原版英语RAZ 教案Female Sports Stars_LP.pdf

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1、Female Sports StarsLesson PlanLeveLV V1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:24 Word Count:1,762Book SummaryFemale Sports Stars is a biographical text that focuses on the inspiration and motivation of four young ladies:Mia Hamm,venus an

2、d Serena Williams,and Bethany Hamilton.each story provides students with positive messages that inspire them to succeed.Photographs support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandnonfictiontext Identifyelementsofabiography Identifyandusecomplexsen

3、tences UnderstandtheuseofsynonymsandantonymsMaterialsGreen text indicates resources available on the website BookFemale Sports Stars(copy for each student)Chalkboardordryeraseboard Thesaurus Summarize,complexsentences,synonymsandantonymsworksheets Discussion cardsIndicatesanopportunityforstudentstom

4、arkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:commemorate(v.),dedicate(v.),dominated(

5、v.),legacy(n.),spectators(n.),strenuous(adj.)Enrichment:bone marrow(n.),doubles(n.),scholarships(n.),singles(n.),tourniquet(n.),transplant(n.)Before ReadingBuild Background Askstudentsiftheyveeverseenaprofessionalsoccergame,tennistournament,orsurfingcompetition,either in person or on television.enco

6、urage them to share their experiences.Discusstheamountofdedicationandtrainingittakestobecomeaprofessionalathlete.Have students explain how athletes can inspire others to become the best they can be.Female Sports StarsLesson Plan(continued)LeveLV V2 Learning AZ All rights reserved.www.readinga-Previe

7、w the BookIntroduce the Book Givestudentstheirbook.Guidethemtothefrontandbackcoversofthebookandreadthe title.Have students discuss what they see on the covers.encourage them to offer ideas as to whatkindofbookthisisandwhatitmightbeabout.Previewthetitlepage.Talkabouttheinformationonthepage(titleofboo

8、k,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Summarize Explainth

9、atonewaytounderstandandrememberinformationinabookistosummarizeparagraphs,sections,orchaptersmentallyoronpaper.Revieworexplainthatasummaryisabrief overview of the most important information in the text.Readpage4aloudtostudentsandmodelsummarizing.Think-aloud:To summarize what Ive read,I decide whats i

10、mportant and what isnt.Then,in my mind,I organize the important information into a few words or sentences.For example,the text on page 4 describes how many women in high schools,colleges,and professional sports teams participate in the same sports as men.I will underline this information in my book.

11、The page also describes how women have made an impact in sports and how they inspire others.I will underline the words huge impact in their individual sport and serve as an inspiration.When I look at this important information,a summary of page 4 might be:Women today participate in the same sports a

12、s men.Women are competing in high schools and colleges,and on professional sportsteams.Theimpactthesewomenhavehadontheirsportsservesasaninspirationtoothers.Invitestudentstopracticesummarizingtheimportantinformationinafamiliarstory.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontoth

13、etargetedstrategy presented in this section.Introduce the Comprehension Skill:Elements of a biography Askstudentstoexplainthedifferencebetweenabiographyandanautobiography(biography:thestoryofapersonslifewrittenbysomeoneelse;autobiography:thestoryofapersonslifewrittenbythatperson).Explainthatthisbook

14、isabiography.Abiographyincludesinformationaboutthepersonsaccomplishments,hisorherinfluenceontheworld,andhisorherpersonality.WritethewordsAccomplishments,Influence,and Personality in a three-column chart on the board.Askstudentstoexplainthemeaningofeachofthesewords(accomplishments:asuccessachievedthr

15、oughpracticeortraining;influence:aneffectonsomeoneorsomething;personality:thequalitiesthatmakeseachpersonunique).Havestudentsturntopage5.Readthepagealoudwhilestudentsfollowalongsilently.Askstudentstoidentifywhichelementofabiographythisinformationbestreflects(accomplishments).Invitestudentstoidentify

16、theinformationthattellsaboutMiasaccomplishments(she set the record for most goals scored in international competition,her team won Olympic gold,and so on).BasedontheinformationaboutMiasaccomplishments,askstudentstodescribewhatherpersonalitymightbelike(setsgoals,doesntgiveup,alwaystriesherbest,andsoo

17、n).Think-aloud:As I read,I can organize the important information about each person by putting it into the categories accomplishments,influence,and personality.By categorizing the information this way,I know I will understand more about these four females and the events of their lives.Introduce the

18、Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:commemorate,dedicate,and strenuous.Female Sports StarsLesson Plan(continued)LeveLV V3 Learning AZ All rights reserved.www.readinga- Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelpstudentsunderstandwh

19、atshappeningastheyreadthebook.Givegroupsofstudentsthreepiecesofblankpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthatagl

20、ossaryandadictionarycontain lists of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethe word commemorateinthedictionary.Inviteavolunteertoreadthedefinitionforcommemorate.Have students compare the dictionary definition with the glossary definition,point

21、ing out the similarities and differences(glossaries only contain definitions for vocabulary words in that particular story,dictionaries contain longer and sometimes multiple definitions,and soon).Havethemcomparethesewiththeirpriorknowledgeoftheword.Havestudentsfollowalongonpage7asyoureadthesentencei

22、nwhichtheword,commemorate,isfoundtoconfirmthemeaning.Repeattheexercisewiththeremainingvocabulary words.Set the Purpose Havestudentsreadthebooktofindoutmoreaboutfourfemalesportsstars,stoppingaftereveryfewpagestosummarizetheinformationintheirmind.Encouragestudentstounderlineorrecord on a separate piec

23、e of paper the important information in each chapter.During ReadingStudent Reading Guide the reading:Have students read to the end of page 8.encourage those who finish before others to reread the text.When students are ready,discuss the important information they identified.Modelsummarizingimportant

24、informationinthebook.Think-aloud:I made sure to stop after the first pages to summarize the information Id read so far.First,I decided what information was important to remember.Then,in my mind,I organized the important information into a few sentences.A summary for this chapter might be:Mia Hamm is

25、 one of the best soccer players in the world and has won many awards.She learned the importanceofteamwork,courage,andstrengthfromherbrothersandsisters.Miahasmadeapositive impact on others through her sport,her support for research on bone marrow diseases,andherworktodevelopmoreopportunitiesforyoungw

26、omentoparticipateinsports.AskstudentstoexplainelementsofMiaspersonality,accomplishments,andinfluencefromtheimportantinformationtheyidentifiedinthechapter(personality:courage,strength,caring;accomplishments:startedtheMiaHammFoundation;influence:helpedtoraiseawarenessaboutbone marrow transplants,devel

27、oped opportunities for young women to play sports).DiscusshowMiaspersonalitymighthaveinfluencedheraccomplishments.Facilitatethediscussion with questions such as:How would you describe Mias personality?What characteristics of her personality might have influenced her to form the Mia Hamm Foundation?C

28、heck for understanding:Havestudentsreadtopage14.Invitethemtosharetheimportantinformationinthechapter.Askstudentstowriteabriefsummaryofthechapteronaseparatepiece of paper or at the bottom of page 14.Have them share what they wrote.Invitestudentstoreadtheremainderofthebook.Remindthemtothinkabouttheimp

29、ortantdetailsofthebooksotheycansummarizetheinformationintheirmindastheyread.Female Sports StarsLesson Plan(continued)LeveLV V4 Learning AZ All rights reserved.www.readinga-Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies

30、 they have learned to read the word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofsu

31、mmarizinghelpedthemunderstand the story.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about Mia Hamm,Venus and Serena Williams,and Bethany Hamilton because I summarized the informa

32、tion in my own words as I read the book.Independent practice:Introduce,explain,andhavestudentscompletethesummarizeworksheet.Have students read their summaries aloud when finished.Reflect on the Comprehension Skill:Elements of a biography Discussion:Havestudentsrereadpages9through14.Askthemtodescribe

33、howthepersonalitiesoftheWilliamssistersaresimilar(botharehard-working,setgoals,andsoon).Havethemexplainwhichinformationfromthebookreflectsthesepersonalities(theystartedlearningthegame of tennis when they were young,they studied tennis to improve at the game,they have gone to college to prepare for l

34、ife after tennis,and so on).InvitestudentstoshareinformationabouttheWilliamssistersaccomplishments(winningseveraltennis tournaments,each starting her own fashion company).Askstudentstoexplainhowtheseaccomplishmentshaveinfluencedothers(theymodeltheimportance of challenging oneself and setting goals).

35、Check for understanding:Havestudentsusetheinsidefrontcoveroftheirbooktocreateathree-column chart with the headings Personality,Accomplishments,and Influence.Have them reread the chapter on Bethany Hamilton and write information that describes each of the elementsofabiographyonthechartintheirbook.Whe

36、nstudentshavefinishedworking,discusstheir answers.Extend the discussion:Discuss the different personality traits that each of the four female athletes possessed,pointingoutthesimilarities.Talkabouttheirmotivationforsuccessandthechangestheyunderwentastheyexperiencedthatsuccess.Askstudentshowtheseexpe

37、riencesshapedtheathletes as people,and which personality traits served them well in their lives.Build SkillsGrammar and Mechanics:Complex sentences Writethefollowingsentenceontheboard:She went to the store _there was not enough food in the house.Havestudentsreadthesentenceandsuggestwordsthatbelongin

38、theblanktocompletethesentence(because,since,when).Revieworexplainthataconjunction is a word that joins two parts of a sentence together.Point to the examples students suggested to complete the sentence on the board.explain that these conjunctions join parts of sentences together to form a complex se

39、ntence.List examples of conjunctions on the board(after,although,as,as if,because,before,for,it,once,since,than,that,though,unless,until,when,whenever,where,whereas,wherever,whether,while).Female Sports StarsLesson Plan(continued)LeveLV V5 Learning AZ All rights reserved.www.readinga- Rereadthesente

40、nceontheboard,includingaconjunctioninthesentence.(She went to the store because there was not enough food in the house.)UnderlineShe went to the store.explain that this part of the sentence is called the independent clause.Circlebecause there was not enough food in the house.explain that the part of

41、 the sentence that follows the conjunction is called the dependent clause.Point out that even though both sentence parts contain a subject and verb,the dependent clause does not express a complete thought and is not a sentence on its own.Askstudentstoturntopage6.Writethefollowingsentencefromthebooko

42、ntheboard:When her older brother Garrett beat her at backyard games,she decided to dedicate herself to becoming a winner.Havestudentsidentifytheconjunction(when),the dependent clause(When her older brother Garrett beat her at backyard games),and the independent clause(she decided to dedicate herself

43、 to becoming a winner).Point out that in this example,the dependent clause comes at the beginning of the sentence.Havestudentsreadthesentencewiththeindependentclauseatthebeginning(She decided to dedicate herself to becoming a winner when her brother Garrett beat her at backyard games).Point out that

44、 either sentence is correct.However,when the dependent clause is at the beginning of the sentence,a comma often separates the clauses.Check for understanding:Have students highlight the following sentence from page 9 in their books:While he waited for them to grow big enough to hold a tennis racquet

45、,he taught himself and his wife,Oracene,how to play tennis by studying videos and books on the subject.Have students underline the dependent clause(While he waited for them to grow big enough to hold a tennis racquet)and circle the independent clause(he taught himself and his wife,Oracene,how to pla

46、y tennis by studying videos and books on the subject).Askstudentstoidentifytheconjunction(while).Repeattheprocesswiththefollowingsentencefrompage10:When the girls were young(dependent clause),they would pack the family car with racquets,tennis balls,and a broom,and go to the local park to practice(i

47、ndependentclause).Askstudentstoidentifythe conjunction(When).Independent practice:Introduce,explain,andhavestudentsthecomplexsentencesworksheet.Iftimeallows,discusstheirresponses.Word Work:Synonyms and antonyms Writethewordprettyontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(beautif

48、ul,lovely).Revieworexplainthatawordthatmeansthesameoralmostthesameas another word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeofpretty(ugly,hideous).Revieworexplain that a word that means the opposite of another word is called an antonym.Askstudentstoexplainwhytheuseofsynonymsor

49、antonymsisimportantinwriting(theyhelptodescribesomethingintext,theymakethewritingmoreinteresting,andsoon).Havethemprovideexamplesofsentencesthatsupporttheirthinking.Havestudentsturntopage20andreadthefirstsentenceagain.AskthemtofindthewordthattellswhatBethanysworkoutsarelike(strenuous).Askthemtosugge

50、stawordthatmeansthesame or almost the same as strenuous(hard,difficult).Askstudentstosuggestawordthatmeansthe opposite of strenuous(easy).Showstudentsathesaurus.Usetheexampleabovetoexplainhowathesaurusisused,writingthe synonyms and antonyms for strenuous on the board.Check for understanding:Givepair