原版英语RAZ 教案H65-Rapunzel.pdf

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1、RapunzelH H1 Learning AZ All rights reserved.www.readinga-Focus Question:How does Rapunzels life change?Book SummaryText Type:Fiction/Fairy TaleBased on the classic fairy tale,Rapunzel is the story of a young girl doomed to a life of solitude in a tower by a lonely and powerful witch.When a prince h

2、appens upon this fair maiden,they create a plan to escape,only to be foiled by the evil doings of the witch.Will they live happily ever after?Use this story to teach students how to analyze character and accurately retell.Artistic illustrations and high-frequency words support early emergent readers

3、.The book and lesson are also available for levels K and N.Guiding the ReadingBefore ReadingBuild BackgroundWrite the words fairy tale on the board and read it aloud to students.Have students work in small groups to discuss the qualities and characteristics of a fairy tale.Then,provide each group wi

4、th a piece of chart paper and have them illustrate and record examples of familiar fairy tales.Invite groups to share their work and discuss the similarities and differences among the various fairy tales.Introduce the Book GivestudentstheircopyofRapunzel.Guidethemto the front and back covers and rea

5、d 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 book,authors name,illustrators name).Introduce the Readin

6、g Strategy:RetellExplain that engaged readers stop now and then while they are reading to retell in their mind what hashappenedsofarinthestory.Discusswithstudentshow stopping to retell the events of the story helps readers understand and remember what they are reading.Explain that when retelling a s

7、tory or event,it is important that the details are explained in order.Point out that people retell as part of their daily lives,such as what they did after school or the events of a vacation.Use a familiar story to demonstrate how to retell a story in correct order,emphasizing transition words,such

8、as first,next,then,finally,and so on.Introduce the Comprehension Skill:Analyze character Explaintostudentsthatcharacters are the people or animals in the story.Point out that characters,like people,have feelings,thoughts,and actions.Explain to students that character traits are details,such as appea

9、rance,emotions,and actions,that describe the characters.Lesson EssentialsInstructional Focus Retell to understand text Analyze character Describeinformationprovided by illustrations Discriminateconsonantdigraph/ch/sound Identify consonant digraph ch Recognize and use exclamation marks Identify and u

10、se the suffix-edMaterials Book:Rapunzel(copy for each student)Analyze character,exclamation marks,suffix-ed worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)words appear in the lesson but n

11、ot the book.High-frequency words:down,she,went WordstoKnowStory critical:blind(v.),company(n.),happily(adv.),selfish(adj.),spell(n.),wept(v.)Academicvocabulary:analyze(v.)*,became(v.),instead(adv.)RapunzelH H2 Learning AZ All rights reserved.www.readinga- Reviewtheillustrationswithstudents.Havestude

12、nts work in small groups to determine some of the character traits of the man in the story.Invite volunteers to share their ideas with the rest of the class.Record their ideas on the board in a character web.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwit

13、hstudents.Then,have students turn to the glossary on page 16.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

14、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 HavestudentsreadtofindoutmoreaboutRapunzel.Write the Focus Question on the board

15、.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 a future discussion.During ReadingText-Dependent QuestionsAs students read the

16、book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.Why did the witch steal Rapunzel?(level 1)page 3 Why did the witch lock Rapunzel in a tower?(level 1)page 4 What happens when the prince enters the tower?(level

17、2)pages 7 and 8 What does the witch do when she learns of the prince?(level 2)pages 10 through 13 How is the spell cast on the prince broken?(level 1)page 15Text Features:IllustrationsExplain that pictures,or illustrations,in a story provide lots of important information for the reader.Point out tha

18、t illustrations often tell many things that are not written by the author.Reread page 6 aloud as students follow along.Have them work in small groups to discuss the following questions:What can you see in the illustration that was not written in the words of the story?What can you learn about the se

19、tting of the story from this illustration?Invite each group to share their responses with the class.Repeat this process with other illustrations in the story.SkillReview Modelforstudentshowtoretellwhatyouhavereadso far,and then have students stop at certain points during the story to retell in their

20、 mind what they have read so far.Have students retell the story from beginning to a partner.Listen to see whether they include the correct events in detail and sequential order.Encourage students to use transition words,such as first,then,next,last,and so on.Modelanalyzingcharacter.Think-aloud:As I

21、read,I am interested in knowing about the characters in the story.I use the words and the pictures in the story to help better understand the characters.For example,I know that the witch stole Rapunzel because she wanted company.This detail lets me know that the witch was lonely.As I read,I use clue

22、s in the text and the illustrations to help analyze the characters in the story.Have students work in small groups to discuss what they know about the prince and Rapunzel on the basis of the text and the illustrations.Invite each group to share their discussions with the class.Modelhowtocompletethea

23、nalyze character worksheet.Have students identify character traits from the story.Then,have students discuss the character traits with a partner.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

24、 and context clues.SkillReviewGraphic Organizer:Analyze characterReview the analyze character worksheet that students completed.Have students share their work in groups.Invite volunteers to share with the rest of the class the examples they chose that describe the characters in the story.Comprehensi

25、on ExtensionDiscussioncards covering comprehension skills and strategies 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 but should includ

26、e the following:At the end of the story Rapunzel is no longer trapped in the tower alone.She and the prince return to his home where she is no longer under the control of the witch,and they live happily ever after.)Guiding the Reading(cont.)RapunzelH H3 Learning AZ All rights reserved.www.readinga-C

27、omprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Consonant digraph/ch/sound Saythefollowingwordsaloud:cheek,chest,chip.Emphasize the initial consonant digraph/ch/sound in each word.Ask students what sound these words have in common.Have studen

28、ts turn to a partner and practice making the/ch/sound.Repeat this process with the following words that contain the consonant digraph/ch/sound at the end of the word:much,bunch,ditch.Explaintostudentsthatyouwillsaydifferent words aloud and that when they hear a word containing the/ch/sound,they shou

29、ld clap their hands.Remind them to listen for the/ch/sound atthebeginningorattheendofthewords.Saythe following words aloud:champ,cat,batch,check,chin,cloud,patch,choose.Check for understanding:Explain to students that they will close their eyes and when they hear a word containing the/ch/sound,they

30、should quietly raise their hand.Read the following words aloud:ditch,chess,chimp,down,cap,match,cheat.Phonics:Consonant digraph ch Writethewordschat and rich on the board and read them aloud with students.Underline the consonant digraph ch in each word.Have students say the/ch/sound aloud.Then,run y

31、our finger under the letters in the word chat as students say the whole word aloud.Ask students to identify which letters represent the/ch/sound in the word chat.Repeat this process with the word rich.Havestudentspracticewritingthedigraphch in the air with their finger and then on a separate sheet o

32、f paper while saying the/ch/sound.Check for understanding:Have students reread pages 3 and 4 and highlight all words containing the consonant digraph ch.Remind students that the digraph may appear at the beginning or at the end of a word.Review students findings as a class.Grammar and Mechanics:Excl

33、amation marks Havestudentsturntopage5andreadthefollowing sentence aloud as students follow along:Every day,the witch went to visit the tower and called,“Rapunzel!Rapunzel!Let down your hair!”Have students point to the exclamation marks in the sentence and then trace an exclamation mark in the air.Ex

34、plain that an exclamation mark is a punctuation mark used to show strong feelings or excitement.Check for understanding:Have students orally create their own sentence that ends in an exclamation mark.Have students share their sentences in small groups.Invite each student in the group to give a thumb

35、s-up signal if the exclamation mark was used correctly.Invite volunteers to share their sentences with the class and record them on the board.Independent practice:Introduce,explain,and have students complete the exclamation marks worksheet.If time allows,discuss their answers.WordWork:Suffix-ed Writ

36、ethewordlocked on the board and read it aloud to students.Ask students to identify the root word(lock).Invite students to use each word,locked and lock,in a complete sentence.Explain that a suffix is a syllable or group of letters added to the end of a word to change its meaning.Further explain that

37、 an example of a suffix is-ed as is used in the word locked.Point out that when that when the suffix-ed is added to a verb,it shows that the action happened in the past.Writethefollowingwordsontheboard:walk,jump,call,and talk.Read each word aloud with students.Have volunteers add the suffix-ed to ea

38、ch word and use the past-tense form in a complete sentence.Remind students that when the suffix-ed is added to a word,it shows that the action happened in the past.Check for understanding:Have students work in small groups to reread pages 9 and 10 to find all of the words with the suffix-ed.Invite t

39、hem to circle the suffix-ed and underline each root word.Have each group share their findings with the class.Independent practice:Introduce,explain,and have students complete the suffix-ed worksheet.If time allows,discuss their answers after students finish.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)