原版英语RAZ 教案O28-Pecos Bill Rides a Tornado.pdf

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1、Pecos Bill Rides a TornadoLesson PlanLEVELO O1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Tall Tale Page Count:16 Word Count:877Book SummaryIn this tall tale,readers learn all about an American hero.Pecos Bill was an extremely strong boy who was accidentally separat

2、ed from his parents at a young age.He was found and raised by coyotes in the wild,where he lived for fifteen years.Eventually,a cowboy found him and brought him to civilization,where Bill outsmarted outlaws from the Wild West and tamed the wildest of horses.But that was nothing compared to the adven

3、ture during which he lassoed a twisting tornado and rode it like a wild bronco!Illustrations support the text.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Distinguishbetweenrealityandfantasy Identifyanddiscriminatethelong/o/vowelsou

4、nd Recognizeanduseapostrophes IdentifyandcreatecompoundwordsMaterialsGreen text indicates resources available on the website BookPecos Bill Rides a Tornado(copy for each student)Chalkboardordryeraseboard Visualize,fantasyandreality,apostrophes,compoundwordsworksheets Discussioncards Indicates an opp

5、ortunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:bronco(n.),dreaded(v.),embers(n.),lasso(n.),pioneer(n.),tyke(n.)Enrichment:bucked

6、(v.),outlaws(n.),romped(v.)Before ReadingBuild Background SupplypicturesofcolonialAmerica,pioneers,settlersmovingwest,andanyotherpointsofinterest to represent life during this time period.AskstudentsiftheyhaveheardstoriesaboutanAmericancowboynamedPecosBill.Ifnot,tellstudents that,according to legend

7、,Pecos Bill was a larger-than-life character who lived during Americas westward expansion into Texas,New Mexico,and Arizona.Explain that the stories,whicharebelievedtohavebeeninventedbyauthorEdwardOReillyintheearlytwentiethcentury,have been retold many times.Pecos Bill Rides a TornadoLesson Plan(con

8、tinued)LEVELO O2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text typ

9、e,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizing

10、isbasedonwhatapersonalreadyknowsaboutatopic.Explainthatone way to visualize is to draw a picture.Readpage3aloud.Modelhowtovisualize.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.Doing this helps me organize the importan

11、t information and understand the ideas in the book.For example,on page 3,the story begins with Bills parents telling him the news that they were about to move out West.I imagined a four-year-old boy wildly jumping up and down,shouting“Yee-haw!”I pictured Bill as very energetic because the text says

12、that he was“as wild as a tumbleweed in a whirlwind.”Introduceandexplainthevisualize worksheet.Have students draw a quick sketch on their worksheet,showingwhattheyvisualizedwhilelisteningtothetextonpage3.Explainthat their picture might or might not be different from the one in the book,but that its i

13、mportant to represent what came to their own mind when the words were read.Invite students to share their drawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Reality and fantasy Revieworexplaintos

14、tudentsthatbooksandstoriescanbeaboutreality(thingsthatarereal)orfantasy(thingsthatareimaginary).Remindthemthatimaginarythingsarenotrealandcannothappen in the real world.Tellstudentsthatitisimportanttounderstandandrecognizewhatisrealandwhatisfantasywhen they read a book,play a game,or watch a movie o

15、r television show.Tellstudentsthatwhenanauthorwritesafantasystory,heorshewritesataleportrayingimaginative characters,settings,or events,but that most fantasy stories also include elements of reality.Have students read the title of the book and look again at the cover illustration.Ask if there are an

16、y clues to help them predict whether this story is realistic or a fantasy.Modelhowtoidentifyrealityandfantasy.Think-aloud:To decide whether a story has realistic or fantasy elements,I ask myself questions as I read:Canthisreallyhappen?IsthesettingarealplaceonethatexistshereonEarth?Dothecharactersloo

17、krealandbehavelikerealpeople?This strategy will help me understand what Im reading.I know that good readers do this when they read,so I am going to ask myself questions as I read this book.Explaintostudentsthatthisstoryisanexampleofagenrecalled tall tales.Tall tales are humorous adventures,often abo

18、ut the American frontier.They usually contain a hero who has superhuman strength or abilities,and the story contains amusing exaggerations.Askstudentsiftheyarefamiliarwithanyothertalltales,suchasthestoriesaboutPaulBunyan,Johnny Appleseed,or John Henry.Pecos Bill Rides a TornadoLesson Plan(continued)

19、LEVELO O3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.The

20、y can use the context to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Havestudentsfindtheboldwordromped on page 7.Explain that they can look at the letter the word begins with and then use what they know about syllables and vowels(one vowel sound per syllable)to sound o

21、ut the rest of the word.Have students look for a clue to the words meaning in the sentence that contains the unfamiliar word.Explain that they will not always find a context clue in the same sentence,but that other information in the paragraph or illustration helps to explain it.Modelhowstudentscanu

22、setheglossarytofindthewordsmeaning.Haveavolunteerread the definition for romped in the glossary.Have students follow along on page 7 as you read the sentence in which the word romped is found to confirm the meaning of the word.Previewothervocabulary,suchasdreaded,embers,and lasso,in a similar fashio

23、n before students begin reading.Set the Purpose HavestudentsreadtofindoutmoreabouttheadventuresofPecosBill.Remindthemtostop after every few pages to visualize the most important information and to draw on their worksheetwhattheyvisualizedaboutit.Remindthemtoalsoaskquestionsaboutwhich events depict e

24、lements of fantasy and reality.During ReadingStudent Reading Guide the reading:Have students read from page 4 to the end of page 8.Ask them to put an asterisk or a star next to information where they visualized.Encourage students who finish before everyone else to go back and reread.Modelvisualizing

25、.Think-aloud:When I read that a humungous fish dragged Bill away from his family,I pictured a four-year-old boy in the freezing cold river,struggling to keep himself afloat.I thought about how devastating it must have been for his parents to see their son being whisked away,and I visualized them yel

26、ling and reaching out to him.Have students share the pictures of what they visualized while reading.Have them explain their drawings aloud.Introduceandexplainthefantasy-and-reality worksheet.Reproducetheworksheetorprojectitonthewhiteboard.ReviewwithstudentswhattheyhavelearnedaboutBillsofar,forexampl

27、e,what he looks like,what his abilities are,and what he does.Ask students to think about which aspects of Bill seem realistic and which seem like fantasy.Askstudentstolisteventsfromthestorythatcanhappeninreallife.Writetheexamplesontheboard under the word Reality while students record the answers on

28、their worksheet(Bill and his parents taking a trip out west,Bill helping his family pack the covered wagon,Bill falling into the PecosRiver,andsoon).Repeattheexercise,recordingwhichelementsoffantasyaredepicted.RecordstudentresponsesundertheFantasy heading on the board,allowing time for students to c

29、opy your model onto their own worksheet.Check for understanding:Have students read to the end of page 12.Have them visualize the informationonthosepages.Discusswhattheypicturedintheirmindafterreadingthesection.Ask students to use their worksheet to add to their drawings as they visualize the informa

30、tion in the book.Invite volunteers to explain their drawings.Pointoutthattheycanalsousetheirdrawingstoidentifyexamplesoffantasyandreality.Invitestudents to add new examples to their fantasy and reality worksheet.Monitor their written responses.Pecos Bill Rides a TornadoLesson Plan(continued)LEVELO O

31、4 Learning AZ All rights reserved.www.readinga-Havestudentsreadtheremainderofthebook.Remindthemtovisualizeastheyread,andhave them continue to put an asterisk or a star next to information where they visualized.Have students make a question mark in their book beside any word they do not understand or

32、 cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Readin

33、g Strategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember important events in the story.Think-aloud:When I read about Pecos Bill taming Widow-Maker,I pictured him being tossed high into the air,over and over again,as the horse wildly tried to buck him off.I pict

34、ured Bill with a very determined look on his face,always landing square on the horses back.This helped me to understand how strong and confident Pecos Bill was and to remember that part of the book.Independent practice:Have students complete the visualize worksheet.If time allows,have them share the

35、ir pictures when finished.Reflect on the Comprehension Skill Discussion:Reviewwithstudentsthecharacteristicsofrealityandfantasy.Nowthattheyhaveread the whole book,ask them whether they would classify the story as realistic or fantasy.Remindstudentsthatsometimesastorycanbeboth,andreviewwiththemthecha

36、racteristics of tall tales.Have students work in pairs to underline the sentences in the book that represent reality.Ask them to go through the story and find all of the things that could happen in real life.Allow time for student pairs to share their findings aloud.Independent practice:Have student

37、s complete the fantasy-and-reality worksheet,recording the elementsoffantasyandrealitythattheyfoundinthestoryfrompages11through16.Discusstheir responses after everyone has finished.Enduring understanding:In this book,you learned about a great American legend,Pecos Bill.Somepeoplebelievethathewasarea

38、lman.Nowthatyouhavereadthisstory,howdoyouthinkastoryaboutarealpersonmightgetchangedtoincludedetailsthatarenotrealistic?Whydoyouthinkthestorygetschanged?Build Skills Phonics:Long/o/vowel digraph Tellstudentsyouaregoingtosaywordsoutloudaspartofalisteninggame.Explainthat you want them to listen for wor

39、ds that contain the long/o/sound,as in boat.If they hear the long/o/sound,they should clap their hands.Thefollowinggroupsofwordsmaybeused:coat,pie,goat,paint,rope;dime,ghost,note,crow,kite;cake,hole,nose,bee,phone;meat,game,soap,foam,toad.Ifstudentsclaptheirhandsafterawordthatdoesnotcontainthelong/o

40、/sound,askthem to listen again as you say the word.Emphasize the vowel sound by extending it.For example,say caaat.Pecos Bill Rides a TornadoLesson Plan(continued)LEVELO O5 Learning AZ All rights reserved.www.readinga- Writethewordtoad on the board.Have students find the word on page 11 and read the

41、 sentence in which it is found.Ask what vowel sound they hear in the middle of the word (long/o/).Circletheoa in the word and explain that,in some words,two vowels together,called a vowel digraph,makes one sound.The first vowel in the digraph usually represents its long sound.Have students brainstor

42、m additional examples of oa words and have them write the words on the board(float,goat,soap,soak).Writethewordrainbow on the board and have students identify the vowel sound(long/o/).Have students find the word on page 15 and read the sentence in which it is found.On the board,circle the ow and exp

43、lain that ow is another common digraph for the long/o/sound.Ask students if they can think of other words that follow the same pattern.Have them write the words as examples under rainbow(crow,grow,mow,snow,throw).Grammar and Mechanics:Apostrophes Directstudentstopage4andpointtotheword Hes.Revieworex

44、plainthatthiswordstandsfortwo words.Ask students to use context clues to identify which two words were joined together to make the new word(He and is).Write both the contraction and the two words that make it up on the board.Point out that the letter i in is is dropped to make the contraction.Review

45、orexplainthatacontraction is a word formed by joining two words,and that an apostrophe shows where one or more letters have been left out.Askstudentstoturntopage14andidentifythecontraction(wasnt).Ask students to identify which two words were joined together to make the new word(was and not).Ask stud

46、ents to identify which letter was replaced by an apostrophe(o).Explainthatanotheruseforanapostropheiswhenapossessive noun is formed.This occurs when adding an s to the end of a word to show ownership,or possession.Directstudentstopage5.Askthemtofindthepossessivewordinthefirstsentence(Bills).Explain

47、the rule of possession indicated by an s for the phrase Bills family(the family belonging to Bill).Pointoutthatapossessivenounandacontractionillustratetwodifferentusesforanapostrophe.Explain that a contraction using s is not the same as a possessive.For example,its is a contraction for it is and doe

48、s not show ownership.Have students turn to page 15 and find an example of a contraction using s that does not show ownership or possession(thats).Check for understanding:Write a volunteers name on the board and ask that volunteer to name something that he or she owns.Then add an s to the end of the

49、name before writing the item.(For example,write Alex.Then add s book.)Repeattheexampleforothervolunteerswhowouldliketocontribute.Chooseanamethatendsins to explain that the s would follow the s.For example,Marcus would be changed to Marcuss.Independent practice:Introduce,explain,and have students com

50、plete the apostrophes worksheet.If time allows,discuss their responses.Word Work:Compound words Writethewordtumbleweed on the board.Ask students which two words were joined together in the word tumbleweed(tumble and weed).Explain that this word is called a compound word.A compound word contains two