原版英语RAZ 教案Hurricanes_LP.pdf

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1、HurricanesLesson PlanLEVELWW1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,715Book SummaryReaders learn the difference between a hurricane,a typhoon,and a severe tropical cyclone.The book also explains how hurricanes are for

2、med,where they come from,and where they occur most often in the world.One section focuses on predicting and preparing for hurricanes.Photographs,maps,and diagrams support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofmakingconnectionstopr

3、iorknowledge Identifycause-and-effectrelationshipsinnonfictiontext Recognizeadverbsusedintext UnderstandhowtoreadnumbersandabbreviationsMaterialsGreen text indicates resources available on the website BookHurricanes(copy for each student)Chalkboardordryeraseboard Causeandeffect,adverbs,numbersandabb

4、reviationsworksheets 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 books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistit

5、leonVocabularyAZ.com.Content words:Story critical:evacuate(v.),eye(n.),eyewall(n.),intensity(n.),tropical depression(n.),tropical storm(n.)Enrichment:air pressure(n.),Caribbean(adj.),chaotic(adj.),condenses(v.),disperse(v.),hurricane watch(n.),satellite(n.),storm surge(n.),structure(n.),sustained(ad

6、j.),tropical(adj)Before ReadingBuild Background Askstudentstotellwhattheyknowabouthurricanes.Discusswhatstudentsknowabouthurricanes and how they are formed.Discuss any recent hurricanes students may remember,including their names,their locations,and the types of damage they caused.HurricanesLesson P

7、lan(continued)LEVELWW2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentsacopyofthebook.Havethempreviewthefrontandbackcoversandread thetitle.Havestudentsdiscusswhattheyseeonthecovers.Theninvitethemtoofferideas as what kind of book this is and what it might b

8、e about.Introduce the Reading Strategy:Connect to prior knowledge Modelconnectingtopriorknowledge.Think-aloud:The picture and title of this book remind me of a TV show I watched about an island that was hit by a severe hurricane.I remember the devastation that the storm caused for the people on that

9、 island.Because I already know some interesting things about hurricanes,Im looking forward to learning even more about them.I can turn to the glossary to see what new words about hurricanes I might learn in this book.Directstudentstotheglossary.Remindthemthattheglossaryisanalphabetizedlistofwordstha

10、t appear in the text,along with their definitions and page numbers so the reader can locate the word in the text.After reviewing the glossary,model using it as a way to make connections to prior knowledge.For example,say:The first entry,air pressure,makes me think about what I already know about how

11、 hurricanes are created.Ask students to share what they might know about the air pressure inside a hurricane.Ask what page the glossary gives to help readers find more information about air pressure(page 8).Havestudentspreviewtherestofthebook,lookingatphotos,maps,anddiagrams.Pointoutthe table of con

12、tents and index,and remind students that these features can help them make connections to what they already know.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutw

13、ordstheydontknow.Forexample,they can look for base words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Reviewcontextcluesandhowtousethemtofindawordsmeaning.Havestudentsfindtheboldword evacuateonpage5.Tellthemtofirstlookforacluetothewordsmeaninginthesamesente

14、nce.Explain that they may not always find all context clues in the sentence that contains the unfamiliar word,and that other information in the paragraph often offers more explanation.Modelhowstudentscanusetheglossaryoradictionarytofindthewordsmeaning.Haveavolunteer read the definition for evacuatei

15、ntheglossary.Havestudentsfollowalongonpage5 as you read the sentence in which evacuate is found to confirm the meaning of the word.Preview other vocabulary,such as eyewall,tropical depression,and intensity,in a similar fashion before students begin reading.Set the Purpose Havestudentsthinkaboutwhatt

16、heyalreadyknowabouthurricanesastheyreadthebook to learn more about the topic.During ReadingStudent Reading Guide the reading:Havestudentsreadtopage12.Tellthemtolookforfactsthattellaboutimportant events that occur when hurricanes are formed.Encourage them to go back and reread if they finish before e

17、veryone else.HurricanesLesson Plan(continued)LEVELWW3 Learning AZ All rights reserved.www.readinga- Havestudentssharetheimportantfactstheyidentified.Modelmakingconnectionsto prior knowledge.Think-aloud:I understood how important it was for the people in Florida to board up windows and stock up on wa

18、ter,food,and batteries when they heard a hurricane was coming.I remember seeing the destructive wind and rain hit buildings when I watched the show on hurricanes.It was amazing how hurricanes could cause so much damage so quickly.Askstudentswhypeoplewhohaveexperiencedahurricanewouldworkhardtoprepare

19、for their safety in the event of another hurricane approaching.Encourage them to use their experience and what they may have read or seen on television to explain their answers.Havestudentsreadtherestofthebook.Havethemcontinuerecordingimportantinformationabout hurricanes.Remind them to think about w

20、hat they already know about the topic as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedinthei

21、rbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowmakingconnectionsbetweeninformationtheyreadandwhattheyalreadyknowkeeps them actively involved and helps them remember what they have read.Teach the Compre

22、hension Skill:Cause and effect Discussion:Askstudentswhattheythinktheauthorspurposewasforwritingthebookandwhattheymighthavelearnedabouthurricanesthattheydidntalreadyknow.Introduce and model:Discusscause-and-effectrelationships.Explainthatacause is an event that makes something happen,and the effect

23、is what happens because of,or as a result of,the event.Forexample,ifthetemperaturedropsbelow32degreesFahrenheit,apuddlewillfreeze.Thefreezingtemperatureisthecause,andthefrozenpuddleistheeffect.Toillustrateacause-and-effectrelationshipfromthetext,havestudentsturntopage8.Askthemto name the cause of a

24、storm surge(high winds and low air pressure raising the level of the sea).Ask them to describe the effects of the raised sea level(flooding and property damage).Check for understanding:Havestudentsreadpage4tofindthecauseofthehurricanewatch(HurricaneFrancesmovingtowardthecommunity)andtheeffectofthewa

25、rning(peopleboarding up windows and stocking up on supplies).Allow students to share their findings.Independent practice:Havestudentspracticeidentifyingcause-and-effectrelationshipsbycompleting the cause-and-effectworksheet.When they have finished,have students discuss their work and explain their a

26、nswers.Extend the discussion:Ask students how Hurricanes changed what they know about these tropical storms.Discuss whether students think that the world should invest in additional scientific studies to learn more about hurricanes,cyclones,and typhoons.Invite them to share their opinions and ideas.

27、Build Skills Grammar and Mechanics:Adverbs Revieworexplainthatadverbs are words that describe verbs or adjectives.Adverbs express the time,manner,or degree in which a verb occurs.They usually tell how something happens.They may also tell how often,how many,or how much.HurricanesLesson Plan(continued

28、)LEVELWW4 Learning AZ All rights reserved.www.readinga- WritethequestionHow?ontheboard.Havestudentsturntopage7andreadaloudthissentence:The upward-moving air rapidly cools,and rain begins to fall.Ask students how the air cools(rapidly).Explain that rapidly is an adverb that describes the verb cool.As

29、k students what the root or base word of rapidly is(rapid).Explain that many adverbs are formed by adding-ly to the end of a word.WritethequestionWhen?ontheboard.Havestudentsturntopage7andreadaloudthissentence:Soon the eye will move,and then the sudden force of the other side of the storm will hit.A

30、sk students when the eye will move(soon).Tell students that soon is an adverb that describes the verb move.Remind students that most,but not all,adverbs end in-ly.Writethewordsslow,careful,and suddenontheboard.Havevolunteersadd-ly to each base word and use the resulting adverb in an oral sentence.Ch

31、eck for understanding:Havestudentsworkinpairstolistatleast15adverbsinthebookandidentify the verb or adjective that each adverb describes.When students are done,have students share and discuss their list.Independent practice:Introduce,explain,and have students complete the adverbs worksheet.When all

32、students have finished,read and discuss the correct answers.Word Work:Numbers and abbreviations Pointoutthatthisbookusesmetricandimperialmeasurements.Explainthatthemetric system isgenerallythepreferredmethodofmeasurementinscience-orientedpublications,andtheimperialsystemiscommonlyusedintheUnitedStat

33、es,theUnitedKingdom,andtheBritishCommonwealthcountries.TheimperialsystemisalsocalledtheEnglishorBritishsystem;itis the primary alternative to the metric system.Directstudentstothefirstparagraphonpage7.Askthemtofindthenumbersorwordsthatgive the measurement of rainfall(20 millimeters 0.78 in.).Review

34、or explain that when reading the numbers in parentheses aloud,the decimal is read as point.Ask a volunteer to explain the in.label after the number.(It is the abbreviated form of inches.)Explain that an abbreviation is a shortened form of a word.Practice saying the entire measurement aloud as a grou

35、p:zero point seven eight inches.Point out that the numbers seven and eight are said separately,not as seventy-eight.Directstudentstothefirstparagraphonpage14.Askthemtofindthemeasurementforthespeed of the winds(62119 kilometers per hour 3974 mph).Review or explain that when reading these measurements

36、 aloud,the dash is read as to.Ask students what the letters in the abbreviation mph stand for(miles per hour).Practice saying the measurement in parentheses with the class:thirty-nine to seventy-four miles per hour.Continuethisprocedurewithexamplesonpage16(3 meters 10 ft.and 5-10 mi.),if time allows

37、.Check for understanding:Write the following examples on the board and ask volunteers to read them aloud:5 ft.155 mph611 mi.0.89 in.111130 mph5.39 in.542 ft.6.25 mi.Independent practice:Introduce,explain,and have students complete the numbers-and-abbreviations worksheet.Discuss answers aloud when th

38、ey have completed their work.HurricanesLesson Plan(continued)LEVELWW5 Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentsthei

39、rbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting and Science ConnectionProvide print and Internet resources for students to research hurricanes,typhoons,and severe tropicalcyclones.Havethemfindinformationaboutthesizes,names,andcharacteristicsof theseseverestor

40、ms.Havestudentswritearesearchpaperthatincludesatleastfivefactsnotincluded in Hurricanes.Visit WritingA-Z.com for a lesson and leveled materials on informational writing.Science Connection Provide print and Internet resources for students to research the nature of hurricane winds.Challengethemtofindt

41、heanswertothequestion:Why do winds rotate counterclockwise in the Northern Hemisphere and clockwise in the Southern Hemisphere?Instruct them to be prepared to support their answer with at least two sources.Skill Review Discussion cards covering comprehension skills and strategies not explicitly taug

42、ht with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhaves

43、tudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethereadingstrategyofconnectingtopriorknowledge to understand nonfiction text recognizeandexplaincause-and-effectrelationships recognizeandunderstandtheuseofadverbsinthetext understandandfluentlyreadnumbersandabbreviationsComprehension Checks BookQuiz Retelling Rubric