原版英语RAZ 教案(R) All About Chocolate_LP.pdf

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1、All About ChocolateLesson PlanLeveLR R1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,194Book SummaryAll About Chocolate is an informational book that is sure to make the readers mouth water.Interesting facts about the histor

2、y of chocolate,where and how cacao trees are grown,and the steps taken to make chocolate into candy are included.A“History of Chocolate”timeline and consumer consumption chart provide additional details.This book is one of three multilevel readers.Book and lesson also available at Levels O and U.Abo

3、ut the LessonTargeted Reading Strategy MakeconnectionstopriorknowledgeObjectives Usethereadingstrategyofmakingconnectionsto prior knowledge to understand text Sequenceevents Identifysimpleandcompletesubjectsandpredicates Makeandconfirmorrevisepredictionsaboutthe meanings of content vocabularyMateria

4、lsGreen text indicates resources available on the website BookAll About Chocolate(copy for each student)Chalkboardordryeraseboard Sequenceevents,subjectsandpredicates,contentvocabularyworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonst

5、ratedbyprojectingthebookoninteractivewhiteboardorcompletedwith paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:cacao(n.),conching(n.),fermentation(n.),ingredients(n.),mills(n.),pla

6、ntations(n.)Enrichment:consume(v.),machete(n.),mole(n.)Before ReadingBuild Background Involvestudentsinadiscussionabouttheirfavoritetypesofcandy.Ifnecessary,suggestchocolatebarsasoneofyourfavorites.Makeasurveychartontheboardandwritethefivemostpopulartypes of candy named by students.Ask for a show of

7、 hands to determine which type students like best.Tally the numbers and share the results with the group.Givestudentsthecontent vocabulary worksheet.explain that they are to write what they know or think each word means.Tell them that after they have finished the book,they will make a check mark if

8、their definition was correct or write the new definition they learned from reading the book.All About ChocolateLesson Plan(continued)LeveLR R2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitl

9、e.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,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:C

10、onnect to prior knowledge Explaintostudentsthathavingsomepriorknowledgeofthetopictheyaregoingtoreadabout,and making a connection with what they know while they are reading,helps them understand and remember the information in the book.Modelhowtousepriorknowledgeasyoupreviewthebook.Think-aloud:On the

11、 cover is a picture of a strawberry dipped in chocolate.I have never had chocolate-covered strawberries,but I do remember that my cousin used to make fudge for us on Saturday afternoons.Sometimes it was so soupy that we had to eat it with spoons.We didnt care,though.It was always good.Reviewwithstud

12、entsthetableofcontents.Modelusingitasawaytomakeconnectionstopriorknowledge.For example,say:The third section of the book,“Preparing the Beans,”must mean that beans have something to do with chocolate.I have seen chocolate beans in health food stores,but they were called cacao beans.Ive never really

13、thought about where chocolate comes from.It looks as though Ill find out in this book.Havestudentspreviewtherestofthebook,lookingatphotos,captions,andillustrations.Pointout the timeline on page 19,the consumer chart on page 21,and the recipe on page 22.Showstudentstheglossaryandindex,andexplainthepu

14、rposeofeach.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Sequence events Revieworexplainthatmanywriterspresenttheevents,orstepsinaprocess,inabookintheorderinwhichtheyhappentohelpreadersunderstandthe

15、text.Writersoftenusesequencewordstohelp readers identify the order of events.Give students examples of signal words(today,first,next,then,andsoon).Explainthatthinkingaboutthesequenceinwhichthingsaredone,especiallyinafact-filled book like All About Chocolate,will help them remember the important poin

16、ts.Modelusingsequencingwordstodescribetheprocessofmakingapeanutbutterandjellysandwich.Think-aloud:I know that when I make a peanut butter and jelly sandwich,the first thing I do is gather all of the items needed to make a sandwich.I get two slices of bread,a knife,the jar of peanut butter,the jar of

17、 jelly,and a plate.Next,I spread the peanut butter on one slice of bread.Then,I spread the jelly on the other slice of bread.After that,I put the slices together,put the sandwich on a plate,and cut it in half.Last,I put everything away and eat my sandwich.Askstudentstosharethestepstheytaketomakeafav

18、oritesnack.Remindthemthatmanyfoodsneed to be made with the supervision of an adult.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base wor

19、ds prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Havestudentsturntopage5tofindtheboldwordcacao.Revieworexplainthatthesyllableswritten inside the parentheses tell how to pronounce the word that comes before them.Modelhowtoapplyword-attackstrategies.Directstud

20、entstotheboldwordfermentation on page10.Modelhowtheycanusecontextcluestofigureoutthemeaningoftheunfamiliarword.explain that the sentence containing the unfamiliar word tells that fermentation is a type All About ChocolateLesson Plan(continued)LeveLR R3 Learning AZ All rights reserved.www.readinga-of

21、 process that changes the chocolate beans on the inside.Tell students that sometimes a context clue provides enough information for a sentence or paragraph to make sense,but not enough tofullyunderstandtheword.Modellookingupthewordintheglossaryforamorecompletedefinition(a natural changing process th

22、at occurs in many foods and plants).Have students follow along as you reread the sentence on the page with the glossary meaning of the word.Remindstudentstoalwayscheckwhetherawordmakessensebyrereadingthesentenceinwhich it occurs.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothet

23、argetedstrategy presented in this section.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutchocolateastheyreadthebook.During ReadingStudent Reading Guide the reading:Have students read to the end of page 11.As they read,remind them to look for information that they already know somethin

24、g about.encourage those who finish early to go back and reread the text.When students have finished reading,have them go back and underline parts of the text that they already had knowledge of before reading.Modelthereadingstrategyofconnectingtopriorknowledge.Think-aloud:When I read that chocolate g

25、rows on a tree called the cacao tree,it made me think of other foods that grow on trees.I know that many types of fruits,like apples,bananas,and oranges,grow on trees.There are also trees that grow various types of nuts.All of these foods taste pretty good when they are picked off the tree.This make

26、s me wonder if the beans in the pods that grow on the cacao tree taste good,too.Havestudentssharesomethingtheyunderlinedandexplainhowtheunderlinedtexthelpedthembetter understand what they read.Havestudentsrereadpage8.Askavolunteertotellthefirststepintheprocessofpreparingthebeans(taking ripe pods fro

27、m the cacao trees).Introduceandexplainthesequenceeventsworksheet.Havestudentsordertheremainderofthestepsforpages8through11.Check for understanding:Have students read pages 12 through 14.As they read,remind them to think about of what they already know about chocolate and how this information helps t

28、hem to better understand and connect to the information in the book.Have students underline sections of the text that connect to their prior knowledge.Invite students to share the information they underlined and give explanations as to how their prior knowledge helped them understand what they read.

29、Havestudentsrereadpage12.Askavolunteertotellthenextstepintheprocessofmakingchocolate.Havestudentsfindthisinformationonthesequenceeventsworksheet.Havestudentscomplete the worksheet.Ask for volunteers to give the order of steps in the chocolate-making process.Havestudentsreadtheremainderofthebook.Remi

30、ndthemthinkaboutwhattheyalreadyknow as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.All About ChocolateLesson Plan(continued)LeveLR R4 Learning

31、 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:Before I read the book,I knew only a few things about choc

32、olate.One thing I knew is that there are different kinds of chocolate.After reading,I now know that chocolate makers blend different beans together to make different kinds of chocolate.Already knowing that chocolate can have different flavors helps me to better understand why the taste can vary.Asks

33、tudentstosharetheconnectionstheymadetothetextusingpriorknowledge.Reinforcehowmakingconnectionsbetweeninformationinthetextandthingstheyalreadyknow keeps them actively involved in the reading process and helps them remember and understand what they read.Reflect on the Comprehension Skill Discussion:As

34、k students to tell you from memory the steps involved in the making of chocolate.Tellthemthatorderingorsequencingtakesplaceinmanyaspectsoflifeandgiveexamples(cooking,tying a shoe,opening an email,and so on).explain that the order helps us to remember important events,as well as how to do certain act

35、ivities.Independent practice:Have students turn to the timeline on page 19.Have them write a paragraph about the history of chocolate using the timeline.Enduring understanding:In this book,you read about the how chocolate is made and the history of chocolate.You learned that chocolate has been aroun

36、d for ages and has changed since its firstusagebypeopleinSouthandCentralAmerica.Nowthatyouknowthisinformation,whatdoes this make you think about discoveries of long ago?How do the discoveries of the past impact us today?Build Skills Grammar and Mechanics:Simple and complete subjects and predicates W

37、ritethefollowingsentenceontheboardandhavestudentsfinditonpage4inthebook:People around the world love chocolate.Revieworexplainthateverysentencehastwopartsasimplesubjectandasimplepredicate.Reviewthatasimple subject tells who or what the sentence is about,and a simple predicate isaverbthattellswhoorwh

38、atthesubjectis,says,ordoes.Askstudentstoidentifythesubjectandpredicate(people/love).UnderlinethewordsPeople around the world andexplainthatthisisthecompletesubjectofthe sentence.The complete subject isallofthewordsthattellaboutthesubject.Underlinelove chocolate and explain that this is the complete

39、predicate.The complete predicate is all of the wordsthattellwhatthesubjectisordoes.Check for understanding:Havestudentsidentifythesimpleandcompletesubjectsandpredicates in the second sentence on page 6(trees/have;The trees/have lots of small white or yellow flowers that bloom during the year).Indepe

40、ndent practice:Introduce,explain,and have students complete the subjects-and-predicatesworksheet.Discuss their responses after they have finished.Word Work:Content vocabulary Havestudentscompletethecontent vocabulary worksheet.Have them make a check mark in the third column if the word meant what th

41、ey thought it did before reading.If not,have them write the definition.Havestudentsturnovertheirworksheetandwritetwosentencesusingtwoofthewords.Havethem erase the words and exchange worksheets with a partner.Then have each student fill in the missing words in the sentences his or her partner wrote.A

42、ll About ChocolateLesson Plan(continued)LeveLR R5 Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwith

43、parents,caregivers,siblings,orfriends.Havestudentssharetheirsequenceeventsworksheetwithsomeoneathome,explaininghowitworksand what they learned.Extend the ReadingInformational Writing ConnectionProvideprintandInternetresourcesforstudentstofurtherresearchchocolate.Citinginformationfrom their research

44、and the book,have them write a report about chocolate with at least three sections,including an introduction and conclusion.encourage them to add illustrations or photographstotheirreport.Requireanerror-freefinalcopyandafrontandbackcover.Bind each report separately or bind all of the reports togethe

45、r to make a class book with its own front and back cover.visit WritingAZ.com for a lesson and leveled materials on expository report writing.Geography and Math ConnectionProvideprintandInternetresourcesforgroupsofstudentstoresearchacountrythatgrowscacaotrees,suchasBrazil,CostaRica,orPeru.Havestudent

46、sfindouthowmucheachcountrycontributesto world production of chocolate.Have students combine their information to make a pie chart thatshowschocolateproduction(1999IvoryCoast42%,Ghana14%,Indonesia13%,Nigeria7%,Cameroon4%,Brazil4%,Malaysia3%,Others13%).Skill Review Discussion cards covering comprehens

47、ion skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalent

48、ry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofconnectingpriorknowledgetounderstandnonfictiontextduringdiscussion sequenceeventsinnonfictiontextduringdiscussionandonworksheet identifysimpleandcompletesubjectsandpredicatesduringdiscussionandonworksheet makeandconfirmorrevisepredictedmeaningofcontentvocabularyonworksheetComprehension Checks Book Quiz RetellingRubric