原版英语RAZ 教案Jonas Salk_LP.pdf

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1、Jonas SalkY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Jonas Salk achieve his goal of making a difference for humanity?Book SummaryText Type:Nonfiction/BiographyThe spring and summer of 1953 was terrifying for parents in the United States.They braced themselves for the po

2、ssibility of polio.Through his determination and unorthodox thinking,Jonas Salk developed a polio vaccine and childrens lives were saved.Jonas Salk provides students an in-depth look into both Dr.Salks life and his search for the vaccine.The book can also be used to teach students the elements of a

3、biography and the proper use of hyphenated compound adjectives.The book and lesson are also available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild BackgroundAsk students to describe a time when they were very sick.Discuss with students how a doctor helped them to feel well again.Ask w

4、hether any students had a flu shot this year.Discuss with students why they were given the shot and what it will do for them.Discusswithstudentsthatscientistsworkhardtodevelop vaccines all the time.Many students have been given a vaccine before they came to school.Explain that Dr.Jonas Salk develope

5、d one vaccine they may have been given,a vaccine for polio.Ask students to share anything they know about polio.Introduce the Book GivestudentstheircopyofJonas Salk.Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them to offer idea

6、s as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students w

7、hat 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:Ask and answer questionsExplain to students that engaged readers ask and answer questions while they are reading and that one

8、 way to ask and answer questions while they read is to makeaKWLSchart.Givestudentstheask-and-answer-questions worksheet.Have students look at the cover of the book and,on the worksheet,complete what they know about Jonas Salk on the basis of the picture or previous discussion during the book introdu

9、ction.Have students turn to page 4 and look at the photograph.Ask Lesson EssentialsInstructional Focus Ask and answer questions while reading Identify the elements of a biography Use headings to make and confirm predictions Recognizeandusehyphenated compound adjectives Identify and use synonymsMater

10、ials Book:Jonas Salk(copy for each student)Ask and answer questions,elements of a biography,hyphenated compound adjectives worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory crit

11、ical:epidemic(n.),field trial(n.),immune(adj.),paralyzed(v.),polio(n.),vaccine(n.)Enrichment:crippled(adj.),devastating(adj.),placebo(n.),quarantined(v.),strains(n.),vocal(adj.)Academicvocabulary:cause(n.),method(n.),precise(adj.),produce(v.),protect(v.),research(n.)Jonas SalkY Y2 Learning AZ All ri

12、ghts reserved.www.readinga-students what questions they might have after viewing the photograph,and reading the sign in it and the caption under it.Have students look through the books photographs and headings to create questions they might have while reading.Explain to students that they will retur

13、n to the worksheet later on during reading.Introduce the Comprehension Skill:Elements of a biography Displayaphotographofaperson;itcanbearandom person.Ask students to write a list of facts about the person in the photograph.Have students go beyond just what the person looks like to also include fact

14、ual information about the persons job,age,family,and so on.Ask students how they know the information is factual.Explain to students that they could not know that information unless they had gained it from reliable sources.Explain that a biography is a story of a persons life.It includes facts from

15、reliable resources about the subjects life from birth to either death or present day.Have students skim the book to find biographical information about Jonas Salk.Create a list of information that students find.Explaintostudentsthatbiographiestellwhothebook is about,what the person did,when he or sh

16、e did it,where it happened,why the events happened,and how the person helped the events occur.Returntotheliststudentsgathered.Havestudents classify the information from the list into the who,what,when,where,why,and how categories.VocabularyHave students turn to the“Words to Know”box on the copyright

17、 page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Hav

18、e 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 illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutJonasSalk and the developme

19、nt of the polio vaccine.Write the Focus 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 Reading

20、Text Features:HeadingsExplain that headings introduce the information that is going to be in that section of the book.Ask students to explain to a partner how a title and a heading are different.Explain that a title reflects the main idea of the book and a heading introduces the supporting details.E

21、xplain that engaged readers connect what they learn from each heading to the main idea of the book.Readaloudthefirstheading,“SummerTerror.”Ask students how that might connect to Jonas Salk.Have students read the first section.Explain that Dr.Salk was the only person that parents had to give them hop

22、e that the terror of polio would be gone.Have partners read the next sections and make connections to Jonas Salk.Have students discuss their connections between the headings and the main idea.Text-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.E

23、ncourage students to support their answers by citing evidence from the book.How did polio affect adults during the spring and summer of 1953?(level 2)page 5 What steps were needed to create a polio vaccine?(level 1)pages 7 and 8 Why do you think Dr.Salk tested the vaccine in children the way he did?

24、(level 3)page 10 How would you elaborate on why Jonas Salk never received a Nobel Prize?(level 3)multiple pages How would you describe Jonas Salk?(level 2)multiple pages What did you notice about other scientists,their opinion of Jonas Salk,and the effect it had on him?(level 2)multiple pagesSkillRe

25、view Havestudentsreferbacktotheirask-and-answer-questions worksheet.Ask students to review the questions they asked before they began reading the book.Have students complete the What I Learned section.Ask volunteers to share with the class what they learned.Reviewwithstudentstheelementsofabiography.

26、Ask volunteers to give information for one of the six elements of a biography.Havestudentsworkwithapartnertodiscussthe elements of the book that are biographical elements.Have partners create an acrostic poem using JONAS SALK,JONAS,or DR.SALK.Think-aloud:When I am working on my acrostic poem,I can t

27、hink of Joined the fight against flu,polio,and other diseases.That element of biography would be what he did.There are many details from the biography that can be used for the six elements.Guiding the Reading(cont.)Jonas SalkY Y3 Learning AZ All rights reserved.www.readinga- Havepartnershighlightoru

28、nderlinethedifferentelements within the acrostic poem with different colors,one for each element.Modelhowtocompletetheelements-of-a-biography worksheet.Have students identify details fromthebookandcompletethegraphicorganizer.After ReadingAsk students what words,if any,they marked in their book.Use t

29、his opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Ask and answer questionsGuidestudentsbacktotheirask-and-answer-questions worksheet.Ask if there are any questions that are unanswered or other ideas that came to mind while

30、 reading.Have students complete the What I Still Want to Know section of the worksheet.Explain that these questions or topics can be investigated further with more research.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are pr

31、ovided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasonsshouldincludethefollowing:Because of his hard work,a safe and working vaccine for polio was developed.Salk protected children from the p

32、oliovirus and soldiers from influenza.His vaccines still protect people from these deadly diseases.His method to create vaccines is still used today.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:HyphenatedcompoundadjectivesAsk students what

33、an adjective is.Explain to students that adjectives are words that describe nouns.Ask students to think of adjectives that would describe Jonas Salk.Make a list of volunteered answers.Askstudentswhatacompoundwordis.Explaintostudents that when more than one adjective used together describe a noun,it

34、is called a compound adjective.Compound adjectives have a hyphen to clarify what they are describing.Write the sentence,I saw a man eating alligator on the board.Ask students what the sentence means(a man is eating alligator).Write a hyphen between man and eating.Ask students what the sentence means

35、 now(an alligator that eats men).Explain that the hyphen is used to clarify the meaning of the two adjectives together.Havestudentsturntopage4inthebook.Askstudents to look for compound adjectives.Have students underline or highlight the hyphenated compound adjectives they find.Check for understandin

36、g:Have students share with a partner the hyphenated compound adjectives they found.Have the class give a thumbs-up signal if they agree it is a correct example.Independent practice:Introduce,explain,and have students complete the hyphenated-compound-adjectives worksheet.If time allows,discuss their

37、answers.WordWork:Synonyms Writethewordsynonyms on the board.Ask students to explain what a synonym is.Ask students to think of a synonym for the word good.Explaintostudentsthatsynonymsarewordsthathave similar meanings.Synonyms can replace a word within a sentence without changing the meaning of the

38、sentence.Have students review the list of synonyms for good.Ask students how the words differ.Reviewthelistofsynonymsasaclass.Readsomeofthem aloud,such as great,wonderful,outstanding,and magnificent.Explain to students that each of these words means almost the same as good.After having them look car

39、efully at the words,guide students to the understanding that there is a different connotation for each wordgood seems less“good”as the other synonyms.Explain that different synonyms hold different feelings for readers and that authors use different connotations to convey their meaning when using syn

40、onyms.Havestudentslookbackthroughthebooktofindsynonyms for the word sickness.Have students create a list of the synonyms they find.Encourage them to add any additional synonyms they know of that are not included in the book.Havestudentsordertheconnotationsfortheirsynonyms from weakest to strongest.S

41、ick or sickness should be the weakest where disease would be one of the strongest words.Check for understanding:Have students work in pairs to use a thesaurus to find synonyms for precise,scoffed,and credit.Ask students to list the synonyms according to their strength of connotations.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)