原版英语RAZ 教案Roots of Rap_LP.pdf

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1、Roots of RapX X1 Learning AZ All rights reserved.www.readinga-Focus Question:How has rap influenced the music that came after it?Book SummaryText Type:Nonfiction/InformationalRap music arose from the streets of New York City in the 1970s.Roots of Rap guides readers through the early history of rap m

2、usic:from its origin at a young girls block party,to an explanation of the four“pillars”(key elements)that define hip hop.The book can also be used to teach students how to determine an authors purpose for writing and the proper use of dashes.The book and lesson are also available for levels Z1 and

3、Z2.Guiding the ReadingBefore ReadingBuild BackgroundAsk students to discuss music they like with a partner.Ask students if anyone mentioned rap music.Have students discuss the sound of rap songs and where theyve heard it before.Discussrapmusicwithstudents.Havestudentsbrainstorm with a partner to thi

4、nk of different types of music that may have influenced rap.Invite volunteers to share their ideas with the rest of the class.Introduce the Book GivestudentstheircopyofRoots of Rap.Guidethem to the front and back covers and read the title.Have students discuss what they see on the covers.Encourage t

5、hem to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationon the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask

6、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.)Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visualize,or create pictures in their mind,as they read.Explain t

7、hat readers make visual images using information from the text and what they already know about the subject.Pointoutthatthepicturesinabookcanalsoprovideinformation to add to visualizations.Have students close their eyes as you read aloud the section“Breaking.”Ask students to draw a representation of

8、 what they visualized.Invite volunteers to share their visualization with the rest of the class,and discuss how their pictures compare to the picture on page 10 in the book.Lesson EssentialsInstructional Focus Visualize to understand text Determineauthorspurpose Describeinformationprovidedbycaptions

9、 Recognize and use dashes Identify and use hyphenated compound wordsMaterials Book:Roots of Rap(copy for each student)Authors purpose,dashes,and hyphenated compound words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for thi

10、s title on VocabularyAZ.com.WordstoKnowStory critical:commentary(n.),culture(n.),influential(adj.),inspired(v),poverty(n.),turntables(n.)Enrichment:amplifier(n.),defacing(v.),financial(adj.),mainstream(adj.),rivals(n.),vinyl(adj.)Academicvocabulary:culture(n.),elements(n.),influenced(v.),produced(v.

11、),style(n.),unique(adj.)Roots of RapX X2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Authorspurpose Explaintostudentsthatauthorshaveapurpose,or reason,for what they write.Write the words inform,entertain,and persuade on the board.Explain to students that to inform

12、means to provide information,to entertain means to amuse,and to persuade means to convince another to act or feel a certain way.Havestudentsturntopage9andreadthefirstparagraph with a partner.Ask students what they think the authors purpose is on the basis of the information(to inform).Invite student

13、s to share their thoughts with the class.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach conte

14、nt 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 sentence,and a picture illustrat

15、ing the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthow rap has influenced the music that came after it.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any wo

16、rd 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.Why was Ne

17、w York City a tough place to live in the 1970s?(level 1)page 4 How would you describe the sequence of the birth of hip-hop?(level3)pages 4 and 5 How were block parties key to the growth of hip-hop?(level 1)page 6 Can you elaborate on the reason the hip-hop community took creativity to the streets?(l

18、evel3)page 7 What is your interpretation of the four pillars of hip-hop?(level3)multiple pages What aspects make up a good rapper?(level3)page13 What facts would you select to support the idea that rap music is a global phenomenon?(level3)page 15Text Features:CaptionsExplain that captions clarify pi

19、ctures by describing the details of the picture.Captions may provide the reader with names,dates,and locations.Have students work with a group to review the pictures on page 4 and their captions.Ask students:How does each caption help the reader understand the purpose of the picture in the book?How

20、do captions clarify visual information?Why are captions an important tool for describing pictures?Have students review other pictures in the book and discuss in groups what the captions describe.Invite volunteers to share their thoughts with the rest of the class.SkillReviewModel for students how yo

21、u create visual images as you read,and direct them to stop at several points during the reading to draw a representation with a caption of what they visualize.Invite volunteers to share their pictures and captions with the rest oftheclass.Discusswithstudentshowtheir pictures compare with the picture

22、s in the book.Havestudentsworkingroupstoperiodically to discuss their opinion on the authors purpose for writing each time they convene.Modelevaluatingdetailstodeterminetheauthorspurpose.Think-aloud:The book is providing me with many details about the history of hip-hop:its founders,its four pillars

23、,its artistic expression,and so on.All of these facts give me new information on the topic,so I believe the authors purpose is to inform.Still,I will read to the end of the book,examining each detail,to see whether he has a different main purpose or more than one.Modelhowtocompletetheauthors purpose

24、 worksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the authors purpose for the book.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these wor

25、ds using decoding strategies and context clues.Guiding the Reading(cont.)Roots of RapX X3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:AuthorspurposeReview the authors purpose worksheet that students completed.Have students share their work in groups.Invite volunteers to

26、 share with the rest of the class the details they chose,and have students point to the correct purpose on the board.Circle the word inform.Discusswithstudentsthejustificationforchoosingthis purpose.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly ta

27、ught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasons should include using creative innovation.Sample:Rap influenced the music that came after it by usin

28、g creative innovations,such as breakbeats,to express social and political views.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Dashes Revieworexplaintostudentsthatadash()is a punctuation mark used either to indicate an interruption,or to em

29、phasize information.It can also be used to clarify information within a sentence.Havestudentsturntopage6inthebook.Writethe following sentence on the board:The audience gave honest feedback during the showgood or bad.Ask students how the dash is used in this instance(to clarify information).Reviewore

30、xplainthathyphensareusedincompound words,such as hip-hop on page 4 in thebook.Pointoutthathyphensareshorterinlength and are used to connect two words.Remind students not to confuse a dash with a hyphen.Askstudentstofurtherexplainthedifferencebetween a hyphen and a dash and how they are used.Check fo

31、r understanding:Have students find and circle all examples of dashes on the book.Have them write how they are used in the margins.Independent practice:Introduce,explain,and have students complete the dashes worksheet.If time allows,discuss their answers.WordWork:Hyphenatedcompoundwords Revieworexpla

32、inthatadjectives are words that describe nouns and pronouns and usually tell which one,how many,or what kind.Writethefollowingsentenceontheboard:Clive was only sixteen when he was the DJ at a party.Have a volunteer come to the board and circle the adjective in the sentence(sixteen).Then have the stu

33、dent underline the noun that the adjective describes(Clive).Writethefollowingsentenceontheboard:Sixteen-year-old Clive was the DJ at a party.Read it aloud with students and discuss how the adjective changed.Have a volunteer come to the board and circle the adjective in the sentence(sixteen-year-old)

34、.Then have the student underline the noun that the adjective describes(Clive).Explain that the new adjective is an example of a hyphenated compound word.Pointoutthattheshortlinebetween the words is a hyphen.Check for understanding:Have students work in pairs to locate and circle the hyphenated compound words in their book.Independent practice:Introduce,explain,and have students complete the hyphenated-compound-words worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)