原版英语RAZ 教案Battling for Independence_LP.pdf

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1、Battling for IndependenceY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:How did the battles of the Revolutionary War lead to the creation of the United States of America?Book SummaryText Type:Nonfiction/HistoricalHow did colonists establish the United States of America?Battling for

2、 Independence,which picks up where Seeds of Revolution left off,provides students an informative look at the how the battles of the Revolutionary War led to the creation of the United States of America.The book can also be used to teach students how to make inferences and draw conclusions and the pr

3、oper use of compound adjectives.The book and lesson are also available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild Background CreateaKWLSchartontheboard.Revieworexplain that the K stands for knowledge we know,the W stands for questions we want to know,the L stands for the knowledge w

4、e learned,and the S stands for the questions we still have.Asaclass,discusswhatstudentsknowaboutthe causes of the American Revolution.Use the information generated to fill in the K column oftheclassKWLSchart.AskstudentswhattheywanttoknowabouttheAmerican Revolution.Write their questions in the W colu

5、mnoftheKWLSchart.Introduce the Book Give students their copy of Battling for Independence.Guide them 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 mig

6、ht 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 overview of the book.Ask students what they expect to read about in the book,on the basis of what they see i

7、n the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students that asking and answering questions while reading can help readers understand and remember information in a book.Direct students tothetableofcontentsonpag

8、e3andmodelaskingquestions about the section titles.Have students createaKWLSchartonapieceofpaper.Reviewthesection titles with students.Have students work with a partner to write down what they already know Lesson EssentialsInstructional Focus Ask and answer questions to understand a text Make infere

9、nces and draw conclusions from details in a text Describe information provided by maps Recognize and use compound adjectives Apply prefixes to change the meaning of wordsMaterials Book:Battling for Independence (copy for each student)Make inferences/draw conclusions,compound adjectives,prefixes work

10、sheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:independence(n.),Loyalists(n.),Patriots(n.),representation(n.),retaliated(v.),self-governing(adj.)Enrichment:allies(n.),

11、amends(n.),colonies(n.),delegates(n.),gunpowder(n.),momentum(n.),morale(n),petition(n.),rebels(n.)Academicvocabulary:approve(v.),challenge(n.),control(n.),proceed(v.),select(v.),strategy(n.)Battling for IndependenceY Y2 Learning AZ All rights reserved.www.readinga-about the topics listed in the sect

12、ion titles in the K column.Have students write at least one question they have while reading in the W column.Introduce the Comprehension Skill:Make inferences/draw conclusions Explaintostudentsthatnotallinformationinabookisdirectlystated.Pointoutthatsometimes readers need to make inferences and draw

13、 conclusions by using details in the story to understand the indirect language used.Explain that an inference is a conclusion drawn when readers connect clues in text to information they already know and that making inferences during reading allows readers to understand ideas in a text on a deeper l

14、evel.Askstudentstoturntothetableofcontentsonpage3.Pointoutthesectiontitled“SecondContinentalCongress.”Askstudentstomakeaninference about this section.Explain that this title should lead readers to think that there must have beenacongresspriortotheSecondContinentalCongressbecausethewordsecond implies

15、 that there must have been something that happened before.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpage23.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeac

16、h 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 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 il

17、lustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowthebattles of the Revolutionary War led to the creation of the United States of America.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsm

18、akeasmallquestionmarkintheirbook 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 understanding with the following questions.Encourage students to support their answe

19、rs by citing evidence from the book.When did the Revolutionary War begin?(level 1)page 4 What conclusions can you draw about George Washington?(level3)pages 57 How would you compare the Battle of Ticonderoga to the Battles of Bunker Hill and Breeds Hill?(level 2)pages 811 How did Washington push Bri

20、tish troops out of Boston?(level3)page 12 How is CommonSense related to the American Revolution?(level3)page13 What might have happened if France had not supported the Patriots?(level3)page 17 How would you describe the sequence of the southern battles?(level3)pages 1820 Which facts support the idea

21、 that there were many important Patriots?(level3)multiple pagesText Features:MapsExplain that maps help readers understand where places are in the world.Have students work with a partner to review the map on page 16.Ask students:What do the red arrows on the map represent?How does the map show actio

22、n during the Revolutionary War?How could you use the map to understand how Fort Ticonderoga was recaptured?Have students review the other maps in the book and discuss in groups what the map shows,how it shows it,and why that information is important.Invite volunteers to share their thoughts with the

23、 rest of the class.SkillReview Modelforstudentshowyouaskandrecordquestionswhilereading,usingtheKWLSchartasa guide.Invite volunteers to share their questions with the rest of the class.Discuss with students how learning the answers to their questions will help them better understand the book.Havestud

24、entsworkingroupstoperiodicallyreviewthe details they have read and discuss inferences they made.Have groups discuss why some people did not support independence from Great Britain.Modelevaluatingdetailstomakeinferencesanddraw conclusions.Think-aloud:The book is providing me with many details about c

25、olonists who did not support independence from Great Britain.These Loyalists may have been afraid of the British,or they may have thought the colonists would not win against the British.This is supported by details that describe Washingtons troops as a ragtag group with few weapons and little or no

26、training against the British,who had a powerful,well-supplied army and navy.Guiding the Reading(cont.)Battling for IndependenceY Y3 Learning AZ All rights reserved.www.readinga- Modelhowtocompletethemake-inferences-draw-conclusions worksheet.Have students identify details from the book and circle th

27、em.Then,have students discuss the details with a partner and try to determine their deeper meaning.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.SkillReviewWorksheet:Make i

28、nferences/draw conclusionsReview the make-inferences-draw-conclusions worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the details they chose,and have students write inferences made on the board.Discuss with students the

29、 justification for choosing these inferences.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 to answer the Focus

30、 Question.(Answers will vary.Reasons should include characteristics that made colonists stronger and united in the battles of the Revolutionary War.Samples:During the Revolutionary War,colonists volunteered,sacrificed,and suffered for their independence from Great Britain.This gave them courage and

31、boosted morale to break free from British rule.The Second Continental Congress drafted a Declaration of Independence and gained support from influential nations.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Compoundadjectives Askstudentswh

32、atanadjectiveis.Explaintostudents that adjectives are words that describe nouns.Ask students to think of adjectives that describe the Revolutionary War.Record a list of volunteered answers on the board.Explaintostudentsthatwhentwoadjectivesarecombined to describe a noun,it is called a compound adjec

33、tive.Pointoutthatsomecompoundadjectiveshave a hyphen to clarify what they are describing.Write the sentence The Continental Congress wrote a document to provide them with self-governing rights.Circlethewordrights.Have a volunteer come to the board and underline the word that describes the rights(sel

34、f-governing).Havestudentsturntopage6inthebook.Askstudents to look for compound adjectives.Have students underline or highlight the compound adjectives they find.Check for understanding:Have students share with the class the compound adjectives they found.Have the class give a thumbs-up signal when t

35、hey hear a correct example.Independent practice:Introduce,explain,and have students complete the compound adjectives worksheet.If time allows,discuss their answers.WordWork:Prefixes dis-,mis-,un-Writethefollowingprefixesontheboard:dis-,mis-,and un-.Discuss the meaning of each prefix:dis-(apart from;

36、not),mis-(wrong),un-(not).Havestudentsturntopage4inthetextandlocatethe word unpopular.Ask what this word means(not popular,not liked).Have students explain how the meaning of the sentence would be changed if the prefix un-were not part of the word.Repeat the process with the words disagreements(page

37、 4)and mistreated(page 15).Check for understanding:Write the following words on the board:continued,concerned,and understood.Have students identify the meaning of each root word.Then have students add the prefixes dis-,un-,and mis-(discontinued,unconcerned,misunderstood).Have students identify how the meaning of each word has changed.Independent practice:Introduce,explain,and have students complete the prefixes worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)