原版英语RAZ 教案K22-I'd Like To Be.pdf

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1、1Id Like to BeLesson PlanLeveLK K Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Poetry Page Count:14 Word Count:322Book SummaryThis story explores some of the wonderful possibilities children have before them when thinking about growing up.Written in poetry form,variou

2、s occupations,both real and fantasy,are described in clear language and depicted through amusing photos.Book and lesson also available at Levels E and H.About the LessonTargeted Reading Strategy VisualizeObjectives Visualizetounderstandtext Distinguishbetweenrealityandfantasy Identifyopenvowely Reco

3、gnizeandusepropernouns RecognizeandunderstandcompoundwordsMaterialsGreen text indicates resources available on the website BookId Like to Be(copy for each student)Chalkboardordry-eraseboard Realityandfantasy,propernouns,compoundwordsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkin

4、thebook.(Allactivitiesmaybedemonstratedby projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:artist(n.),astronaut(n.),athlete

5、(n.),mermaid(n.),musician(n.),pirate(n.)Enrichment:bold(adj.),crew(n.),dancer(n.),gardener(n.),zookeeper(n.)Before ReadingBuild Background Askstudentsiftheyhaveeverimaginedthemselvesasagrown-up.Encouragethemtosharewhat they know about the jobs and professions of adults they know.Extendthediscussionb

6、yhavingstudentssharetheirthoughtsaboutwhattheywanttodoorthekind of person they want to be when they are adults.Explain that they dont need to know at such a young age what they want to do as an adult and that life experiences as they grow up will help them to decide.List responses on the board.2Id L

7、ike to BeLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga-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 of bo

8、ok it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhataperso

9、nalreadyknowsabout a topic.Pictures in books also help readers create their own mental images.Readpage3aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a story,I pause after each page or so to create a picture in my mind of the information Ive read.This helps me understand the ideas i

10、n the book.For example,on page 3,the author tells about wanting to be a clown who can make everyone laugh,and who wears big clothes and has a bright red nose.When I read this,I pictured a round clown face with a big,silly red nose right in the center.I imagined the clown having bright red lips and d

11、imples in her cheeks when she smiled.I imagined the clown wearing bright colored,baggy clothes.I created a picture in my mind from the authors words.Rereadpage3aloudtostudentsandaskthemtovisualizethemselvesasaclown.Havestudentsdrawonapieceofpaperwhattheypicturedintheirmind.Invitestudentstosharetheir

12、drawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Reality and fantasy Explaintostudentsthatbooksandstoriescanbeaboutreality(things that are real)or about fantasy(thingsthatareimaginary).Remindth

13、emthatimaginarythingsarenotreal.Readthetitle again and ask students to think about its meaning.Explain to them that a title sometimes(not always)gives clues that let the reader know whether the story is about facts,information,and real things,or whether the book or story is about things people only

14、imagine in their mind.Explaintostudentsthatitisimportanttounderstandandrecognizewhatisrealandwhatisfantasy,especiallywhentheyreadabook,playagame,orwatchatelevisionprogram.Askstudents if the title of the book helps them to predict whether the book is reality or fantasy.Modelhowtoidentifyrealityandfan

15、tasy.Think-aloud:To decide whether a story or details are reality or fantasy,I ask myself the question:Canthisreallyhappen?I look at the setting and think about the characters and what is happening.I try to look for things that exist in the real world.To decide if I am reading fantasy,I ask,Canthisr

16、eallyhappen?Isitimpossible?Doesitonlyhappeninmyimagination?ReviewstudentsresponsesfromtheBuildBackgrounddiscussionaboutwhattheydliketobewhentheygrowup.Discusswhethertheirresponsesareexamplesofrealityorfantasy.Introduce the Vocabulary Asyoupreviewthebook,askstudentstotalkaboutwhattheyseeinthephotogra

17、phsandusethevocabularytheywillencounterinthetext.Modelhowbythinkingaloudandincorporatingcontent vocabulary while looking at the photographs.For example,on page 9,say:It looks as if the man is going to paint something.He is wearing clothing an artist might wear and he has a paintbrush in his hand.Ill

18、 check to see if Im right when I read that page.3Id Like to BeLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga- Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordathlete on page 4 and say:I am going to

19、 check the photo and think about what would make sense to figure out this word.The photo shows a man about to throw a basketball.He is wearing clothing a basketball player would wear.When I look at the first part of the word,it starts like/a/.However,the word basketball starts with the/b/sound,so th

20、is cant be the word.I know that a basketball player is a type of athlete.The word athlete starts with the/a/sound and ends with the/t/sound.The sentence makes sense with this word.The word must be athlete.Set the Purpose Asstudentsread,encouragethemtothinkaboutjobsandprofessionstheycouldreallyhavewh

21、en they grow up and ones that are fantasy.During ReadingStudent Reading Guide the reading:Have students read from page 3 to the end of page 6.Encourage those who finishearlytogobackandreread.Havestudentsdrawwhattheyvisualizedwhilereadingoneor more pages of the book on a piece of paper.Encourage them

22、 to rely on the words they are reading to create their mental pictures,not the photographs on the pages.Modelvisualizing.Think-aloud:On page 5,after reading about the gardener and looking at the photo,I imagine the man in the sun,squatting on the ground and pulling weeds next to a flower hes planted

23、 in an area hes cleared using the tool.Invitestudentstosharetheirdrawingsofwhattheyvisualizedwhilereading.Havethemexplaintheirdrawingsaloud.Encouragethemtovisualizethemselvesintheoccupationstheyarereading about.Havestudentsreadtotheendofpage10.Reviewthethingstheauthorwantstobeonthepagesreadsofar.Ask

24、studentstothinkaboutwhichareexamplesofrealityandwhichareexamplesoffantasy.Say:On page 6,the author wants to be a mermaid.Do mermaids really exist?Could the author really be a mermaid someday?On page 9,the author wants to be an artist.Is this something the author could do?Introduceandexplaintherealit

25、y-and-fantasyworksheet.List the things the author wants to be so far on the board.Guide students to write them under the correct heading on the worksheet.Check for understanding:Havestudentsreadtotheendofpage12.Invitethemtosharehow theyvisualizedthetextintheirmind.Askstudentstothinkaboutdetailsinthe

26、textandpicturesoneachpagethatgivecluesastowhether what is described is real or fantasy.Have them continue recording each job,profession,or type of person in the correct column of the chart.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyreadtherestofthestory.Remindthemt

27、ocarefullyconsidereachthingmentionedtodecideifitis reality or fantasy.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to readeachwordandfigureoutitsmeaning.4Id Like to BeLesson Pl

28、an(continued)LeveLK K Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:When I read page 11,I though

29、t about the types of missions that astronauts go on and the danger they must protect themselves from.I pictured a person in a big,overstuffed white suit,floating weightless in a dark sky.Havestudentsselectafavoritepagefromthebookandadrawingofwhattheyvisualized.Invitethem to share and explain their d

30、rawing to the rest of the class.Askstudentstoexplainhowvisualizinghelpedthemtounderstandandrememberwhattheyread about in the book.Reflect on the Comprehension Skill Discussion:Reviewcharacteristicsofrealityandfantasy.Invitestudentstosharewheretheyplacedthetitlesofpeoplefromthestoryonthereality-and-f

31、antasyworksheet.Independent practice:Havestudentscompletethereality-and-fantasyworksheet.Iftimeallows,discuss their responses.Enduring understanding:Inthisbook,youlearnedaboutsomeofthethingspeoplemightwant tobewhentheygrowup.Someofthethingsarepossibletobecome,andsomeareimaginary.Isitokaytodreamabout

32、becomingsomethingimaginary?Doyouthinkitsagoodideatothinkaboutwhatyouwanttobewhenyougrowup?Whatkindsofthingsmightyoungpeopledoiftheywanttostartpreparingforwhattheywanttodoasadults?Build SkillsPhonics:Open vowel y Reviewwithstudentsthelettersthatarevowels(a,e,i,o,u,and sometimes y)and the letters that

33、 are consonants(all of the other letters in the alphabet).Point out that y is the only letter in thealphabetthatcanbeeitheraconsonantoravowel,dependingonitsuseinaword.Discussthat all words need at least one vowel sound.Writethewordhappyontheboard.Readitwithstudentsandhavethemlocateitonpage3.Askthemw

34、hatsoundtheyhearattheendoftheword(longvowel/e/sound).Circlethelettery at the end of the word.Explain that sometimes the letter y at the end of a word makes the long vowel/e/sound.Askstudentstofindawordonpage5endinginy that makes the long vowel/e/sound(healthy).Askstudentstofindthewordskyonpage4.Asks

35、tudentswhatisthesameaboutthetwowordshealthy and sky(both end in the letter y)and what is different(ending sound is different).Discusswithstudentsthattheendingsoundinhealthy is a long vowel/e/sound and the ending sound in sky is a long vowel/i/sound.Point out that although the words end with the same

36、 letter,the letter y can make two different vowel sounds at the end of a word.Check for understanding:Havestudentsworkwithapartnertofindandcirclewordsonpages7,8,and 9 ending in the letter y that make the long vowel/e/sound or the long vowel/i/sound(every,fluffy,fancy,by,try,sky,fly).Askvolunteerstoc

37、ometotheboardandlistwordstheyfindinthebook.Readthecompletedlisttogether.Sortthewordsbysound.Independent practice:Challengestudentstothinkofotherwords,notusedinthebook,thathavethe open vowel y thatmakesthelongvowel/e/soundorthelongvowel/i/sound.Iftimeallows,add them to the sorted list on the board.Lo

38、ok for other commonalities and patterns among the words and ways the letter y functions as a vowel.5Id Like to BeLesson Plan(continued)LeveLK K Learning AZ All rights reserved.www.readinga-Grammar and Mechanics:Proper nouns Remindstudentsthatacommon noun names a general person,place,or thing.Askvolu

39、nteers to name examples of each.Explainthataproper noun names a specific person,place,or thing.Provide examples by saying:The word man is a common noun.Mike is a specific man,so the word Mike is a proper noun.Provide other examples as necessary to help students understand what makes a noun a proper

40、noun.Explain to students that proper nouns begin with a capital letter,even if they are not found at the beginning of a sentence.Explain to students that the word I is a proper noun becauseitreferstoaspecificpersonthewriterorspeaker.Havestudentsturntopage7andfindthewordcowboy.Askthemtotellifcowboy i

41、s a common noun or a proper noun and to explain why.Next,ask a volunteer to give an example of a proper noun that could be used in place of cowboy,suchasaspecificcowboysname(forexample,Pecos Bill).Askvolunteerstowritenounsfromthestoryontheboard.Next,askthemtonameapropernoun for each noun listed.(Exa

42、mples may include gardener/Gardener John;pirate/Captain Hook).Check for understanding:Have students locate a common and a proper noun in the book.Guide studentstorealizethattheonlypropernouninthebookisthewordI.Have students locate and highlight every occurrence of the word Iinthebook.Askthemtowhomth

43、ewordrefers.Independent practice:Introduce,explain,andhavestudentscompletetheproper nouns worksheet.Iftimeallows,discusstheirresponses.Word Work:Compound words Explaintostudentsthatacompound word is a word that is made from two words put together.The two words are words that can stand on their own a

44、nd have their own meaning,but when theyareputtogether,theymeansomethingelse.Say:Superis a word that means great or big,and a market is a place to buy things.A supermarket is a big store where people go to buy many things.Writethefollowingwordsontheboardandreadthemaloudwithstudents:base,ball,country,

45、side,back,yard.Discusseachwordsmeaning.Selectvolunteerstodrawalineconnectingthetwo words that make a compound word.Then have volunteers write the new compound words(baseball,countryside,backyard).Discussthemeaningofeachcompoundword.Readpage3aloudtostudents.Challengethemtolocateacompoundwordonthepage

46、(everyone).Askavolunteertonamethetwowordsthatmakethecompoundword.Discussthemeaning of the two individual words and then the meaning of the compound word.Check for understanding:Have students locate other compound words in the book.Have them write the compound words on a piece of paper and circle eac

47、h smaller word in the compound word.Reviewthelistsasaclass.Independent practice:Introduce,explain,andhavestudentscompletethecompound words worksheet.Iftimeallows,discusstheiranswers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpa

48、rts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have them point out to someone at home which occupations in the book are real and which are fantasy.6Id Like to BeLesson Plan(continued)LeveLK K Learning AZ All rights reserve

49、d.www.readinga-Extend the ReadingPoetry and Art ConnectionHave students write a short poem about what might be fun to do when they grow up.Encourage them to use the rhyming pattern in the book and to use descriptive words to help the reader visualizewhattheyaredescribing.Whentheyhavefinishedwriting,

50、pairstudentstogethertoedittheirwork.Havethempaintordrawaportraitofwhattheydliketobeandincludethefinaldraftof the poem with the portrait.Social Studies ConnectionInviteadultsrepresentingvariousinterestingcareersasguestspeakerstocomeandtellaboutwhattheydoandwhattheydreamedofdoingwhentheyweregrowingup.