished,

19、pointouthoweachcause-and-effectrelationshipleadstoothercause-and-effectrelationships.Discusshowacause-and-effectrelationshipcanbefoundintext.Havestudentslookforwordslike first,when,then,second,last,finally,and after.Pointoutthatacause-and-effectchaincontinues in a certain order,typically because one

20、 step causes another.Instruct students to also lookforactionverbsratherthanto-beverbs,becauseactionscansignalasequenceofevents.2Two KettlesLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Check for understanding:Readpage4aloudasstudentsfollowalong.Pointoutactionverbsthats

21、howthatsomethingishappeningforexample,fired,ran,hunting,and joined.Ask students topointoutonecause-and-effectrelationshiponthepage(musketsfired/Ellinorran;huntingforafeast/Ellinorwassurprised;Eleanordidntunderstand/Bradfordexplained).Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkabou

22、twhattheyseeintheillustrations.Writethe following vocabulary words on the board:deerskin,hearth,and muskets.Ask volunteers to predict events of the story by looking at the illustrations and thinking about the clues vocabulary words might give.Reinforcenewvocabularybyincorporatingitintothediscussiono

23、ftheillustrations.Forexample,lookingatthefrontcover,youmightsay:It looks as though the girls are cooking over a hearth.Modelthestrategiesstudentscanusetoworkoutwordstheydontknow.Forexample,pointto the word deerskinonpage7.Modelusingthefamiliarwordpartsdeer and skin to read a compoundwordwithwhichthe

24、ymaybeunfamiliar.Remindstudentsthatthedefinitionsofthe two separate words can help them figure out the meaning of the bigger word(the skin of a deer).Readthefirsttwoparagraphsonpage7asstudentsfollowalong.Pointouttheworddeerskin and ask if the word makes more sense.Have students turn to the glossary

25、and ask a volunteer to read the definition of the word deerskin.Set the Purpose Asstudentsreadthebook,havethemusetheiranticipationguidetoreviseorconfirmtheirpredictions as they learn more about the events of the story.During ReadingStudent Reading Guide the reading:Have students read to the end of p

26、age 9.Encourage those who finish before otherstorereadthetext.Modelrevisingaprediction.Think-aloud:I predicted that the first statement on the anticipation guide was false:The two girls were friends.As I read the first two chapters,I learned that Ellinor was part of an English colony,while Little De

27、er lived in a nearby Wampanoag village.I learned that Ellinor and her family owed their lives to Tisquantum,a native man who taught them how to live in Plymouth.On the other hand,I read that Little Deer was resentful of the English settlers living on their land and bringing disease to her people.Bec

28、ause the information in the worksheet statement was incorrect,I will change,or revise,the statement in the column to be a true statement,based on the information I have read so far.I will write:The two girls were not friends.I can also add information from the book that proves this statement to be f

29、alse.If the statement had been correct,I would have written confirm,along with the page number where the confirmation could be found,in the column next to my original prediction.I think statement 7 is true:Nasumpwaseasytomakeanddidnttakelong.Ill have to read the rest of the book to find out.Encourag

30、estudentstousetheinformationtheyvereadanddiscussedtoreviseorconfirmtheirpredictions.Modelforstudentshowtothinkthroughwhetherornottheirpredictionswereconfirmed,and if not,why not.Help them to think about whether or not the reasons for their predictions were valid.Introduceandexplainthecause-and-effec

31、tworksheet.Have students fill in the steps in correct orderforthecause-and-effectrelationshipsthathaveoccurredsofar(throughpage9).3Two KettlesLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsreadtotheendofpage12.Whentheyhavefinishedread

32、ing,havethemsharetheirpredictionsandtheoutcomesoftheirpredictions.Remindthemto revise or confirm,changing false statements to true statements on their anticipation guide worksheet.Ask students whether statement 6 was true or false(false).Ask volunteers to read their revised statements from their wor

33、ksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and confirm their predictions as they read the rest of the book.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read

34、 each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:I predicted that statement 7 was true:Nasumpwaseasytomakeanddidntta

35、kelong.As I read pages 14 and 15,I learned that my prediction was incorrect.I learned that the girls ground dried corn kernels into flour with a heavy stone pestle.They worked for many hours and were uncomfortable and tired.I will write this information next to my prediction under the heading Revise

36、orConfirmYourPrediction.Independent practice:Have students complete their anticipation guide worksheet.Invite them to share their predictions,reasoning,and revisions,and to tell how their predictions related to the facts.Askstudentstoexplainhowthestrategyofmaking,revising,andconfirmingpredictionshel

37、ped them understand and enjoy the story.Reflect on the Comprehension Skill Discussion:Have students tell you in their own words what happened in the story.Point out the cause-and-effectrelationshipsintheprocess.Emphasizethatthesequenceofeventsiscriticalbecauseoneeventcausesthenext.Havethemcheckthebo

38、oktoconfirmtheiranswers.Independent practice:Havestudentscompletethecause-and-effectworksheet.Whentheyhavefinished,discuss their answers as a group.Enduring understanding:In this book,you read about two girls from very different backgrounds whoeventuallylearnedtounderstandeachotherthroughanunexpecte

39、dfriendship.Keepingthisin mind,why do you think it was important that they were forced to work together even though theydidntwantto?Whatdoesthisstorymakeyouthinkofinrelationtoyourownfriendships?Build Skills Grammar and Mechanics:Simple,compound,and complex sentences Revieworexplaintostudentsthatacom

40、pound sentence is two or more independent clauses joined together by one or more coordinating conjunctions.An independent clause is a simple sentenceasentencethatexpressesacompletethoughtandalwaysincludesasubjectandaverb.Reviewwithstudentsalistofcoordinatingconjunctions(and,nor,but,for,yet,so,and or

41、).Writethefollowingexampleontheboard:I like to weave,but I find it hard to do.Have a volunteer come to the board and circle the coordinating conjunction(but).Ask:What two independent clauses does the word but join?(I like to weave,I find it hard to do).Explaintostudentsthatacomplex sentence is diffe

42、rent from a compound sentence.Instead of joiningtwoormoreindependentclauses,acomplexsentencejoinsadependentclausetoanindependentclause.Acomplexsentenceusesjoiningwordscalledsubordinatingconjunctions.List for students the subordinating conjunctions:after,although,as,because,before,for,if,once,since,s

43、o,than,that,though,unless,until,when,whenever,where,wherever,while.4Two KettlesLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga-5 Explainorreviewthatadependentclauseisagroupofwordsthatcontainsasubjectandaverbbutdoesnotexpressacompletethought.Have students turn to page 15 i

44、n their book and highlight the following sentence:As the water boiled,Ellinor scooped the corn flour and added it to one kettle.Tell students that the subordinating conjunction is found at the beginning of the dependent clause.Have them circle the dependent clause,including the subordinating conjunc

45、tion(As the water boiled).Tellstudentsthatthispartofthesentenceisnotacompletethoughtthesentencecannotstand on its own.Have students underline the independent clause(Ellinor scooped the corn flourandaddedittoonekettle).Explainthatthispartofthesentenceisanindependentclause,or a complete thought.Point

46、out to students that it does not matter which comes first,theindependentclauseorthedependentclause.Writethesentenceontheboardwiththeindependent clause first(Ellinor scooped the corn flour and added it to one kettle as the water boiled.)Checkforunderstanding:Havestudentshighlightthefollowingsentenceo

47、npage20intheir book:When she sat up,Tiptoe leaped into her arms.Have students circle the dependent clause(Whenshesatup)andunderlinetheindependentclause(Tiptoeleapedintoherarms).Ask students to identify the subordinating conjunction(When).Independentpractice:Introduce,explain,andhavestudentscompletet

48、hesentence types worksheet.Whentheyhavefinished,discusstheiranswersasagroup.Word Work:Foreign vocabularyWampanoag dialect Discussthevocabularyusedinthisbookthatiswritteninadifferentlanguage(Wampanoag).Ask students to identify the change in type style the author used in the book(vocabulary wordsareit

49、alicizedorboldedwithinthetext).Havestudentsturntotheglossary.Pointout theitalicizedentries(Nasump and quahog).Explainthatitalicizingisawayfortheauthortohelpthewordsstandoutfromtheotherwordsinthetext,becausetheseentriesarenotEnglish words.Writethefollowingvocabularywordsontheboard:Tisquantum,Patuxet,

50、Wampanoag,Pokanoket,Massasoit,quahog,Nasump.Ask students what the English definitions are for quahog(ahard-shelledclam)andNasump(thick porridge made with ground corn).Practice sayingtheWampanoagwordsaloud.Discusshowdifferentlanguagessometimeshavedifferentpronunciationsforlettersthanwhat students mig