原版英语RAZ 教案F57-On the Moon.pdf

《原版英语RAZ 教案F57-On the Moon.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案F57-On the Moon.pdf（3页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、On the MoonF F1 Learning AZ All rights reserved.www.readinga-Focus Question:What is it like on the moon?Text Type:Nonfiction/InformationalWhile gazing up at the night sky,the Moon may seem very far away,yet it is the closest thing to us in space.On the Moon provides students with a detailed look at

2、the uninhabitable surface of the moon,from craters to zero gravity.The book can also be used to teach students to ask and answer questions and to identify the authors purpose.Guiding the ReadingBefore ReadingBuild Background Askstudentstosharetheirexperiencesofgazing at the night sky.Have them share

3、 what they have seen including stars,shooting stars,the Moon,planets,and so on.Record this information on the board.Askstudentsiftheycannametheclosestobject in space to the Earth.Write The Moon on the board and read it aloud to students.Have students share what they know about the Moon.Introduce the

4、 Book GivestudentstheircopyofOn the Moon.Guidethem 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 typeofbookitis(genre,texttype,andsoon)andwhat it might be about.Show students the title page.Discuss the infor

5、mation onthepage(titleofbook,authorsname).Introduce the Reading Strategy:Ask and answer questionsExplaintostudentsthatengagedreadersconsiderwhat they know and dont know about a topic before beginning to read.Create a KWLS chart on the board.Invite students to share their knowledge about the Moon and

6、 record the information in the K column.Askstudentswhattheywouldwanttoknowandrecord this information in the W column.Point out that the L column is to record what they have learned and the S column is for information they still want to learn about that was not included in the story.Introduce the Com

7、prehension Skill:Authors purpose Writethefollowingwordsontheboard:inform,entertain,persuade.Askstudentsiftheyarefamiliar with any of these words.Invite students to share what they know about the meanings of thewords.Explaintostudentsthatinform means to give the reader information on a topic,entertai

8、n means to amuse the reader,and persuade means to convince the reader to think a certain way.Lesson EssentialsInstructional Focus Askandanswerquestions tounderstandtext Determine the authors purpose Describe information provided by photographs Discriminate short vowel/i/sound Identify short vowel i

9、Recognize names of places as proper nouns Identify and use antonymsMaterials Book:On the Moon(copyforeachstudent)Authorspurpose,propernouns:names of places,antonyms worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this tit

10、le on VocabularyAZ.com.(*)wordappears in the lesson but not the book High-frequency words:jump,live,look WordstoKnowStory critical:craters(n.),gravity(n.),footprints(n.),Moon(n.),protect(v.),suit(n.)Academicvocabulary:author(n.)*,purpose(n.)*On the MoonF F2 Learning AZ All rights reserved.www.readin

11、ga- Discusswithstudentsthatauthorshaveapurposefor writing their book.The purpose for writing the book may be to inform,entertain,or persuade.Point out that an author may write for more than one purpose.Explaintostudentsthattheyshouldpauseoften as they read to consider the authors purpose.VocabularyH

12、avestudentsturntothe“WordstoKnow”boxon the copyright page.Point out that these words can be found in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to students and as a group,discuss the meaning of each word.On the basis

13、 of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have students share their posters with the class.Set the Purpose HavestudentsreadtofindoutmoreabouttheMoon.Write the Focus Question on the board.Invite students to look for evidence in the book

14、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 QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following quest

15、ions.Encourage students to support their answers by citing evidence from the book.What is the effect of big rocks hitting the Moons surface?(level1)page 6What causes people to be able to jump high on the Moon?(level1)page 7 Why must people wear special suits on the Moon?(level2)pages 7,8,and 10 Why

16、can people not live on the moon?(level2)pages 7,8,9,and 10 How are the Moon and Earth similar?How are they different?(level3)multiple pagesText Features:PhotographsHave students work in small groups to review the photographsonpage6.Askstudents:Why would the author choose to include photographs of th

17、e Moon rather than drawings?How do these photographs help you understand what the Moon looks like?How do these photographs give more detail than what is written in the book?Have students review other photographs in the book and discuss in small groups why the author chose each photograph.SkillReview

18、 ReviewthequestionslistedontheKWLSchartwithstudents.Askvolunteerstoshareinformationfromthetextthatansweredtheirquestionsandrecordthis information in the L column.Invite students to share new questions and record this information in the W column.Remind students that not all questions will be answered

19、 in the book and this information should be listed in the S column.Modelidentifyingtheauthorspurpose.Think-aloud:I know that when an author writes a story,he or she is writing with a purpose.An authors purpose may be to inform,to entertain,or to persuade.As I read this story,I paused often to consid

20、er the details of the story and think about the authors purpose.This story teaches about what it is like on the Moon and is full of facts,or information.On the basis of this information,I know that the authors purpose is to inform.Havestudentsworkinsmallgroupstoconsiderand discuss whether the author

21、 had more than one purpose when writing this story.Invite students to useevidenceinthetexttosupporttheirfindings.Have groups share their responses with the class.Modelhowtocompletetheauthors purpose worksheet.Have students discuss the details they noted with a partner.After ReadingAskstudentswhatwor

22、ds,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and contextclues.SkillReviewGraphic Organizer:Authors purposeReview the authors purpose worksheet that students completed.Invite volunteers to share their findings with the class.Com

23、prehension ExtensionDiscussion cards covering comprehension skills and strategiesnotexplicitlytaughtwiththebookareprovidedforextensionactivities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students responses shouldincludethefollowing:The

24、 Moon is covered with craters and has no air and less gravity than Earth.The Moon has almost no water and has a very hot side and a very cold side.)Comprehension Checks Book quiz Retelling rubricGuiding the Reading(cont.)On the MoonF F3 Learning AZ All rights reserved.www.readinga-Book Extension Act

25、ivitiesBuild SkillsPhonological Awareness:Shortvowel/i/sound Saythewordpick aloud to students,emphasizing the short vowel/i/sound.Have students say the word aloud and then say the/i/sound.Have students practice saying the/i/sound to a partner.Repeattheprocesswiththefollowingwords:hit,mitt,sip,pin,ki

26、t,rip.Readpages3and4aloudtostudents.Havethemraise their hand when they hear a word that contains the short vowel/i/sound (it,is,thing,different).Check for understanding:Say the following words one at a time and have students give a thumbs-up signal ifthewordcontainstheshortvowel/i/sound:stick,ripe,t

27、ick,might,sick,bit,night,still,while,wit,tip.Phonics:Shortvowel i Writethewordshit and fin on the board and say them aloud with students.Then run your finger under the letters in the word as students say the wholewordaloud.Askstudentstoidentifywhichletter represents the short vowel/i/sound in each w

28、ord.Writethefollowingwordsthatcontaintheshortvowel i ontheboard,leavingoutthevowel:sit,rim,kit,pit,hip,dim,flip.Say each word,one at a time,and have volunteers come to the board and add the short vowel i.Check for understanding:Invite students to work with a partner to reread pages 5 through 8.Have

29、students circle all words with the short vowel i.Review students findings as a class.Independent practice:Readpages9through12aloudto students and have them work independently to identify and circle all of the words containing the short vowel i.Review students responses as a class.Grammar and Mechani

30、cs:Proper nouns:Names of places Revieworexplainthatanounnamesaperson,place,or thing.Write the following sentence on theboard:We know that this planet has fresh water.Underline the word planet and point out thatthiswordisanexampleofacommonnounbecause it names a thing.Writethefollowingsentenceontheboa

31、rd:We know that Earth has fresh water.AskstudentswhyEarthiscapitalized.Explainthatthisisanexampleof a proper noun,which names a specific place and therefore is capitalized.In this case,it is the name of a planet.Check for understanding:Have students work with a partner to locate and circle all of th

32、e proper nouns thatnameplacesinthetext.Havestudentssharetheir findings with the class.Independent practice:Introduce,explain,andhavestudents complete the proper-nouns-names-of-places worksheet.If time allows,discuss their answers aloud after students finish.WordWork:Antonyms Writethewordsmallonthebo

33、ard.Askstudentsto suggest a word that means the opposite of small(big,huge).Revieworexplainthatawordthat means the opposite of another word is called an antonym.Repeat this process with the following words:in,up,slow,wrong.Check for understanding:Read aloud the first sentence on page 10 and have stu

34、dents point to the word hot.Then read the second sentence aloud and have students identify a word in the sentence that means the opposite of hot.Independent practice:Introduce,explain,andhavestudents complete the antonyms worksheet.If time allows,discuss their answers aloud after students finish.Connections Seethebackofthebookforcross-curricularextensionideas.