原版英语RAZ 教案Arrows_LP.pdf

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1、ArrowsLesson PlanLEVELY Y1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Informational/Narrative Page Count:24 Word Count:2,340Book SummaryArrows is a story centered on a thirteen-year-old girl who discovers a series of arrows carved into large boulders.With her grandf

2、athers help,she uncovers a hidden cipher.Will they be able to break the code or will the message remain a mystery?Illustrations and a photograph support the text.Book and lesson also available at Levels R and U.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsumm

3、arizingtounderstandtext Understandindirectlanguagebymakinginferences Identifyandunderstandtheuseofpronouns IdentifyandusesynonymsMaterialsGreen text indicates resources available on the website BookArrows(copy for each student)Chalkboardordryeraseboard Thesauruses Indexcards Summarize,pronouns,synon

4、ymsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for

5、this title on VocabularyAZ.com.Content words:Story critical:Code Talkers(n.),comprehend(v.),deciphered(v.),glyph(n.),interpret(v.),translated(v.)Enrichment:carbon dating(n.),Choctaw(n.),contemplated(v.),cryptograms(n.),cryptography(n.),decorated(v.),embankment(n.),gibberish(n.),irrational(adj.),pore

6、d(v.),recounted(v.),significance(n.),strategic(adj.),unintelligible(adj.),veteran(n.)Before ReadingBuild Background Givestudentstheircopyofthebook.ExplainthatduringWorldWarII,theUnitedStatesmilitaryusedCodeTalkers.CodeTalkersreadandwrotemessagesinasecretcode.Thesemessageswerenecessary to keep certai

7、n information and plans secret from enemies.Ask students if theyve ever writtenorreadsomethingwrittenincode.Encouragethemtosharetheirexperiences.ArrowsLesson Plan(continued)LEVELY Y2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Guidestudentstothefrontandbackcoverso

8、fthebookandreadthetitle.Havethemdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhatkindofbookthisisandwhat it might be about.Previewthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthetableofconte

9、ntsprovidesanoverview of what the book is about.Ask students what they expect to read about based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize Explainthatonewaytounderstandandrememberinformationinabookistosummarizep

10、aragraphs,sections,orchaptersmentallyoronpaper.Explainthatasummaryisabriefoverviewofthemostimportantinformationinthetext.Thesummaryusuallytellswho,what,when,where,and why about a topic.Readpage4aloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I need to decide which information is importan

11、t.Then,in my mind,I organize the information into a few words or sentences.For example,I might summarize the information on page 4 by explaining how Poloma found an arrow carved in a rock while she was playing with her ball.Havestudentscontinuereadingfrompage5untiltheendofthefirstchapteronpage8.Disc

12、usstheimportantinformationneededtosummarizethefirstchapterofthestory,focusingonthequestions who,what,when,where,and why.Write the summary on the board.Ask volunteers to share information from the chapter that supports the summary generated.Asstudentsread,encouragethemtouseotherreadingstrategiesinadd

13、itiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Make inferences Explainthatnotalltheinformationinastoryisdirectlystated.Sometimesreadersmustmakeinferencesbyusingdetailsinthestorytounderstandtheindirectlanguageused.Explainthataninference is a conclusion drawn by

14、 connecting clues in text to information already known.Making inferencesallowreaderstounderstandideasintextonadeeperlevel.Forexample,ifafiretruckraces by with its lights flashing and sirens blaring,a person might infer that someone is in trouble andneedshelp.Eventhoughthepersonmaynothaveseentheindiv

15、idualinneedofhelp,heorsheknowsthatfirefightershelppeopleinneed.Askstudentstoturntothetableofcontentsandreadthetitleofchapter1,“TheFirstArrow.”Invitethemtotellwhetherornottheythinkthecharacterwillfindadditionalarrowsthroughoutthestory.Pointoutthateventhoughthetableofcontentsdoesntspecificallylistacha

16、pterentitled“TheSecondArrow,”readerscaninferthatotherarrowswillbefoundbecauseoftheauthorschoice to use the word first.Think-aloud:I know an author does not directly state all the ideas in a story and that I must make inferences to completely understand the story.I know that good readers do this,so I

17、m going to make inferences in this story as I read.Introduce the Vocabulary Writethefollowingcodeontheboard:9 3,1,14 18,5,1,4 9,14 3,15,4,5.Explaintostudentsthatthesenumbersstandforlettersinaword.Thewordsarewritteninacode.Writetheword codeontheboard.Eachwordisseparatedbydashes.Explaintostudentsthatt

18、heyneedtodecipher the code by translating the numbers into words.Write the word decipher on the board.Havestudentsworkwithapartnertobreakthecode.Encouragestudentstosharethemessagein code and what the code is(I can read in code.;a=1,b=2,c=3,and so on).ExplainthatthisissimilartowhatCodeTalkersdiddurin

19、gWorldWarII.ArrowsLesson Plan(continued)LEVELY Y3 Learning AZ All rights reserved.www.readinga- Invitestudentstoworkwiththeirpartnertocreateadifferentmessageusingthesamecode.Encouragethemtosharetheirmessageswiththeclasstodecipher.Ontheinsidefrontcoveroftheirbook,havestudentswritedefinitionsforthewor

20、dsdecipher and code in their own words.Havestudentslocatetheglossaryatthebackofthebook.Encouragethemtocomparetheirdefinitionsofthetwowordstothedefinitionsintheglossary.Allowtimeforthemtochangeoraddtotheirdefinitions,ifnecessary.Havestudentspreviewtherestofthebook.Set the Purpose Havestudentsreadtheb

21、ooktofindoutaboutthearrowsandhowthecharactersdecipherthecode.Remindthemtostopaftereachchaptertosummarizetheinformationinthestoryintheirmind and use this information to make inferences about events in the story.During ReadingStudent Reading Guide the reading:Introduce and explain the summarizeworkshe

22、et.Havestudentsreadfrompage8totheendofthechapteronpage11.Instructthemtousetheirworksheettorecordtheimportantdetailsastheyreadchapter2andthensummarizetheimportantinformationoncetheyvefinishedreading.Encouragestudentswhofinishearlytogobackandreread.Modelsummarizing.Think-aloud:I made sure to stop at t

23、he end of the chapter to summarize what Id read so far.First,I decided what information was important to answer the questions who,what,when,where and why.Then,I organized the important information into one sentence:Polomaandhergrandfatherused their knowledge of codes to follow the arrow across the s

24、tream.Encouragevolunteerstoreadtheirsummaryfromtheirworksheetandallowtimeforstudentstorevise their summary if necessary.Havestudentsturntopage11andrereadthepage.AskthemtothinkabouttheimportantinformationtheysummarizedfromthischaptertoexplaintheinferencethatcanbemadeaboutwhyPolomaandhergrandfatherdec

25、idedtocrossthestream(theymusthavebelievedthatsomethingwasontheotherside).Havestudentssharethestorycluesandpriorknowledgetheyused to make that inference(they had a knowledge of codes,they followed the arrows direction up to this point,the arrows always pointed to another clue).Check for understanding

26、:Havestudentsturntopage12andreadthenextchapter,“Answers.”Askvolunteerstotelltheimportantinformationtheyidentifiedthatansweredthequestionswho,what,when,where,and why.Write on the board the information they give.On a separate sheet of paper,have students write a summary for chapter 3 using the importa

27、nt information from the board.Checkindividualsummariesforunderstanding.Havestudentsreadtheremainderofthestory.Remindthemtothinkaboutthedetailsofthestorysotheycansummarizetheinformationastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemto

28、usethestrategiestheyhavelearnedtoreadeachwordandfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.ArrowsLesson Plan(continued)LEVELY Y4 Learning AZ All rights reserved.w

29、ww.readinga-Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthestory.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about Code Tal

30、kers and deciphering codes because I summarized as I read the book.Independent practice:Write the words who,what,when,where,and why on the board.Havestudentsanswerthesequestionsontheinsidefrontcoveroftheirbooktoorganizetheimportantinformationfromoneofthechaptersthatwasnotdiscussedaloud.Havethemuseth

31、is information to write a summary on a separate sheet of paper or on another copy of the summarizeworksheet.Invitestudentstoreadtheirsummariesaloudwhenfinished.Reflect on the Comprehension Skill Discussion:Tellstudentsthatillustrationssometimeshelpreaderstomakeinferencesaboutastory.Askthemtolookatth

32、eillustrationonpage5.AskthemwhyPolomalookedsoeager(becauseshe was excited to tell her grandfather about the arrow).Ask students to contrast that with a descriptionofhergrandfather(helookedverycalm).Pointoutthattheauthordoesnotsayeverything directly in the text,but that the illustrator helps the read

33、ers infer more about the story.Independent practice:Askstudentstoreturntopage13andreviewthefinalthreeparagraphsonthepage.InstructthemtoidentifyasentencethatdescribesaninstanceinwhichPolomamadeaninference.Ask a volunteer to read the sentence that tells the reader that an inference was made(“Maybe the

34、yre a code.Do you think they could be a code,Papa?”)HavestudentsuseaseparatepieceofpapertoexplainhowthelettersontheboulderhelpedPolomamakethisinference(theywere spaced together as if in a phrase.the letters didnt make sense as they were,the message washiddenonthebottomoftheboulder,andsoon).Encourage

35、studentstosharetheiranswers.Enduring understanding:In this book,you learned about making inferences based on what an author and illustrator depict.Now that you know this information,how do you feel about making inferences about how others think and feel based on their words,facial expressions,andbod

36、ylanguage?Istalkingalwaysnecessaryforsomeonetoinferapersonsmood?How will you use this information in your daily life?Build Skills Grammar and Mechanics:Pronouns Explainorreviewthatapronoun is a word used in place of a noun.Write examples of pronouns ontheboard:I,she,he,it,her,they,and we.Writethefol

37、lowingsentenceontheboard:The ball landed next to a huge boulder.Model how to replace the words the ball with a pronoun.(It landed next to a huge boulder.)Havestudentsturntopage8.Writethefollowingsentenceontheboard:As they made their way toward the boulder,Papa recounted the story about the Code Talk

38、ers and how they had sent messages that no one else could interpret.Underline the word Papa.Invite a volunteer to reread the sentence,replacing the underlined word with the appropriate pronoun(He).Repeat this activity,as time allows,replacing pronouns with appropriate proper nouns within the sentenc

39、e(As Poloma and her grandfather made their way toward the boulder,and so on).Discussthereasonsauthorsusepronounsinplaceofnouns(tomakethewritingflowbetter,toavoid repeating the same words,and so on).Check for understanding:Havestudentsturntopage16.Readthefollowingsentencealoud:He paced for a very lon

40、g time,and then he halted beside his granddaughter and cleared his throat.Havestudentsidentifybothtimesthewordhe was used and to underline them.Instruct them to write the word the pronoun stands for above the word he(Papa).Havestudentsunderlinethe words his granddaughter.Havethemreplacethesewordswit

41、haname.Whenstudentshavefinished writing,encourage them to read their new sentence aloud.(Papa paced for a very long time,and then Papa halted beside Poloma and cleared his throat.)ArrowsLesson Plan(continued)LEVELY Y5 Learning AZ All rights reserved.www.readinga- Independent practice:Introduce,expla

42、in,and have students complete the pronouns worksheet.Whentheyhavefinished,reviewtheiranswersaloud.Word Work:Synonyms Writetheworddiscoveredontheboard.Havestudentslocateandreadthewordinthesecondparagraphonpage5.Askstudentstosuggestotherwordsthatmeanalmostthesamething(found,located,uncovered).Review o

43、r explain that a word that means the same or almost the same thing as another word is called a synonym.One reason writers replace words with synonyms is to make a piece of writing more interesting.Havestudentsreadthesecondparagraphonpage5.Askthemtoidentifyasynonymfordiscovered(found).Explainthatwrit

44、ersmayalsousesynonymstoexplainnewvocabularyintext.Havestudentsreadthefirstparagraphonpage6.Pointtothewordhieroglyphic.Ask students to use context clues within the page to help them think of a word or words that means nearly the same thing as hieroglyphic(tiny pictures,symbols).Showstudentsathesaurus

45、.Explainthatathesaurusisabookthatcontainssynonymsofwords.Look up allyandmodelhowtouseathesaurus.Pointoutthatallies is not listed as an entry word because dictionaries and thesauruses typically list root words.Review that the y in ally has been changed to iandthesuffix-es has been added to make the p

46、lural form of the word.Givestudentsathesaurus.Askthemtofindthewordallyandconfirmthesynonymssuggested.Check for understanding:Havestudentsturntopage17andreadthesecondparagraphonthepage.Pointoutthewordrecall.Ask students to locate a word in or around the sentence that means almost the same thing as re

47、call(remember).Havethemusethethesaurustoconfirmtheirsynonym for the word.Havestudentsreadthethirdparagraphonpage9.Askthemtocirclethewordsold and hard.Havestudentsusethethesaurustoreplacethesewordswithsynonymstomakethesentencemoreinteresting.Remindthemtochoosewordsthatdonotchangethemeaningofthesenten

48、ce.Havethemwritethesentenceusingthenewwordsatthebottomofthepage.Encouragestudentstoshare their sentences.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.Whentheyhavefinished,reviewtheiranswersaloud.Build Fluency Independent Reading Allowstudentstoreadtheirboo

49、kindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemdiscusswithsomeoneathomeexamplesofinferencesthattheymadewhilereading.Extend the ReadingInformational Narrative

50、 Writing and Art ConnectionProvidestudentswithInternetandprintresourcesoncryptography,thestudyofcodewritingmethods,andNativeAmericanCodeTalkers.RemindthemthatPolomasgrandfatherwasaveteranwhoworkedwithcryptographyduringWorldWarII.HavethemwriteastoryaboutPapaandotherNativeAmericanCodeTalkershelpingthe