原版英语RAZ 教案(T) Money in the USA_LP.pdf

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1、Money in the USALesson PlanLeveLT T1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,319Book SummaryMoney in the USA answers many questions about how money is made in the United States and how it is distributed across the c

2、ountry.The history and symbolism of our coins and bills,counterfeiting and how the U.S.Treasury combats it,design changes over the years,and recycling money are all discussed.Rich photographs,charts,and illustrations support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Iden

3、tifythemainideaandsupportingdetails Usethereadingstrategyofsummarizingtounderstandthetext Understandtheuseofadverbs Understandtheuseoftheprefixre-Materials BookMoney in the USA(copy for each student)Chalkboardordryeraseboard Main idea and details,adverbs,prefix re-worksheets Discussion cardsIndicate

4、sanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary Content words:Story critical:counterfeiters(n.),currency(n.),denomination(n.),Federal Reserve(n.),legal tender(n.),precious metals

5、(n.)Enrichment:face value(n.),mutilated(adj.),numismatic(adj.)Before ReadingBuild Background Distributeaone-dollarbilltoeachstudentinthegroup.Askthemtoexamineitcarefully,lookingfordetailsandcharacteristicsofthebill.Askstudentstosharewhattheyknowabouthowmoneyismadeanddesigned.Makealistofquestions on

6、the board that students have about money.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type ofbookitisandwhatitmightbeabout.Showstudentstheti

7、tlepage.Discusstheinformationonthepage(titleofbook,authorsname).Money in the USALesson Plan(continued)LeveLT T2 Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Comprehension Skill:Main idea and details Askstudentstoskimthroughthetextandnoticewherethesubtitles,orsections,begin.Explaint

8、ostudentsthatwhenabookortextislarge,theauthorgroupstheinformationintosmallersections.each section has its own main idea.Readthefirstsection,“MakingMoney,”aloudtostudents.Modelidentifyingthemainideaanddetails from the chapter.Think-aloud:Many sentences in the section mention something about how each

9、country,including the United States,makes its own currency,or money.I will underline this information.The sentences also mention how U.S.money has certain designs that make it look different from the money in other countries.I will underline this information.Based on what Ive read,I think the main i

10、dea of the section is:TheUnitedStatesmakesitsownmoneywithaspecificdesign.Writethemainideaontheboard.Askstudentstoidentifydetailsfromthebookthatsupportthismainidea(weuseadollars-and-centssystem,moneyismadebytheU.S.MintandtheBureauofEngravingandPrinting,allourmoneyfeaturesportraitsofimportantpeopleinU

11、.S.history,andsoon).Writethesedetailsontheboard.Introduce the Reading Strategy:Summarize Explaintostudentsthatwhenabookisdividedintosections,itishelpfultostopandreflectonthemostimportantinformationinthatsectionoftextandsummarizeit.Explainthatasummaryincludes the main idea and one or two supporting d

12、etails.It often answers the questions who,what,when,where,and why.Boldedvocabularywordsarealsocluestothemainideaorimportant details.Modelsummarizingthetextfromthefirstsectionusingthemainideaanddetailsfrom the section.Think-aloud:To summarize this first section,Im going to think about which informati

13、on seems most important to remember.I think about the title of the section,the bolded words currency and Federal Reserve,and other words or phrases that seem important to me from each paragraph:dollarsandcents,U.S.Mint,BureauofEngravingandPrinting,symbolic,and history.I also identify the main idea f

14、rom these important details.Now I can organize these words and phrases into a few sentences to summarize this section.When I look at the main idea and details on the board,a summary of this section might be:TheUnitedStatesmakesitsownmoneywitha specific design.The designs of our dollars and cents are

15、 symbolic of our history and our values.The money is issued by a part of our government called the Federal Reserve and made at the U.S.MintandBureauofEngravingandPrinting.Writethissummaryontheboard.Havestudentsidentifythemainideaanddetailswithinthesummary.Pointouttostudentsthatyouusedimportantwordsf

16、romthetextbutcreatedthesummary in your own words.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Writeeachofthecontentvocabularywordsfoundintheglossaryonaseparatepieceofpaper.Placethepapersaroundtheroom.Divides

17、tudentsintosmallgroups.Havethegroupsrotatetoeachwordtodiscussandwritewhattheyknowaboutthewordsmeaning.Afterthegroupshaverotatedtoeachword,discussasaclasswhateachgroupwrote.Createaclassdefinitionforeach word based on the discussion.Askstudentstoturntotheglossaryonpage20,andreviewwiththemthattheglossa

18、rycontainsa list of important(and perhaps unfamiliar)words from the text,a short definition of each word,and the page number on which it can be found.Remind students that these are the words they will find bolded in the text.Money in the USALesson Plan(continued)LeveLT T3 Learning AZ,Inc.All rights

19、reserved.www.readinga- Askstudentstopointtothewordcurrency intheglossary.Askavolunteertoreadthedefinitionandpagenumber.Askstudentstoturntopage5andreadthesentenceinwhichthewordoccurs.Askthemifthedefinitionintheglossaryhelpedthemtoeitherunderstandthewordorconfirmwhattheythoughtitmeant.Comparetheglossa

20、rydefinitiontostudentsdefinitionfortheword.Returntotheglossaryandcontinuereadingthewordsanddefinitions.Compareeachglossarydefinitiontostudentsdefinition.Set the PurposeReviewthelistofquestionsgeneratedduringthe“BuildBackground”discussion.HavestudentsreadthebooktofindoutmoreaboutU.S.moneyandtofindans

21、werstothelistofquestions.Remind them to underline important information in each section as they read.During ReadingStudent Reading Guide the reading:Have students read from page 7 to the end of page 9.encourage those who finishbeforeotherstorereadthetext,markimportantwordsorphrases,andcheckboldedwor

22、dsintheglossary.Remindstudentstoalsostudythephotosandreadanycaptions.Whenallstudents are ready,discuss the important words they identified.Modelidentifyingthemainideaanddetailsforthesectiontitled“BankingandMintMarks.”Think-aloud:When I read this section,I noticed that there are five paragraphs in it

23、,and I highlighted words from each paragraph that seemed important to me.In the beginning of the section,I underlined FederalReserve,privatebanks,and checkingaccounts.These first two paragraphs discuss where money is sent after it is made.I also underlined U.S.Mint,mintmark,and regional seal in the

24、middle and end of the section.These sentences discuss where the money is made.Based on what Ive read,I think the main idea of the section is:Money is made at,and goes to,specific places.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(moneyissenttotwelveFederalReserveba

25、nksacrossthecountry,privatebankshaveaccountswithFederalReservebanks,theU.S.MintproducescoinsandtheBureauofEngravingandPrintingproducesnotes,andsoon).Reviewhowtocreateasummaryfromthemainideaanddetails.Referbacktothesummarycreatedduringthe“IntroducetheReadingStrategy”section.Discussandcreatethesummary

26、 as a class and write it on the board.(Money is made at,and goes to,specific places.Money in the UnitedStateshasspecialmarkstoshowwhereitcamefrom.Coinsgeta“mintmark”showingwhichmintmadethecoin,andbillshaveaspecialcodetoshowwhichFederalReservebankitcamefrom.ThemoneyissenttoaFederalReservebank.Whenpri

27、vatebanksneedmoney,theytakemoneyoutoftheiraccountwiththeFederalReservebank.)Check for understanding:Have students read from page 10 to the end of page 13.Invite them to sharewhichwordstheyunderlinedinthesection.Pointouttostudentsthatthissectionislonger,witheightparagraphs.Askthefollowingquestion:Do

28、you think there is important information in every paragraph?(Yes,theauthorprobablywouldnothaveincludeditotherwise).Askstudentstosharetheimportantdetailstheyunderlinedinthesection.Havethemworkwithapartnertoidentifythemainideafromthesedetails.(Thedesignandmakeofmoneyhaschanged over time.)Discuss their

29、 responses as a class and write a main idea on the board.Reviewthedetailsthatsupportthemainidea.Askstudentswhethertheyshouldincludeallthedetails in the summary.(No,because summaries should be short,and we can decide either to combine or shorten sentences to include only the most important informatio

30、n.)Havestudentsworkwithapartnertousethemainideastatementandtheirunderlinedwordstowrite a summary of the section on a separate piece of paper.Have pairs share what they wrote.Money in the USALesson Plan(continued)LeveLT T4 Learning AZ,Inc.All rights reserved.www.readinga- Askstudentstoreadtheremainde

31、rofthebook.Remindthemtounderlineimportantwordsfrom each section.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,the

32、ymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Comprehension Skill Discussion:Discusshowstoppingtoreflectontheimportantwords,phrases,anddetailsineachsection helped students to remember and understand the information

33、.Invitestudentstosharethewordstheyunderlinedfromthe“RecyclingMoney,CollectingMoney”and“StandardizingMoney”sections.Maketwoseparatelistsofthesewordsonthechalkboard.Askstudentstocheckandmakesuretheyhaveunderlinedatleastonewordfromeach paragraph of these two sections.Independent practice:Divide the gro

34、up in half and assign a section to each group.Have students workindividuallytodevelopamainideasentenceusingthewordsfromthelistandthesection.Have them write their main idea sentence and supporting details on the top half of their main-idea-and-detailsworksheet.Reflect on the Reading Strategy Reviewwi

35、thstudentshowyoucombinedthemainideaanddetailsfromthesection“BankingandMintMarks”todevelopasummaryforthatsection.Independent practice:Have students write a summary for their assigned section,using the informationontheirmain-idea-and-detailsworksheet.Iftimeallows,shareanddiscusstheirsummaries.Enduring

36、 understanding:Inthisbook,youlearnedaboutthehistoryandprocessofmakingandissuingmoneyintheUnitedStates.Nowthatyouknowthisinformation,whatkindsofchangesmight continue to occur with U.S.currency,and why?Build SkillsGrammar and Mechanics:Adverbs Askstudentstoturntopage12andreadthesecondsentenceintheseco

37、ndparagraph:Congress occasionally directs the U.S.Mint to create newly designed editions of coins.Pointtotheworddirects andaskstudentswhatpartofspeechthiswordis(verb).AskstudentstorefertothesentencetotellyouhowoftenCongressdirectstheU.S.Mint(occasionally).Remindorexplaintostudentsthatthiswordiscalle

38、danadverb.Adverbsaredescribingwords,butunlikeadjectivesthatdescribenouns,adverbscan describe verbs,adjectives,or other adverbs.Tell students that many adverbs have the-ly or-ily suffix added to a root word.Show students that in this sentence,occasional is the root word,and the suffix-ly has been add

39、ed to it.Check for understanding:Have students locate another adverb with the-ly or-ily suffix on page 12(newly).Askthemtohighlighttheadverb,drawalinebetweentherootwordandthesuffix,and underline word that it describes.Independent practice:Introduce,explain,and have students complete the adverbsworks

40、heet.If time allows,discuss their answers.Money in the USALesson Plan(continued)LeveLT T5 Learning AZ,Inc.All rights reserved.www.readinga-Word Work:Prefix re-Writethewordwrite ontheboard.Askstudentstoexplainthemeaningoftheword.Writetheword rewrite ontheboard.Askstudentstoexplainhowthemeaningofthewo

41、rdchanged.Explainthattheprefixre-means again.Invitestudentstosharewordstheyknowthatbeginwiththisprefix.Writethesewordsontheboard.Havestudentsturntopage12intheirbook.Havethemlocatethewordredesign in the first sentence.Askstudentstoidentifytherootwordanditsmeaning(design,to create).Have them explain t

42、he meaning of the word redesign(to create again).Have students use this meaning in the context of the sentence.Check for understanding:Havestudentsturntopage14intheirbook.Havethemcirclethewords with the prefix re-and underline the root word.Have them use the meaning of the root word to write the mea

43、ning of each circled word on a separate piece of paper.Independent practice:Introduce,explain,and have students complete the prefix re-worksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,invitepartnerstotaketurnsread

44、ingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsdemonstratetosomeoneathomehowtheysummarizedeachsectionofthebook.Extend the ReadingWriting and Art ConnectionDiscussthetypesofdesignsonU.S.currency.Havestudentsrevie

45、wthephotoonpage11,makingsuretoreadallofthefeaturelabels.Thenaskthemtodesignanewdollarbill.Havethemwriteaparagraph explaining their redesign,such as who or what is portrayed on the bill and why.Social Studies ConnectionAskstudentstostudythephotoandcaptionofthequarteronpage12.Discusswithstudentsthemea

46、ningofthesymbolsontheCaliforniaquarter,andwhytheywereincorporatedintothedesign.Ifyouliveinadifferentstate,discussthestatesquarterandthesymbolsincluded.Ifyourstatehasnotbeenhonoredyet,discusswithstudentswhichsymbolstheythinkbestrepresenttheirhomestate.If you live in a country other than the United St

47、ates,discuss the symbols included on your nationscurrency.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookare provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforlitera

48、turecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasajournalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.Money in the USALesson Plan(continued)LeveLT T6 Learning AZ,Inc.All

49、 rights reserved.www.readinga-AssessmentMonitor students to determine if they can:identifythemainideaanddetailstobetterunderstandthetextthroughdiscussionandon aworksheet accuratelycombinemainideaanddetailstatementsintoasummaryintheirownwords during discussion correctlyidentify,form,anduseadverbsduringdiscussionandonaworksheet correctlyidentifyandusewordswiththeprefixre-duringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric