原版英语RAZ 教案J57-The Pirate Substitute.pdf

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1、The Pirate SubstituteJ J1 Learning AZ All rights reserved.www.readinga-Focus Question:What lesson does Jack learn from Pirate Chalk Beard?Book SummaryText Type:Fiction/FantasyMany students look forward to school days when they have a substitute teacher,but what would it be like if their substitute t

2、eacher was a pirate?The Pirate Substitute is a delightful book about the life lesson a pirate substitute teaches a shy student in his class.Detailed illustrations and use of high-frequency words support emergent readers.This book can also be used to teach students how to retell the events of a story

3、 as well as to analyze characters in order to better understand the text.The book and lesson are also available for levels M and P.Guiding the ReadingBefore ReadingBuild Background Placeontheboardapictureofapirate.Havestudents share with a partner anything they know about pirates.Invite volunteers t

4、o share these ideas with the class.Askstudentswhattypeofjobwouldbebestforapirate,on the basis of their prior knowledge.Invite volunteerstosharethesejobswiththeclass,andrecordthemontheboard.Havestudentschooseonejobtheythinkwouldbebestforapirate,andaskstudents to draw a picture showing a pirate doing

5、thatjob.Then,havestudentswritewhytheythinkthatjobwouldbeperfectforapirate.Hangthesepictures up around the room.Introduce the Book GivestudentstheircopyofThe Pirate Substitute.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthe covers.Encourage them to offer ideas as t

6、o what type of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors name,illustrators name).Introduce the Reading Strategy:RetellExplain to students that one way to understand and remember what they are readi

7、ng is to stop now and then during reading to retell in their mind what is happening in the story.Explain that when someone retells something,he or she explains the details of what happened in the correct order.Point out that people retell stories as part of their daily lives,such as explaining what

8、happened in school to a student whowasabsent.Askstudentstoshareotherexamples of when people might give a retelling.Lesson EssentialsInstructional Focus Retell the events of a story to understand text Analyzecharactersfromatext Understand the purpose of the glossary in a text Discriminate initial con

9、sonant digraph /th/sound Identify initial consonant th digraph Understand and use irregular verbs Identify and use antonymsMaterials Book:The Pirate Substitute (copy for each student)Analyzecharacter,consonantth digraph,irregular verbs worksheets Discussion cards Book quiz Retelling rubricVocabulary

10、Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.High-frequency words:his,said,there WordstoKnowStory critical:brim(n.),heave(v.),lug(v.),substitute(n.),thumped(v.),treasure(n.)Academicvocabulary:drawing(n.),finally(adv.),remember(v.)The Pirate Substitute

11、J J2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Analyzecharacter Revieworexplainthatallstoriesaremadeupof story elements,including characters,setting,and plot.Remind students that characters are the people or animals represented in the story.Point out that readers

12、 can learn about characters by paying attention to the characters words,thoughts,and actions.Havestudentslookatthecoverofthebookandmake a prediction about the characters.Invite volunteers to share their predictions.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word

13、 with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content word and academic vocabulary word in the book,and then use each word in a different modelsentence.Havestudentsworkin

14、groupstocreatepostersforthesewords.Havethemincludeon each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutthelessonJacklearnedfromPirateChalkBeard.Writethe Focus

15、 Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadt

16、hebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.What kind of student is Jack?(level 2)multiple pages Who is the substitute teacher for the class?(level 1)page 5 Why did Pirate Chalk Beard like Jacks drawing?(le

17、vel 2)pages 8 and 9 What was in Pirate Chalk Beards treasure chest?(level 1)page 12 Why did Pirate Chalk Beard take a special interest in Jack?(level 3)multiple pages How did Jack change by the end of the story?(level 2)multiple pagesText Features:GlossaryExplain that a glossary is a text feature th

18、at helps readersdefinewordsthatareinabook.Havestudents turn to page 3 and locate the boldface word substitute.Havestudentsworkwithapartnerto create a definition for this word.Invite volunteers to share their definition with the class.Then,have students turn to the glossary to compare their definitio

19、n with the definition listed in the glossary.Repeatwithmultipleboldfacewords.Askstudents to share with a partner why the glossary is a helpful tool when reading unknown words in a story.SkillReview Modelretellingtheeventsofthestoryusingtheillustrations as a guide.Remind students that a retelling inc

20、ludes details and descriptions about the eventsofastoryinthecorrectorder.Askstudentsto retell the beginning of this story to a partner.Discuss with students that one of the main characters inthisstoryisJack.WriteJacksnameontheboardand circle it.Then,draw a web extending out from Jacksname.Askstudent

21、stothinkaboutJackswords,thoughts,and actions so far in the story.Modelanalyzingcharacter.Think-aloud:I know that one of the main characters in this story is Jack.Jack is a quiet person.I know this because he doesnt talk much in the beginning of the story.I also know Jack likes to draw pictures becau

22、se he drew a picture of Pirate Chalk Beard fighting a group of skeletons that was very good!I think Jack is shy,on the basis of what Ive read about his words,thoughts,and actions so far in the story.InoneofthecirclesextendingoutfromJacksnameon the board,write a detail from the think-aloud about Jack

23、s character.Modelhowtocompletetheanalyze character worksheet,using evidence from the text to analyze Jack and Pirate Chalk Beard.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Skil

24、lReviewGraphicOrganizer:AnalyzecharacterReview the analyze character worksheet that students completed.Havestudentssharetheirworkingroups.Invite volunteers to share their answers with the rest oftheclass.Askstudentstosharehowanalyzingthe characters from the story helped them to better understand the

25、 story.Guiding the Reading(cont.)The Pirate SubstituteJ J3 Learning AZ All rights reserved.www.readinga-Response to Focus QuestionHavestudentscitespecificevidencefromthebook toanswertheFocusQuestion.(Answerswillvary but should include that Jack learns its okay to be shy and quiet and the only thing

26、that matters is the size of his heart.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Consonant digraph/th/sound Saythewordthump aloud to students,emphasizing theinitial/th/sound.Havestudentssaythewordaloud and then say the/th/sound.Readpage

27、s3and4aloudwithstudents.Havestudents stand up each time they hear a word that begins with the/th/sound.Havestudentsworkwithapartnertocomeupwith a list of words that begin with the/th/sound.Invite volunteers to share a word with the rest of the class,and have other students give a thumbs-up signal if

28、 they agree that the word begins with the /th/sound.Check for understanding:Saythefollowingwordsone at a time,and have students clap when they hear a word that begins with the/th/sound:stop,thought,thick,brought,this.Phonics:Consonant th digraph Writethewordthump on the board and say it aloud with s

29、tudents.Havestudentssaythe/th/soundaloud.Then,runyour finger under the letters in the word thump asstudentssaythewholewordaloud.Askstudentsto identify which letters represent the/th/sound in the word thump.Havestudentspracticewritingtheth letter combination on a separate piece of paper while saying

30、the/th/sound.Check for understanding:Writethefollowingwordsthat begin with the/th/sound on the board,leaving off the initial digraph:that,thumb,those,they.Sayeachword,oneatatime,andhavevolunteers come to the board and add the initial thdigraphtoeachword.Havestudentspracticeblending the sounds togeth

31、er to say each word.Independent practice:Introduce,explain,and have students complete the consonant-th-digraph worksheet.If time allows,discuss their answers.Grammar and Mechanics:Irregularverbs Revieworexplaintostudentsthataverb is a word that shows action.Review with students that adding-ed to the

32、 end of most verbs changes the verb to show that the action happened in the past.Giveseveralexamplesofregularpast-tenseverbsand write them on the board.Havestudentsturntopage6andreadthefirstsentenceonthepage.Askstudentstoidentifytheverb in the sentence(taught).Explain that this is an irregularpast-t

33、enseverb.Askstudentstonamethepresent-tense form of taught(teach).Askstudentswhether adding-ed to the word teach would make the correct past-tense verb(no).Putstudentsintosmallgroups.Giveeachgroupthefollowing six present-tense verbs:buy,do,drink,run,sing,eat.Havestudentsworktogethertocomeupwith the i

34、rregular past-tense form of each of these verbs.Invite volunteers to share their answers with the class.Check for understanding:Writethefollowingfivepresent-tense verbs on the board:fall,feel,find,lose,keep.Havestudentswritetheirregularpast-tenseformofeachverbonaseparatepieceofpaper.Havestudents sha

35、re their answers with a partner.Independent practice:Introduce,explain,and have students complete the irregular verbs worksheet.If time allows,discuss their answers.WordWork:Antonyms Revieworexplainthatawordthatmeanstheopposite of another word is called an antonym.Writethefollowingsentenceontheboard

36、:Jack was very shy.Guidestudentsinbrainstormingtoproduce an antonym for the word shy(outgoing).Putstudentsintosmallgroups,andgiveeachgroupthe following three words:sharp,early,and bright.Havestudentsworktogethertocomeupwithantonyms for each word.Invite volunteers from each group to share their answe

37、rs.Check for understanding:Writethewordscool,silly,and stressedontheboard.Havestudentscomeupwith an antonym for each word and share their ideas with a partner.Invite partners to share their answers with the class.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)