原版英语RAZ 教案Believe It or Not__LP.pdf

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1、Believe It or Not?Y Y1 Learning AZ All rights reserved.www.readinga-Focus Question:Why are people fascinated by unsolved mysteries?Book SummaryText Type:Nonfiction/InformationalWhat is the truth behind Bigfoot sightings and the Bermuda Triangle disappearances?Does anybody really know?These mysteries

2、,among others,are described in the book Believe It or Not?The book can also be used to teach students how to analyze main idea and details and the proper use of adverbs.The book and lesson are also available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild Background Asaclass,discusswhats

3、tudentsknowaboutmysteries.They may share ideas about books,movies,or stories they are familiar with.Discusswithstudentsthedefinitionofhoax (an action meant to trick someone into thinking something is real when it is not).Display different picturesofBigfoot.Askstudentstostatewhetherthey think these c

4、reatures are real or hoaxes.Explain that they will be reading a book that looks into different mysteries,including that of Bigfoot.Introduce the Book GivestudentstheircopyofBelieve It or Not?Guidethemtothefrontandbackcoversandreadthe title.Have students discuss what they see on the covers.Encourage

5、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 on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overviewofthebook

6、.Askstudentswhattheyexpect to read about in the book,on the basis of what they see in the table of contents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that having prior knowledge about a topic,and asking and answering questions

7、 while reading,can help readers understand and remember information in a book.Direct students to the glossary on page 16 and model asking questions about the list of words.Have students create a KWLS chartonapieceofpaper.Reviewthelistofwordswith students.Have students work with a partner to write do

8、wn what they already know about the words in the K column.Have students write at least one question they have while reading in the W column.Lesson EssentialsInstructional Focus Askandanswerquestions to understand text Analyzemainideaanddetailsinthestory Describe information provided by captions Iden

9、tify and use adverbs Identify the meanings of suffixes -ly and-ousMaterials Book:Believe It or Not (copy for each student)Main idea and details,adverbs,suffixes -ly and-ous worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for t

10、his title on VocabularyAZ.com.WordstoKnowStory critical:evidence(n.),extraterrestrials(n.),hoax(n.),mysteries(n.),pharaoh(n.),retracted(v.)Enrichment:encounters(n.),hover(v.),intricate(adj.),microwave(n.),node(n.),plasma(n.)Academicvocabulary:believe(v.),determine(v.),reason(n.),report(n.),suggest(v

11、.),whether(conj.)Believe It or Not?Y Y2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatallbookshaveamainidea,orageneraltopicthatisthesubjectofabookandthat the extra information or descriptions that help explain the main idea

12、are the details of the book.Explain that sometimes the amount of information about a topic is so large that it is grouped into sections and each section has its own main idea.Pointouttostudentsthatthetitleofabookorsection often provides clues about the main idea.Havestudentsturntopage8.Havethemunder

13、lineimportant details and discuss with a partner their predictions about the main idea of this section of the text.Invite students to share their predictions and the details that support their reasoning.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word wit

14、h students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups t

15、o 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 illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutwhypeople are fascinated by unsolved mysteries.Write t

16、he 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 understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstude

17、ntsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence from the book.What is an unsolved mystery?(level 1)page 4 How would you summarize reports about Bigfoot?(level 2)pages57 What happens to the crops inside crop circles?(

18、level 1)page8 How would you compare Doug Bower and David Chorley with the three young men who pretended to be Bigfoot?(level 2)multiple pages What might have happened if newspapers did not make false reports about King Tuts tomb?(level3)pages 10 and 11 Why is the Bermuda Triangle a mystery?(level 2)

19、pages1214 How are crop circles related to the curse of the mummy?(level3)multiple pages Which facts support the idea that some occurrences cant be explained?(level3)multiple pagesText Features:CaptionsExplain that captions clarify photographs and illustrations by describing the details of the image.

20、Captions may provide the reader with names,dates,and locations.Have students work with a group to reviewthephotographonpage7anditscaption.Askstudents:How does the caption help the reader understand the purpose of the photograph in the book?How do captions clarify visual information?Why are captions

21、an important tool for describing images?Have students review other images in the book and discuss in groups what the captions describe.Invite volunteers to share their thoughts with the rest of the class.SkillReviewModel for students how you ask and record questions on the KWLS chart during reading.

22、Invite volunteers to share their questions with the rest of the class.Discuss with students how their questions help them better understand the book.Havestudentsworkingroupstoperiodicallyreviewthe details they have underlined and discuss their connection to a main idea.Have groups discuss main ideas

23、 and details of the text each time they convene.Check for understanding:Invite students to share the important details they underlined on pages 5 through7.Writethesedetailsontheboard.Havegroups of students work together to identify the main idea on the basis of the details and have them write this i

24、nformation on a separate piece of paper.(Many stories of Bigfoot sightings exist,yet no evidence proves that the creature is real.)Discuss their responses as a class.Modelhowtocompletethemain-idea-and-details worksheet.Have students identify details from the book and circle them.Then,have students d

25、iscuss the details with a partner and determine the main idea for the book.After ReadingAskstudentswhatwords,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Guiding the Reading(cont.)Believe It or Not?Y Y3 Learning

26、AZ All rights reserved.www.readinga-SkillReviewWorksheet:Main idea and detailsReviewthemain-idea-and-detailsworksheetthatstudents completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details and main ideas they chose.Discuss withstudentsthejust

27、ificationforchoosingeach.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 from the book toanswertheFocusQuestion.(Answerswillva

28、ry.Students should include details from the story to support their answer.Samples:People are fascinated by unsolved mysteries because they cant be solved or disproved.Many people also like to think about various answers,so unsolved mysteries offer a chance for them to analyze the possibilities.)Comp

29、rehension Checks Book quiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Adverbs Askstudentswhatanadverbis.Explaintostudentsthatadverbsarewordsthatdescribeverbs.Askstudents to think of adverbs that describe the verb run.Make a list of volunteered answers.Havestudentsturnt

30、opages8and9inthebook.Askstudentstolookforadverbs.Havestudentsunderline or highlight the adverbs they find.Check for understanding:Have students share with the class the adverbs they found.Have the class give a thumbs-up signal when they hear a correct example.Independent practice:Introduce,explain,a

31、nd have students complete the adverbs worksheet.If time allows,discuss their answers.WordWork:Suffixes-ly and-ous Writethesuffixes-ous and-ly on the board and discuss their meanings(-ous:possessing or full of,-ly:having the characteristic of).Pointoutthatsuffixes alter the meanings of words.Havestud

32、entslocatethewordswiththesuffixes-ous and-ly inthelastparagraphonpage13and the first paragraph on page 14(mysterious,suddenly,partially,finally).Askstudentstoidentifythe root words(mystery,sudden,partial,final).Askthemtoexplainthemeaningofthewordsmysterious,suddenly,partially,finally(full of mystery

33、,happening unexpectedly,not complete,after a long duration of time).Check for understanding:Write the following words on the board:desperately,various.Have students identify each base word and suffix to identify the meaning of each word(having a characteristic of being desperate,an assortment of).Independent practice:Introduce,explain,and have students complete the suffixes-ly and-ous worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)