原版英语RAZ 教案(T) Severe Weather_LP.pdf

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1、Severe WeatherLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:28 Word Count:1,801Book SummarySevere Weather explains the ways in which temperature,air pressure,wind,and moisture combine to form various types of weather.The

2、 characteristics of severe weather(thunderstorms,tornadoes,typhoons,cyclones,and blizzards)are explained.An important section on safety precautions for different types of storms is also included.Dramatic photographs and explanatory illustrations enhance the text.About the LessonTargeted Reading Stra

3、tegy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionswhilereading Understandandidentifycauseandeffectrelationships Usecommasinaseriesortosetoffintroductorywords IdentifyandusecontentwordsMaterialsGreen text indicates resources available on the website BookSevere Wea

4、ther(copy for each student)Chalkboardordryeraseboard Causeandeffect,commas,contentvocabularyworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary Co

5、ntent words:Story critical:air pressure(n.),atmosphere(n.),blizzard(n.),precipitation(n.),temperature(n.),water vapor(n.)Enrichment:absorbed(v.),avalanche(n.),dust devil(n.),hail(n.),waterspout(n.),whiteout(n.)Before ReadingBuild Background Involvestudentsinadiscussionaboutweather.Havethemtelltheire

6、xperienceswithdifferenttypesofsevereweather.Askiftheyknowwhyorhowthesestormsoccur.CreateaKWLchartontheboard.RevieworexplainthattheKstandsforwhatweknow,Wstandsforwhatwewanttoknow,andL stands for what we learned.Fill in the first column withinformationstudentsknowaboutsevereweatheranditscauses.Severe

7、WeatherLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthisisandwhattheauthormaywan

8、tustoknow.Showstudentsthetitlepage.Talkabouttheinformationthatiswrittenonthepage(title ofbook,authorsname,illustratorsname).Tellstudentstoturntothetableofcontentsonpage3.Remindstudentsthatthetable ofcontentsprovidesanoverviewofwhatthebookisabout.Introduce the Reading Strategy:Ask and answer question

9、s Tellstudentsthatgoodreadersoftenaskquestionsaboutabookbeforetheystartreading,andthentheylookfortheanswerstotheirquestionsastheyread.Thisstrategyhelpsreadersunderstand and remember what they read.Whilestillreviewingthetableofcontents,modelaskingandansweringquestions.Think-aloud:The second section i

10、n the book is titled“Building Blocks of Weather.”Im not sure what the“building blocks”are,so Ill write that question on the KWL chart“What are the building blocks of weather?”Ill have to read the section to find the answer to my question.Havestudentslookattheothersectiontitles.Writeanyquestionstheyh

11、aveaboutweather,based on the covers and table of contents,in the WcolumnoftheKWLchart.Havestudentspreviewtherestofthebook,lookingatthesidebartext,photos,thechartonpage13,andtheglossary.Pointoutthebulletedinformationonpages24-27andexplainthatthebulletsareusedtodrawattentiontoeachimportantsentence.Add

12、anyquestionsfromthesepages to the W column.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsound

13、correspondencetofigureouttheword.Theycanlookforwordswithinwordsandprefixesandsuffixes.Theycanusecontextclueswithinasentencetoworkoutmeaningsofunfamiliarwords.Modelhowtoapplyword-attackstrategies.Forexample,havestudentsfindtheboldwordprecipitationonpage12.Tellstudentsthattheycanlookatthelettersthewor

14、dbeginswithtosoundoutthefirstpartoftheword.Tellstudentstousewhattheyknowaboutsyllablesandvowels(onevowelsoundpersyllable)tosoundouttherestoftheword.Writethewordpartsonthe board,sounding them out(pre/cip/i/ta/tion).Modelhowtheycanusecontextcluestofigureoutthewordsmeaning.Showstudentsthatbyreadingpast

15、thewordtheyareunfamiliarwith,they will find a phrase that defines the word(water falling to the earth).Havestudentsturntotheglossaryonpage28.Havethemreadtheglossarywordsandtheirdefinitions aloud.Next,have students turn to the pages indicated and read the sentence in which theglossarywordappears.Usec

16、ontextcluesinthesurroundingsentencestoworkoutunfamiliarvocabulary words,as necessary.Set the Purpose Havestudentsreadthebooktofindanswerstotheirquestionsaboutweather.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage12.Tellthemtounderlineanyimportantinformationaboutweathe

17、r.Tellthemtheycangobackandrereadthepagesiftheyfinishbeforeeveryone else.Severe WeatherLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga- Whentheyhavefinishedreading,askstudentstotellwhattheyunderlined.Reinforceunfamiliarvocabulary by using words such as atmosphere and air

18、pressureinthediscussion.CircleanyquestionsontheKWLchartthatwereansweredbyreadingthesection,andaddanynewquestionsyouorstudentshave.ModelusingthereadingtoansweraquestionwrittenontheKWLchart.Think-aloud:My first question was“What are the building blocks of weather?”I found out that there are four:tempe

19、rature,air pressure,wind,and moisture.I think I understand what temperature,wind,and moisture are,but Im not sure about air pressure.I know we read about it in the glossary,but Im not sure how it affects weather.Ill add a question about it to the KWL chart:“How does air pressure affect weather?”Have

20、studentsreadtheremainderofthebook.RemindthemtolookforanswerstothequestionsontheKWLchartortothinkofotherquestionstoaddtoit.Tellstudentstowriteadditionalquestionsinthepagemarginsoftheirbook.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to us

21、e the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:I learned the

22、 answer to my question,“How does air pressure affect weather?”on pages 9 and 10.Now I know that cold air is heavier than warm air.Cold air being pulled to the earth pushes the warmer air up.This motion causes wind.Havestudentsshareanyotherquestionstheythoughtofwhilereading.Reinforcehowaskingquestion

23、sandlookingfortheanswersastheyreadkeepstheminvolvedinthereadingprocessand helps them understand and remember what they have read.Teach the Comprehension Skill:Cause and effect Discussion:HavestudentsreviewtheKWLchartandtellanyotherquestionsthatwereansweredbyreadingthebook.Havestudentsexplainwhatcaus

24、estornadoes,hurricanes,andblizzards(pages18-23).Askthemtoexplaintheeffectstypesofsevereweathercanhaveonpeople.Tellstudentsiftheyhavequestionsthatwerenotanswered,theycanlookinotherresources,such assciencebooksorontheInternet.Introduce and model:Explain that many ideas and events are connected to each

25、 other.One thing causes,ormakes,somethingelsehappen.Forexample,say:Suppose my dog ate my homework.I might say,“I am going to do my homework again because my dog ate it.”Writethesentenceon the board,and underline the word because.Explain that the effect,or what happened,usually comes before the word

26、because and the cause,or the reason why something happened,usually comes after it.Explain that when the word becauseisntusedinthetext,studentscanputitinforthemselvesbychangingthesentencearoundandthencheckingtoseeifthecauseandeffectmakesense.Check for understanding:Direct students to page 8 and read

27、the paragraph aloud.After reading,ask:What happens when the suns rays strike more directly near the equator?(the water andlandaroundtheequatorgethotter).Ontheboarddemonstratethecause-and-effectrelationship:The water and land around the equator get hotter because the suns rays strike more directly ne

28、ar the equator.Independent practice:Tell students to complete the cause-and-effectworksheet.Discuss their answers.Severe WeatherLesson Plan(continued)LEVELT T4 Learning AZ All rights reserved.www.readinga- Extend the discussion:Instructstudentstousetheinsidecoveroftheirbooktowritethetypeofsevereweat

29、herthatoccursmostfrequentlyintheareainwhichtheylive.Havethemdescribewhatthattypeofweatherlooks,feels,smells,andsoundslike.Build Skills Grammar and Mechanics:Commas Tellstudentsthatintroductorywords,suchasno,yes,well,however,still,furthermore,and meanwhileconnectonesentencetothenext.Whenwritersbegina

30、sentencewithanintroductoryword,thewordneedstobeseparatedfromtheotherwordsbyacomma.Write thefollowingsentenceontheboard:No,Ive never seen a tornado.Tell students that the word Noisanintroductorywordthatneedstobesetoffbyacomma.Theintroductoryworddoesntchange the meaning of the sentence.Revieworexplain

31、thatwhenwritersuseaseriesofitemsinasentence,thewordsneedtobeseparatedbycommas.Withoutthecommas,thesentenceisdifficulttoreadandwillnotmakesense.Writethefollowingsentenceontheboard:We saw rain hail and lightning.Askstudentstoexplainwhythissentencedoesntmakesense(thereisnosuchthingas“rainhail”).Directs

32、tudentstothesecondparagraphonpage5.Askstudentstofindthesentenceinwhichaseriesof items has been separated with commas.(temperature,air pressure,wind,and moisture.)Writethefollowingsentencesontheboardandaskindividualstudentstomarkthecommas:Yes it is beginning to rain.I have my raincoat umbrella and bo

33、ots.Well lets run to the bus.Furthermore tornadoes rarely last more than one-half hour.Check for understanding:Havestudentscompletethecommasworksheet.Discuss their responses.Word Work:Content vocabulary Tellstudentsthatmostofthewordsinthebookareusedtotellaboutdifferenttypesofweatherandtheforcesthatc

34、ausethem.Provideopportunitiesforstudentstotalkaboutdifficultwords,such as atmosphere,avalanche,and precipitation.If students are struggling with the content vocabularyand/orthewordsintheglossary,writethewordsonindexcardstomakeflashcards.Usethecardstoreviewdifficultwordsbyaskingstudentstosayeachwordo

35、nthecardaloudandthen use it in a sentence.Check for understanding:Havestudentscompletethecontentvocabularyworksheet.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbookt

36、otakehometoreadwithparents,caregivers,siblings,orfriends.Severe WeatherLesson Plan(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga-Extend the ReadingWriting ConnectionExplaintostudentsthattheyaregoingtowriteacrosticpoems.WritethewordWEATHER vertically on the board.Tell students that

37、 in an acrostic poem,the beginning letter of each line is used to makeawordaboutthetopic.Workwithstudentstomakeanacrostic,suchasthefollowing:WindyExtremely dryAngry winds blowTornadoes twirlHeat risesEnds suddenlyRain startsBrainstormwordsstudentscanusefortheirpoems.Havethemusetheirbookorotherbookso

38、nweathertofinddescriptivewordsorphrases.Havethemillustratetheirpoems.Displaypoemson abulletinboardtitled“WeatherWords.”Science and Social Studies Connection HavestudentsuseprintandInternetresourcestoresearchcasesofextremeweatherindifferentpartsoftheworld,suchasfloods,droughts,blizzards,typhoons,orts

39、unamis.Askstudentstotellthe cause and effect,as well as how the weather affected the people who lived in the area.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook are provided as an extension activity.The following is a list of some ways these cards

40、 can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductac

41、lassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofaskingandansweringquestionstounderstandnonfictiontext understandandidentifycause-and-effectrelationshipsinnonfictiontext;recordtherelationshipsonaworksheet usecommasinaseriesandwithintroductorywords UsecontentvocabularywordsinconversationandtocompletetheworksheetComprehension Checks BookQuiz RetellingRubric