原版英语RAZ 教案(T) Running for Freedom_LP.pdf

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1、Running for FreedomLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Historical Page Count:20 Word Count:1,472Book SummaryRunning for Freedom follows the path of young Daniel and his father as they escape from slavery.Through the Underground Railroad,t

2、hey are eventually led across the Ohio River and onto free soil.Both are driven by the desire to find Daniels mother,who was sold to another family when Daniel was very young.Illustrations,photos,and maps support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Us

3、ethereadingstrategyofmakingconnectionstopriorknowledge Analyzechangesinthesetting Identifysimpleandcompoundsubjects RecognizeandusehomonymsinsentencesMaterialsGreen text indicates resources available on the website BookRunning for Freedom(copy for each student)Chalkboardordryeraseboard Setting,simpl

4、eandcompoundsubjects,homonymsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this t

5、itle on VocabularyAZ.com.Content words:Story critical:activist(n.),flee(v.),gully(n.),network(n.),plantation(n.),shackles(n.)Enrichment:fugitive(n.),hounds(n.),inn(n.),muttered(v.),scent(n.),throbbing(v.)Before ReadingBuild Background AskstudentswhattheyalreadyknowaboutslaveryandtheUndergroundRailro

6、ad.Discussthedangerinvolvedforthosewhoparticipated.Askstudentsiftheyknowthenamesofanyfamousantislavery activists.Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofboo

7、kthis is and what it might be about.Running for FreedomLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga-Introduce the Reading Strategy:Make connections to prior knowledge Modelmakingaconnectiontopriorknowledge.Think-aloud:The picture and title of the story remind me of a

8、TV show I saw about the history of the Underground Railroad.I thought it was a very interesting program.Because I already know some interesting things about this topic,Im looking forward to learning more about it.I can turn to the table of contents to find out even more about the information in the

9、book.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Eachchaptertitleprovidesanideaofwhattheywillreadinthebook.Afterreviewingthetableofcontents,modelusingitasawaytomakeconnectionstopriorknowledge.Forexample,say:The second to last chapter,titl

10、ed“The River,”makes me think about what I already know about slaves crossing the Ohio River to freedom.Askstudentsiftheyknowanythingaboutfreestatesandslavestates.Together,readthroughtheheadingsoftheotherchaptersandaskwhethertheyprovidestudentswithabetterideaofwhatthebookisabout.Havestudentspreviewth

11、erestofthebook,lookingatphotos,illustrations,captions,andmaps.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asstudentspreviewthebook,pointoutanyvocabularythatyouthinkmaybedifficultforthem.Remindstudentsofthes

12、trategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforbase,prefixes,andsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstopage15.Pointoutthe

13、wordshackles.Modelhowtousecontextcluestofigureoutthemeaningoftheunfamiliarword.Explainthatthesentencesbeforeittellthatawhitemanwasgoingtomakeitlookliketheywerehisslaves.ThesentencewiththeunfamiliarwordinitsaysthatMr.Averyputtheminshackles.The sentences after the word tell that Daniel started to cry

14、because he hated those chains.Tellstudentsthatthesecluesmakeyouthinkthatthewordshackles means a metal cuff for the ankles and wrists of a prisoner.Have students follow along as you reread the sentence on the page to confirm the meaning of the word.Remindstudentsthattheyshouldcheckwhetherwordsmakesen

15、sebyrereadingthesentence.Set the Purpose HavestudentsthinkaboutwhattheyknowaboutslaveryandtheUndergroundRailroadastheyreadthebooktoidentifytheimportanteventsinthestory.During ReadingStudent Reading Guide the reading:Have students read to page 9.Tell them to underline the words and phrases inthebookt

16、hattellaboutimportanteventsthatoccurredinDanielslife.Iftheyfinishbeforeeveryoneelse,theyshouldgobackandreread.Whentheyhavefinishedreading,havestudentstelltheeventstheyunderlined.Talkabouthow these events led Daniels father to want to attempt an escape from slavery,no matter how dangerous it might be

17、.Modelmakingconnectionsusingpriorknowledge.Think-aloud:I remember learning about slaves working long hours in the cotton fields.When I read about Daniel feeling his fingers throb with pain,it made me think about what hard work it must have been.Askstudentsifanyofthemhaveseenorreadanythingaboutthehar

18、dworkslavesweremadetodoand,ifso,whattheyrememberaboutit.Askstudentshowtheyimagineit would feel to be Daniel.Running for FreedomLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga- Havestudentsreadtherestofthestory.Remindthemtothinkaboutwhattheyalreadyknowabout slavery and th

19、e Underground Railroad as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomode

20、lhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowmakingconnectionswiththingsinthetextthattheyknowsomethingaboutkeepsthem actively involved in the reading process and helps them understand and remember what they have read.Teach the Co

21、mprehension Skill:Analyze setting Discussion:Talkwithstudentsaboutthesettingofthestory.Remindthemthatthesettingisthetimeandplacewhereastoryoccurs(beforethesunrose,outside,inthecottonfields).Askstudentstotellhowtheyknowthesefacts(theauthorswordsandtheillustratorspicturestell us or give us clues).Intr

22、oduce and model:Revieworexplainthatinmanystories,thesettingchangesthroughout.Asreadersmaketheirwaythroughthebook,theplacewherethecharactersaremaychange,andthetimeofday,season,oryearmaychangeaswell.Askstudentstothinkaboutthechangesinsetting for this story.Havestudentsturntothetableofcontents.Askwhich

23、chaptertitlestellthereaderthattherewillbeasettingchangeinvolved(chapters3through5).Havestudentsturntopage8.Readthrough this page together,having students identify the words that depict setting(across a field,into an old sagging barn,all day).Explainhowthesewordsinthetextshowwhereandwhenthestorytakes

24、place.Askthemifitwouldbepossiblefortheauthortotellthisstorywithoutchanging the setting(no).Discuss the fact that because they are running away,the setting changes.Check for understanding:Have students turn to page 11 and circle the words in the text that depict the next setting(dark road,from the no

25、rth,across the swamp,under the pale moonlight).Discuss how the setting that surrounds the boy is different from when the story began(morning turnedtonight,hesnolongerinhisbed,butratherinaswamp).Pointouttheillustrationsandhow they support the text.Independent practice:Have students practice identifyi

26、ng the changes in the setting by completing the settingworksheet.Discuss answers aloud when students have finished.Extend the discussion:TalkwithstudentsaboutwhattheythinkofDanielsfatherschoicetoescapefromslavery.AskhowtheythoughtDanielandhisfatherfeltastheywerehidingunderthe floorboards in the barn

27、 or standing in the swamp as the gunshots were fired.Build Skills Grammar and Mechanics:Simple and compound subjects Directstudentstothesecondparagraphonpage16.Haveavolunteerreadthefirstsentencealoud.Askstudentswhoorwhatthesentenceisabout(Mr.Avery)Explainthatthisiscalledthesubjectofthesentence.Thesu

28、bject tells who or what asentenceisabout.Writethefollowingsentenceontheboard:The white people ignored us.Askstudentswhattheythinkthesubjectis.Explainthatthewordwhite isanadjectivethattellswhatthesubject,people,looklike.Theverbignored tells what the people did.Running for FreedomLesson Plan(continued

29、)LEVELT T4 Learning AZ All rights reserved.www.readinga- Tellstudentsthatsomesentenceshavemorethanonesubject.Writethefollowingsentenceontheboard:Daddy and I rushed into the swampy,cold water.Askstudentstotellthesubjectsofthe sentence(Daddy and I).Thenaskthemtotellwhatthesubjectsdid(rushed into the w

30、ater).Explainthattheycanchecktheiranswersbyusingeachsubjectseparatelyinthesentence.Demonstratebyreadingthesentenceasfollows:Daddy rushed into the swampy,cold water and I rushed into the swampy,cold water Tellstudentsthatyouknowbothofthesearesubjectsbecausetheymakesensewiththeverb.Check for understan

31、ding:Reinforcebydirectingstudentstopage17andaskingthemtofindthesentencethathasacompoundsubject(Hefty fines and jail time were the punishment).Ask avolunteertochecktheanswerbyusingeachsubjectseparatelyinthesentence.Askstudents togiveanexampleofasentencefrompage17withonesubject.Independent practice:Fo

32、r additional practice,have students complete the simple-and-compound-subjectsworksheet.Discuss students answers when they have finished.Word Work:Homonyms Writethewordcentontheboardandreadthefollowingsentencefrompage6:She would count every cent and tell Momma to spank me good if she thought even one

33、 penny was missing.Askstudentstotellthemeaningoftheword.Writethewordsentontheboardandpronounceit.Askstudentsifthetwowordsmeanthesamething.Explainthatthesewordsarecalledhomonyms.They are words that sound the same but have different spellings and different meanings.Havestudentsturntopage9.Readtheparag

34、raphaloudasstudentsfollowalong.Askstudentstofindthewordthatsoundslikeanotherwordtheyknow(here).Writethewordontheboard.Havestudentstellitsmeaning.Askstudentswhatotherwordsoundslikehere but is spelled differently(hear).Havestudentstellitsmeaning.Writeitontheboardandhavestudentscompare the spellings.Ch

35、eck for understanding:Readthefollowingsentencefrompage6aloud:Mrs.Winters used to send me to the local inn,where I did cleaning.Askstudentstoidentifythewordsthatarehomonyms(inn and where).Have students write the words on the inside front cover of their book,withthecorrecthomonymswrittenbesidethem(in

36、and wear).Instructstudentstoworkwith a partner to use each one in a complete sentence.Share the sentences aloud as a group when pairs are finished.Independent practice:Give students the homonymsworksheet.Discuss students answers when they are finished.Build Fluency Independent Reading Allowstudentst

37、oreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionProvideprintandInternetresourcesforstudentstoresearchotherinfluentialpeople

38、involvedwith the Underground Railroad.Have students choose one person and write a report that includes answers to What,When,Where,and Why.Have students share their reports with the group.Visit WritingAZ for a lesson and leveled materials on informational report writing.Running for FreedomLesson Plan

39、(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga-Social Studies Connection HavestudentsmakeamapoftheUnitedStates,color-codingthefreestatesandtheslavestates.Havethemlabelimportantplaces,suchastheOhioRiver,LeviCoffinshouse,andanyotherimportantlandmarkstheyknowabout.Skill Review Discus

40、sion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasaness

41、ayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethereadingstrategyofmakingconnectionstopriorknowledgetobetterunderstandthetext analyzethechangesinsetting identifysimpleandcompoundsubjects tellwhatahomonymisanduseexamplesappropriatelyinsentencesComprehension Checks BookQuiz Retelling Rubric