原版英语RAZ 教案(U) The Recess Revolt_LP.pdf

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1、The Recess RevoltU U1 Learning AZ All rights reserved.www.readinga-Focus Question:What effect does the lesson Elias and Ada learn in class have on the outcome of the story?Book SummaryText Type:Fiction/RealisticHave you ever thought a rule at school was unfair,but you didnt know how to change it?The

2、 Recess Revolt tells the story of two students who did just thatthey found a way to change the unfair rules at school by applying the lessons they learned from the civil rights movement of the 1960s to their own problems.Colorful illustrations and a relatable plot will keep students engaged in this

3、story,which can also be used to teach problem and solution as well as to make,revise,and confirm predictions.The book and lesson are also available for levels R and X.Guiding the ReadingBefore ReadingBuild Background PlaceontheboardaphotographofMartinLutherKing Jr.and ask students to share with a pa

4、rtner everything they know about him.Create a word map on the board,and invite volunteers to add to the word map with what they know about this important historical figure.GuidestudentstotheunderstandingthatMartinLutherKingJr.usednonviolentformsofprotestingto change unfair laws.Ask students if there

5、 are any examples from their own lives in which they used nonviolent forms of protesting to change rules in their school or family.Invite volunteers to share their experiences with the class.Introduce the Book GivestudentstheircopyofThe Recess Revolt.Guidethemtothefrontandbackcoversandreadthe title.

6、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 book,authors name,illustrators name).Introduce the Reading Strategy:M

7、ake,revise,and confirm predictionsExplain to students that engaged readers make predictions about what will happen in a story while theyarereading.Discusshowtheyuseinformationfrom the text,illustrations,and prior knowledge to make plausible predictions.Explain that while they are reading engaged rea

8、ders monitor their predictions and revise them as new evidence isgiveninthestory.Pointoutthat,oncetheyhave finished reading,engaged readers determine if their predictions were correct or if they were disproven.Have students read page 3 of the story,and ask them to make a prediction about what Lesson

9、 EssentialsInstructional Focus Make,revise,andconfirmpredictions Identify the problem and solution in the story Describeinformationprovidedbyaglossary Recognize and use commas to separate dialogue Identify and use hyphenated compound wordsMaterials Book:The Recess Revolt (copy for each student)Make,

10、revise,andconfirmpredictions;commastoseparatedialogue;hyphenatedcompound words worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:budget(n.),funding(n.),petition(n.),pr

11、otests(n.),signatures(n.),sit-ins(n.)Enrichment:app(n.),circulate(v.),civil disobedience(n.),civil rights(n.),segregation(n.),sponsorship(n.)Academicvocabulary:discuss(v.),opportunity(n.),organize(v.),participate(v.),principle(n.),strategy(n.)The Recess RevoltU U2 Learning AZ All rights reserved.www

12、.readinga-willhappennext.Modelhowtocompletethemake-revise-and-confirm-predictions worksheet.Have students make a prediction about what will happen in this story and share their prediction with a partner.Introduce the Comprehension Skill:Problem and solution Explaintostudentsthatstoryplotsaredrivenby

13、the problems that characters face as well as how a solution is reached.Have students recall the story of Little Red Riding Hood.Ask students what problem Red faced in the story.After students have determined the problem,have students explain how she solved the problem.Havestudentsrecallpages3and4oft

14、hestory.Ask students what problem Elias and Ada face on those pages.Have students predict a possible solution for their problem.Have students write that prediction on the make-revise-and-confirm-predictions worksheet.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discussea

15、chwordwithstudents.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

16、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 illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreabouthowElias and Ada applied what they learned in

17、class to solve their problem in the story.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in

18、a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Who are the main characters in this story?Where does this story take place?(level

19、1)page 3 HowdidEliasthinkhecouldapplythelessonaboutsit-instosolvehisownproblem?(level 2)pages46 WhataresomewordsthatbestdescribeEliasandAdasbehavior?(level 2)multiple pages WhywasitimportantforEliasandAdatocreate a petition?(level 3)page 11 Howcanyoutellthisstorytakesplaceinthepresentday instead of

20、the 1960s?(level 3)multiple pages Whatlessondoestheauthorwantthereadertolearn from this story?(level 3)multiple pagesText Features:GlossaryExplain that a glossary defines the words that are in the story.Have students work in small groups to review the glossary on page 16.Ask students:Howarethevocabu

21、larywordsarrangedinaglossary?What is the definition of sponsorship?Onwhichpagecanyoufindthewordprotests?What part of speech is circulate?Have students review other vocabulary words in the book and discuss in groups where they would be found and how they know.Invite volunteers to share their thoughts

22、 with the rest of the class.SkillReview Modelforstudentshowyouworktorevisepredictions while reading.Have students return to the make-revise-and-confirm-predictions worksheet and read their prediction from page 3.Think-aloud:AfterIreadpage3,Ithoughtaboutwhatwashappeningtothecharactersinthestory.Iknew

23、theywereunhappywiththenewrulesatrecess,andIpredictedthattheywouldfollowtherulesbutcomplainaboutthemtotheirparents.As I read further through page 8,I discovered that AdaandEliasdidnottelltheirparentsabouttheirproblem.Instead,theyappliedtheirschoollessonon sit-ins to protest the rules at recess.Theref

24、ore,Ineedtorevisemyprediction.InowpredictthatAdaandEliaswillgetintroubleforprotestingthe rules at recess and have their parents called in totalkwiththeprincipal.Iwillhavetocontinuereading to see if my predictions are confirmed.Havestudentsreviewtheirpredictionsfrompage3 and revise them as needed.The

25、y may also make new predictions as they continue reading the story.ReviewwithstudentstheproblemthatAdaandElias faced at the beginning of the story.Ask students what solution they found for this problem.DrawontheboardaT-chartwithacolumnlabeledProblems and a column labeled Solutions.Have students draw

26、 a similar T-chart on a piece of paper.Ask students to work with a partner to fill in each side of the T-chart with as many problems and solutions as they can find.Explaintostudentsthatproblemsandsolutionshelp to develop the plot as it moves along.Ask students to pay attention to the different probl

27、ems the characters face as the story continues.Guiding the Reading(cont.)The Recess RevoltU U3 Learning AZ All rights reserved.www.readinga-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

28、context clues.SkillReviewGraphic Organizer:Make,revise,and confirm predictionsReview the make-revise-and-confirm-predictions worksheet that students completed.Have students share their work in groups.Invite volunteers to share withtherestoftheclass.Discusswiththeclasswhichpredictions were confirmed,

29、which predictions had to be revised often,and which predictions still have no confirmation.Remind students that making,revising,and confirming predictions is an effective way to stay focused and engaged while reading a story.Comprehension ExtensionDiscussioncards covering comprehension skills and st

30、rategies not explicitly taught with the book 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:EliasandAdalearnedaboutsit-insduringclass,and they applied this form of no

31、nviolent protest toprotestthenewrecessrules.Iftheyhadnotlearnedaboutsit-ins,theymightneverhavegottentherecessruleschangedthewaytheydid.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Grammar to separate dialogue Havestudentsturntopage3andfin

32、dthequotationmarks.Review or explain that quotation marks are placed around the set of words a character says,which is called dialogue.On the board,write the following example of dialogue:“Its totally ridiculous,”he griped.Ask a volunteer to come to the board and circle the quotation marks.Askstuden

33、tswhatelsetheynoticeaboutthedialogueontheboard.Pointoutthatacommaseparates the dialogue from the rest of the sentence.Review or explain that commas are used to separate dialogue,both before and after the words said by the characters.Writeseveralsentencesofdialogueontheboard,leaving off the commas.Ha

34、ve students work with a partner to rewrite these sentences on their own paper,adding the commas in the appropriate places.Check for understanding:Have students look through the book to locate dialogue.Ask them to circle the commas that separate the dialogue from the rest of the sentences.Independent

35、 practice:Introduce,explain,and have students complete the commas-to-separate-dialogue worksheet.If time allows,discuss their answers.WordWork:HyphenatedcompoundwordsWrite the word playground on the board and read it aloud with students.Ask students which two words were joined together in the word p

36、layground.Ask students to offer a definition of the word on the basis of its components.Explain that this word is called a closedcompoundwordand that a compound word contains two words that together create one meaning.Explain that the definitions of the two separate words can help students figure ou

37、t the meaning of the bigger word.Writethewordsit-in on the board and read it aloud with students.Explain that this compound word is called a hyphenatedcompoundwordsince the two words are connected with a hyphen.Explain that hyphens are usually used to connect compound words serving as a single adjec

38、tive before a noun,with compound numbers,with certain prefixes and suffixes,and to avoid confusion or an awkward combination of letters.Ask students why they think sit-in is a hyphenated compound word based on the examples given above.Check for understanding:Write the following hyphenated compound w

39、ords on the board:all-inclusive,thirty-two,chocolate-covered,well-known.Have students work with a partner to sort the hyphenated compound words into the different categories.Have volunteers share their answers with the class.Independent practice:Introduce,explain,and have students complete the hyphenated-compound-words worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)