原版英语RAZ 教案N37-Spare the Turkey.pdf

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1、Spare the TurkeyLesson PlanLeveLN N1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:622Book SummaryWhats Thanksgiving without turkey?Spare the Turkey is a realistic fiction book in which Darryl and his mother join friends for a Thanksg

2、iving meal.He is very skeptical because the family is vegetarian and will not be serving turkey.Upset,he assumes he and his mother will leave hungry and have to go out to eat after dinner.Find out what happens when Darryl sits down to a table filled with vegetarian dishes.Illustrations support the t

3、ext.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictions Analyzecharactersinthetext Identifyinitialconsonantsp-blend Identifyandunderstandtheuseofquotationandpunctuationmarksindialogue ArrangewordsinalphabeticalorderMaterialsGreen te

4、xt indicates resources are available on the website.BookSpare the Turkey(copy for each student)Chalkboardordry-eraseboard Make,revise,andconfirmpredictions;analyzecharacter;quotationmarks;alphabeticalorderworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay b

5、e demonstrated by 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:decorate(v.),dressing(n.),potluck(n.),starve(v.),Thanksg

6、iving(n.),vegetarian(n.)Before ReadingBuild Background WritethewordThanksgiving on the board and read the following definition from the glossary:a North American fall holiday celebrated with expressions of thanks and a special meal.Have volunteers share what they know about the topic.If they celebra

7、te the holiday,encourage them to talk about their family traditions and share details such as where they eat their special meal and what types of food they eat on Thanksgiving.Spare the TurkeyLesson Plan(continued)LeveLN N2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the B

8、ook Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.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,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepag

9、e(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Make,revise,and confirm predictions Modelhowtomakeapredictionasyoupreviewthebook.Think-aloud:Lets look at the illustration on the cover of the book.I see people looking at a table that is set for ten.It looks like they are a

10、bout to have a big meal together.Since the title of the book isSparetheTurkey,I think this might be a story about a family having a meal without turkey.I wonder if it is a Thanksgiving meal.I also wonder if the people in the picture are family.Ill have to read the book to find out.Encouragestudentst

11、omakepredictionsaboutwhattheythinkwillhappenwiththesecharactersas they read the book.Introduceandexplainthemake,revise,and confirm predictions worksheet.Have students fill out the worksheet throughout the reading process as they make,revise,and confirm their predictions.Have them fill in the first r

12、ow,What I predict will happen,before they begin reading.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Analyze character Explainthattherearemanywaystolearnaboutacharacterinastory.Onewayistoexamine ach

13、aracterswordsorthoughts.Anotherwayistoexaminetheactionsofthecharacter.Explainto students that an author uses a characters words,thoughts,and actions to give the reader insight into a characters personality,relationships,and motivations,as well as the conflicts he or she may face.Havestudentsturntopa

14、ge3andfollowalongasyoureadthepagealoud.Modelhowtoanalyzeacharacteronthebasisofhisorheractions.Think-aloud:As I read page 3,I found out that they boy in the picture is Darryl,and he and his mom are going to his friend Jessicas house for Thanksgiving.His mom also mentions the word vegetarian,which see

15、ms to concern Darryl because the illustration shows his face looking skeptical and he says,Theyre what?On the basis of these clues,Darryl appears to be excited but skeptical about his Thanksgiving meal.This information provides insight into Darryls personality.Havestudentsturntopage4andfollowalongas

16、volunteerstaketurnsreadingparagraphsfromthe page aloud.Discuss what examples from the text tell readers that Darryl does not like the idea of having no turkey for Thanksgiving(he asks if someone else will bring turkey,he says itisjustplaincrazy,thinkshesgoingtostarve,hecallsvegetariandishes“rabbitfo

17、od,”hemoansandsnapsandmuttershisresponsestohismom).BrainstormdifferentwordsthatcouldbeusedascharactertraitsforDarryl(quicktoreact,hot-headed,skepticalofchange,pessimistic,andsoon).AskstudentstoidentifyacharactertraitforDarrylsmom,usingtheinformationgiven so far in the text(patient,positive,optimisti

18、c,and so on).Introduceandexplaintheanalyzecharacterworksheet.Have students record the information from the discussion on their worksheet,in the first box(Trait:pessimistic:asks if someone else will bringturkey,hesaysitisjustplaincrazy,thinkshesgoingtostarve,hecallsvegetariandishes“rabbitfood,”hemoan

19、sandsnapsandmuttershisresponsestohismom).Discussthedefinitionof pessimistic.Spare the TurkeyLesson Plan(continued)LeveLN N3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary WritethefollowingStoryCriticalvocabularywordsfromthetextonlargepiecesofpaperandhang them up around the roo

20、m:potluck,Thanksgiving,and vegetarian.Read each word aloud with students.Placestudentsinthreegroupsandassigneachgrouptoaword.Havethemdiscusswhattheyknow about the meaning of their word,and have them write their group definition on the paper.Rotate the groups until each student has visited every word

21、 poster,writing their ideas for the definition.Havestudentsfindthesentenceonpage4thatcontainsthewordpotluck.Askavolunteer to read the sentence aloud.Discuss the different ideas and definitions written on the poster.Have another volunteer read the definition from the glossary,and invite students to c

22、ompare the meaning of the word with their prior knowledge definition.RepeattheexercisewiththewordsThanksgiving(page3)andvegetarian(page3).Set the Purpose Asstudentsread,havethemmakepredictionsaboutwhatwillhappenonthebasisofwhatthecharacters say,do,and think.Remind them to revise or confirm their pre

23、dictions as they learn more about the storys plot and characters.During ReadingStudent Reading Guide the reading:Have students read from page 5 to the end of page 8.Encourage those whofinishearlytogobackandrereadpages3through8.Modelrevisingaprediction.Think-aloud:I predicted that this is a story abo

24、ut a family having a meal without turkey.I wondered if this would be a Thanksgiving meal.As I read,I learned that Darryl and his mother were going to his friend Jessicas house for a potluck Thanksgiving meal.So I am correct that it is about Thanksgiving,however,it isnt all family getting together,so

25、 part of my prediction is not correct.I also read that Jessicas family is vegetarian,and found out that Darryl is worried he might starve with only vegetarian options at the meal.He is not happy there will be no turkey or stuffing at the dinner.I havent read far enough to know anything about Jessica

26、s parents,but I know that Jessica and Darryl are good friends.I wonder if she will help him feel better about his Thanksgiving experience.Maybe things will be okay in the end.Im revising my prediction to:JessicahelpsDarrylrealizethathavingThanksgivingwithoutturkeyisokay.I will write this prediction

27、on my chart in the Revise column next to my original prediction.Encourage students to continue to make,revise,and confirm their predictions as they continue reading the story.Have them fill out the middle row of their worksheet,Changes in my prediction.If they have a new prediction,they may add it t

28、o the top row,What I predict will happen.Askstudentstoconsider,onthebasisoftheinformationgiveninthebooksofar,whyDarrylmight be considered impulsive?(He jumps to conclusions with his judgments:assuming hell starvebecauseofeating“rabbitfood”forThanksgiving;hethinksJessicasparentslooktoowell-fedtobeveg

29、etarians;heasksJessicawherepeoplewillsitatherdecoratedtable.)Havestudentsrecordtheinformationfromthediscussionontheiranalyzecharacterworksheetinanewbox.Check for understanding:Have students read to the end of page 11.When they have finished reading,have them share their predictions and the outcome o

30、f their predictions.Remind them to revise or confirm their predictions and write what actually happened on their worksheet.AskstudentstoexplainiftheirviewofDarrylspersonalityhaschangedatthispoint,orstayedthesame.Havestudentsrecordtheinformationfromthediscussionontheiranalyzecharacterworksheet,pickin

31、g a new character trait and filling in a third box.Remind them to write clues that support their answers from the text.Spare the TurkeyLesson Plan(continued)LeveLN N4 Learning AZ All rights reserved.www.readinga- Havestudentsaddmoreexamplestotheanalyzecharacterworksheet,intheboxesthatarealready fill

32、ed in.Explain that while they are reading,they may come across more evidence to support character traits already listed,and they should add those examples to the boxes already started.Remind them to think about personality traits for Jessica too,and to list those on the back of their worksheet.Haves

33、tudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and confirm their predictions as they read the rest of the story.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word

34、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 Discusshowmakingpredictionsaboutwhatwillhappeninthestorykeepsthemactivelyinvolve

35、din the reading process and helps them understand and remember what they read.Think-aloud:I predicted Jessica would help Darryl realize that having Thanksgiving without turkey is okay.I read there were many dishes,including mashed potatoes,cranberry sauce,tamales,and chili.Darryl also tried sweet po

36、tatoes and yams,dressing,and Jessicas salad.After the desserts,Darryl was too full to argue with his mother about how surprised he was.He didnt starve after all.Independent practice:Have students complete the make,revise,and confirm predictions worksheet.Have them fill in the last row of their works

37、heet,What actually happened.When students are finished,discuss answers aloud.Reflect on the Comprehension Skill Discussion:AskstudentstoexplainiftheirviewofDarrylspersonalitychangedastheyreadthebook.Review the characteristics of Darryl that students identified from the first two pages of the story(p

38、essimistic).Review the other character traits on the board identified as Darryl(impulsive,andsoon).Askstudentswhatothercharactertraitswereexposedlaterinthestoryandwhatdetails from the text that support the traits.Independent practice:Havestudentscompletetheanalyzecharacterworksheet.Whenstudentsarefi

39、nished,discuss answers aloud.Enduring understanding:In this book,you read about a boy who was skeptical about trying something new.Now that you know this information,why is it important to keep an open mind when experiencing new things in life?Build SkillsPhonics:Initial consonant sp-blends Showstud

40、entsapictureofaspider.Askthemtonametheobjectandtellthesoundtheyhearat the beginning of the word.Write the word spider on the board and point to the letters sp.Explain that the letters s and p stand for the blended sound/sp/they hear at the beginning of the word spider.Havestudentsturntothetitlepagea

41、ndlocatethewordspare.Askthemtonametheblendoftwo consonants they hear in the beginning of the word.Write the word spare on the board and cover the are.Askstudentstomakethe/sp/sound.Explain that spare begins with the/sp/sound,which is one of the blended sounds in a group of sounds called initial conso

42、nant blends.Tell students that in a blend,two or three consonants are grouped together in a word,each letter keeping its own sound.Uncover the are and have students say the word sparealoud.Askthemtoidentify the initial consonant blend in spare(sp).Spare the TurkeyLesson Plan(continued)LeveLN N5 Lear

43、ning AZ All rights reserved.www.readinga- Saythewordsspare and parealoud.Askstudentswhichwordcontainstheinitialconsonantblend sp.Makesurestudentscandifferentiatebetweenthetwobeginningsounds.Repeattheblendingactivitywiththewordsspace,speak,sport,and spoil.Independent practice:Have students generate a

44、 list of words that begin with the consonant blend sp.Havethemturntoapartnerandreviewtheirlisttodouble-checkforaccuracy.Grammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“Theyre what?”Darrylasked.Askstudentstoexplain which words are being spoken.Explain that quotation marks a

45、re the punctuation marks around dialogue in text.Discuss which words the character says(Theyre what?)and which words are not said(Darryl asked).Havestudentsturntopage4inthebook.Readthepagealoudasstudentsfollowalong.Askstudents to raise their hand in the air while dialogue from a character is being r

46、ead aloud(Vegetarian,dear.It means they dont eat meat;I know what it means;and so on),and to lower their hand when a character is not speaking(his mom replied;Darryl snapped;and so on).Pointoutthatdifferentwords(otherthansaid)canbeusedtosignaldialogue.Askstudents to identify other words theyve read

47、elsewhere,that signal dialogue(shouted,asked,reminded,called,replied,and so on).Write these words on the board.Remind students that these words cancomebeforeorafterthequotationmarkstoshowthatthecharacterisspeaking.Writethefollowingsentenceontheboard:“I doubt it,”his mom said.Pointouttheplacementofth

48、ecommaandthequotationmarksaroundthewords.Explainthatwhentherewouldnormally be a period after the statement,in dialogue,a comma is used.Check for understanding:Askstudentstomakeupexamplesofdialogue.Writeeachexampleontheboardwithoutusingcommasorquotationmarks.Encouragestudentstocometotheboardtoinsertp

49、unctuationandquotationmarksinthecorrectplace.Independent practice:Introduce,explain,and have students complete the quotationmarksworksheet.When students are finished,discuss their answers aloud.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstude

50、nts if the first letters of two words is the same,they must compare the next two letters instead.Writethewordsdressing and stuffing on the board.Have a volunteer explain which word would appear first in alphabetical order(dressing)and why(because d comes before s in the alphabet).Writethewordsdressi