原版英语RAZ 教案K39-Good for Thurgood!.pdf

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1、Good for Thurgood!Lesson PlanLeveLK K1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:332Book SummaryGood for Thurgood!focuses on the exceptional life of Thurgood Marshall,the first African American appointed to the Supreme Court.Bo

2、rn when segregation was still legal in the South,Thurgood Marshall grew up arguing about issues of race.After attending law school,he argued and won many cases in front of the Supreme Court,promoting equality in the United States.Book and lesson also available at Levels N and Q.About the LessonTarge

3、ted Reading Strategy AskandanswerquestionsObjectives Askandanswerquestionstounderstandtext Makeinferencesordrawconclusions Identifyconsonantth digraph Usecommasafterintroductorywords Defineandusetheprefixun-MaterialsGreen text indicates resources are available on the website.BookGood for Thurgood!(c

4、opy for each student)Chalkboardordry-eraseboard MapoftheUnitedStates Posterboard Shavingcream Make inferences/draw conclusions,commas after introductory words,prefix un-worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book o

5、n an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:African American(adj.),equality(n.),judges(n.),separate(adj.),South(n.),Supreme Court(n.)En

6、richment:cases(n.),court(n.),lawyer(n.)Before ReadingBuild Background Askstudentstoraisetheirhandiftheyhaveeverseenpeoplebeingmeanoractinglikebullies.Invitevolunteerstosharetheirexampleswiththerestoftheclass.Havestudentsdiscussingroups the ways that another person could safely stand up to the ones w

7、ho are being mean.Holdupthecoverofthebook.Explaintostudentsthepictureonthecoverisofamanwhostoodup against the unfair and mean treatment of his people.Write the name Thurgood Marshall on Good for Thurgood!Lesson Plan(continued)LeveLK K2 Learning AZ All rights reserved.www.readinga-theboardandreadital

8、oudwithstudents.PointoutthatthisbookisabiographydescribingThurgood Marshalls life.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattype of book it is(genre,text

9、 type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questions Remindstudentsthatengagedreadersaskquestionsbeforeandduringreading,andsearchforanswersinthebook.Havestudentssharewithapa

10、rtnerhowaskingandansweringquestionswhile reading can help them understand and remember the information in a story.Discusswithstudentshowtheycancreatequestions,usingpriorknowledgeaboutthetopic,clues from pictures and headings,and information they learn as they read.Modelaskingquestions.Think-aloud:Th

11、e title page of this book shows a statue in front of a building.The title of the book is Good for Thurgood!and I know it is a biography of Thurgood Marshall.On the basis of this information,I have a couple of questions that interest me.What did Thurgood Marshall do that was so good?Also,whom does th

12、at statue represent(I think it is Thurgood Marshall),and why did that person earn a statue?These are the first questions I have about the story,and I am sure I will think of more as I read.Recordyourquestionsfromthethink-aloudontheboard.Remindstudentsyouwillsearch for the answers to these questions

13、as you read.Havestudentspreviewthephotographsandillustrationsinthebook,whilethinkingaboutquestions this information triggers.Ask students to think of at least two questions and to share themwithapartner.Remindthemtolookfortheanswerstotheirquestionsastheyread.Asstudentsread,encouragethemtouseotherrea

14、dingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Make inferences/Draw conclusions Explaintostudentsthatnoteverythinganauthorconveysinastoryisdirectlystated.Sometimesanauthorexpectsthereadertomakeinferencesabouttheinformationprovided.Explaintos

15、tudents that making an inference means to come to a conclusion by reasoning,using prior knowledge and textual clues.Making an inference is like solving a puzzle;the reader puts clues together to make a great guess.Pointoutthatmakinginferencesordrawingconclusionseithersuppliesinformationthatthereader

16、 should already know or helps the reader to understand a topic on a deeper level.Write the following sentences on the board:Maria likes to go to the park.She goes to the park everyday and plays games.One day,another girl is also at the park.She makes fun of Maria.Maria cries and runs away.The next d

17、ay,Maria does not go to the park.Havestudentsfollowalong as you read the story aloud.HavestudentsdiscusswithapartnerwhytheythinkMariadidnotgototheparkthenextday.Modelmakinginferences.Think-aloud:I know authors do not directly state all the ideas in a story.Sometimes I have to make inferences to full

18、y understand a story.Looking at this example on the board,I see the author does not tell me why Maria doesnt go to the park the next day.I have to infer the reason.I know from the story that Maria goes to the park every day,and one day a girl shows up and teases her.Maria cries.I know from my own ex

19、perience that if someone teases me,I cry because I feel hurt.Maria must feel hurt.If a girl upset me,I wouldnt want to see her.Putting all these clues together,I can make the inference that Maria does not go to the park the next day because she does not want to see the girl who hurt her feelings.Goo

20、d for Thurgood!Lesson Plan(continued)LeveLK K3 Learning AZ All rights reserved.www.readinga-DrawontheboardaT-chartwiththeheadingsText and Prior Knowledge.Ask students to work in groups to identify and share with the rest of the class clues from the story that led to the inference.Recordthisinformati

21、onundertheText heading.Then,ask groups to identify and share thepriorknowledgeyougaveinthethink-aloudthathelpedleadtotheinference,andrecordthis information under the Prior Knowledgeheading.Emphasizethatitwasthecombination of both prior knowledge and textual clues that created your inference.Havestud

22、entsdiscussingroupswhatMariacoulddotostandupforherselfandpeacefullyresolve this conflict.Introduce the Vocabulary Remindstudentsoftheirword-decodingstrategies.Forexample,theycanlookforbasewords,prefixes,and suffixes.They can break big words into smaller pieces.They can use what they know about phone

23、mes to sound out a word.They can use context clues to figure out the meaning and pronunciation of unfamiliar words.Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the text on page 4,you might say:Point to the word South.What does the word South mea

24、n?Thats right,south means down,or the opposite of north.Since south means heading down,when we refer to a part of the country as the South,we mean a specific area in the lower part of the country.Lets find the South of the United States on a map.Writethestory-criticalwordsonsixpiecesofposterboardand

25、drawapictureforeach.Puttheposters at different spots around the room.Separate students into six groups,and assign each grouptoaword.Haveeachgroupdiscusstheirvocabularywordandrecordonthepostertheirbest guess at the meaning of the word,using key words and pictures.Once groups have finished,have them r

26、otate to the left and repeat the process with the next poster.Continue rotating until each group has had a chance to define all six words.Reviewthedefinitionsoneachposter.Guidetheclasstoaconsensusononedefinitionforeachword.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossarycontainsali

27、st ofwordsandtheirdefinitionsthatarespecifictothatstory.Havestudentsworkwithapartnerto read the glossary definition for each word.Discusswithstudentshowtheclassdefinitioncompareswiththeglossarydefinitionforeachword.Set the Purpose HavestudentsseekanswerstotheirquestionsaboutThurgoodMarshall.Remindth

28、emtomakeinferences or draw conclusions about what they are reading using the information they learn in the story.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage7.Encouragethosewhofinish early to go back and reread.Modelaskingandansweringquestions.Think-aloud:E

29、arlier,I wanted to know about the statue and about the good things Thurgood Marshall did.At this point in the story,I havent found answers to either of my questions.Im not worried because I still have many pages to read.I will keep looking for the answers.Meanwhile,the information I learned brought

30、more questions to mind.Why were there laws that were unfair to African Americans?What will Thurgood do about those laws?Will Thurgood have to go to an all-black school?I will look for the answers to these questions as well.Recordyournewquestionsontheboard.Askstudentstothinkabouttheirquestionsfromear

31、lier.Havestudentsraisetheirhandifthestory answered any of their questions,and invite volunteers to share their questions and answers.Good for Thurgood!Lesson Plan(continued)LeveLK K4 Learning AZ All rights reserved.www.readinga- Havestudentsthinkofatleastonenewquestion,drawingoninformationtheyreadon

32、thesepages.Invitevolunteerstosharenewquestionswiththerestoftheclass.Recordthesequestionson the board.AskstudentstothinkabouthowThurgoodfeltaboutthelawsaffectingAfricanAmericans.Pointoutthattheauthordoesnotdirectlystatehowhefelt,sotheymustmakeaninference.ErasetheinformationontheT-chartundertheText an

33、d Prior Knowledge headings.Havestudentsworkingroupstosearchforcluesinthetextaboutthelawsandhowtheyaffected Thurgood.Call on groups to share with the rest of the class,and record all pertinent details in the Text column.Askgroupstodiscusspriorknowledgetheyhavethatisrelatedtotheinformationinthestory.H

34、avethemthinkabouthowtheywouldfeelifsomeonetreatedthemthewaysocietytreatedAfricanAmericans.Encouragethemtothinkaboutotherinformationtheyknowaboutthistimein our history.Call on groups to share at least one connection they made with prior knowledge,and record this in the Prior Knowledge column.Guidestu

35、dentsincombiningthesecluestomakeaninferenceabouthowThurgoodfelt.Forexample,Thurgood was angry and upset,or he wanted to change the way laws worked,and so on.Write these inferences on the board.Check for understanding:Havestudentsreadtotheendofpage11.Askstudentstostopandsharewithapartneranswerstheyfo

36、undandnewquestionstheyhave.Havestudentspointtothequestionsontheboardthatwereanswered.Discusstheanswerstothesequestions,andinvitevolunteers to come and record the answers on the board.Remindstudentsaboutoneofthequestionsyouhadforthestory:didThurgoodgotoanall-blackschool?Pointoutthatthestoryneveranswe

37、rsthatquestionbutinsteadjumpsforward toThurgoodgoingtolawschool.Readerscanmakeaninferencetoanswerthequestion.Havestudentsworkingroupstofindcluesinthetext,andhavevolunteerssharetheirclueswiththerest of the class(the laws had not changed when Thurgood was a child,all African American children hadtogot

38、osegregatedschools).Discusswiththeclasspriorknowledgeaboutthistopic(previousknowledgethatallblackchildrenwenttoseparateschoolsatthetime).Recordcluesontheboard.HavestudentsworkwiththeirgrouptomakeaninferenceaboutwhetherornotThurgoodwenttoanall-blackschool.Invitevolunteerstosharetheirinferencewiththec

39、lass.Guidestudentsto an understanding that Thurgood must have gone to a segregated elementary school as well.Pointoutthatstudentscanalsodoresearchtoconfirmthisinference.Introduceandexplainthemake inferences/draw conclusions worksheet.Demonstratehowto fill in the first row on the worksheet with the i

40、nference they just made about Thurgoods elementary school.Havestudentsreadtheremainderofthestory.Remindthemtosearchforanswerstotheirquestions as they read,using facts from the story and making inferences when necessary.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotp

41、ronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstuden

42、tstoreviewwithapartnerthequestionsontheboard.Havestudentsanswer all the questions they can.Good for Thurgood!Lesson Plan(continued)LeveLK K5 Learning AZ All rights reserved.www.readinga- Think-aloud:The story answered many of my questions by the end.I learned what Thurgood did about those laws:he we

43、nt to law school,became a lawyer,and argued in court to overturn many of them.That answered one of my questions.Changing those laws helped our country get closer to equality for everyone.Thurgood was a hero and an important leader;that is why the title of the book is Good for Thurgood!That answered

44、another question I had.I never found out about the statue.Sometimes,we still have questions when we finish a story.I can look for those answers elsewhere,which will help me understand and appreciate the story even more.Recordanswersontheboard.Invitevolunteerstocometotheboardandcirclequestionsthatrem

45、ain unanswered.Ask students to point to other questions on the board that were answered.Call on random students to share the answer,and record it on the board.Discusswithstudentshowtheycanfindanswerstoquestionsthestorydoesnotaddress.Askstudents to share with a partner other resources that provide an

46、swers,such as encyclopedias,theInternet,otherbooks,andsoon.Createalistwithstudentsofexternalsourcesthatgivemoreinformationonanonfictiontopic,andwritethislistontheboard.Pointoutthatanothermethod for answering questions is by making inferences from the information in the story.Reflect on the Comprehen

47、sion Skill Discussion:Remindstudentsabouttheunansweredstatuequestion.Havestudentsworkwitha partner to find clues from the text(Thurgood was a hero,the building behind the statue has Thurgoods name on it,the story is about Thurgood Marshall)and from prior knowledge(we makestatuestohonorimportantpeopl

48、e).Invitevolunteerstosharetheirclues,andrecordaccurateinformationontheboard.Havepartnersmakeaninferenceaboutwhomthestatuerepresents.Invitevolunteerstosharetheirinferenceswiththerestoftheclass.Havestudentsdiscusswithapartnerhowmakinginferenceshelpedthemtobetterunderstandthe story.Independent practice

49、:Havestudentscompletetheirmakeinferences/drawconclusionsworksheet.Ask students to work with a partner to review their inferences and to make sure the clues supporttheconclusions.Invitevolunteerstosharetheirinferenceswiththeclass.Confirm each inference is accurate and draws on clues from the story an

50、d prior knowledge.Enduring understanding:Inthisstory,youlearnedaboutThurgoodMarshallshardwork toendsegregationandchangeunfairlaws.Doyouseeanyinjusticesinyourneighborhood or community?What can people do to fix those problems?Build SkillsPhonics:Consonant th digraph Writethewordthey on the board and s