原版英语RAZ 教案P59-Aesop's Fables.pdf

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1、Aesops FablesP P1 Learning AZ All rights reserved.www.readinga-Focus Question:What can people learn from Aesops fables?Book SummaryText Type:Fiction/FolktaleAesops Fables offers readers a collection of simple yet valuable life lessons.Each of the seven separate tales uses animal characters to tell a

2、 story that contains a clear moral.Classic illustrations enrich the text.The book can also be used to teach students how to visualize as well as to analyze characters in a story.The books and lesson are also available for levels M and S.Guiding the ReadingBefore ReadingBuild Background Askstudentswh

3、attheyknowaboutfables(simplestories that teach a lesson and contain a moral).Discuss other fables they may have read or heard about.Askavolunteertotellwhatamoralis(amessageaboutrightandwrong).Askstudentstothinkofamoraltheyhavelearnedabout(forexample,think before you act).Have studentsdrawapicturedep

4、ictingthemoral.Invitevolunteers to share their pictures with the class.Introduce the Book GivestudentstheircopyofAesops Fables.Guidethem to the front and back covers and read the title.Have students discuss what they see on the covers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,an

5、dsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:VisualizeExplaintostudentsthatengagedreadersvisualize,orcreatepicturesintheirmind,astheyread.Explainthatreadersmakevisualimagesusinginformation

6、fromthetext and what they already know about the subject.Point out that the illustrations in a story can also provide information to add to visualizations.Have students close theireyesasyoutellasimplestoryaboutcelebratingyourbirthday.Askstudentstodrawarepresentationofwhattheyvisualized.Invitevolunte

7、erstosharetheirvisualizationwiththerestoftheclass,anddiscusshowtheirpicturescomparetotheirclassmatespictures.Introduce the Comprehension Skill:Analyze character Explaintostudentsthatwhenreadingastory,itis important to learn about and understand the characters.Write the word Analyze on the board and

8、read it aloud to students.Point out that when readersanalyzeacharacter,theyareconsideringLesson EssentialsInstructional Focus Visualize to understand text Analyzecharactersinastory Understandanduseaglossary Identifyther-controlled vowels ir,ur,and er Understand the use of quotation marks Recognizean

9、duseantonymsMaterials Book:Aesops Fables (copyforeachstudent)Analyzecharacters,quotationmarks,antonyms worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:compliments(n.

10、),flatter(v.),greedy(adj.),humble(adj.),pasture(n.),strengths(n.)Enrichment:luxury(n.),pantry(n.),slurped(v.)Academicvocabulary:already(adv.),another(adj.),different(adj.),plan(n.),rather(adv.),return(v.)Aesops FablesP P2 Learning AZ All rights reserved.www.readinga-thecharacterswords,actions,though

11、ts,and effect on others.CreatefourcolumnsontheboardwiththeheadingsWords,Actions,Thoughts,andEffect on Others.Explain to students that as they read thestory,theyshouldconsidereachcharacters words,thoughts,actions,andeffectonothers,and then determine what these traits tell about the character.Vocabula

12、ryHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16.Explainthattheglossaryprovidesdefinitionsforthevocabulary words in the book.Point out the use of each content word and academic vocabulary word inthebook,andthenus

13、eeachwordinadifferentmodelsentence.Havestudentsworkingroupstocreate posters for these words.Have them include oneachposterthewordanditspartofspeech,thedefinition,thewordinanexamplesentence,and apictureillustratingthemeaningoftheword.Set the Purpose HavestudentsreadtofindoutmoreaboutAesopsfables.Writ

14、e the Focus Question on the board.Invitestudentstolookforevidenceinthebook to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent Quest

15、ionsAsstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.What moral did the fox learn in“The Fox and the Stork”?(level1)page4 Who are the characters in“The Fox and the Crow”?(level1)page6 In which stories did flatt

16、ery play a role?How?(level2)multiplepages Which moral is the most important?Why?(level3)multiplepages How are the stories in this book alike?How are they different?(level2)multiplepages Why did Aesop write these fables?(level3)multiplepagesText Features:GlossaryReviewwithstudentsthattheglossaryprovi

17、desdefinitions for the vocabulary words in the book.Explain that if students come across an unknown wordwhilereading,theycanturntotheglossaryto look up the definition of the word and clarify themeaningofthetext.Readpage4aloudwithstudents.StopafterreadingthesentenceThe fox laughed and slurped up all

18、the soup,while the poor stork was left with nothing to eat.Model for students howtolookupthemeaningofthewordslurped in theglossary.Thencontinuereadingtheremainderofthepage.Havestudentsturntoapartnertoexplainwhyusingaglossaryishelpfulduringreading.Encouragestudentstocontinueusingtheglossarytolookupun

19、knownwordsastheyarereading.SkillReviewModelforstudentshowyoucreatevisualimagesasyouread,anddirectthemtostopatseveralpointsduringreadingtodrawarepresentationofwhattheyvisualize.Invitevolunteerstosharetheirpictureswith the rest of the class.Discuss with students how their pictures compare with the pic

20、tures in the book.Modelanalyzingcharacter.Think-aloud:As I read the story,I pause often to identify the characters and consider each characters words,actions,thoughts,and effect on others.For example,I know the fox and the crow are the characters on page 6.The fox is hungry and decides to trick the

21、crow into dropping her piece of cheese.He says,“I bet you sing as beautifully as you fly.”Saying these words tricked the crow into opening her mouth to sing,and she dropped her food into the foxs mouth.By looking at the foxs words,actions,and thoughts,I can tell he is crafty and sneaky.I also know t

22、hat he caused the crow to lose her piece of cheese.Stopping to analyze the fox will help me better understand the moral of the story.Fillinthefour-columnchartontheboardwiththefoxswords,thoughts,actions,andeffect on others.Have students work with a partner to discuss what these traits tell about the

23、fox.Modelhowtocompletetheanalyze character worksheet.Remind students to use specific examples and details from the text.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they canreadthesewordsusingdecodingstrategiesandcontext clues.Guiding the Reading(c

24、ont.)Aesops FablesP P3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:Analyze characterReview the analyze character worksheet that students completed.Invitevolunteerstosharetheirfindingswiththeclass.Remindstudentsthatanalyzingcharacters is one way to better understand and

25、learn more about the characters in a story.Comprehension ExtensionDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answersw

26、illvarybutshouldincludethedifferentmoralstaughtbyAesopsfables.Samples:Aesops fables teach lessons that people should follow in their lives.For example,one moral taught is that if you do mean things to others,people might do mean things to you.)Comprehension Checks Book quiz RetellingrubricBook Exten

27、sion ActivitiesBuild SkillsPhonics:R-controlledvowels ir,ur,and erWrite the word bird on the board and read it aloud to students,emphasizingthe/ur/sound.Havestudentssay the word aloud and then say the/ur/sound.Have studentspracticesayingthe/ur/soundtoapartner.Explainthatthelettersi and rtogetherstan

28、dforthe vowel sound they hear in the word bird.Explain that the ir letter combination is one of the letter combinationsthatstandforagroupofsoundscalled r-controlled vowels with the/ur/sound.Writethewordsfeathers and treasure on the board,emphasizingthe/ur/sound.Explainthattheother r-controlled/ur/so

29、und letter combinations are ur and er.Circle the r-controlled/ur/sound letter combinations in each word.Check for understanding:Have students work in small groupstofindwordswithther-controlled/ur/soundthroughoutthebook.Havevolunteerssharethe words they found with the class.Write each example on the

30、board and ask volunteers to circle the r-controlledvowelspellingineachword.Grammar and Mechanics:Quotation marks Explaintostudentsthatquotation marks are the punctuationmarksarounddialogueintextandtheyinformthereaderofwhatisbeingspoken by the characters in the text.Havestudentsturntopage6inthebookan

31、dlocatethequotationmarks.Readthedialoguealoud(Oh,Madam Crow,you truly are the prettiest bird I have ever seen)anddiscusswhoissayingthese words(the fox).Discussthedifferentwordsauthorsusetodepictdialogue(replied,asked,said,exclaimed,shouted,and so on).Remind students that these words come directly be

32、fore or after the quotation marks to showthatthecharacterisspeaking.Check for understanding:Have students work with apartnerandlookthroughthebooktocircleall ofthequotationmarks.Askpartnerstoidentifywhoisspeakingandwhatisbeingsaid.Invitevolunteers to share their answers with the class.Independent pra

33、ctice:Introduce,explain,andhavestudents complete the quotation marks worksheet.Iftimeallows,discusstheiranswers.WordWork:Antonyms Explaintostudentsthatawordthatmeanstheopposite of another word is called an antonym.Havestudentsrereadthesentenceonpage6:“You fly so fast and so gracefully,”the fox conti

34、nued.Askthemtothinkofanantonymforthe word fast(slow).Askstudentstorereadthesentenceusingthenewwordandthinkaboutwhether the new sentence would flatter the crowliketheoriginalsentence.Check for understanding:Have students work with a partner to find and circle the antonym pairs on page12(poor/rich,cou

35、ntry/city).Askstudentstoshare their answers.Have students discuss why these words are antonyms.Independent practice:Introduce,explain,andhavestudents complete the antonyms worksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)