原版英语RAZ 教案(U) Get Moving! All About Muscles_LP.pdf

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1、Get Moving!All About MusclesLesson PlanLeveLU U1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,002Book SummaryWhat do you and a bodybuilder have in common?Over 600 muscles!Yours may not be as big or as strong,but theyre t

2、here.This nonfiction book explains the three types of muscles and the functions of each including the cardiac muscle.A detailed illustration explains how an electric charge causes the heart to contract.Photographs enhance the text.About the LessonTargeted Reading Strategy AskandanswerquestionsObject

3、ives Askandanswerquestionstounderstandandrememberinformationaltext Identifymainideaanddetails Recognizeadverbsandtheverbstheydescribe UnderstandandusecontentvocabularyMaterialsGreen text indicates resources available on the website BookGet Moving!All About Muscles(copy for each student)Chalkboardord

4、ry-eraseboard KWL/askandanswerquestions,adverbs,contentvocabularyworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)V

5、ocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:Achilles tendon(n.),flexible(adj.),gluteus maximus(n.),involuntary muscles(n.),quadriceps(n.),voluntary muscles(n.)Enrichment:biceps(n.),hamstring(n.),triceps(n.)Before ReadingBuild Ba

6、ckground Havestudentstellwhattheyknowaboutmuscles.Askthemtoidentifyplacesinthebody in which they can make a muscle move and places that they cannot.CreateaKWLchartontheboardandgivestudentstheKWL/ask-and-answer-questionsworksheet.Havethemfillinthefirstrowwithwhattheyknowaboutmuscles.Get Moving!All Ab

7、out MusclesLesson Plan(continued)LeveLU U2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsofferideasastowhatkindofbookthisisanddiscusswhatitmightbeabout.Havestudentsturnt

8、othetableofcontents.Afterreviewingthesectiontitles,modelusingthetableofcontentsasawaytothinkofquestions.Introduce the Strategy:Ask and answer questions Think-aloud:The first section in the book is titled“A Moving Machine.”I wonder if that is some kind of machine that makes a persons muscles larger o

9、r stronger.Ill write that question on the KWL chart:Is a moving machine a machine that will make a persons muscles larger or stronger?Havestudentslookattheothersectiontitles.Havethemwriteanyquestionstheyhaveaboutmuscles based on the covers and table of contents in the middle row of the worksheet.Hav

10、estudentspreviewtherestofthebook,lookingatphotosand“AMuscleMinute”boxes.explain that each provides additional information about muscles.Encouragethemtotrytheactivityonpage15whentheyhavefinishedreading.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented in this

11、section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for words within words and prefixes and suffixes.They can use the context to work out

12、meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Havestudentsturntopage10andfindthewordquadriceps.Modelhowstudentscanusetheexplanationcontextcluetogetherwiththeillustration to figure out the meaning of the unfamiliar word.Set the Purpose Havestudentsreadthebooktofindtheanswerstothei

13、rquestionsaboutmuscles.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage11.Encouragethemtodecidewhateachsectionisaboutandunderlineimportantinformationastheyread.Havestudentsgobackand reread if they finish before everyone else.Whentheyhavefinishedreading,askstudentstotell

14、whatthesectiontitled“MuscleMonster”is about.ModelansweringaquestionontheKWLchart.Think-aloud:Ill circle the first question on my KWL chart and write the answer because I found out what I wanted to know.I found out that I am the moving machine,not a piece of exercise equipment.My prediction about the

15、 muscle machine was wrong,but thats okay because I found the right answer by reading.HavestudentsreviewthequestionswrittenontheirKWLchartsandwriteintheanswers.Askstudentsiftheythoughtofotherquestionswhilereading.HavethemaddthesetotheirKWL.Encouragestudentstoreadtheremainderofthebook.Remindthemtolook

16、forandwriteanswerstotheirquestionsontheirKWLcharts.Havestudentsmakeaquestionmarkintheirbook beside any word they do not understand or cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.Get Moving!All About MusclesLesson Plan(continued

17、)LeveLU U3 Learning AZ,Inc.All rights reserved.www.readinga-After Reading Askstudentswhatwordstheymarkedintheirbooks.Usethisopportunitytomodelhowtheycan read these words using decoding strategies and context clues.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,and

18、lookingfortheanswerswhilereading,keeps them interested in the topic,encourages them to keep reading to find the answerstotheirquestions,andhelpsthemunderstandandrememberwhattheyhaveread.Independent practice:HavestudentscompletetheremainderoftheirKWLworksheet.Pointouttostudentsthatalloftheirquestions

19、maynothavebeenansweredinthisbook.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions(websites,books,and so on).Teach the Comprehension Skill:Main idea and details Discussion:Revieworexplainthatmanybooksareaboutonething.Askstudentstotellthetopicof the book(muscles).R

20、emindstudentsthatnotallbookshavethetopicinthetitle,soitisnecessary to look for clues in the table of contents or to read the book.Introduce and model:explain that each section contains a main idea and details about different musclesinthebody.Havestudentsturntopage12(“Mirror,Mirror”).Revieworexplaint

21、hatthe main idea is what the section is about.Ask students to review the section and tell what they think it is about(facial muscles).Write facial muscles on the board.explain that the supporting detailstellmoreaboutfacialmuscles.Havestudentsnamesupportingdetailsfromthetextonpages12-13(the muscles o

22、f your eye are the most active muscles,two muscles on your face are needed to raise and lower your jaw,the facial muscles help you smile and frown).Write student responses on the board.explain how finding the main idea and the supporting details in a section helps readers understand and remember inf

23、ormation.Check for understanding:Havestudentsturntopage14andtellthemainideaofthesection(smooth muscles).Write smooth muscles ontheboard.Havestudentsprovideexamplesofdetails that tell more about the smooth muscles(move inside your body to help food travel through your system,move all on their own,gen

24、erally smaller and thinner than skeletal muscles,important for breathing).Write student responses on the board.Build SkillsGrammar and Mechanics:Adverbs Writethefollowingsentenceontheboard:Strong muscles make your body work more efficiently.Underlinethewordefficiently.Revieworexplainthatanadverb is

25、a word that describes a verb,an adjective,or another adverb.explain to students that writers use adverbs to give the reader more information,and that an adverb usually tells how something is done.Ask students to tell what the adverb efficiently describes in the sentence(the verb move).Circlethe-ly e

26、nding in the adverb efficiently.explain that many,but not all,adverbs end in-ly.explain to students that efficient is the base word that the-ly ending has been added to in order to create a word that tells how,or in what manner,something is done.Explaintostudentsthatinordertomakesomeadjectivesintoad

27、verbs,itisnecessarytoaddmore than-ly.Write the words sleepy and angry on the board.explain that in order to make the adjective sleepy into an adverb,the-y must be changed to an-i before adding-ly.explain that the adverb then becomes sleepily.Usethewordinasentence.Havestudentstellwhattodotothe adject

28、ive angry to make it into an adverb,and have them use the word in a sentence.Get Moving!All About MusclesLesson Plan(continued)LeveLU U4 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Reinforcebydirectingstudentstothelastparagraphonpage6.Askthem to find the sentence that h

29、as an adverb and to identify the adverb,what verb it describes,and how the adverb was formed(literally,picked,added-ly).Havestudentsgothroughasectionof the book,underlining the adverbs that end in-ly and circling the verbs they describe.Independent practice:Introduce,explain,and have students comple

30、te the adverbs worksheet.If time allows,discuss their responses.Word Work:Content vocabulary Explaintostudentsthatmostofthewordsinthebookareusedtotellaboutmusclesandtheir functions.Provide opportunities for students to talk about difficult words such as gluteus maximus,quadriceps,and trapezius.Provi

31、de opportunities for students to say the new vocabulary words and use the words in sentences as they point to the muscles on their bodies.Independent practice:Introduce,explain,and have students complete the content vocabulary worksheet.Havethemusetheirbookasareferenceastheylabelthediagrams.Iftimeal

32、lows,discuss their responses.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriti

33、ng ConnectionHavestudentswritejinglesthatencouragebuildingstrongmuscles.Forexample,Walk,skip,or runyour muscles will have more fun!Havestudentssharewiththegroup.Science ConnectionHavestudentsresearchaspecificmuscle.Havethemfindoutwhetheritisvoluntaryorinvoluntaryand what types of exercises a person

34、can do to strengthen it.If possible,invite an exercise physiologist to speak with the group about the benefits of exercise,not only for the muscles,but for the entire body.Skill ReviewDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an

35、 extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose f

36、or reading.Conductaclassdiscussionasareviewbeforethebookquiz.Get Moving!All About MusclesLesson Plan(continued)LeveLU U5 Learning AZ,Inc.All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:consistentlyusethereadingstrategyofaskingandansweringquestionstounderstandinfo

37、rmational text about muscles correctlyidentifythemainideaandsupportingdetailsinsections correctlyidentifyadverbsthatendin-ly and the verbs they describe;understand how to change some-y ending words to adverbs during discussion and on a worksheet consistentlyunderstandandusecontentvocabularyduringdiscussionandonaworksheetComprehension Checks BookQuiz RetellingRubric