原版英语RAZ 教案Q39-Horseshoes Aren't Just for Good Luck.pdf

《原版英语RAZ 教案Q39-Horseshoes Aren't Just for Good Luck.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案Q39-Horseshoes Aren't Just for Good Luck.pdf（6页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、1Horseshoes Arent Just For Good LuckLesson PlanLeveLQ Q Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:1,028Book SummaryHorseshoes Arent Just for Good Luck is a realistic fictional book written in the first person.A child is visiti

2、ng Gram(Great-grandmother)at the seashore over summer vacation.Living in a victorian beach town is quite a contrast to the childs usual life in the busy city.The child learns about life at the beach and becomes especially interested in horseshoe crabs.Illustrations support the text.Book and lesson a

3、lso available at Levels N and T.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Correctlydistinguishfactandopinion Recognizeandunderstandirregularpast-tenseverbs IdentifyandunderstandhomographsMaterialsGreen text indicates resources av

4、ailable on the website BookHorseshoes Arent Just for Good Luck(copy for each student)Chalkboardordryeraseboard Dictionaries Visualize,factandopinion,past-tenseverbs,homographsworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by p

5、rojecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:algae,arthropod,burrowing,currents,eroding,invertebrates,jetties,larvae,limuli,molt,tideBefore ReadingBuild Background Showpicturesofhorseshoesorbringinarealoneforstudentstotouch

6、.Invitethemtosharewhat they see and ask if theyve ever seen a horseshoe.Havestudentstellwhattheyknowabouthorseshoesandgoodluck.Askiftheyveeverheardthat a horseshoe hanging above a doorway brings good luck to a home.explain that this is a superstition.(InpartsoftheUK,forexample,ahorseshoemustbehungwi

7、ththesidespointingup so the luck does not run out.)Askstudentstonameafewothersuperstitions.(Anappleadaykeepsthedoctoraway.Itsbadlucktowalkunderaladder.Steponacrack,breakyourmothersback.Four-leafcloversbringgood luck.)2Horseshoes Arent Just For Good LuckLesson Plan(continued)LeveLQ Q Learning AZ,Inc.

8、All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhatkindof book this is and what it might be about.Askstudentsiftheythinkthisbooki

9、sfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(title,authorsname,illustrators name).Previewthetableofcontentsonpage3.Askstudentswhatinformationtheycantellaboutthestory from looking at the chapter titles.(Accept any answers that students can j

10、ustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonwhatapersonalreadyknowsaboutatopic.Explainthatonewaytovisualizeistodrawapicture.Readpage4aloud.Modelhowtovisualize.Think-aloud:Whenever I read

11、a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me organize the important information and understand the ideas in the book.For example,on page 4,the author tells us about the main character visiting the ocean for the first time.I thought

12、about what I know about the ocean.I imagined being at the seashore,with a soft summer breeze flowing through my hair and the sun warming my back.I imagined I could see the ocean,with the bright sunshine glistening off the waves.Introduceandexplainthevisualizeworksheet.Havestudentsdrawontheirworkshee

13、twhattheyvisualizedasyoureadpage4aloud.Invitethemtosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Fact and opinion Explaintostudentsthatstoriesusuallyincludebothfactsandopinions.Exp

14、lainthatoneofthewaystoevaluatewrittenmaterialistorecognizethedifferencebetweenstatementsbasedonfact and statements based on opinion.An opinion tells how a person feels about something.A reader can agree or disagree with an opinion.A fact,on the other hand,can be verified or proven.Say:Baseball is th

15、e best sport of all sports.This is an opinion because its how I feel.Say:The Boston Red Sox won the 2004 World Series.This is a fact because I can prove it is true.Modelusingpage4toevaluatefactandopinion.Think-aloud:When I read the first sentence on page 4,I asked myself whether it was a fact or an

16、opinion.The words best summer told me that the sentence is an opinion because those words depict a feeling.When I read the next sentence,I asked myself whether it was a fact or an opinion.I know that it can be proven that the child went to the seashore that summer,so it is a fact.Writeontheboard:Fac

17、t:Gram lived at the seashore;Opinion:It was the best summer ever.Havestudentstellanopinionabouttheocean,basedontheirfeelings.(Forexample:I think the ocean is amazingly beautiful or I think the ocean is scary because sharks live there.)Introduce the Vocabulary Writethefollowingwordsfromthebookonthebo

18、ard:jetties,molt,and arthropod.Givegroupsofstudentsthreepiecesofblankpaper.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Revieworexplainthattheglossaryandadictionarycontainlistsofvocabularywordsandtheirdefinitions.3Horseshoes Arent Ju

19、st For Good LuckLesson Plan(continued)LeveLQ Q Learning AZ,Inc.All rights reserved.www.readinga- Modelhowstudentscanuseadictionarytofindawordsmeaning.Pointoutthatnotallwordswill be found in the glossary,and ask students to locate the word jetties in the dictionary.explain that they will find the wor

20、d jetty and that the plural suffix-ies is dropped for entry words.Invite a volunteer to read the definition for jetty in the dictionary.Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword.Thenhavestudents follow along on page 8 as you read the sentence in which the word jetties is found

21、 to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Havestudentsreadtofindoutmoreaboutthemaincharacterstriptotheseashore.Remindthemtostopaftereveryfewpagestovisualizethemostimportantinformationandtodrawontheirworksheetwhattheyvisualizedaboutit.

22、During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage8.Encouragethosewhofinishearlytogobackandreread.Havestudentsdrawwhattheyvisualizedfortheeventsoftheday.Modelvisualizing.Think-aloud:By looking at the illustrations and imagining the authors words,I can visualize t

23、he beach town,Grams house,and the warm yellow sand.I picture the bright,open ocean view from the window.I can almost smell the salty,fishy air.Havestudentssharethepicturesofwhattheyvisualizedwhilereading.Havethemexplaintheirdrawingsaloud.Modelevaluatingfactandopinion.Think-aloud:When I read about ho

24、w the townspeople built two rock jetties to prevent erosion,it made me think that they had a great idea.I thought about how horrible it would be,for Grams beach to slowly erode away with the tides,and I decided that the townspeople did the right thing to protect themselves.That is my opinion,based o

25、n a personal feeling.It can be proven that beach sand erodes away from many seashores throughout the world.Therefore,this information is fact.I will write on the board:Fact:Seashores erode away with the tides.Opinion:I think creating jetties is a great way to protect beaches.Check for understanding:

26、Havestudentsreadtotheendofpage12.Havethemvisualizetheinformationonthosepages.Discusswhattheyvisualized.Askstudentstousetheirworksheettoaddtotheirdrawingsastheyvisualizetheinformationinthebook.Pointoutthattheycanusetheir drawings to identify the important details on the pages.Invitestudentstoturntopa

27、ge10.Readthepagealoud.Askstudentstosharetheiropinionabouthorseshoecrabsdyingonthebeacheswhentheycantturnover.Writeontheboard:Fact:Crabs die on the beach when it gets too hot and they cant turn themselves upright.Opinion:I think its sad that they are so helpless.(Or Opinion:I think its okay that they

28、re part of the life cycle and that some live while others die)Manydifferentopinionsmaybesharedandcanbewrittenontheboard.Discussthepossibilityofhavingmanyopinionsbutonlyonefact.Askstudentstoturntopage11andrereadthetexttofindafactaboutlarvae.Askvolunteerstoshare the facts(tiny larvae develop from gree

29、n,jellylike eggs;within two weeks,the larvae that develop wash out to the ocean;they dont have tails yet;they molt toward the end of summer;aftertheymolttheygrowatail).Askstudentstosharetheiropinionsaboutlarvae.Writethefactsand opinions on the board.Havestudentsmakeaquestionmarkintheirbookbesideanyw

30、ordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.4Horseshoes Arent Just For Good LuckLesson Plan(continued)LeveLQ Q Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,t

31、heymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember important events in the story.Think-aloud:When I read about the

32、lives of horseshoe crabs,I pictured them peacefully floating on their shell backs in the blue ocean.I pictured the hungry crabs peacefully sinking to the bottom of the ocean and eating green algae,little soft-shell clams,and worms.This helped me to understand what the life of a horseshoe crab is lik

33、e and to remember that part of the book.Independent practice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemshare their pictures when finished.Reflect on the Comprehension Skill Discussion:Talk about how stopping to evaluate fact and opinion helped students remember the story and bet

34、ter understand the message of the book.Askstudentstoturntopage14andrereadthepage.Askvolunteerstosharethefacts(birdseatthe eggs;birds need food to eat on their flight back north).Ask students to share their opinions aboutbirdseatingthecrabeggs.Writethefactsandopinionsontheboard.Independent practice:I

35、ntroduce,explain,and have students complete the fact-and-opinion worksheet.If a statement is a fact,encourage students to“prove it”by writing the page numberfromthebookwheretheinformationisfound.Wheneveryonehasfinishedworkingindependently,review their answers aloud.Enduring understanding:In this boo

36、k,you read about someone who left the city to live in a little beachtownforthesummer.Keepingthisinmind,whatdoyouthinkaboutlivinginadifferentenvironmentforawhileandbeingopentolearningnewandexcitingthings?Howmightspending a summer in a different environment change your perspective?Build Skills Grammar

37、 and Mechanics:Irregular past-tense verbs Havestudentsturntopage5.Writethefollowingsentenceontheboard:I did so many new things!Ask them to identify the verb in the sentence(did).explain that this is a past-tense verb thatdescribessomethingthathappenedinthepast.WritethetermPast Tense on the board.Wri

38、tethetermPresent Tense on the board.explain that present-tense verbs describe something that is happening in the present,or right now.Ask students to name the present-tense form of did(do).Writetheexamplesundertheappropriateheadingsontheboard.Havestudentsreturntopage5.Readthefollowingsentencealoud:W

39、e drove out to her large,old home in the little beach town where she lived.Ask students to identify the verbs in the sentence(drove,lived).Pointoutthattheverblived is changed to a past-tense verb by adding the suffix-ed to the root word live.Discusshowthisisanexampleofaregular past-tense verb.Pointo

40、utthatdrove is an irregular past-tense verb because its past tense form is made without adding-d or-ed.Ask students to name the present-tense form of drove(drive).Writetheseexamplesontheboardunder the Present Tense and Past Tense headings.Askstudentstoturntopage8.Havevolunteersnametheirregularpast-t

41、enseverbs(were,said,had,built,told,was,would).Haveanothervolunteernamethepresenttenseoftheseverbs(are,say,have,build,tell,is,will).WritethenewexamplesontheboardunderthePresent Tense and Past Tense headings.5Horseshoes Arent Just For Good LuckLesson Plan(continued)LeveLQ Q Learning AZ,Inc.All rights

42、reserved.www.readinga- Check for understanding:Havestudentsturntopage14andcircletheirregularpast-tenseverbs(gave,ran,could,would,saw,told,should).Havethemwritethepresenttenseoftheseverbsinthe right-hand column of the book(give,run,can,will,see,tell,shall).Discusstheansweraloudand write the example o

43、n the board under the Present Tense and Past Tense headings.Independent practice:Introduce,explain,and have students complete the past-tense verbs worksheet.Discusstheiranswersaloudafterstudentsfinish.Word Work:Homographs Writethewordtrainontheboard.Havestudentslocateandreadthewordinthesecondsentenc

44、eonpage5.Askstudentstosuggestotherusesfortheword,besidesasaformoftransportation(forexample:totrain a dog).Review or explain that words that are spelled the same and have different meanings are called homographs.Pointoutthatsomesetsofhomographs are pronounced the same,while others are pronounced diff

45、erently.Havestudentsrereadpage5,lookingforhomographs(train,station,saw,carriage).Writethewordsontheboard.Havestudentstellthemeaningofeachwordasitisusedinthebook.Askstudents to tell you other meanings for the words and to use them in sentences.Check for understanding:Havestudentsturntopage11andreadth

46、efirstsentenceonthepage.Pointoutthewordcrab.Ask students to suggest other uses for the word,besides a sea creature(forexample:Iwasacrab today).Independent practice:Introduce,explain,and have students complete the homographs worksheet.Whentheyhavefinished,reviewtheiranswersaloud.Build Fluency Indepen

47、dent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedreadings of a specific section of the book.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthestorywithsomeoneathomeandthencomparet

48、hepicturestheycreated in their minds.Extend the ReadingRealistic Fiction Writing ConnectionHavestudentswriteastoryinthefirstpersonaboutasummervacation.Encouragethemtoincludeinteresting events and details.Instruct students to write at least three different paragraphs,including a separate paragraph fo

49、r an introduction and another for a conclusion.encourage them to add illustrations or photographs to their story.Require an error-free final copy and make a front and back cover.either bind each story separately or bind all of the stories together to make a class book with its own front and back cov

50、er.visit WritingA-Z for a lesson and leveled materials on narrative report writing.Science Connection ProvideprintandInternetresourcesforstudentstoresearchbottomdwellersofthesea.Dividestudentsintogroupsandhaveeachgroupchooseabottomdwellertoresearch.Checkgroupschosencreaturestoavoidduplicationoftopic