原版英语RAZ 教案Word Smith, Private I_LP.pdf

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1、1Word Smith,Private ILesson PlanLEVELV V Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Narrative Page Count:24 Word Count:2,089Book SummaryWord Smith,Private I is a mystery story filled with wordplay,including anagrams,palindromes,Hinky Pinkys,tongue twisters,knock-kno

2、ck jokes,and spoonerisms.When Hannah Eve Hannah receives three warnings in the form of riddles,she enlists the help of Word Smith,the famous Private I.They work together to crack the case and catch the PUNisher at his own game.Illustrations support the text.About the LessonTargeted Reading Strategy

3、Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictionstounderstandthetext Identifyauthorspurpose Understandandusecompoundadjectives IdentifyandformsimilesMaterialsGreen text indicates resources available on the website BookWord Smith,Private I(copy for each student)Chalkboardo

4、rdryeraseboard Make,revise,andconfirmpredictions,authorspurpose,compoundadjectives,similes worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if book

5、s are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:consonant(n.),palindrome(n.),phonics(n.),pun(n.),simile(n.),syntax(n.)Enrichment:anagram(n.),fink(n.),grammar(n.),heiress(n.),red-letter(adj.),splitting infinitives(n.)B

6、efore ReadingBuild Background Askstudentsiftheyveevertriedtosayatonguetwister.Askvolunteerstogiveexamplesoftongue twisters they remember(Peter Piper picked a peck of pickled peppers;Sally sells seashells by the seashore,and so on).Invite students to practice repeating the phrases faster and faster.E

7、xplain that tongue twisters are one form of wordplay,or a clever way to play with words.Askstudentstoshareotherformsofwordplaytheyknowabout,suchasanagramsandpalindromes.Invite students to share why authors might choose to use these in their writing.2Word Smith,Private ILesson Plan(continued)LEVELV V

8、 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is and what it might be about.Sho

9、wstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview of what the book is about.Ask students what they expect to read about in the book based on what they see in the tab

10、le of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictionsaboutwhatwillhappeninabook based on the series of events and what the characters say,do,and think in the story.As they

11、read the story,readers make,revise,or confirm predictions based on what they learn from reading.Beforereadingabook,readerscanusethetitleandillustrationsasthebasisformakingpredictions.Modelusingthetitleandcoverillustrationstomakeaprediction.Think-aloud:When I look at the front cover,I see a man holdi

12、ng a magnifying glass.The title of the book is Word Smith,Private I.I know that Private I is another name for a detectivesomeone who solves mysteries.The name Smith is common for a last name,so the first and last name of the man on the cover might be Word Smith.However,the name Word is unusual as a

13、first name.Maybe Word Smith has something to do with the type of mysteries he solves.Perhaps he can break written codes.On the back cover,I see a man and a woman.The man appears to be the same as the one on the front cover.Perhaps the woman is in need of his help.I predict that the woman receives a

14、letter written in code and needs the mans help to solve the puzzle.Createafour-columnchartontheboardwiththeheadingsMake,Revise,Confirm,and Actual.Modelwritingapredictioninthefirstcolumn,Make.(For example:The woman receives a letter written in code and needs help to understand it.)Introduce,explain,a

15、ndhavestudentscompletethemake-revise-and-confirm-predictions worksheet.Invite students to make a prediction before they begin reading and record it on their worksheet in the Make column.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.I

16、ntroduce the Comprehension Skill:Authors purpose Writethefollowingtermsontheboard:inform,entertain,persuade.Invite students to share what they already know about the meaning of each of the words.Defineeachwordforstudentsandwritethedefinitionsontheboard(inform means to give someone information about

17、something;entertain means to amuse someone;persuade means to try to make someone think the same way you do).Modeleachpurposeforwritingbyreadingabriefpassagefromasciencebook;afictionstory,suchas The Three Little Pigs or The Tortoise and the Hare;and an advertisement from a newspaper.Think-aloud:Autho

18、rs write for different reasons.Some write to give me facts about something.For example,the passage from the science book gave me information about _.However,The Three Little Pigs did not provide me with facts.The purpose was not to teach me something.This story is meant to be entertaining,or fun to

19、read.The purpose of the advertisement was to make me think that I need to have this item.Advertisements like this one use words and pictures to persuade me to buy something.Sometimes authors intend more than one purpose for their writing.In The Tortoise and the Hare,the reader is entertained by the

20、story of how the slow but smart tortoise beats the hare at a race.However,the author also uses the story to inform the reader of a moral,or lesson,at the end:slow and steady wins the race.3Word Smith,Private ILesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Encouragestude

21、ntstoshareexamplesofstoriestheyknowthatentertain,persuade,andinformreaders.Introduce the VocabularyWrite the following words from the content vocabulary on the board:palindrome and pun.Givegroupsofstudentsseveralpiecesofblankpaper.Foreachword,havethemwritewhattheyknowabouttheword.Createadefinitionfo

22、reachwordusingstudentspriorknowledge.Writethewordmom on the board.Have a volunteer come to the board and write the word backward.Ask students to share what they notice about the two versions of the word(they are spelled the same forward and backward).Explain that the word mom is an example of a pali

23、ndrome.Invite students to share other words they know that are palindromes(dad,pop,racecar and so on).Writethefollowingsentenceontheboard:A spider in a cornfield makes cobwebs.Ask students to explain what they think the sentence means.Explain that this sentence is an example of a pun,or a word or ph

24、rase that has more than one meaning.Point out that prior knowledge is often needed to understand the humor in a pun.For example,to understand the pun on the board,students need to know that spiders spin cobwebs,an individual piece of corn is called a kernel,corn kernels grow on a cob,and corncobs gr

25、ow in a cornfield.Invite students to share any puns they know.Set the Purpose Havestudentsreadthebook,makingpredictionsaboutwhatwillhappeninthestorybasedonwhatthecharacterssay,do,andthink.Remindthemtoreviseorconfirmtheirpredictionsastheylearn more about the events of the story.During ReadingStudent

26、Reading Guide the reading:Have students read to the end of page 8.Encourage those who finish early to go back and reread.Modelconfirmingandmakingpredictions.Think-aloud:Before reading,I predicted that the woman on the back cover received a letter written in code and needed the mans help to solve the

27、 puzzle.This prediction can be confirmed.The woman,Hannah Eve Hannah,received three messages.Each message was a type of wordplay:two palindromes and one anagram.For someone who does not understand word play,these messages might appear as though they were written in code.I will write a check mark nex

28、t to this prediction under the heading labeled Confirm.I also read that Word Smith suspected that the PUNisher was sending the messages.Since Hannah Eve Hannah is the heiress of a fortune,the PUNisher might be trying to steal all of that money.I will write this prediction on my chart under the headi

29、ng Make.Reviewtheeventsthathappenedsofarinthestory.Discusswhatmightbetheauthorspurposefor writing the story.Write the examples on the board as students share them.(For example:the story entertains readers through humorous riddles,mysterious story line,and so on;the story informs readers by providing

30、 specific examples of anagrams and palindromes.)Check for understanding:Encouragestudentstousetheinformationtheyvereadanddiscussedtorevise or confirm their prediction.Have them write any new predictions under the heading Revise on their worksheet and what actually happened under the heading Actual.R

31、emindthemthatif their first prediction has been confirmed or has not yet been proven,they may write another prediction in the Makecolumnoftheirworksheet.Modelforstudentshowtothinkthroughwhether or not their predictions were confirmed,and if not,why not.Help them to think about whetherornottheirreaso

32、nsfortheirpredictionwerevalid.Reassurestudentsbyexplainingthatpredicting correctly is not the purpose of this reading strategy.Independent practice:Introduce,explain,and have students complete the authorspurposeworksheet.Have students write the information from the discussion on their worksheet.4Wor

33、d Smith,Private ILesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Havestudentsreadtotheendofpage14.Whentheyhavefinishedreading,havethemsharetheirpredictionsandtheoutcomesoftheirpredictions.Remindthemtoreviseorconfirmtheirpredictions and write what actually happened on the

34、ir worksheet.Havestudentsreadtheremainderofthebook.Askthemtocontinuetomake,revise,andconfirm their predictions as they read the rest of the story.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have

35、 learned to read the word and figure out what it means.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I predicted that the PUNisher wanted to

36、steal Hannahs fortune.This prediction is not correct.The PUNisher wanted to take all of the letters from the alphabet soup factory so he could control the use of words.Havestudentscompletetheirmake-revise-and-confirm-predictionsworksheet.Invitethemtoshare their predictions,reasoning,and revisions,an

37、d how to tell their predictions related to the actual outcome of the story.Ask students to explain or show how the strategy of making,revising,and confirming predictions helped them understand and enjoy the story.Reflect on the Comprehension Skill Discussion:Askstudentstoexplainhowidentifyingtheauth

38、orspurposehelpedthemunderstandandrememberdifferentpartsofthestory.Reviewthethreedifferentpurposesfromtheirworksheet(to inform,to entertain,to persuade).Check for understanding:Ask students if they were entertained by the humor in Word Smith,Private I.Ask them to read examples in the text where they

39、were entertained.(For example:But what restaurant would serve a goose egg?A fowl place for sure.Imagine a world where people put“i”before“e”even after“c”there would be chaos!)Ask students if they were informed by this story.Ask them to tell the information that was shared(the author teaches about an

40、agrams,palindromes,puns,Hinky Pinkys,spoonerisms,similes,and tongue twisters).Ask students if they were persuaded to do something as a result of the story.Independent practice:Havestudentschoosewhichpurpose(s)theythinkwastheauthorsmainintent for this book.Have them write a paragraph to persuade some

41、one of their opinion,using examples from the book to support their idea.As time allows,meet with students individually to discuss their answers.Enduring understanding:In this story,Word Smiths persistence and attention to clues helped him to solve the puzzle and defeat the PUNisher.Now that you know

42、 this information,what will you do next time you are faced with a puzzle you need to solve?Build SkillsGrammar and Mechanics:Compound adjectives Writethefollowingsentenceontheboard:He ate a jumbo hot dog.Have a volunteer come to the board and circle the adjective in the sentence(jumbo).Then have him

43、 or her underline the noun that the adjective describes(hot dog).Revieworexplainthatadjectives are words that describe nouns or pronouns and tell which one,how many,or what kind.5Word Smith,Private ILesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Writethefollowingsentenc

44、eontheboard:Word Smith was a well-known detective.Underline the word detective.Have a volunteer come to the board and circle the word that describes the detective(well-known).Explain that this word in an example of a compound adjective.Point out thateachpartofacompoundadjectivealonedoesnotdescribeth

45、enoun.Forexample,itdoesntmake sense to describe Word Smith as a well detective or a known detective,but together the words well and known create a compound adjective that correctly describes the noun.Check for understanding:Write the following sentence on the board:Today is a red-letter day.Underlin

46、e the word day.Have a volunteer come to the board and circle the word that describes the day(red-letter).Ask students to discuss with a partner the reasons why each word within the compoundadjectivecouldnotdescribethenounalone(itdoesntmakesensetosayared day or a letter day).Independent practice:Intr

47、oduce,explain,and have students complete the compound adjectives worksheet.If time allows,discuss their answers.Word Work:Similes Revieworexplainthatasimile makes a comparison by using the word like or as.Write the words like and as on the board.Tell students that these words are often signals that

48、they are reading a simile.Havestudentsturntopage5.Readthelastparagraphaloudasstudentsfollowalongsilently.Ask students to identify the two similes.(She had me pegged like a wooden hatrack,nailed like a post to a fence.)Ask students to explain the similes(they describe how Hannah correctly established

49、WordSmithsidentity).Havethemidentifythesignalword(like).Pointouttheunfinishedsimilethatfollowed:cornered like a.like a.Invite students to complete the simile.Check for understanding:Havestudentsturntopage10.Readthelastparagraphaloudasstudentsfollow along silently.Ask students to identify the simile.

50、Write the following on the board:like a third-rate stand-up comedian.Ask students to explain the meaning of the simile(it describes how thewaitersjokesareasbadasthoseofacomedianwhoisntfunny).Havethemidentifythesignal word(like).Independent practice:Introduce,explain,and have students complete the si