原版英语RAZ 教案The Kingdom of Happiness_LP.pdf

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1、The Kingdom of HappinessWW1 Learning AZ All rights reserved.www.readinga-Focus Question:Is it important to measure happiness?Book SummaryText Type:Nonfiction/InformationalWhat is the key to happiness?How is happiness measured?The Kingdom of Happiness introduces students to Bhutan,a tiny mountain kin

2、gdom,where happiness is the priority.Bhutans first happiness survey was conducted in 2007 and inspired other countries throughout the world to consider the state of contentment among their citizens.Students will be asked to contemplate the effect of the modern world on the happiness of the Bhutanese

3、 citizens.The book can also be used to teach students how to identify cause-and-effect relationships as well as to identify adjectives.The book and lesson are also available for levels Q and T.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word happiness on the board and read it aloud to

4、 students.Provide each student with a large piece of paper and invite students to copy the word happiness in large letters in the middle of the page.Invite students to close their eyes and picture in their mind the things that make them happy,such as family,friends,pets,and so on.Have students open

5、their eyes and illustrate and label all of the things that make them happy.Place students into small groups and have them share their work.Discuss as a class the meaning of happiness and ask students if they believe happiness can be measured and if so,how.Introduce the Book GivestudentstheircopyofTh

6、e Kingdom of Happiness.Guidethemtothefrontandbackcoversand read the title.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 might be about.Show students the title page.Discuss the information on the pag

7、e(title of book and authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)

8、Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Explain to students that when readers summarize what they read,it helps them sequence and organize the events described in the book.Point out that a summary often answer

9、s the questions who,what,when,where,and why.Create a chart on the board with the headings Who,What,When,Where,and Why.Readpages5and6aloudandmodelsummarizing.Lesson EssentialsInstructional Focus Summarize to understand text Identify cause-and-effect relationships Describe information provided by grap

10、hics Recognizeanduseadjectives Identify and use homophonesMaterials Book:The Kingdom of Happiness (copy for each student)Cause and effect,adjectives,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on

11、VocabularyAZ.com.WordstoKnowStory critical:Buddhist(adj.),index(n.),surveys(v.),thrive(v.),tracking(v.),traditional(n.)Enrichment:analyzed(v.),critical(adj.),prosper(v.),remote(adj.),secluded(adj.),spiritual(adj.)Academicvocabulary:another(adj.),believe(v.),category(n.),community(n.),consider(v.),pr

12、otect(v.)The Kingdom of HappinessWW2 Learning AZ All rights reserved.www.readinga-Point out that a summary may include the entirety of the book or simply a section or chapter of a book.Introduce the Comprehension Skill:Cause and effect Discusscause-and-effectrelationships.Explainthata cause is an ac

13、tion or event that makes something happen and the effect is what happens because of,or as a result of,the action or event.Explaintostudentsthattherecanbemorethanone effect from a cause.Create a two-column chart on the board with the headings Cause and Effect.Under the Cause heading write My car got

14、a flat tire.Invite volunteers to offer examples of the effects of having a flat tire,such as being lateforschooloranimportantevent.Recordthisinformation on the board in the Effect column.Point out that the effect of the flat tire may then also be the cause of another event,such as I had a flat tire,

15、so I was late for school.Because I was late for school,my class left without me for the field trip.Explain that cause-and-effect relationships can lead to a chain of events.Placestudentsintosmallgroupsandprovideeachgroup with several sheets of colorful construction paper and glue sticks.Explain to s

16、tudents that each group will be creating a cause-and-effect chain.Have students cut the construction paper into 1-inch strips.Provide them with the following prompt and have them record it on a strip of construction paper:I lost my glasses.On a separate sheet of paper,have each group record a possib

17、le effect of losing glasses,such as I couldnt see well.Show students how to form each strip of paper into a loop and then glue them together as a chain.Next,have students record an effect of the prior effect on a new strip of paper and connect it to the chain.Have students complete at least ten link

18、s in the chain and then invite each group to share with the class.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpage16.Explain that the glossary provides definitions for the vocabulary words in the book

19、.Point out the use of each content 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

20、sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutBhutan.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

21、 word they do not understand or cannot 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.What is

22、 Bhutan,and where is it located?(level 1)page 4 Why does Bhutan not use GDP to measure the well-being of its citizens?(level 2)pages5and6 What are the Four Pillars of Happiness,and how have they affected Bhutanese culture?(level 2)pages 7 and 8 How has modern technology affected the way Bhutan is go

23、verned?(level 2)pages 1012 What are the nine domains of Gross National Happiness,and why were they developed?(level 2)pages1013 In what ways do you think the introduction of the modern world in Bhutan has affected the happiness of the Bhutanese people?(level3)multiple pages How has Bhutan influenced

24、 other countries throughout the world?(level3)multiple pagesText Features:GraphicsHave students turn to page 11 and locate the supplemental text box labeled“The Nine Domains of GNH.”Askavolunteertoexplainwhatinformationtheauthor is conveying through this graphic.Point out that such features are ofte

25、n present in nonfiction books.Have students discuss the following questions with a partner:How does this graphic help the reader to better understand Bhutans National Happiness Index?Why do you think the author chose to include this chart?SkillReview Modelforstudentshowyousummarizeasyouread,and dire

26、ct them to stop at several points during reading to answer the questions who,what,when,where,and why.Placestudentsintogroupsoffive.Assigneachstudent in the group a different section from the book and ask him or her to create a written summaryofthatsection.Remindstudentstoanswerall of the important q

27、uestions.Then,have students work together using the five summaries to create one summary for the book in its entirety.Invite groups to share their summaries with the class.Modelevaluatingdetailstounderstandcause-and-effect relationships in the book.Think-aloud:This book is providing me with Guiding

28、the Reading(cont.)The Kingdom of HappinessWW3 Learning AZ All rights reserved.www.readinga-information about the kingdom of Bhutan and the happiness of its people.Throughout the book,I am able to identify cause-and-effect relationships.For example,on page 10,the author states that modern technology,

29、such as television and the Internet,finally reached Bhutan.Because of these changes in the kingdom,the countrys leaders became concerned about peoples happiness,so they began to regularly track the countrys happiness levels using the Gross National Happiness Index.Recordthecause-and-effectrelationsh

30、ipidentifiedin the Think-aloud in the chart on the board.Ask students if there were any other effects of technology being introduced into Bhutan and record this information on the board.Modelhowtocompletethecause-and-effect worksheet.Have students identify details from the book and circle them.Then,

31、have students discuss the details with a partner and determine the effect.Have students record this information on their worksheet.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context c

32、lues.SkillReviewGraphic Organizer:Cause and effectReviewthecause-and-effectworksheetthatstudentscompleted.Have students share their work in groups.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for exte

33、nsion activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Example:It is important to measure happiness because it is a way of knowing and responding to peoples needs in order to create a country that is happy and thr

34、iving.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Adjectives Reviewwithstudentsthatadjectives are words that describe nouns and pronouns.Explain that an adjective tells which one,how many,or what kind and helps the reader form a clear men

35、tal picture of the writers words.Havestudentsturntoapartneranddiscussadjectives that would describe a mountain kingdom,such as peaceful,small,quiet,happy,and so on.Invite volunteers to use each of the adjectives in a complete sentence and record this information on the board.Identify and circle the

36、adjective in each sentence and underline the noun or pronoun that the adjective describes.Havestudentsrereadthelastsentenceonpage4with a partner and circle the adjective.Point out that the word Bhutanese describes the government,so the word government is the noun that is being described by the adjec

37、tive Bhutanese.Check for understanding:Have students reread page 6withapartnertocirclealloftheadjectivesandunderline the nouns or pronouns they describe.Invite students to share their responses with the class and share whether each adjective tells which one,how many,or what kind.Independent practice

38、:Introduce,explain,and have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:HomophonesHave students turn to page 4 and follow along as you read the sixth sentence:Thats why this tiny mountain kingdom surveys its citizens every few years to see just how happy

39、they are.Write the words see and sea on the board and invite volunteers to provide definitions of both words.Ask students how the words are similar and how they are different.Explainorreviewthatwordsthatsoundthesamebut are spelled differently and have different meanings are called homophones.Have st

40、udents turn to page 7 and locate the word four in the last sentence of the first paragraph.Write the word four on the board and have students offer a definition.Ask students to think of another word that sounds the same but is spelled differently and has a different meaning from the word four.Write

41、the word for on the board and have students offer a definition and use the homophone in a complete sentence.Check for understanding:Have students work with a partner to reread page 8 and identify at least three homophones.Have students turn to a partner and discuss a homophone for each word and the

42、meaning of each homophone.Then have students use the homophones in complete sentences.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)