原版英语RAZ 教案Natural Wonders of the World_LP (2).pdf

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1、Natural Wonders of the WorldV V1 Learning AZ All rights reserved.www.readinga-Focus Question:What are some characteristics of famous natural wonders?Book SummaryText Type:Nonfiction/InformationalNatural Wonders of the World teaches readers about five of the natural wonders of the world:the Grand Can

2、yon,Paricutn,Victoria Falls,Mount Everest,and the Great Barrier Reef.The book explains how the structures were formed and where they are located.Maps,charts,and photographs support the text.Students will also have the opportunity to identify cause-and-effect relationships as well as to summarize to

3、better remember the text.The book and lesson are also available for levels Y and Z1.Guiding the ReadingBefore ReadingBuild Background Askstudentsiftheyveeverbeentoanationalparkor a famous outdoor landmark.Encourage them to share their experiences.Discuss why people might want to visit these special

4、places,and encourage students to share what they enjoy about being in natural environments,such as the forest,ocean,desert,and so on.Explainthatnaturalstructuresaresometimessoamazing and beautiful that they fill us with wonder andmakeusponderhowtheywereformed.Askstudents to share a time when they ma

5、y have experienced a feeling of wonder in nature.Invite volunteers to share their experiences with the class.Introduce the Book GivestudentstheircopyofNatural Wonders of the World.Guide them to the front and back covers and read the title.Have students discuss what they see on the covers.Encourage t

6、hem 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 onthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook.Askst

7、udentswhattheyexpect to read about in the book,on the basis of what they see in the table of contents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:SummarizeExplain to students that one way to understand and remember information in a book is to write a summary,or brief over

8、view,of the most important information in a section or chapter.Point out that a summary often answers the questions who,what,when,where,and why.Create a chart on the board with the headings Who,What,When,Where,and Why.Read page 4 aloud and model summarizing.Lesson EssentialsInstructional Focus Summa

9、rize to understand text Analyzecause-and-effectrelationships Describe information provided by maps Identify and use bullets correctly Recognize and use synonyms and antonymsMaterials Book:Natural Wonders of the World (copy for each student)Cause and effect,summarize,synonyms and antonyms worksheets

10、Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:cinder cones(n.),erosion(n.),geologists(n.),landforms(n.),polyps(n.),terrain(n.)Enrichment:breeding(adj.),downstream(adv.),fiss

11、ure(n.),mountaineers(n.),plateau(n.),plunge pool(n.),Sherpa(n.),species(n.),water vapor(n.)Academicvocabulary:cause(v.),condition(n.),period(n.),process(n.),structure(n.),unique(adj.)Natural Wonders of the WorldV V2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Cause

12、 and effect Discusscause-and-effectrelationships.Explainthata cause is an action or event that makes something happen and the effect is what happens because of,or as a result of,the action or event.Explaintostudentsthattherecanbemorethanoneeffect from a cause.Copy the top of the cause-and-effect wor

13、ksheet onto the board,and write Moving to a New State in the Cause box and Saying Goodbye to Old Friends in the top Effectbox.Askstudentswhat else can happen when you move to a new state.Record responses in the Effect boxes.Explain to students that they will be looking for cause-and-effect relations

14、hips as they read the book.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpages23and 24.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each conte

15、nt 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 sentence,and a picture illustrat

16、ing the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutnaturalwonders of the world.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 understan

17、d or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.What is a natural wonder?(level 1)page 4

18、How was the Grand Canyon formed?(level 1)pages56 What makes Paricutn a unique natural wonder?(level3)pages911 How are the Grand Canyon and Victoria Falls the same?How are they different?(level 2)pages58,pages1214 Why is Mount Everest called“Forehead in the Sky?”(level3)page 15 Which natural wonder s

19、hould you avoid if you have a fear of sharks?(level3)page 19 What do all natural wonders have in common?(level3)multiple pages Why did the author write this book?(level3)multiple pagesText Features:MapsExplain that maps are used in books to help readers better understand where places in the world ar

20、e located.Explain that maps are important in this book about natural wonders so readers will know where these natural wonders are located.Have students turntothemaponpage3anddiscusswhattheysee(continents,compass rose,natural wonders,and so on).Then have students turn to the map on page 5.Askstudents

21、toworkwithagrouptocomparethetwo maps and create a Venn diagram,showing how they are alike and how they are different.Invite groups to share their Venn diagrams with the class.Askstudentswhytheauthorwouldchoosetoincludedifferent types of maps in the book.SkillReview Modelforstudentshowyousummarizeasy

22、ouread,and direct them to stop at several points during reading to answer the questions who,what,when,where,and why.Check for understanding:Have students read the firsttwoparagraphsonpage5withapartner.Askstudents to summarize what they read in groups.Invite volunteers to share their summaries with t

23、he rest of the class.Have students continue working with their partner to summarize a section from the book.Independent practice:Introduce,explain,and have students complete the summarize worksheet.If time allows,discuss their answers.Havestudentsworkingroupstoperiodicallyreviewthe cause-and-effect

24、relationships in the book.Have groups discuss these relationships and how they affect outcomes in the book.Modelevaluatingdetailstounderstandcause-and-effect relationships in the book.Think-aloud:The book is providing me with information about the cause-and-effect relationships of how natural wonder

25、s are formed.I read on page 5 that the Grand Canyon was formed through a process of water erosion.The Colorado River wound through a large plateau and,over time,created the Grand Canyon.The cause is the Colorado River carving the plateau,and the effect is the creation of the Grand Canyon.This is one

26、 of many cause-and-effect relationships I read about in the book.Modelhowtocompletethecause-and-effectworksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner and determine the cause-and-effect relationships in the book.Guiding the

27、Reading(cont.)Natural Wonders of the WorldV V3 Learning AZ All rights reserved.www.readinga-After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Cause and ef

28、fectReview the cause-and-effect worksheet that students completed.Have students share their work in groups.Invite volunteers to share the relationships they chose with the rest of the class.Point out that sometimes oneeffectleadstoanotherandsoon.Askstudentswhy it is important to understand cause-and

29、-effect relationships when considering a historic event or series of events.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence fr

30、om the book toanswertheFocusQuestion.(Answerswillvary.Reasons should include characteristics of natural wonders from the book.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Bullets Havestudentsfindandpointtothebulletsonpage4.Review or expla

31、in that bullets are used to draw attention to important information within a text so readers can identify the key points and facts quickly.Askstudentstoworkwithapartnertodiscusswhythe author chose to include bullets on page 4 and how they help readers better understand the text.Invite volunteers to

32、share their answers with the class.Havestudentsworkwithapartnertolocatetheother sets of bullets in the book(pages 14,21,and 22).Discuss with students why presenting theinformationwithbulletshelpsdrawreadersattention to the important information on the page.Check for understanding:Askstudentstowritea

33、paragraph about one of the natural wonders from the book.Have students use bullets to list the most important facts about that natural wonder.Invite volunteers to share their paragraphs with the class.WordWork:Synonyms and antonyms Writethewordbeautifulontheboard.Askstudents to suggest a word that m

34、eans almost the same thing(appealing,exquisite,and so on).Review or explain that a word that means the same or almost the same as another word is called a synonym.Askstudentstosuggestawordthat means the opposite of beautiful(awkward,ordinary,and so on).Review or explain that a word that means the op

35、posite of another word is called an antonym.Check for understanding:Have students turn to page 4 to find the word that describes the waterfall(breathtaking).Askstudentstosuggestasynonym(astonishing,spectacular,and so on).Askstudentsto suggest an antonym(boring,ugly,and so on).Useathesaurustolookupth

36、eentrywordbreathtaking and show how a thesaurus is used.Givestudentsathesaurus.Askthemtofindthe word breathtaking and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word.Explain to students that some dictionaries also list synonyms and antonyms for words.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)