原版英语RAZ 教案O60-New Year Celebrations.pdf

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1、New Year CelebrationsO O1 Learning AZ All rights reserved.www.readinga-Focus Question:What are different ways people celebrate the New Year?Book SummaryText Type:Nonfiction/InformationalNew Year celebrations are a time for remembering the past year while getting ready for a fresh start to the New Ye

2、ar.But each country and culture has its own unique ways of celebrating.New Year Celebrations provides students a comprehensive look at the New Year traditions of people around the world.Colorful photographs and detailed maps help students compare and contrast these different traditions.The book can

3、also be used to teach students how to connect to prior knowledge to better understand the text.The book and lesson are also available for levels L and R.Guiding the ReadingBefore ReadingBuild Background Usingacalendar,pointoutDecember31,andaskstudents which holiday is celebrated on this day.Write th

4、e words New Years Eveontheboard,andask students to turn to a partner to share how they celebrate New Years Eve.Invite volunteers to share their ideas with the class.AskstudentstoworkwithapartnertoorganizetheiridealNewYearsEvecelebration.Askthemtogeneratealistofwhatfoodwouldbeserved,whatpeoplewouldwe

5、ar,whatactivitiestheywoulddo,and so on.Invite partners to create a poster for theiridealNewYearsEvecelebration,andhavepartners share these posters with the class.Introduce the Book GivestudentstheircopyofNew Year Celebrations.Guidethemtothefrontandbackcoversandreadthe title.Have students discuss wha

6、t they see on the covers.Encourage them to offer ideas as to whattypeofbookitis(genre,texttype,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an

7、overviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasis of what they see in the table of contents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Connect to prior knowledgeExplain to students that effective readers make connections between what they already

8、 know and newinformationtheyread,whichiscalledconnecting to prior knowledge.Remind them that thinking about what they already know about the topic of a book will help them better understand what they read.Read the title of this book and ask students to look at the front and back covers.Invite volunt

9、eers to Lesson EssentialsInstructional Focus Connect to prior knowledge to understand text Compare and contrast information in a text Understandtheimportanceofphotographsin a text Identify initial consonant pl-blend Recognizeandusecontractions PlacewordsinalphabeticalorderMaterials Book:New Year Cel

10、ebrations(copy for each student)Compareandcontrast,contractions,alphabetical order worksheets Discussioncards Bookquiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:Buddha(n.),cultures(n.),cycles(n.),

11、figures(n.),resolution(n.),traditions(n.)Academicvocabulary:another(adj.),different(adj.),important(adj.),prepare(v.),through(prep.),type(n.)New Year CelebrationsO O2 Learning AZ All rights reserved.www.readinga-sharewhattheyalreadyknowaboutthistopic,onthebasis of the title and cover pictures.Introd

12、uce the Comprehension Skill:Compare and contrast Explaintostudentsthatreadersbetterunderstanda book when they compare and contrast details suchascharacters,settings,andsubjects.Explainthat to compare,readerslookathowthingsarealike and to contrast,readerslookathowthey are different.Referbacktothepost

13、ersstudentscreatedabouttheir ideal New Years Eve celebration.Choose two posterstocompareandcontrast.DrawaVenndiagram on the board and fill it in based on the two posters.Explain that Venn diagrams are tools used for comparing and contrasting.VocabularyHave students turn to the“Words to Know”box on t

14、hecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpage16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word inthebook,andthenuseeachwordinadifferentmodel sentence.Have students w

15、ork in groups to create posters for these words.Have them include oneachposterthewordanditspartofspeech,thedefinition,thewordinanexamplesentence,and a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutNewYear celebrations.Write the Focus Question on the b

16、oard.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitorthei

17、runderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.Why is the New Year a perfect time to make a resolution?(level3)page 4 What is the name of the most famous football game played in California on New Years Day?(level1)page6 Why do

18、people in Central and South America burn figures at midnight?(level1)page 8 Why is cleaning the house on New Years Eve a popular tradition in many countries?(level1)page 9 How are the celebrations in Denmark and Finland the same and different?(level 2)page10 How are the Chinese and Jewish calendars

19、the same?(level1)page14 Why did the author write this book about different New Year celebrations?(level3)multiple pagesText Features:PhotographsExplain that photographs help readers know exactlywhatsomethinglookslike.Emphasizethatphotographs can help readers better compare and contrast details from

20、the text.Have students look atthephotographsonpage11.Askstudents:How do these photographs show you how people in Scotland celebrate the New Year?Invite volunteers to share their ideas with the class.Have students find another photograph in the book that shows a New Yearcelebration,andaskthemtodiscus

21、singroupshow the details in these photographs can be used to compare and contrast.Invite volunteers to share their ideas with the class.SkillReview Modelforstudentshowyouconnectwithpriorknowledge as you read.Share personal experiences abouthowyoucelebratetheNewYear.Askvolunteers to share their perso

22、nal connections with the class.Havestudentsstopnowandthentocomparecelebrations in the book.Modelcomparingandcontrasting.Think-aloud:Different countries around the world have unique celebrations for the New Year,but they also have similarities in the way they celebrate.For example,in Peru,Panama,and

23、Ecuador,people make figures out of straw,rags,and paper,and then they burn them at midnight.In Scotland,people hold torches and swing long poles with flames to celebrate the New Year.These two celebrations are similar because they both include fire.But they are different because the purpose of the f

24、ires is different.Comparing and contrasting these two celebrations helps me better understand and remember the information presented in this book.Modelhowtocompletethecompare-and-contrast worksheet.Have students compare and contrast two celebrations from the book using a Venn diagram.After ReadingAs

25、kstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and context clues.Guiding the Reading(cont.)New Year CelebrationsO O3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:Compare and contrastReview the

26、 compare-and-contrast worksheet that students completed.Have students share their work in groups.Invite volunteers to share their answers withtherestoftheclass.Askstudentstosharehowcomparing and contrasting helped them better understand the information presented in this book.Comprehension ExtensionD

27、iscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary.Sample:People around the world celeb

28、rate the New Year in many different ways.For example,people in Denmark smash old and broken dishes on the doorsteps of their family and friends,while people in Scotland carry torches and swing balls of fire.Each culture has its own unique way of celebrating.)Comprehension Checks Bookquiz Retelling r

29、ubricBook Extension ActivitiesBuild SkillsPhonics:Initial consonant pl-blend Writethewordplug on the board and read it aloud with students.Havestudentssaythe/pl/soundaloud.Then,runyour finger under the letters in the word plug as studentssaythewholewordaloud.Askstudents to identify which letters rep

30、resent the/pl/sound in the word plug.Saythewordsplug and pugaloud,emphasizingtheinitialsounds,andhavestudentswritethewords on a separate sheet of paper.Have students compare their words with a partners.Reinforce with students the pl-blend.Check for understanding:Write the following words ontheboard,

31、leavingofftheinitialconsonantorconsonant blend:plastic,pig,planet,and pot.Say thefirstwordaloud,andhavestudentscalloutwhether the word begins with the letters plorjustPp.Invite a volunteer to come to the board and add the initial consonant or consonant blend.Repeat with the remaining words.Grammar a

32、nd Mechanics:Contractions Explaintostudentsthatcontractions are shortenedversionsoftwowords.Pointoutthatan apostrophe replaces one or more letters of the second word.Have students find the contraction on page 7(its).Write this contraction on the board.Havestudentsworkwithapartneranddiscusswhich word

33、s are used to make the word its.HavestudentsputtheirfingeronYears on page 7.Explain that Years is not a contraction for Year is,butthattheapostropheands are used to show possession.Explainthatinthiscase,Years describes the eve of the New Year.Check for understanding:Have students look through theboo

34、ktolocatemorecontractions.Askthemtoshare with a partner any contractions they found and confirm that each one is a contraction and not a possessive noun.Independent practice:Introduce,explain,andhavestudents complete the contractions worksheet.Iftimeallows,discusstheiranswers.WordWork:Alphabeticalor

35、der Revieworexplaintheprocessofputtingalist of words in alphabetical order.Writethewordscycles,traditions,andfestivals on paperanddisplaythemontheboard.Discusshowtoputthesewordsinalphabeticalorder,remindingstudents to look at the first letter in each word.Have a volunteer move the words into the cor

36、rect order.Putstudentsintosmallgroups,andgiveeachgroup the following six words:Buddha,resolutions,celebrations,parades,music,andfootball.Have students work together to put these words in alphabetical order.Invite volunteers from each group to share their answers.Check for understanding:Write the wor

37、ds people,luck,family,culture,and type on the board.Have students write the words in alphabetical order on a separate sheet of paper and share their answers with a partner.Independent practice:Introduce,explain,andhave students complete the alphabetical order worksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)