原版英语RAZ 教案Noni and the Book Ban_LP (2).pdf

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1、Noni and the Book BanV V1 Learning AZ All rights reserved.www.readinga-Focus Question:What does Noni learn about freedom of speech?Book SummaryText Type:Fiction/RealisticWhen the Sergeant Rotten Teeth series disappears from the school library,school newspaper reporter Noni takes it upon herself to c

2、onsider freedom of speech and how it should impact the decision to restore or permanently remove the series.Noni and the Book Ban invites students to consider the implications of free speech through a relatable and entertaining text.The book can also be used to practice analyzing characters and rete

3、lling.The book and lesson are also available for levels S and Y.Guiding the ReadingBefore ReadingBuild Background WritethewordsFreedom of Speech on the board.Provide each student with a blank sheet of paper and explain that students will have five minutes to write and/or draw any thoughts and ideas

4、that they have about free speech.Explain that there are no right or wrong answers,they will not need to share their work,and this is simply an exercise to get their mind turning.Set a timer and have students complete the task.Encourage them to write freely during this time and to keep their pencils

5、moving.Havestudentsworkinsmallgroupstodiscussthefollowing questions:What is free speech?Why is it important?How does it affect your life each day?What might it be like to live in a country without the freedom of speech?Invite students to share highlights from their discussions with the class.Introdu

6、ce the Book GivestudentstheircopyofNoni and the Book Ban.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthe 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.Showstudentsthetitlepage.Discusstheinfo

7、rmation 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 reading is to stop now and then during reading to retell in their mind what is happening in the story.Point out that when s

8、omeone is retelling something,he or she explains the details of what happened in order.Explain that people retell as part of their daily life,such as recounting to a parent what they did at school.Ask students to share other examples of when people might give a retelling.Model retelling by recountin

9、g what you did after the students left school yesterday.Point out that the details of the retelling must be given in correct Lesson EssentialsInstructional Focus Retell to understand text Analyze characters Describeinformationprovided by illustrations Recognize and use quotation marks Identify and u

10、se compound wordsMaterials Book:Noni and the Book Ban (copy for each student)Analyze character,quotation marks,compound words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory

11、critical:ban(v.),cause(n.),column(n.),committee(n.),perspectives(n.),protest(n.)Enrichment:decisive(adj.),intolerance(n.),issues(n.),object(v.),petition(n.),vulnerable(adj.)Academicvocabulary:author(n.),comment(v.),contact(v.),fact(n.),protect(v.),series(n.)Noni and the Book BanV V2 Learning AZ All

12、rights reserved.www.readinga-order.Havestudentsturntoapartnerandpracticeretelling by explaining what they did to get ready for school.Introduce the Comprehension Skill:Analyzecharacter Revieworexplainthatallstoriesaremadeupof story elements,including characters,setting,and plot.Remind students that

13、characters are the people or animals represented in the story.Explain to students that character traits are details,such as appearance,emotions,and actions,that describe the characters.Point out that readers can learn a lot about characters and their traits by paying close attention to the character

14、s words,thoughts,actions,and feelings.Havestudentslookatthecoverofthebookwithapartner and make predictions about the characters they see.Invite volunteers to share their predictions with the class.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Discusseachwordwithstudents.Then,have

15、 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.Havestudentsworkingroupstocreatepostersfor

16、thesewords.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 HavestudentsreadtofindoutmoreaboutNoniand the Sergeant Rotten Teeth series.Write the Focus Question on the board.

17、Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the b

18、ook,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why are Noni and Miguel interviewing Mrs.McGuinness?(level 2)pages 3 and 4 Why does Mrs.McGuinness suggest that Noni talk to the school book review committee?(lev

19、el 1)page 4 What is Miguels response to the book ban?(level 2)pages 5 and 6 What can you tell about Noni on the basis of her response to the book ban?(level 3)multiple pages What is the First Amendment,and how does it relate to the story?(level 2)page 7 In what ways did Noni affect the book ban?(lev

20、el 3)multiple pages In what way does the First Amendment help kids have the chance to think,question,and decide issues for themselves?(level 3)multiple pagesText Features:IllustrationsExplain that drawn pictures,or illustrations,in a story provide important information for the reader.Point out that

21、illustrations often tell the reader many things that are not written by the author.Reread page 15 aloud as students follow along.Invite students to answer the following questions in small groups:What does this illustration tell you about how Noni feels about her article about the book ban?Why do you

22、 think the author included this illustration?What can you learn about Nonis character on the basis of this illustration?Invite volunteers to share their discussions with the class.Repeat this process with several other illustrations in the story.SkillReview Modelforstudentshowyouretelltheeventsinthe

23、story using specific details from the text.Point out that a retelling includes only the most important information and that this information is given in thecorrectorder.Havestudentsturntoapartnerto practice retelling what they have read thus far.Discusswithstudentsthatthemaincharacterinthisstory is

24、Noni.Write Noni on the board and circle it.Then,draw a web extending out from Nonis name.HavestudentsworkinpairstodiscussNoniswords,thoughts,actions,and feelings in the story.Modelhowtoanalyzecharacter.Think-aloud:I know that the main character in this story is Noni.She is a reporter for the school

25、newspaper and has taken a special interest in the book ban.As I read about Noni in the story,I consider her actions,thoughts,and feelings.For example,I know that Noni does not like Dan Eatons books but respects Dans thoughts about free speech.Even though she does not like his books,Noni decides to k

26、eep the series in the library because she feels that it is important for students to have the opportunity to think about and question what they read.On the basis of her actions,I can tell that Noni is fair-minded and considers the good of the whole.When analyzing a character,I also consider the char

27、acters impact on the story.For example,as I read I ask myself:How would the story be different if Noni had not read the series?How would the story have ended differently if Noni Guiding the Reading(cont.)Noni and the Book BanV V3 Learning AZ All rights reserved.www.readinga-had not voted to keep the

28、 series?When I consider the impact of a characters feelings,thoughts,and actions on the other characters,I develop a more well-rounded understanding of the main character.Modelhowtocompletetheanalyze character worksheet using evidence from the text to analyze Noni.After ReadingAsk students what word

29、s,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphicOrganizer:AnalyzecharacterReview the analyze character worksheet that students completed.Havestudentssharetheirresponseswiththe class.Comprehen

30、sion ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHavestudentscitespecificevidencefromthebookto answer the Focus Question.(Answers will vary.Sample:Noni learns that

31、 freedom of speech is important because it allows people to think,question,and decide issues for themselves.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Quotation marksWrite the following sentence on the board:“Freedom of speech doesnt me

32、an you can say just anything,”Ashley said.Read the sentence aloud and ask students who is speaking and what she is saying.Circle the quotation marks and explain that they are placed before and after the words said by the character.Point to the comma and explain that the comma is placed inside the se

33、cond set of quotation marks.Writethefollowingsentenceontheboard:Ashley nodded and said,“Shes protecting us.”Havestudents explain how this sentence differs from the first.Point out that the quotation marks are still around the speakers words but that the comma is now placed before the spoken words an

34、d the period at the end of the sentence is placed inside the quotation marks.Check for understanding:Choose several sentences from the story that include quotation marks and record them on the board without the quotation marks or punctuation.Invite volunteers to the board to add in the quotation mar

35、ks and punctuation as needed.Independent practice:Introduce,explain,and have students complete the quotation marks worksheet.If time allows,discuss their answers.WordWork:Compoundwords Writethewordnewspaper on the board.Ask students which two words were joined together in the word newspaper(news,pap

36、er).Explain that this word is called a compound word and that a compound word contains two words that together create one meaning.Explain that the definitions of the two separate words can help students figure out the meaning of the bigger word.Havestudentsworkwithapartnertocreatealistofcommon compo

37、und words.Invite students to share their lists and record their findings on the board.Check for understanding:Ask students to locate all thecompoundwordsonpages4through9.Havethem list the compound words on a separate piece of paper and identify the two words that make the compound word.Invite studen

38、ts to work with a partner to share their findings.Then have them use each compound word in a complete sentence.Independent practice:Introduce,explain,and have students complete the compound words worksheet.If time allows,have students share their responses.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)