原版英语RAZ 教案Q76-Speedier than a Meteor.pdf

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1、Speedier than a MeteorQ Q1 Learning AZ All rights reserved.www.readinga-Focus Question:How does Shaq feel after he talks with Skimmy?Book SummaryText Type:Fiction/RealisticUnlike the professional basketball player for whom he is named,Shaquille ONeal is anything but a whiz on the court.Because he is

2、 small for his age,Shaq is always picked last and seems to spend more time in the nurses office than playing in games.After a conversation with the nurse,however,Shaqs world is turned around as she points out his strength on the court.Speedier than a Meteor is a delightful story about the underdog a

3、nd can be used to teach students how to identify character point of view and accurately retell a story.Guiding the ReadingBefore ReadingBuild BackgroundShow students images of the professional basketball player Shaquille ONeal.Have students share what they know about basketball and ask them what the

4、y think makes Shaquille ONeal a good basketball player(his height,his speed,and so on).Write the words Basketball Player on the board and create an idea web.Invite students to work in small groups to brainstorm a list of the qualities of a great basketball player,such as determination,hard work,stre

5、ngth,teamwork,and so on.Have students share their discussions with the class and record this information on the idea web.Introduce the Book GivestudentstheircopyofSpeedier than a Meteor.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on the covers.Encourage them

6、to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain to students that one way readers work to understand

7、and remember what they are reading is to stop now and then during reading to retell in their mind what is happening in the story.Point out that when someone is retelling something,he or she explains the details of what happened in order.Explain that people retell as part of their daily lives,such as

8、 recounting what did they at school.Ask students to share other examples of when people might give a retelling.Model retelling by recounting what you did after students left school yesterday.Point out that the details of the retell must be given in the correct order.Have students turn to a partner a

9、nd practice retelling by explaining what they did after school the previous day.Lesson EssentialsInstructional Focus Retell to understand text Identify character point of view Describeinformationprovided by illustrations Recognize and use dashes Place words in alphabetical orderMaterials Book:Speedi

10、er than a Meteor (copy for each student)Character point of view,dashes,alphabetical order worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnow Story critical:advantage(n.),dribble(v.),

11、forfeit(v.),meteor(n.),season(n.),shoot(v.)Enrichment:court(n.),flu(n.),pronounce(v.)Academicvocabulary:become(v.),common(adj.),enough(adj.),problem(n.),same(adj.),without(prep.)Speedier than a MeteorQ Q2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Storyelements:Id

12、entifycharacterpointofview Explaintostudentsthatonewaytounderstand a story is by identifying who is telling the story or the characters point of view.Point out that there are two common points of view from which a story is told:first person and third person.Write these headings on the board.Explaint

13、ostudentsthatinafirst-personstory,thenarrator is one of the characters and is telling the story to the reader.Share with students that certain words are used throughout the story that can be clues to help the reader identify the point of view.Explain that in a first-person story the narrator will us

14、e pronouns such as I,my,and me when referring to him-or herself.Pointouttostudentsthatinathird-personstory,the narrator is not a character in the story but an observer who is describing the events in the story to the reader.Explain that the words used throughout the story to identify this type of po

15、int of view are the pronouns he,she,her,and him when referring to characters.Placestudentsintosmallgroupsandprovideeachgroup with short passages written in first person and third person.Have students sort the passages according to the point of view of each story.Invite volunteers to share their resu

16、lts with the rest of the class.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each conten

17、t word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrati

18、ng the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutShaq.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or can

19、not pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.How are Shaq and the professional basketba

20、ll player Shaquille ONeal the same?How are they different?(level 2)page 4 Why does Shaq say that he is his dads very own Shaquille ONeal?(level 2)pages 5 and 6 Why does Shaq get picked last for the basketball teams?(level 1)page 7 Why does Shaq feel really mad after each basketball practice?(level 1

21、)page 8 How does Shaq try to make up for not being good at basketball?(level 1)page 9 In what way does Skimmy help Shaq?(level 2)multiple pages How does Shaqs attitude toward playing basketball change during the story?(level 3)multiple pagesText Features:IllustrationsExplain that pictures,or illustr

22、ations,in a story provide important information for the reader.Point out that illustrations often tell the reader many things that are not written by the author.Reread page 9 aloud as students follow along.Invite students to answer the following questions in small groups:What does this illustration

23、tell you about Shaq and the basketball team that is not written in the story?Why do you think the author included this illustration?Invite volunteers to share their discussions with the class.Repeat this process with several other illustrations in the story.SkillReview Modelforstudentshowyouretellth

24、eeventsinthe story using specific details from the text.Point out that a retell includes only the most important information and that this information is given in the correct order.Have students turn to a partner to practice retelling what they have read thus far.Modelhowdeterminethecharacterspointo

25、fview.Think-aloud:As I read this story,I notice that the author uses the pronouns I,me,and my.I also notice that the story is being told from Shaqs point of view;he is the narrator.On the basis of this information,I can tell that this story is being told in the first-person point of view,or by one o

26、f the characters in the story,rather than by an outsider.As I read,I consider how this story would be different if it were told from the point of view of another character.Because the story is being told by Shaq,I am able to better understand his thoughts and feelings about the events in the story.H

27、avestudentsworkingroupstolocateexamplesfrom the story to support that it is written in the Guiding the Reading(cont.)Speedier than a MeteorQ Q3 Learning AZ All rights reserved.www.readinga-first-person point of view.Invite groups to share their findings with the class.Ask students how the story migh

28、t be different if it were told in the third person,or from an outsiders perspective.Modelhowtocompletethecharacter-point-of-view worksheet.Have students work with a partner to compare their findings.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model h

29、ow they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Story elements:Identify characterpointofviewReview the character-point-of-view worksheet that students completed.Have students share their responses with the class.Comprehension ExtensionDiscussionc

30、ards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.For example:After talking with Skimmy,Sh

31、aq focuses on what he is good at:his speed.He runs wherever he goes and practices dribbling.When the next season begins,Shaqs skills have improved greatly,and he helps his team win the game.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Das

32、hes Explaintostudentsthatadash()is a punctuation mark that can be used for different purposes:to show an afterthought or summary at the end of a sentence,or to“set off”or clarify information within a sentence.Write the following sentence on the board:I watch youyou are fast.Explain to students that

33、in this sentence,the dash is being used to add a thought or more information to the end of the sentence.Revieworexplainthedifferencebetweenadashand a hyphen.Explain that hyphens are used in compound adjectives,adverbs,and nouns.Point out that hyphens are shorter in length and are used to connect two

34、 or more words.Check for understanding:Have students reread pages 11 and 12 and highlight the sentences containing a dash.Ask a volunteer to explain how each dash is used.Independent practice:Introduce,explain,and have students complete the dashes worksheet.If time allows,discuss their answers aloud

35、 after students finish.WordWork:Alphabeticalorder Revieworexplaintheprocessofputtingalistofwords into alphabetical order,including words that begin with the same letter.Writethefollowingwordsonseparatepiecesofpaper and display them on the board:driveway,dribble,basketball,drop.Discusshowtoplacethese

36、words in alphabetical order,reminding students to look at the first letter in each word.Explain that if two words begin with the same letter they will then need to look at the second letter or even the third or fourth letter to determine the correct order.Havestudentsworkinsmallgroups,andgiveeachgro

37、up the following eight words:thinking,there,they,through,thought,that,then,the.Invite students to work together to put these words in alphabetical order.Invite volunteers from each group to share their answer.Check for understanding:Write the following words on the board:chosen,me,chocolate,choose,m

38、eteor.Have students work independently to place the words in alphabetical order.Then,have students share their answers with a partner.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answersConnections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)