原版英语RAZ 教案Marco Polo and the Silk Road_LP.pdf

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1、1Marco Polo and the Silk RoadLesson PlanLEVELY Y Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Report Page Count:24 Word Count:2,061Book SummaryMarco Polo and the Silk Road is a book about Marco Polo and his fascinating travels to China in the 1200s.Su

2、rrounded by controversy,his memoir of travels to mysterious lands became a sensation.Photographs,maps,and illustrations support the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandnonfictiontext Sequenceeven

3、ts Understandtheuseofadashaspunctuation IdentifyandusehomophonesMaterialsGreen textindicatesresourcesavailableonthewebsite BookMarco Polo and the Silk Road(copy for each student)Chalkboardordryeraseboard Dictionaries Askandanswerquestions,sequenceevents,dash,homophones worksheets DiscussioncardsIndi

4、catesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:authority(n.)

5、,caravans(n.),dynasty(n.),foreigners(n.),memoir(n.),merchants(n.)Enrichment:ancient(adj.),astonished(v.),conquest(n.),empire(n.),famous(adj.),journeys(n.),mysterious(adj.),steppe(n.)Before ReadingBuild Background WritethenameMarco Poloontheboard.Askstudentstotellwhattheymayalreadyknowaboutthemanandw

6、herehetraveled.ExplaintostudentsthatMarcoPololivedinthe1200sandspentmuchofhislifetravelingtoplacesthatwereconsideredmysterioustomostpeople.Askthemtotellwhattheythinkwouldcause someone to do this.2Marco Polo and the Silk RoadLesson Plan(continued)LEVELY Y Learning AZ All rights reserved.www.readinga-

7、Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitisandwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authors

8、name,illustratorsname).Pointouttheglossaryandindex.Askvolunteerstoexplaintheuseofeach.Introduce the Reading Strategy:Ask and answer questions Discusshowaskingandansweringquestionswhilereadingcanhelpreadersunderstandandenjoy reading the information in a book.Think-aloud:From what I see on the cover a

9、nd title page,it appears as though this book is all about the man Marco Polo.The back cover picture shows an illustration of a boat.However,the title includes the phrase and the Silk Road.Im curious whether the Silk Road was a road on land or a route that boats followed.I also wonder whether the roa

10、d was called the Silk Road because it was a route people used to get to places that sold silk.Perhaps Marco Polo bought and sold silk and traveled this road often.Before I read,several questions often come to mind about the topic.As I read,I enjoy looking for answers to my questions,which often spar

11、ks further curiosities and questions to answer while reading.Createachartontheboardsimilartotheoneontheask-and-answer-questionsworksheet.Introduce and explain the ask-and-answer-questionsworksheettostudents.Askstudentstotellwhataboutthetopicsparkstheircuriosity.Havethemwritetheirquestionsinthefirsts

12、ectionontheirworksheet.Invitethemtosharesomeoftheirquestionsandwritethemontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatstoriesaregenerallytoldinorder

13、frombeginningtoend.ModelsequencingthemaineventsofthestoryThe Three Little Pigs.Writekeywordsabouteachevent in order on the board as you describe them to students.Think-aloud:If I want someone to be able to tell the story The Three Little Pigs correctly,they need to include certain events in order.In

14、 this story,the first event that happens is that the first little pig builds a house out of straw.Next,the second little pig builds a house out of sticks.Then,the third pig builds a house out of bricks.After that,the wolf blows down the first pigs house.Then,he blows down the second pigs house.Last,

15、he tries to blow down the third pigs house,but he cant.Explainthatcertainwordsareoftenusedtoexplainasequenceofevents.Readthelistofeventsontheboardtostudentsinorder,usingwordssuchasfirst,next,then,and last.Askstudentstoidentifythesesequencingwordsfromtheexample.Explainthatinnonfictiontexts,datesorphr

16、asesoftimeareoftenusedtohelpreadersunderstandtheorderofevents.Writethefollowingeventsontheboardintheorderlisted:2002:got glasses;1996:born;entered kindergarten at age five,first tooth one year later.Discussthe correct order of events.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkabo

17、utwhattheyseeinthephotographs,maps,andillustrations.Reinforcethevocabularywordstheywillencounterinthetext.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Modelhowstudentscanusetheglossaryoradictionarytolocateawordsmeaning.Havea volunteer read the definition for

18、 ancientintheglossary.Havestudentsfollowalongonpage6asyoureadthesentenceinwhichthewordancientisfoundtoconfirmthemeaningoftheword.3Marco Polo and the Silk RoadLesson Plan(continued)LEVELY Y Learning AZ All rights reserved.www.readinga- Writethewordancient on the board.List examples of things that are

19、 considered ancient,such as certainbooks,maps,andarticlesofclothing.Talkaboutwhenthingsbecomeancientandwhatconstitutes a very long time ago.Askstudentstogiveexamplesofotherancientthingstheycanthink of,and list them on the board.Havestudentslocateothercontentvocabularywordsintheglossaryandtext.Readan

20、ddiscusstheir definitions as a class.Set the Purpose Encouragestudentstoaskandanswerquestionswhilereading.Remindthemtoalsothinkaboutthemainideasanddetailsofeachsection.Askthemtounderlineintheirbookimportantdetailsin each section.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheen

21、dofpage9.Encouragethosewhofinishearlytogo back and reread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirask-and-answer-questionsworksheetthatwereanswered.Modelansweringaquestionandfillinginthesecondsectionofthechartontheboard.Think-aloud:Before I read,more than one question came t

22、o mind about this book.I was curious whether the Silk Road was a road on land or a route that boats followed.I also wondered whether the road was called the Silk Road because it was a route people used to get to places that sold silk,and whether Marco Polo bought and sold silk along this road.While

23、reading,I happened to answer some of these questions.I found out that the Silk Road was several land routes people traveled to get to China from the Middle East and Europe.People went to China to trade for desirable products such as pottery,jade,and silk.Since silk was the most desired,the road beca

24、me known as the Silk Road.I still dont know whether Marco Polo traded for silk and traveled along the Silk Road.I will write these answers on the chart on the board.The information I read sparked new curiosities about the topic.I found it interesting that the Silk Road became a dangerous route full

25、of bandits.I wonder if that raised the price of goods brought back from China.I also wonder whether Marco Polo traveled the Silk Road during this time and,if so,if he was ever in danger.I will write these questions on the chart.Discussandcircletheeventsthatarethemostimportanttocorrectlytellthestoryo

26、fMarcoPoloslife.(MarcoPolowasinprisonin1298;whileinprison,hetoldawriterallabouthistravelstoChina;camelcaravanstransportedpreciousgoodstoandfromEuropeandChinastartingin200B.C.;theSilkRoadwentintoseriousdeclineinA.D.907andbecamedangeroustotravel;theMongolsconqueredChinain1264andtheSilkRoadagainbecames

27、afe.)Reviewthecircledeventsontheboard.Pointoutthatotherinformationinthebookincludesdetails that make the story interesting but are not important to the history of China and Marco Polostravelsthere.Introduceandexplainthesequenceeventsworksheet.Havestudentswritethecircledeventsinorderontheirworksheet.

28、Pointoutthattheeventsarenotalwaystoldinchronologicalorder,so the events first need to be arranged in order by using the dates and other time phrases mentionedinthebook.Discussthecorrectorderandallowstudentstimetomakecorrectionsontheirworksheetasnecessary.Check for understanding:Havestudentsreadtothe

29、endofpage11.Havethemcircleanyquestionsontheirask-and-answer-questionsworksheetthatwereanswered.Askstudentstowriteanswerstoanycircledquestionsandadditionalquestionstheyraisedontheirworksheet.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedwhilereading.4Marco Polo and the Silk Ro

30、adLesson Plan(continued)LEVELY Y Learning AZ All rights reserved.www.readinga- Askstudentstowriteadditionalimportantstoryeventsinorderontheirsequenceeventsworksheet.Discusstheimportanteventsasaclassandwritethemontheboardinorder.Pointoutthatwhenusingatimeline,eventsshouldbeaddedinchronologicalorder,e

31、venthoughtheauthortellsthemoutoforderinthebook.(MarcoPolowasbornin1254;whenhewasababyhisfatherleftonatradingjourney;whenhewas13hismotherdied;hisfatherreturnedtoVenicein1269;Marco,hisfather,andhisunclepreparedimmediatelyforanothertriptoChina.)Allowstudentstomakeadditionsandcorrectionstotheirworksheet

32、.Havestudentsreadtheremainderofthebook.Remindthemtolookforandwriteanswerstotheirquestionsontheirask-and-answer-questionsworksheet.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyreadandunderlineintheirbookimportantinformationwithineachsection.Havestudentsmakeaquestionmarkintheirbook

33、besideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on t

34、he Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyread.Think-aloud:I wanted to know if the dange

35、rous journey along the Silk Road caused an increase in prices of goods brought back from China.I also wondered whether Marco Polo traveled the Silk Road during this time and,if so,if he was ever in danger.I learned that Marco traveled to China along the Silk Road with his father and uncle.However,it

36、 was during a time when the Silk Road was safe for travelers.I read that they traveled for three and a half years before reaching China.I also learned that they were gone for 24 years,returning to Venice in 1295.I didnt find the answer to my questions about the possible increase in prices on goods f

37、rom China.I am still curious about this.Im also curious to know what the trip from China to Venice was like for Marco Polo.I will write the questions Im still curious about on the ask-and-answer-questions chart.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,ke

38、eps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansweredinthistext.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswert

39、heirquestions.InvitestudentstofillinthelastcolumnoftheirworksheetwithinformationtheywouldstillliketoknowaboutMarcoPolo.Askstudentstosharequestionstheyaddedtotheirask-and-answer-questionsworksheet whilereading.Reflect on the Comprehension Skill Discussion:Reviewthesequenceofeventsthatstudentswroteont

40、heirworksheetusingsequencingwords(first,next,then,after that,andsoon).Pointouthowtheyusedtheirownwordstowriteabouteachevent.Independent practice:Havestudentscompletethesequenceeventsworksheetbyidentifyingtheremainingimportanteventsofthestory.Iftimeallows,discusstheiranswers.Enduring understanding:In

41、 this book,you learned about Marco Polo and some of the experiences hehadinChina.Manypeoplethinkthatheliedabouthistravelsbecausehedidntincludesomeimportantfacts.Nowthatyouknowthisinformation,whydoyouthinkitsimportanttoincludeimportantfactswhensharingyourpersonalexperiences?5Marco Polo and the Silk R

42、oadLesson Plan(continued)LEVELY Y Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Dash Revieworexplainthatadash()isapunctuationmarkusedtoindicateabreakoromission.Itisalsousedtoclarifyinformationwithinasentence.Directstudentstopage4inthebook.Writethefollowingsentenceon

43、theboard:But after his return,he was a hostage in a war between two Italian citiesGenoa,and his home city,Venice.Askstudentshowthedashisusedinthisinstance(toclarifywhichcitieswereatwar).Directstudentstopage6.Writethefollowingsentenceontheboard:This routeactually several interconnecting routesstretch

44、ed about 4,000 miles.Askstudentshowthedashisusedinthisinstance(to add a thought to the middle of the sentence).Pointouttostudentsthedifferencebetweenadashandahyphen.Havestudentsturntopage6andlocatethewordeast-west.Revieworexplainthathyphensareshorterinlengththandashesandareusedtoconnecttwowords,such

45、asincompoundadjectives.Tellstudentsthatthisbookalso uses a negative sign(-40 degrees)andremindthemnottoconfusethiswithadashorhyphen.Directstudentstopage12inthebook.Writethefollowingsentenceontheboard:The travelers planned to sail to China from a port city named Hormuz in the country of Persiapresent

46、-day Iran.Havestudentscirclethedash(afterthewordPersia).Then ask them to writeinthemarginhowthedashisusedinthisinstance(toclarifythecountryinpresent-daygeography).Discusstheirresponses.Pointoutthehypheninthecompoundadjectivepresent-day.Independent practice:Introduce,explain,and have students complet

47、e the dashworksheet.If time allows,discusstheirresponses.Word Work:Homophones Havestudentsturntopage10.Readthefollowingsentencealoud:When Marco was just a baby,the two elder Polos departed on a trading journey.Havethemcirclethewordtwo.Askstudentstoexplainwhatthewordmeans(anumbergreaterthanoneandless

48、thanthree).Havestudentsturntopage11.Readthefollowingsentencealoud:Nicolo and Maffeo Polo finally got back to Venice in 1269.Havethemcirclethewordto.Askstudentstoexplainwhatthewordto means(a preposition that clarifies location).Askstudentstoidentifythewordsinthetwosentencesthatsoundthesamebutarespell

49、eddifferently and have different meanings(two,to).Writethesewordsontheboard.Explaintostudentsthatwordsthatsoundthesamebutarespelleddifferentlyandhavedifferentmeaningsare called homophones.Repeat the process for there(page11:There,they met Kublai Khan.)and their(page11:During their first trip to Chin

50、a).Invitestudentstoshareotherhomophonepairstheymayknow.Writethesepairsontheboard.Check for understanding:Writethehomophoneshere and hear on the board.Have students use eachwordinasentenceonaseparatepieceofpaper.Invitethemtosharetheirsentencesaloud.Independent practice:Introduce,explain,and have stud