原版英语RAZ 教案O29-Baltic Rescue.pdf

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1、Baltic RescueLesson PlanLEVELO O1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Narrative Page Count:16 Word Count:710Book SummaryOne cold winter day in Poland,a dog walked to the rivers edge and found himself suddenly floating away on a sheet of ice.Trapped on his

2、raft of ice,the dog drifted down the river for four days,traveling more than 75 miles from where he started.Finally,a research ship on the Baltic Sea spotted him and rescued the dog,soon to be known as Baltic.Illustrations,maps,and photographs support the text.About the LessonTargeted Reading Strate

3、gy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Analyzetheproblemsandsolutionsinastory Fluentlyreadwordscontainingther-controlled/ur/sound Recognizeanduseinterestingverbs IdentifyconceptwordstimeorderMaterialsGreen text indicates resources available on the website BookBalti

4、c Rescue(copy for each student)Chalkboardordryeraseboard Worldmap Thesauruses Visualize,problemandsolution,verbs,time-orderwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated by projecting book on interactive whiteboard or completed with

5、 paper and pencil if books are reused.)Vocabulary Content words:Story critical:adopt(v.),injuries(n.),investigate(v.),mascot(n.),research(n.),veterinarian(n.)Enrichment:Baltic Sea(n.),drifting(v.),praise(v.)Before ReadingBuild Background Usingalargeworldmap,pointtotheBalticSeaarea.Askstudentsiftheyh

6、aveeverheardofPolandoranyneighboringcountries,suchasGermany,Denmark,Sweden,orNorway.Write the phrase Baltic Sea on the board.Have students share what they know about the subject.EncouragestudentstolookatthemapandtellwhethertheythinktheBalticSeaisawarm or cold body of water.Discuss their ideas and ha

7、ve students share the reasoning behind their decision.Baltic RescueLesson Plan(continued)LEVELO O2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.

8、Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersof

9、tenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonwhatapersonalreadyknowsaboutatopic.Explainthatone waytovisualizeistodrawapicture.Readpage3aloud.Modelhowtovisualizeusingadrawing.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my min

10、d of the information Ive read.Doing this helps me organize the important information and understand the ideas in the book.For example,the story begins on page 3 with a dog walking to the edge of an icy river.I imagined the dog sniffing the ground and biting playfully at the snow.I imagined the dog n

11、ot even realizing how close he had gotten to the icy river because he was busy having fun in the snow.When I imagined this,the river looked freezing cold with big,white chunks of ice floating by.Introduceandexplainthevisualizeworksheet.Havestudentsdrawwhattheyvisualizedaboutfrompage3ontheworksheet.I

12、nvitethemtosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Problem and solution Explainthatwritershavereasonsforwhattheywrite.Writethefollowingwordsontheboard:problem and solution.Re

13、vieworexplainthataproblem is something that is difficult to deal with or hard to understand and must be worked out or solved(such as being cold and wet).Asolution is an act or a process of solving the problem(such as getting out of the cold and putting on dry clothes).Tellstudentsthatinnonfictionwri

14、ting,anauthoroftendisclosesaproblemandthesolutionisexplainedbeforetheendofthebook.Explainthatinfictionalstories,theauthortypicallyposesa problem to one or more characters and that the rest of the story evolves around solving the problem.Askstudentswhethertheythinkthisbookisfictionornonfiction.Readto

15、theendofpage4.WritetheheadingsProblem,Possible Solutions,and Consequences on the board.Discuss with students what the dogs problem was(the ice he was standing on broke awayfromland,andhewassweptdowntheriver).Writethisinformationontheboardunderthe Problem heading.Discuss the possible solutions that t

16、he dog might have for his problem,and list them on the board under Possible Solutions.Have students also consider a positive and a negative consequence for each of their solutions,and record them on the board under the Consequencesheading.Circlethepossiblesolutionthattheclassthinksisbest.Havestudent

17、slook for what solution the dog is presented with as they read.Explaintostudentsthatgoodreaderslookforproblemsandsolutionsastheyread.Modelfinding problems and solutions.Think-aloud:I know that I will learn about more problems that the dog might face as I continue through the book.I know that it is n

18、ecessary to continue reading to find out about the solutions as well.I learned that good readers do this,so Im going to look for problems and solutions in this book as I read.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:injuries,veterinarian,and investigate.Balti

19、c RescueLesson Plan(continued)LEVELO O3 Learning AZ All rights reserved.www.readinga- Givegroupsofstudentsthreepiecesofblankpaper.Havethemwriteordrawwhattheyknowabouteachword.Createadefinitionforeachwordusingstudentspriorknowledge.Reviewthattheglossarycontainsalistofvocabularywordsandtheirdefinition

20、s.Modelhowstudents can use the glossary or a dictionary to find a words meaning.Have them locate the glossary at the back of the book.Invite a volunteer to read the definition for investigate in the glossary.Have students compare the definition with their prior knowledge of the word.Then have them f

21、ollow along on page 9 as you read the sentence in which the word investigateisfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththe remaining vocabulary words.Invitestudentstoreviewthephotographonthebackcoverofthebook.Havethemutilizeallthreevocabularywordstowriteashortparagraphaboutthedogandman

22、pictured.Repeattheactivity after reading the book to check for student understanding of the vocabulary.Set the Purpose Havestudentsreadtofindoutmoreaboutthedogsproblemsandthesolutionsthatheencountered.Remindthemtostopaftereveryfewpagestovisualizethemostimportantinformationandtodrawontheirworksheetwh

23、attheyvisualizedaboutit.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage8.Askthemtoputanasteriskorastarnexttoinformationwheretheyvisualized.Encouragestudentswhofinishbefore everyone else to go back and reread.Modelvisualizing.Think-aloud:When I read about the d

24、og floating down the river on a sheet of ice,I pictured the size of the piece he was standing on.The author said that,at first,the ice sheet was as big as half of a football field.I visualized a humungous football field and then thought about half of that.I thought that was a really big sheet of ice

25、 to break away from the shore!Next,I thought about how the ice sheet was melting and breaking up into hundreds of smaller pieces.I visualized the size of a small bedroom and imagined how scared the dog must have been to watch his ice raft disappear around him.Lastly,I pictured the size of a picnic t

26、able.I visualized a cold,hungry,scared dog sitting on this small piece of ice,floating from the mouth of a river and into the Baltic Sea.Havestudentssharethepicturesofwhattheyvisualizedwhilereading.Havethemexplaintheir drawings aloud.Invitestudentstoshareproblemstheyhaveidentifiedsofar(page4:therive

27、rwastoocoldforhimtoswimtosafety;page6:peopletriedtohelphimbutwereunsuccessful;page7:thehungrydoggrewcolder,weaker,andmorescared;page7:hisiceraftwasmeltingandbreakingup;page7:ifheslippedoff,hemightgettrappedundertheiceanddrown;page8:thedogpassedthemouthoftheriverandwassweptouttosea;page8:hewasmovingf

28、artherfromlandandanyhopeofrescue;page8:hisicechunkwasgettingevensmaller).Introduceandexplaintheproblem-and-solutionworksheet.Point out that the first problem wasworkedoutaloudandwrittenontheboard.Askstudentstowriteanewproblemontheirworksheet(theriverwastoocoldforhimtoswimtosafety).Evaluatepossibleso

29、lutionsaloudwith students,discussing a positive and negative consequence of each possible solution and recording all of their ideas on the board under the columns for Problem,Possible Solutions,and Consequences.Havestudentsrecordtheinformationontheirworksheet.Askthemtocirclethepossible solution they

30、 think would be best for the dog.Talkaboutthedogschosensolution(stayingontheicesheetandnottryingtoswimtotheshore).PointoutthelastcolumnontheirworksheetEvaluation.Explaintheprocessofevaluation(carefully thinking about the options and deciding if the one chosen was best).Encouragestudentstofillinthefi

31、nalcolumn,writingtheirfeelingsaboutwhethertheythink it was a good decision for the dog to make and their reasoning.Baltic RescueLesson Plan(continued)LEVELO O4 Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsreadtotheendofpage10.Havethemvisualizetheinformationinthet

32、extastheyread.Askstudentstodrawwhattheyvisualizedontheirvisualizeworksheet.Invitestudentstosharewhattheyvisualized.Askstudentswhatnewproblemwaspresentedtothedog(page9:hewasfacingadeadlyendtohis adventure).Have them cite examples from the text to support their thoughts(he had traveled more than 75 mi

33、les,his piece of ice was shrinking,he had been swept out to sea,and so on.)HavethemfilloutthefirstthreecolumnsoftheirworksheetProblem,Possible Solutions,and Consequences.Remindthemtolookforwhatsolutionthedogisgivenastheyreadandtostopand fill in the Evaluation column.Havestudentsreadtheremainderofthe

34、book.Remindthemtovisualizeastheyread,andhavethemcontinuetoputanasteriskorastarnexttoinformationwheretheyvisualized.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading S

35、trategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember important events in the story.Think-aloud:When I read about the crew trying to rescue the dog,I pictured the dog shaking and being so scared that he couldnt do anything to help.I pictured the shivering cold,

36、wet dogtoo weak to even moveand thought about how scared he must have been after all hed gone through.I pictured him falling into the freezing cold water when the men tried to help him,and I pictured him struggling bravely to climb back onto the slippery ice.This helped me to understand how horrible

37、 the rescuers must have felt and to remember that part of the book.Independent practice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemshare their pictures when finished.Reflect on the Comprehension Skill Discussion:Talk about the other problems the dog encountered as the story conti

38、nued.Invite studentstoidentifyanddiscussthem(page11:thedogslippedandfellintothewaterwhilebeingrescued;page13:thedogwastooweaktostand;page14:thecrewwantedtomakesurethatthedoghadntsufferedseriousinjuries;page14:thecrewcouldntfindthedogsowners).Askstudentstowriteanotherproblemontheirworksheet(thedogsli

39、ppedintotheicywaterwhilethecrewtriedtorescuehim).Evaluatepossiblesolutionsaloud,discussingapositiveandnegative consequence of each possible solution and recording all of their ideas on the board under the columns for Problem,Possible Solutions,and Consequences.Have students record the information on

40、 their worksheet.Talkaboutthecrewschosensolutionforgettingthedogintotheboat(theshipsmechaniclowered a raft,grabbed the dog,and pulled him in).Have them cite examples from the text to support their thoughts(they were afraid the dog would drown,the dog was too scared to help himself,and so on).Have st

41、udents fill in the final column,Evaluation,writing their feelings about whether they think it was a good decision for the crew to make and their reasoning.Independent practice:Havestudentscompletetheirproblem-and-solutionworksheet,workingwith a final problem(the crew couldnt find the dogs owner).Dis

42、cuss their responses aloud once students have finished.Enduring understanding:In this book,you learned about a dog who found himself in a deadly adventure because he was swept into the river on a sheet of ice.Now that you know this information,how does it make you feel about the importance of river

43、safety?How might you learn more about unpredictable river currents and the dangers surrounding ice on a river?Baltic RescueLesson Plan(continued)LEVELO O5 Learning AZ All rights reserved.www.readinga-Build SkillsPhonics:R-controlled/ur/vowel Havestudentslookatthecoverofthebook.Askthemtonamethepieceo

44、fwaterthatthis dogmightbeon(river).Writethewordriver on the board and point to the letters er.Tell students that the letters e and r together stand for the vowel sound they hear at the end of the word river.Explainthattheer letter combination is one of the letter combinations that stand for a group

45、of sounds called r-controlled vowels.These vowel sounds are neither long nor short,and are sometimes difficult to hear.The other r-controlled/ur/letter combinations are ar,ir,and ur.Writethewordslowered and lowestontheboardandsaythemaloud.Askstudentswhichwordcontains the same vowel sound as in river

46、.Makesurestudentscandifferentiatebetweenthetwovowel sounds.Point out that,in lowest,the/s/follows the/e/but doesnt control it.Give other examples if necessary.Askstudentstonameotherwordswiththesame r-controlled vowel sound as in river and shirt.Writeeachexampleontheboardandinvitevolunteerstocircleth

47、e r-controlled vowel spelling in each word.Havestudentsturntopage7.Askthemtorereadthefirstsentenceandcirclethewordcolder.Writethewordcolder on the board.Point out the letter combination that stands for the r-controlled vowel sound and ask students to blend the letters e and r together to make the sa

48、me vowel sound as in river.Point out that the r-controlled vowel sound comes at the end of this word,too.Next,run your finger under the letters as you blend the five sounds in colder:c/o/l/d/er.Point out that even though there are six letters,five sounds are blended together to form the word.Then ha

49、ve students blend the word aloud with you as you run your finger under the letters.Have students return to page 7 and read the last sentence.Have them circle the word under.Point out the letter combination that stands for the r-controlled vowel sound at the end of theword.Askstudentstoblendtheletter

50、se and r together to make the same vowel sound as in river and colder.Runyourfingerunderthelettersasyoublendthesoundsinunder.Have students work with a partner to identify and circle all the words on page 7 with the r-controlled /ur/combination(colder,weaker,smaller,larger,under).Grammar and Mechanic