原版英语RAZ 教案H53-The Mighty Mississippi.pdf

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1、The Mighty MississippiLesson PlanLEVELH H1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informative Page Count:16 Word Count:226Book SummaryFrom Lake Itasca in Minnesota to the Gulf of Mexico,the Mississippi River runs its mighty course.The Mighty Mississippi intro

2、duces readers to the geography and the many benefits of the river to people and wildlife alike.Students will have an opportunity to connect to their prior knowledge as they read.Text is supported with detailed photographs and text features.Book and lesson also available at Levels K and N.About the L

3、essonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Connecttopriorknowledge Discriminatefactoropinion Identifyfinalconsonantst-blends Identifynamesofplacesaspropernouns PlacewordsinalphabeticalorderMaterialsGreen text indicates resources that are available on the website.BookThe Mighty

4、Mississippi(copy for each student)Chalkboardordry-eraseboard Mapoflocalarea MapoftheUnitedStates Posterpaper Sheetsofpaper Fact or opinion,proper nouns:names of places,alphabetical order worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demon

5、strated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:in,they,will Content words:Story critical:dams(n.),floods(n.),journ

6、ey(n.),locks(n.),Mississippi River(n.),wade(v.)Before ReadingBuild Background Showstudentsamapoftheirlocaltownandsurroundingareas.Have students name local bodies of water including creeks,rivers,ponds,lakes,and so on.Locate as many of these water sourcesonthemapaspossible.Pointoutthattheamountandtyp

7、esofbodiesofwatervarygreatly depending where on Earth you are located.Ask students to name places that do not The Mighty MississippiLesson Plan(continued)LEVELH H2 Learning AZ All rights reserved.www.readinga-have a lot of water.Have students explain how this might affect communities in these areas.

8、Ask students to name places in parts of the world where there is an abundance of water.Again,ask students how this might affect the community.Engage students in a conversation about why water sources are important to communities.ShowstudentsamapoftheUnitedStatesandidentifytheMississippiRiver.Pointou

9、tthatthisisamajorriverintheUnitedStates,whichflowsfromMinnesotaallthewaytotheGulfofMexico.Ask volunteers to come up to the map and identify the names of the states through which the Mississippi River travels.Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversa

10、ndreadthetitle.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.Discusstheinformationonthepage(titleofbookandauthorsname).Introduce the Reading Strategy:Connect

11、to prior knowledge Explaintostudentsthatengagedreadersmakeconnectionsbetweentheinformationtheyare reading and what they already know about a topic.We often call these connections text-to-self,text-to-text,and text-to-worldconnections.Pointoutthattheywillbeabletobetterunderstand a book if they alread

12、y know something about the subject.Model connecting to prior knowledge.Think-aloud:On the cover of the book,I see a picture of a large river running alongside a city.I can tell that the river is large because the big ships and barges look small in comparison.After reading the title of the book,I thi

13、nk that this is a picture of the Mississippi River.Although I have not spent much time near the Mississippi River,I can still make a connection to the text through my experiences with other bodies of water.I grew up in a city that had many rivers.Although none of these rivers were as big as the Miss

14、issippi River,they were large enough for large boats.I remember when I was young,sitting at the edge of the river,watching the large boats pass by,and wondering where they were heading.I recall my dad telling me that many of the boats were carrying things like food and other supplies to places down

15、the river.On the basis of this information,I think that the boats shown on the cover of this book are also carrying supplies.Pausing to make a text-to-self connection before I read will help me stay engaged with the book and better remember and understand what I have read.Reviewwithstudentsthetitlep

16、ageandthetableofcontents.Remindstudentsthatatableofcontents provides clues about the information in the book.Read the section titles with students and ask students to share with a partner an idea of what the book might be about if they have one.Have students preview the pictures and text features.Ha

17、ve students share with a partner connections they can make between their prior knowledge and the information they previewed in the book.Remind students of the information they shared during the Build Background portion of the lesson,and point out that those details represent prior knowledge the clas

18、s has about local water sources and the importance of water to communities of people.Invite volunteers to share connections they made with the rest of the class.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehensio

19、n Skill:Fact or opinion Reviewwithstudentsthedifferencebetweenfictionandnonfiction.Explaintostudentsthat readers need to evaluate information in a nonfiction book,and one way to do this is to discriminate between fact and opinion.Write the words fact and opinion on the board.Remind students that a f

20、act is a detail that is true and can be proven.An opinion is what someone thinks,feels,or believes about something.The Mighty MississippiLesson Plan(continued)LEVELH H3 Learning AZ All rights reserved.www.readinga- Readpages5and6aloudandmodeldistinguishingbetweenfactandopinion.Think-aloud:This page

21、informs me about the beginning of the Mississippi River and how it flows through ten different states.Additionally,I learned that the water from the river eventually flows into the sea.All of these details can be proven,or shown to be true,by checking evidence such as maps and aerial photographs of

22、the river.These details are considered to be facts because they can be proven.What would be an opinion about the Mississippi River?An opinion expresses a feeling or belief about something,so an opinion might be the Mississippi River is the most beautiful river in the country.Some people may disagree

23、 with this statement and could argue that a different river is more beautiful.Because this statement is not backed up with evidence or proof,it is an opinion.As I read,I will keep track of which details are facts and which are opinions.Havestudentsreadpage7withapartnerandidentifythefactslistedinthet

24、ext.Then,havestudents create opinions about the same information.Have students share their findings with the class.Be sure students can distinguish between a fact and an opinion.Introduce the Vocabulary Writethefollowingstory-criticalwordsontheboard:dams,flood,locks,and journey.Write each of the wor

25、ds listed on the board on separate sheets of poster paper and hang the posters in various places around the classroom.Have students work in small groups and assign each group a poster.Have students discuss what they know about the meaning of the word and write or draw a definition on the chart paper

26、.Rotate the groups and have them repeat the process with the remaining words.Reviewallfourwordsasaclass.Readthestudentsdefinitionsaloudanddiscusstheirpriorknowledge.Createasingledefinitionforeachwordandwriteitontheboard.Haveavolunteerreadthedefinitionforeachwordintheglossary.Comparestudentsdefinitio

27、nswiththeglossarydefinitions.Usethecomparisontomodifythedefinitionforeachwordorphrase on the board.Set the Purpose HavestudentsreadtolearnmoreabouttheMississippiRiver.Encouragethemtoconnecttheinformation they are reading to prior knowledge about rivers and to distinguish between facts and opinions.D

28、uring ReadingStudent Reading Guide the reading:Have students read the section“A Long Journey.”Encourage those who finish early to go back and reread.Modelconnectingtopriorknowledge.Think-aloud:After reading the section“A Long Journey,”I paused to make a connection to what I already know about the in

29、formation being presented.For example,after reading the first section,I made a text-to-self connection.I recalled a time when my family went on a vacation to Minnesota.Even though we did not go to Lake Itasca,I still remember what it was like there and that it was lush owing to all the moisture and

30、water.The area that we visited was full of lakes and streams.When I look at the picture on page 4,it reminds me of the part of Minnesota that my family visited.Making this connection to my own experience will help me remember and understand the text.Have students discuss with a partner any prior inf

31、ormation or experience they have with the details in the first section of the book.Have students draw a picture that represents one connection they made to their prior knowledge.Invite volunteers to share their pictures and explain the connection they were able to make.Writethefollowingtwosentenceso

32、ntheboard:The Mississippi River is a major river in the United States.The journey of the Mississippi River is one of the most incredible journeys in the world.Read each sentence aloud to the class and have students discuss with a partner which statement is a fact and which statement is an opinion.Th

33、e Mighty MississippiLesson Plan(continued)LEVELH H4 Learning AZ All rights reserved.www.readinga- Haveavolunteercometotheboardandpointtothefact.Askstudentstodiscussingroupshow they know that this statement is a fact.Then,have them discuss how they know the other statement is an opinion.Remind studen

34、ts that facts are true and can be proven with evidence and that an opinion is what someone believes or how he or she feels about something.Check for understanding:Havestudentsreadthesectiontitled“TheUpperRiver.”Invitethem to record on a separate sheet of paper the connections they made to their prio

35、r knowledge.Invite students to share their findings with the class.Have students work with a partner to identify and underline two facts from the section “TheUpperRiver.”Then,havestudentsturnthesefactsintoopinions.Invitestudentstosharetheir responses.Havestudentsreadtheremainderofthebook.Remindthemt

36、ocontinuetopausetoconnect to their prior knowledge.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunity

37、tomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Havestudentsdrawonefinalpicturerepresentinganewconnectiontheymadetotheirpriorknowledge while reading the book.Have students discuss their illustration with a partner.Invite volunteers to

38、 share with the rest of the class the connections they were able to make and how making these connections helped them understand the text.Think Aloud:As I read about the upper part of the Mississippi River and the locks and dams that help the boats travel safely,I thought about a field trip my class

39、 took in second grade.My school was located close to the Allegheny River.Our class had the opportunity to board a large boat and travel up the river to the lock.I remember looking over the edge of the boat as they allowed the water to flow into the lock,which in turn made the water rise.After about

40、thirty minutes,our boat was level with the next section of the river.When we came back down the river,they slowly lowered the water in the lock.Making this connection to my own experiences helped me to remember and understand the book as I read.Have students discuss with a partner how pausing throug

41、hout the book to make connections helped them to understand,remember,and stay engaged with the text.Reflect on the Comprehension Skill Discussion:Have students discuss in groups the facts they learned while reading.Invite volunteers to share a fact with the rest of the class.Record these ideas on th

42、e board.Ask students to think about opinions they formed concerning the information they learned from the facts in the book.Have students share at least one opinion with a partner.Havestudentsdiscussinagrouphowtheycandistinguishbetweenfactsandopinions.Discusswith students why it is important to reco

43、gnize the difference between these types of details.Independent practice:Introduce,explain,and have students complete the fact-or-opinionworksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book you learned about the importance of the Mississippi River.Why do you thi

44、nk it is important to keep the waters of the Mississippi and other rivers clean and free of pollution?The Mighty MississippiLesson Plan(continued)LEVELH H5 Learning AZ All rights reserved.www.readinga-Build SkillsPhonics:Final consonant st-blends Writethewordrest on the board and say the word aloud

45、with students,emphasizing the /st/sound at the end of the word.Have students say the/st/sound aloud.Run your finger under the letters in the word as students say the word aloud.Ask student to identify which letters represent the/st/sound in the word rest.Ask students to name words that contain the f

46、inal consonant st-blend.Record their responses on the board and have volunteers come to the board and circle the final consonant blend.Check for understanding:Write the following words on the board without the final consonant st-blend:rust,mast,fast,frost,must,dust.Invite volunteers to the board to

47、add the final consonant blend-st to each word and then to read each word aloud.Independent practice:Have students identify and circle all of the words in the book(including captions)that contain the final consonant st-blend.If time allows,review their responses as a class.Grammar and Mechanics:Prope

48、r nouns:Names of placesReview or explain that a noun is a person,place,or thing.Write the following sentence on the board:Over the next three months,the water will journey through ten states.Underlinetheword states and point out that this word is an example of a regular noun because it names a thing

49、.Write the following sentence on the board:Rain falls on a lake in Minnesota.Ask students why Minnesota is capitalized.Explain or review that this is an example of a proper noun,which names a specific place and therefore is capitalized.In this case,it is the name of a state.Check for understanding:H

50、ave students work with a partner to locate and circle all of the proper nouns that name places in the text.Have students share their findings with the class.Independent practice:Introduce,explain,and have students complete the proper-nouns-names-of-placesworksheet.If time allows,discuss their answer