原版英语RAZ 教案(T) The Hero Maui_LP.pdf

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1、The Hero MauiT T1 Learning AZ All rights reserved.www.readinga-Focus Question:What makes Maui a hero?Book SummaryText Type:Fiction/MythMyths are a fun and exciting way for students to learn about different cultures around the world.The myths surrounding the demigod Maui come from Polynesia and are t

2、he focus of The Hero Maui.Colorful illustrations and entertaining stories will keep students engaged in this lesson.The book can be used to teach students how to analyze characters as well as retell to better understand a story.The book and lesson are also available for levels W and Z.Guiding the Re

3、adingBefore ReadingBuild Background PointoutthePolynesianIslandsonamapoftheworld.Ask students what they know about any of these islands and invite them to share their prior knowledge with the class.DisplayontheboardpicturesdepictingancientPolynesia,including the people,canoes,villages,and so on.Enga

4、ge students in a discussion about what life was like for the people of Polynesia.Explain that although each island has its own culture,traditions,and history,all the islands have some things in common,such as stories about the mythical demigod named Maui.Introduce the Book GivestudentstheircopyofThe

5、 Hero Maui.Guidethem to 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.Showstudentsthetitlepage.Discusstheinformation on the page(title of

6、book,authors names,illustrators name).Introduce the Reading Strategy:RetellExplain to students that engaged readers stop now and then while they are reading to retell in their mind whathashappenedsofarinthestory.Discusshowstopping to retell the events of the story helps readers understand and rememb

7、er what they read.Explain that when retelling a story or event,it is important that the details are explained in the correct sequence.Point out that order words,such as first,next,then,last,and finally,are used when sequencing a retelling.Explain that in The Hero Maui,students will read several myth

8、s about Maui and will retell each myth individually.Introduce the Comprehension Skill:Analyze characters Explaintostudentsthatwhenreadingastory,it is important to learn about and understand Lesson EssentialsInstructional Focus Retell to understand text Analyze characters Describeinformationprovidedb

9、yaglossary Identifyanduseadverbs Recognize and use open compound wordsMaterials Book:The Hero Maui (copy for each student)Analyze character,adverbs,open compound words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this t

10、itle on VocabularyAZ.com.WordstoKnowStory critical:cunning(n.),demigod(n.),immortality(n.),mythical(adj.),Polynesians(n.),snare(v.)Enrichment:canoe(n.),devour(v.),generation(n.)Academicvocabulary:common(adj.),problem(n.),prove(v.),remember(v.),request(v.),underneath(prep.)The Hero MauiT T2 Learning

11、AZ All rights reserved.www.readinga-the characters.Write the word Analyze on the board and read it aloud with students.Point out that when readers analyze a character,they are considering the characters words,actions,thoughts,and effect on others.Create four columns on the board with the headings Wo

12、rds,Actions,Thoughts,and Effect on Others.Explain to students that as they read the story,they should consider the characters words,actions,thoughts,and effect on others,which will aid in analyzing the characters and better understanding the story.Readpages5and6aloudtostudentsastheyfollowalong.Invit

13、ethemtouseinformationfromthesepages to identify the main character,Maui.Then,have students think about Mauis words,thoughts,actions,and effect on others in this myth.Have them share their ideas with a partner.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwi

14、thstudents.Then,havestudentsturntotheglossaryonpage16.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

15、to create posters for these words.Have them include on each poster the word,its part of speech,the definition,the word in an example sentence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthe hero Maui.Write the Focus Question on the board.Invit

16、estudentstolookforevidenceinthebook 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 t

17、heir understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Who are the Polynesians?(level 1)page 4 What caused Maui to push up the sky?(level 1)page5 How did Mauis mother and grandmother impact the creation of the seasons?(level 2)pag

18、es 710 Why did Mauis brothers to refuse to take him fishing?(level 1)page 11 How was Maui defeated?What does this reveal about him?(level 3)page15 What one word best describes Maui?Why?(level 3)multiple pages Why do Polynesians have myths explaining things like the creation of the sky,the seasons,an

19、d the islands?(level 3)multiple pagesText Features:GlossaryExplain that a glossary helps readers define unknown words that are in the book.Place students into small groups and give each group the words from the glossary written on individual note cards.Ask students to work together to arrange the wo

20、rds in alphabetical order,which is how they are presented in the glossary.Then ask students to find the glossary words in the story and write the page number on the note card on which each word first appears in the book.Afterward,students can work together to create a definition of each word on the

21、back of the note card using their priorknowledgeandthecontextofthestory.Studentscan check their definitions with the glossary on page 16whentheyarefinished.Remindstudentsthat a books glossary is an important tool to help them clarify the meanings of unknown words and should be referred to while read

22、ing a story.SkillReview Stopaftereachindividualmythandhavestudentspractice retelling the myth to a partner.Encourage students to use order words in their retellings.Inviteavolunteertoretelleachmythtotheclass.Drawstudentsattentionbacktothefour-columnchart on the board and remind them that its importa

23、nt to look at a characters words,actions,thoughts,and effect on others in order to better understand a story.Ask students to think of other ways they can describe Maui on the basis of what they have read so far.Add this information to the chart on the board.Modelanalyzingacharacter.Think-aloud:After

24、 reading the first myth,“Maui Pushes Up the Sky,”I began analyzing Maui on the basis of his words,actions,thoughts,and effect on others.In this myth,Maui does not speak,so I cannot analyze his words.In addition,the author does not include Mauis thoughts,so I cannot analyze those.However,I can analyz

25、e his actions and his effect on others to better understand the story.In this myth,Maui works with Ru to push up the sky and separate the sky from the land.He does this so people dont have to crawl around anymore.On the basis of this,I can conclude that Maui is very strong and powerful,and that he i

26、s willing to do things to help other people.Pushing up the sky affected the people because they no longer had to crawl from place to place,and plants and animals could grow and move around more freely.Guiding the Reading(cont.)The Hero MauiT T3 Learning AZ All rights reserved.www.readinga-Therefore,

27、Maui had a very positive effect on the other people and the entire world around him because of his actions.Addthisinformationtothechartontheboard.Model how to complete the analyze character worksheet.Remind students to use specific examples and details from the text to describe Mauis words,actions,t

28、houghts,and effect on others.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Analyze characterReview the analyze character worksheet that student

29、s completed.Invitevolunteerstosharetheirexampleswith the class.Remind students that analyzing characters is one way to better understand and learn more about the characters in a story.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the b

30、ook are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Sample:Maui is a hero because he is strong and powerful.He is willing to do things for others,including separating the sky

31、 from the earth and snaring the Sun.He is even willing to give his life to help humans.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Adverbs Revieworexplaintostudentsthatadverbs are describing words that provide details about verbs by tell

32、ing how,when,or where an action occurs.Point out that many,but not all,adverbs end in-ly.Explain that writers often use adverbs to make their writing more accurate and factual.Writethefollowingsentenceontheboard:Maui decided to lift the sky into the heavens so humans could move freely.Have students

33、work with a partner to identify the adverb(freely)and the verb being described(move)in this sentence.Invitevolunteerstosharetheiranswerswith the class.Repeat with other adverb-verb pairs in sentences from the book.Check for understanding:Have students work in small groups to look through the book to

34、 circle the adverbs and underline the verb that each adverb describes.Ask them to share whether each adverb describes how,when,or where an action occurred.Independent practice:Introduce,explain,andhavestudents complete the adverbs worksheet.Iftimeallows,discuss their answers.WordWork:Opencompoundwor

35、ds WritethewordPacific Ocean on the board.Ask students which two words are joined together in the word Pacific Ocean.Ask students to offer a definition of the word on the basis of its components.Explain that this word is called a closed compound word.Point out that it is made up of two words that to

36、gether create one meaning and that the definitions of the two words can help students figure out the meaning of the bigger word.Writethewordice cream on the board.Explain that this compound word is called an open compound word since the two words are separated by a space,but they create a new meanin

37、g when they are read together.Ask students to work with a partner to generate other open compound words,such as rocking chair and police officer.Invitevolunteers to share their answers with the class.Check for understanding:Write the following open compound words on the board:post office,video game,

38、North America,science fiction.Have students work with a partner to create sentences using each open compound word and then have them create two more sentences using each word separately.Have volunteers share their sentences with the class.Remind students that when two(or more)words are combined in a

39、n open compound word,the open compound word has a different meaning from the individual words.Independent practice:Introduce,explain,andhavestudents complete the open-compound-words worksheet.Iftimeallows,discusstheiranswers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)