原版英语RAZ 教案Marie Curie_LP (2).pdf

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1、Marie CurieV V1 Learning AZ All rights reserved.www.readinga-Focus Question:Who is Marie Curie,and how did she change the world of science?Book SummaryText Type:Nonfiction/BiographyThe work of Marie Curie revolutionized scientific understanding of the nature of atoms and opened up new frontiers in m

2、edicine.Marie Curie is a detailed account of this remarkable womans legacy in the face of discrimination and struggle.The book can be used to teach students the elements of a biography.The book and lesson are also available for levels Y and Z1.Guiding the ReadingBefore ReadingBuild BackgroundWrite t

3、he word perseverance on the board and read it aloud to students.Have students work in small groups to discuss the meaning of the word perseverance.Point out that perseverance means commitment or determination.Provide students with a sheet of lined paper and have them free write about an example of p

4、erseverance in their own lives.Have them consider what goals they were working toward,the obstacles they faced,and why they continued even when it became difficult.Invite students to share their responses in small groups.Have volunteers offer their experiences to the class.Introduce the Book Givestu

5、dentstheircopyofMarie Curie.Guidethemto the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them 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

6、 on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can ju

7、stify.)Introduce the Reading Strategy:KWLS/ask-and-answer-questionsExplain to students that engaged readers ask and answer questions while they are reading and that one way to organize this information is with a KWLS chart.GivestudentstheKWLS/ask-and-answer-questions worksheet.Have students look at

8、the cover of the book and complete the K section with information they know about Marie Curie.Invite students to preview the photographs in the book with a partner to create questions about Marie Curie.Have students record this information in the W section of the KWLS chart.Invite volunteers to shar

9、e their Lesson EssentialsInstructional Focus Ask and answer questions to understand text Determine elements of a biography Describe information provided by photographs Recognizeanduseprepositionalphrases Identify and use homophonesMaterials Book:Marie Curie(copy for each student)KWLS/ask and answer

10、questions,elements of biography,prepositional phrases,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:element(n.),Nobel Prize(n.),perseverance(n.),physics

11、(n.),radioactive(adj.),Sorbonne(n.)Enrichment:atoms(n.),breakthroughs(n.),commission(n.),doctorate(n.),nominated(v.),X-rays(n.)Academicvocabulary:became(v.),cause(v.),demonstrate(v.),discover(v.),research(n.),topic(n.)Marie CurieV V2 Learning AZ All rights reserved.www.readinga-questions with the cl

12、ass.Point out that,as they read,they should look for the answers to these questions as well as create new questions to add to the chart.Introduce the Comprehension Skill:Elements of a biography Askstudentstoexplainthedifferencebetweena biography and an autobiography(biography:the story of a persons

13、life written by someone else;autobiography:the story of a persons life written by that person).Explain that this book gives a biographical account of Marie Curie.A biography includes information about a persons accomplishments,his or her influence on the world,and his or her personality.Writetheword

14、sAccomplishments,Influence,and Personality on the board in a three-column chart.Have students turn to a partner and discuss the meaning of each word.Discuss the definitions as a class(accomplishments:a success achieved through practice or training;influence:an effect on someone or something;personal

15、ity:the qualities that makes each person unique).PointouttostudentsthatastheyreadaboutMarie Curie,they should pause to consider her accomplishments,influence,and personality.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students

16、 turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of each content 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

17、 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 illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutMarieCurie.Write the Focus Question on the board.Invite students to look f

18、or evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their underst

19、anding with the following questions.Encourage students to support their answers by citing evidence from the book.How did Marie being a woman affect her education?(level 1)page 6 What did Marie study for her doctoral research?(level 2)pages 8 and 9 What achievements and recognition did Marie receive

20、for her work on radiation?(level 1)page 10 How did Marie and Pierre help each other with their research?(level 2)pages 710 In what ways did Marie influence the treatment of soldiers during World War I?(level 1)page 12 How did Marie show perseverance throughout her life?(level3)multiple pages What ma

21、de Marie unique during her time?(level3)multiple pages In what ways did Marie Curie affect modern medicine?(level3)multiple pagesText Features:PhotographsExplain that photographs are helpful when reading because they provide the reader with important information about the text.Have students work in

22、small groups to review the photograph on page 12.Ask students:Why does the author include this photograph of the mobile x-ray truck?How does this photograph help you to connect more with the text?What information can you gather from this photograph that was not included in the text?Have students wor

23、k with a partner to review other photographs in the book and discuss as a class why the author chose to include each photo.SkillReview HavestudentsreferbacktotheKWLS/ask-and-answer-questions worksheet.Ask students to review their questions recorded prior to reading the book.Have them circle any ques

24、tions that were answered and record this information in the L section of the chart.Ask students to share what they learned with the class.Have students record new questions in the W section of the chart.Point out that effective readers continually create new questions as they are reading in order to

25、 stay engaged with the text.Reviewwithstudentstheelementsofbiography:accomplishments,influence,and personality.Point out that identifying these aspects of the life of a historical figure will help readers understand that persons place and importance in history.Modelidentifyingtheelementsofabiography

26、.Think-aloud:I know that the elements of a biography include a persons accomplishments,influence,and personality.For example,I know that Marie Curie was a pioneer in the field of science.For example,Marie discovered two new elements,radium and polonium,through her research.As a result,she was awarde

27、d a second Nobel Prize in chemistry.Marie was clearly a very intelligent,determined,hard-working person who showed courage by Guiding the Reading(cont.)Marie CurieV V3 Learning AZ All rights reserved.www.readinga-continuing her research during a time when women were not widely accepted in the scienc

28、es.RecordtheaboveinformationaboutMarieCurieinthe chart on the board.Invite volunteers to add any additional information.Modelhowtocompletetheelements-of-biography worksheet.Remindstudentstousedetailsfromthetext to support their answers.Invite students to return to the KWLS/ask-and-answer-questions w

29、orksheet.Have them complete the S section of the chart with the information they still want to know about Marie Curie.Encourage volunteers to share the information they still want to know.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can

30、 read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Elements of a biographyReviewtheelements-of-biographyworksheetthatstudents completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they chose.Compre

31、hension 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 from the book to answer the Focus Question.(Answers should include the following:Mar

32、ie Curie was a groundbreaking scientist.As a result of her research,she improved scientific understanding of atoms,helped create new treatments in medicine,and led the way to the discovery of radiocarbon dating.)Comprehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGramm

33、ar and Mechanics:Prepositional phrases Writethefollowingsentenceontheboard:Marie earned her Doctor of Science in June 1903.Circle the word in.Point out that the word in is a preposition.Explain or review that prepositions are words that show a relationship between things.They provide information abo

34、ut where,when,how,why,and with what something happens.Recordthefollowinglistofprepositionsontheboard:about,across,after,against,along,among,around,at,before,behind,below,beneath,beside,between,beyond,but,by,down,during,expect,for,from,in,inside,into,like,near,of,off,on,out,over,past,since,through,th

35、roughout,to,toward,under,underneath,until,up,upon,with,within,without.Explain to students that these are common prepositions and invite volunteers to add to the list.Explainthataphrase is a short group of words and that a prepositional phrase is a group of words beginning with a preposition and endi

36、ng with the objectofthepreposition.Refertothesentence:Marie earned her Doctor of Science in June 1903.Ask students to identify the prepositional phrase.Check for understanding:Have students work with a partner to reread the section“Paris at Last”to identify and circle all of the prepositional phrase

37、s.Reviewstudentsfindingsasaclass.Independent practice:Introduce,explain,and have students complete the prepositional phrases worksheet.If time allows,discuss their answers.Word Work:Homophones Writethefollowingsentenceontheboard:Two important physics discoveries had been made not long before.Circle

38、the word two.Ask students to explain what the word two refers to(a number,an amount).Writethefollowingsentenceontheboard:It wasnt clear whether the cause was working too hard or radiation.Circle the word too.Ask students to explain what the word too means(excessive).Writethewordstwo and too on the b

39、oard.Explain that words that sound the same but are spelled differently and have different meanings are called homophones.Check for understanding:Write the homophones for,four,be,bee,know,and no on the board.Have students use each word in a sentence on a separate sheet of paper.Invite them to share their sentences aloud.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answersConnections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)