原版英语RAZ 教案The Bill of Rights_LP.pdf

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1、The Bill of RightsX X1 Learning AZ All rights reserved.www.readinga-Focus Question:What is the Bill of Rights,and why is it important?Book SummaryText Type:Nonfiction/HistoricalWhat is the highest law of the land?The Bill of Rights explores how changes to the Constitution have allowed it to remain a

2、“living document”that provides important protections for all Americans.This book can also be used to teach students how to determine an authors purpose and the proper use of possessive nouns.The book and lesson are also available for levels U and Z1.Guiding the ReadingBefore ReadingBuild Background

3、Askstudentstosharewhattheyknowaboutlawsand rights.Then,have them discuss how these are helpfulinsociety.Direct students to the photographs on page 6.Ask studentsiftheyarefamiliarwiththewords“Wethe People”and the images on the page,and have themsharewhattheyknow.Explaintostudentsthat the phrase“We th

4、e People”is from the U.S.Constitution.Explainthatthisdocumentcontainsthebasic laws of the United States.However,after it was drafted,manyoftheFounderswantedaseparatesetof statements added that would protect the rights of all citizens and limit the power of the federal government.Introduce the Book G

5、ivestudentstheircopyofThe Bill of Rights.Guidethem to the front and back covers and read the title.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)and what it might be about.Show students the title page.Discuss the information onthepag

6、e(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook.Askstudentswhattheyexpect to read about in the book,on the basis ofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Comprehension

7、Skill:Authors purpose Explaintostudentsthatauthorshaveapurpose,orreason,forwhattheywrite.Writethewordsinform,entertain,and persuade on the board.Explaintostudentsthattoinformmeanstoprovideinformation,to entertain means to amuse,and to persuade means to convince another to act or feel acertainway.Les

8、son EssentialsInstructional Focus Determine authors purpose Summarize to understand text Describeinformationprovidedbyaglossary Recognizeandusepossessivenouns Place words in alphabetical orderMaterials Book:The Bill of Rights (copyforeachstudent)Summarize,possessive nouns,alphabetical order workshee

9、ts Discussion cards Book quiz RetellingrubricVocabularyBoldfacevocabularywordsalsoappear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:amendment(n.),Bill of Rights(n.),Constitution(n.),freedoms(n.),principles(n.),right(n.)Enrichment:confederation(n.),Founders(n.),

10、freedom of speech(n.),privacy(n.),racial segregation(n.),revolution(n.)Academicvocabulary:allow(v.),approve(v.),document(n.),individual(adj.),necessary(adj.),protect(v.)The Bill of RightsX X2 Learning AZ All rights reserved.www.readinga- Reviewwithstudentsabooktheclasshaspreviouslyread.Havestudentsw

11、orkingroupsto determine the authors purpose,and guide students to a class consensus.Have students work with a partner to predict the authors purpose for The Bill of Rights.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstand and remember information in a book is to write

12、asummary,orbriefoverview,ofthemostimportant information in a section or chapter.Pointoutthatasummaryoftenanswersthequestions who,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why.Read pages 17 and 18 aloud and model summarizing while writing information in the

13、corresponding columns on the chart.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage24.Explainthattheglossaryprovidesdefinitionsforthevocabularywordsinthebook.Pointouttheuseofeachcontentwordandacademicvocabu

14、larywordin 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 illustrating the meaning of the word.S

15、et the Purpose HavestudentsreadtofindoutmoreabouttheBillofRights.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannot pronounce.These can be addressed in a future

16、 discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.What events led to the Constitutions approval?(level2)pages611 What facts would you select to support th

17、e idea that the Bill of Rights is the highest law of the land?(level3)pages68 What did James Madison use as a model for the Bill of Rights?(level1)page 11 How would things be different without the Bill of Rights?(level3)multiple pages How are the Fourth Amendment and the Sixth Amendment related?(lev

18、el2)pages1214,page16 Why is the Second Amendment still widely debated today?(level1)page 15 What conclusions can you draw about passing new amendments?(level3)multiple pages How does the Bill of Rights affect the Constitution?(level2)multiple pagesText Features:GlossaryExplainthataglossaryhelpsreade

19、rsdefinethewordsthat are in the book.Have students work with a partner toreviewtheglossaryonpage24.Askstudents:Where can you locate these vocabulary words in the book?How would you define the word freedoms?On what page can you find the word confederation?Have studentsreviewothervocabularywordsintheg

20、lossaryanddiscussingroupswheretheywouldbefoundin thebookandhowtheyknow.Invitevolunteersto share their thoughts with the rest of the class.SkillReviewHavestudentsworkingroupstoperiodicallyreviewthedetailstheyhavereadanddiscusstheireffectsonthe reader.Have groups discuss their opinion on the authorspu

21、rposeforwritingeachtimetheyconvene.Modelevaluatingdetailstodeterminethe authors purpose.Think-aloud:The book is presenting many details about the Bill of Rights:its history related to the Constitution,its guarantee of citizens rights,and so on.All of these facts give me new information on the topic,

22、so I believe the authors purpose is to inform.Still,I will read to the end of the book,examining each detail,to see if he has a different main purpose or more than one.Modelforstudentshowyousummarizeasyouread,fill in the chart on the board,and direct them to stop at several points during reading to

23、answer the questions who,what,when,where,and why.Check for understanding:Have students read pages 4and5withapartner.Askstudentstosummarizewhattheyreadingroups.Invitevolunteerstosharetheir summaries with the rest of the class.Assign student pairs a section from the table of contents to summarize.Inde

24、pendent practice:Introduce,explain,and have students complete the summarize worksheet.If time allows,discuss their answers.After ReadingAskstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and context clues.Guiding the Readin

25、g(cont.)The Bill of RightsX X3 Learning AZ All rights reserved.www.readinga-SkillReviewWorksheet:SummarizeReviewthesummarizeworksheetwithstudents.Havestudents share their ideas in groups.Invite volunteers tosharewiththerestoftheclassthedetailstheychose.Comprehension ExtensionDiscussion cards coverin

26、g comprehension skills and strategiesnotexplicitlytaughtwiththebookareprovided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Example:The Bill of Rights is a document of amendments to the U.S.Constitution.It is importan

27、t because it protects citizens freedoms.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Possessivenouns Writethefollowingsentenceontheboard:The Tinker family was very happy with the Supreme Courts decision in 1969.Readthesentencealoud,pointin

28、g to the word decision.Ask a volunteer to explain whose decision the sentence is referring to(theSupremeCourts).ExplainthatthewordCourts shows that the decision belonged to the Supreme Court because it includes an apostrophe and the letter Ss.RevieworexplainthatwordslikeCourts are called possessive

29、nouns.Apossessivenounisformedbyadding-s(orjustanapostropheifthewordis apluralnounandalreadyendsinans)tothe end of a word to show ownership,or possession.Directstudentstopage5.Havethemfind a possessive noun in the second paragraph (citizens).Ask a volunteer to read aloud the sentence containing the p

30、ossessive noun citizens.Ask another volunteer to explain what belongs to citizens(freedoms).Havestudentsfindanotherpossessivenounonpage 8(peoples).Repeattheprocess,explainingthe placement of the apostrophe.Remindstudentsthatacontractionusing-s is not thesameasapossessive.Forexample,onpage12,Lets is

31、a contraction for let us and does not show ownership.Check for understanding:Have students find and circle all the possessive nouns in the book and underline the item that each one owns.Independent practice:Introduce,explain,and have students complete the possessive nouns worksheet.If time allows,di

32、scuss their answers.WordWork:Alphabetical order Writethewordsright and rights on the board.Point out that the words begin with the same letter(Rr).Remindstudentsthat,whenalphabetizingwords,ifthefirstlettersoftwowordsarethesame,theymustcomparethesecondlettersinstead.Explainthat if the second letters

33、of the two words are thesame,theycontinueontocomparethethird letters,andsoon,untiltheyfindtwolettersthat aredifferent.Modelhowtolistthesewordsin alphabeticalorder.Reviewtheprocessofputting a list of words in alphabetical order.Write the words citizens and civil rights on the board.Have a volunteer e

34、xplain which word would appear first in alphabetical order(citizens)andwhy.Point out that the letters in citizens and civil rights are the same until the third letter.Point out that the Tt in citizens comes before the Vv in civil rights.Check for understanding:Write the words government and guarante

35、e on the board.Have the students write the words in alphabetical order and explain their thinking on a separate piece of paper.Discuss their answers with the class.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)