原版英语RAZ 教案Hungry Right Here__LP (2).pdf

《原版英语RAZ 教案Hungry Right Here__LP (2).pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案Hungry Right Here__LP (2).pdf（3页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Hungry Right Here?V V1 Learning AZ All rights reserved.www.readinga-Focus Question:Why is there an epidemic of hunger in the United States,and how can kids help to fight it?Book SummaryText Type:Nonfiction/InformationalOne in five children in the United States lives in a food-insecure household,whic

2、h means these children are hungry and struggling to thrive.While federal food programs work to diminish the hunger epidemic,the efforts of local communities to ensure that all citizens receive bountiful and nutritious food are paramount.Hungry Right Here?provides students with a comprehensive explan

3、ation of the causes and effects of the hunger epidemic.The author also provides concrete and inspirational examples of how students throughout the country are taking action to help meet the food needs of their local communities.The book can also be used to teach students how to determine an authors

4、purpose and to summarize.The book and lesson are also available for levels Y and Z1.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word community on the board and read it aloud with students.Have students work in small groups and provide each group with a piece of chart paper.Invite stud

5、ents to discuss the meaning of the word community and specific examples of how they support their local community.Have each group share their discussions with the class.Then,provide students with a lined sheet of paper and invite them to write several paragraphs about why it is important to support

6、our local communities.Have students return to their small groups to share their writing.Follow up small-group discussions with a class discussion regarding the importance of community involvement.Introduce the Book GivestudentstheircopyofHungry Right Here?Guidethemtothefrontandbackcoversandreadthe t

7、itle.Have students discuss what they see on the covers.Encourage them to offer ideas 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.Remind

8、students that the table of contents provides an overview of the book.Ask 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:SummarizeExplain to students that engaged

9、readers summarize,or create a brief overview,as they read.Ask students to preview the book,looking at photos,captions,and other text features.Explain to students that when readers summarize what they read,it helps them remembertheinformationinthebook.Pointout Lesson EssentialsInstructional Focus Sum

10、marize to understand text Determine authors purpose Describe information provided by graphics Recognizeandusecommasinaseries Identify and use content vocabularyMaterials Book:Hungry Right Here?(copy for each student)Authors purpose,commas in a series,content vocabulary worksheets Discussion cards Bo

11、ok quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:epidemic(n.),food assistance(n.),food banks(n.),food stamps(n.),nutrition(n.),poverty(n.)Enrichment:budgeted(v.),census(n.),charities(n.),Congress(

12、n.),federal(adj.),funding(n.)Academicvocabulary:average(adj.),community(n.),enough(adj.),plan(n.),provide(v.),support(v.)Hungry Right Here?V V2 Learning AZ All rights reserved.www.readinga-that a summary often answers the questions who,what,when,where,and why.Create a chart on the board with the hea

13、dings Who,What,When,Where,and Why.Readpage6aloudtostudentsandmodel how to summarize the information.Write the summary on the board and discuss how to use the information from the chart to organize the summary.Introduce the Comprehension Skill:Authorspurpose Explaintostudentsthatwhenauthorswriteabout

14、 a topic they often express their attitude and opinion about a subject while simultaneously writing to inform,persuade,and/or entertain the reader.Explain that to inform means to provide information,to entertain means to amuse,and to persuade meanstoconvince.Pointoutthatthereasonanauthor writes a bo

15、ok is called the authors purpose.Explain that often an author will have more than one purpose for writing and that details and clues in the book,including graphics and captions,will help the reader understand this purpose.Explaintostudentsthat,astheyreadthebook,they should pause often to think about

16、 the authors purpose for writing this book about the hunger epidemic.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpage16.Explain that the glossary provides definitions for the vocabularywordsinthebook.

17、Pointouttheuseofeach content 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 senten

18、ce,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthehunger epidemic.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook besi

19、de any word 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.W

20、hat is a food-insecure home,and how does it affect kids?(level 1)page 5 Why can some people not afford food?(level 1)page6 What are federal food assistance programs,and how have they changed over time?(level 2)pages 7 and 8 What can be done when government funding is not enough to meet the needs of

21、hungry Americans?(level3)multiple pages What is a food desert?(level 1)page 10 How can kids help make a difference in the hunger epidemic?(level3)multiple pages How can you support hungry people in your local community?(level3)multiple pagesText Features:GraphicsHavestudentsturntopage8.Pointoutthatt

22、hechartis provided by the author to expand upon and clarify the text.Ask a volunteer to explain what information the author is conveying through this graphic.Explain that this diagram includes a caption that helps clarify thechart.Pointoutthatsuchfeaturesareoftenpresent in nonfiction books.Have stud

23、ents work with a partner to view the graphic on page 14.Have students discuss the following questions with their partner:How does this diagram help you better understand the text?What information is included in the diagram that is not included in the text?Have students share their discussions with t

24、he class.SkillReview Reviewhowtosummarizewithstudents.Havestudentsrereadthesection“ThePoliticsofHunger”withapartner.Provideeachgroupwitha blank sheet of paper.Ask students to answer the questions who,what,where,when,and why on the basis of the information found in this section.Then have students use

25、 this information to create a written summary of the section with their partner.Pairupgroupsandhavethemreadthesummaries aloud.Then,invite volunteers to share their summaries with the class.Reviewwithstudentsthatanauthorofanonfictionbook often expresses a purpose or multiple purposes for his or her w

26、riting.Have students turn to pages 12 and 14 to review the titles of each section.Modelevaluatingdetailstodeterminethe authors purpose.Think-aloud:As I read a nonfiction book,I pause often to consider the details and clues in the text that help me to determine the authors purpose or purposes.For exa

27、mple,on page 12,the author included the section titled“Kids Can Make a Difference.”As I read this section,I can see that the author is informing me about different ways kids have offered support to hungry community members.I know that the purpose of this section Guiding the Reading(cont.)Hungry Righ

28、t Here?V V3 Learning AZ All rights reserved.www.readinga-is to inform the reader.The next section,however,is titled“What Can I Do?”She provides many examples of how kids can help the hunger epidemic and then asks readers how they can help.These clues lead me to believe that the author also wants to

29、persuade readers to get involved and help fight hunger in their local communities.Modelhowtocompletetheauthors purpose worksheet.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clu

30、es.SkillReviewGraphic Organizer:AuthorspurposeReviewtheauthorspurposeworksheetthatstudentscompleted.Have students share their work in groups.Invite volunteers to share with the rest of the class.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taugh

31、t 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 but should include the following information:There are many things that contribute to the hunger epidemic in A

32、merica.For example,the rising costs of food,childcare,housing,and so on make it difficult for many people to afford food.Kids can help fight the epidemic in any number of ways,including starting a community garden,raising money for local food banks,not wasting food,and so on.)Comprehension Checks Bo

33、ok quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Commas in a series Explaintostudentsthatinalistofthreeormoreitems a comma must be placed between the items.Discuss with students that listed items can be nouns,verbs,adjectives,or entire phrases or clauses.Remindstuden

34、tsthatthisisonlyoneof the many uses for a comma.Havestudentsturntopage8andreadthefollowing sentence aloud:It provides specific nutritious foods such as milk,baby formula,and baby food.Explain that,when a sentence is read aloud,the commas create pauses between the wordsorphrases.Pointoutthelistoffood

35、,thecommas used to separate each item,and the the word and before the last phrase.Check for understanding:Invite students to reread page 9 and locate a sentence that includes commas in a series.Have them circle each comma and underlineeachitemintheseries.Pointoutthatother commas are used on the page

36、,but not to separate a list of words.Independent practice:Introduce,explain,and have students complete the commas-in-a-series worksheet.If time allows,discuss their answers.WordWork:Contentvocabulary Explaintostudentsthatmanyofthewordstheyread in Hungry Right Here?will better help them understand ho

37、w the hunger epidemic is monitored and addressed,at both the local and federal levels.Pointoutthatmanyofthesevocabularywordswillalso help them understand the structure and nature of federal assistance programs in general.Havestudentsturntopage9andlocatethewordCongress.Pointoutthatthewordisinboldface

38、print because the author feels that it is important for the reader to understand the meaning of the word.Have students turn to a partner and locate the part of the text that defines the word Congress.Pointoutthatoftentimestheauthorwilleitherprovide a direct definition of a boldface word or will give

39、 clues as to its meaning.Check for understanding:Write the following words on the board:insecure,funding,census,federal.Invite students to work in small groups and provide each group a piece of chart paper.Have them fold the chart paper into four sections and label each section with one of the conte

40、nt vocabulary words on the board.Have students draw or write a definition for each word and then share their findings with the class.Independent practice:Introduce,explain,and have students complete the content vocabulary worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)