原版英语RAZ 教案Book of Blood_LP.pdf

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1、Book of BloodLesson PlanLeveLV V1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,871Book SummaryReaders will learn that one drop of blood contains more than 5 million red blood cells,but theyll be amazed when they find out

2、 that if all the arteries,veins,and capillaries in the body were stretched end to end,they would reach across the United States 20,000 times!These and other facts about the circulatory system are included in the Book of Blood.Types of blood vessels,blood cells,and blood types are explained.Photograp

3、hs,illustrations,and a diagram showing how blood is pumped through the heart help readers connect with the text.About the LessonTargeted Reading Strategy MakeconnectionstopriorknowledgeObjectivesMakeconnectionstopriorknowledge to understand informational text Identifymainideaanddetailsoftext Identif

4、ysubject-verbagreement UnderstandcontentvocabularyMaterialsGreen text indicates resources available on the website BookBook of Blood(copy for each student)Chalkboardordryeraseboard Connecttopriorknowledge,mainideaanddetails,subject-verbagreement,contentvocabularyworksheets Discussion cardsIndicatesa

5、nopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:bacteria(n.),circulation(

6、n.),clot(v.),plasma(n.),pulse(n.),viruses(n.)Enrichment:analogy(n.),antigen(n.),artery(n.),capillary(n.),circulatory system(n.),depleted(v.),oxygenated(v.),protein(n.),transfusion(n.),veins(n.)Before ReadingBuild Background Havestudentstellwhattheyknowabouttheheartandthecirculatorysystem.Preview the

7、 BookIntroduce the Reading Strategy:Make connections to prior knowledge Introduce,explain,andhavestudentscompletetheconnect-to-prior-knowledgeworksheet.Book of BloodLesson Plan(continued)LeveLV V2 Learning AZ,Inc.All rights reserved.www.readinga- Tellstudentsthatwhentheyareabletomakeaconnectionwiths

8、omethingtheyalreadyknowaboutthetopicofthebookbeforetheybegintoread,theywillbebetterabletounderstandand remember what they read.Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthis is and what it

9、might be about.Directstudentstothetableofcontents.Explainthatsomeofthesectiontitleshavebeenwritteninsuchawaytopiquetheirinterests.Havethemfindasectiontitlethatisinterestingbutdoesnotprovideaclearideaofwhatthesectionisabout.Havestudentsfindasectiontitlethatdoesprovideanideaofwhattheywillreadaboutinth

10、esection.Afterreviewingthetableofcontents,modelmakingaconnectionwithpriorknowledge.Think aloud:Some of the section titles are interesting,but I dont know what they are about.Ill have to read them to find out.I think I have a good idea of what might be in a couple of the sections,though.For example,t

11、he one titled“What Is Your Pulse?”is about a persons pulse.Thats the heartbeat that you can feel in your wrist or your neck.I know that when Im race walking,my pulse rate is much higher than when I am reading a book because my heart is working harder.(Tailor comments to fit personal experience.)Have

12、studentssharepriorknowledgeofanyofthetopicslistedinthetableofcontents.Havestudentspreviewtherestofthebook,includingthetitlepage,photographsandcaptions,diagram,andboxestitled“BloodBonus.”Showstudentstheboxonpage11titled“TryThis!”and explain that they can try this activity when theyve finished reading

13、.Point out the glossary and index and have students explain the purpose of each.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,theyc

14、anusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforbasewordsandprefixesandsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Havestudentsfindtheboldwordcirculation on page5.Tellstudentstousewhattheyknowaboutsyllable

15、sandvowels(onevowelsoundpersyllable)to sound out the word.Tell students that they can figure out the meaning of this word bythinkingaboutitsbaseword,circle,and the suffix-ation.Havestudentsexplainwhattheword circle means.Tell them that when the suffix is added it to the base word,the new word means

16、the act of moving in a circle.Tell students that they can confirm the words meaning by reading the sentence,which contains a definition context clue.Tell them that they can also use a dictionary to confirm the meaning if a context clue is unavailable.Remindstudentsthattheyshouldcheckwhetherwordsmake

17、sensebyrereadingthesentence.Previewothervocabularywordssuchasbacteria,clot,and pulse before students begin reading.Set the Purpose Havestudentsthinkaboutwhattheyknowabouttheheart,blood,andthecirculatorysystem astheyreadthebook.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendo

18、fpage11.Askthemtounderlineanyimportantinformationabouttheheartorcirculatorysystem.Invitethemtogobackandrereadthepagesifthey finish before everyone else.Book of BloodLesson Plan(continued)LeveLV V3 Learning AZ,Inc.All rights reserved.www.readinga- Whentheyhavefinishedreading,askstudentstotellwhatthey

19、underlined.Reinforceunfamiliarvocabulary by using words such as ventricle,atrium,and aortainthediscussion.Modelmakingconnectionsusingpriorknowledge.Think-aloud:While Im reading I think to myself,“Do I know anything about this?”If I do,I am able to make a connection that makes what Im reading more me

20、aningful.For example,when I read about types of blood vessels,I thought about when my brother had a heart attack.His doctors said it was because he had a clogged artery.They cleared out the artery and put a small,special tube in it so the blood could pass through easily.Making connections helps me u

21、nderstand and remember what I read.(Tailor comments to fit personal experience.)Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutwhattheyknowabout the circulatory system as they read.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them

22、 to use the strategies they have learned to read each 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 Havestudentscompletet

23、heconnect-to-prior-knowledgeworksheetandcomparewhattheyknewbeforetheyreadthebookwithwhattheyknowafterreadingit.Brieflydiscusseachitem.Discusshowmakingconnectionswiththingsinthetexttopriorknowledgekeepsthemactivelyinvolved in the reading process and helps them understand and remember what they have r

24、ead.Teach the Comprehension Skill:Main idea and details Introduce and model:Remindstudentsthatallbookshaveamainidea,whichisthemaintopicofthebook.Pointoutthatthetitleofthebookoftengivesthemanideaofthebooktopic.Askstudentswhethertheycantellthemainideaofthisbookfromthetitle.Tellstudentsthateachsectiona

25、lsohasamainidea.Often,butnotalways,thesectionheadingsgive a clue to the main idea.Sometimes the section starts out with a topic sentence that explicitlyidentifiesthemainidea.Othertimesthemainideamustbeinferredafterreading the whole section.Use the table of contents to demonstrate how you would guess

26、 the main idea of each section.Think aloud:The title gives me the idea that the book is about our circulatory system.The first section head,“Special Delivery,”doesnt really give me much information.But,since I have a pretty good idea of what the book is about,I can guess that the main idea of this s

27、ection is going to tell me something about how this system works.I can guess from the second heading that the pumping station is probably talking about what pumps the blood through our bodies.Who has an idea of the main ideas for the rest of the sections?Check for understanding:Writeyourideasforthef

28、irstandsecondsectionsontheboard.Thenhavestudentsturntothefirstsectiontoconfirmorrevisethemainidea.Workwiththemtohelpthem determine the main idea and point out clues in the text that help them decide on the main idea.Forexample,thelastsentenceonpage5suggestswhatthemainideaofthesectionis.Remindstudent

29、sthateachsectioniswrittenwithamainideainmind,andthewriterusesfactsor details to support the main idea.Guide students to locate important details that support the mainideaandrecordtheseontheboard.Modelhowtodifferentiatebetweenimportantandunimportantinformation.Forexample,theanalogytothepostofficeisin

30、terestingbuttherealdetails of the section are that the heart is the center of the system,and blood travels through bloodvessels.Writethedetailsunderthemainideaontheboard.Havestudentsworkwithapartner to find the main idea and details of the next section and share their ideas with the group.Book of Bl

31、oodLesson Plan(continued)LeveLV V4 Learning AZ,Inc.All rights reserved.www.readinga- Discussion:Read the second paragraph on page 6 with students.explain that this paragraph is comparing voluntary and involuntary muscles.Tell students that muscles over which they have controlarecalledvoluntarymuscle

32、s.Explainthatmusclesoverwhichtheyhavenocontrol,liketheirhearts,arecalledinvoluntarymuscles.Havestudentslookatthediagramonpage7.Tellthemtousetheirfingerstotracetheflowofbloodfromthevenacavatowhereitispumpedouttothelungs.Havethemexplainwhathappenstothebloodthatgoesintothevenacavaandhowitisdifferentwhe

33、nitispumpedbackintotheheart.Havestudentslookattheillustrationonpage9.Havethemcomparehowanarteryandveinarealikeanddifferent.Havethemidentifyonedetailabouteach.Havestudentsrereadtheboxtitled“TryThis!”onpage11.Showstudentshowtotakeapulseandhavethemexperimentwithapartner.Havestudentstellonemainideaandon

34、edetailaboutredcellsandthethreetypesofwhitecells.Askstudentstoexplainhowtheintestines,kidneys,andliveraffecttheflowofbloodinthebody.Havestudentsexplainwhybloodisred,andprovideonedetailabouthemoglobin.Havestudentsidentifythefour blood types and explain the importance of matching blood when giving a t

35、ransfusion.Independent practice:Introduce,explain,and have students complete the main-idea-and-detailsworksheet.If time allows,discuss their responses.Build SkillsGrammar and Mechanics:Subject-verb agreement Explaintostudentsthatgoodwritershavelearnedtherulesabouthowtomakethesubjectandverbinasentenc

36、eworktogether.Writethefollowingsubject-verbpairsontheboard:boy/talks,plane/flies,bird/sings.Discuss how eachsubjectissingular.Editeachofthesingularsubjectsontheboardtomakethemplural:boys,planes,birds.Askstudentstotellwhetherornoteachnewsubjectworkswithitsverb(no).Havevolunteerschangeeachverbtomakeit

37、workwitheachnewsubject.Discusshowtheendingsoftheverbsmustchangetoagreewitheachpluralsubject.Discusshowcertainverbs,suchas is and has,dontfollowthispattern.Writethefollowingsubject-verbpairsontheboard:she/is,he/has.Point out that if she became two girls,then the subject-verbpairwouldchangetothey/are

38、and if hebecametwoboys,thenthesubject-verbpairwould change to they/have.Writethefollowingexampleontheboard:Blood flow through another valve.Invite students to identifythesubject(blood)andverb(flow)intheexample.Discusshow,inthisexample,thesubjectisblood,whichissingular.Basedonthisinformation,askstude

39、ntstotellwhetherornottheverb,flow,agreeswiththesubject(no).Pointoutthatthecorrectsubject-verbagreementinthisexamplewouldbeBlood flows through another valve.Check for understanding:Writethefollowingexamplesontheboardandhavestudentsexplainwhetherornotthesubject-verbagreementiscorrect:The vena cava del

40、iver the blood to the upper chamber of the heart(incorrect).Pulmonary veins take the blood to the left atrium of the heart(correct).The blood in your body are confined to tubes called blood vessels(incorrect).Independent practice:Introduce,explain,and have students complete the subject-verb-agreemen

41、tworksheet.If time allows,discuss their answers.Word Work:Content vocabulary Tellstudentsthatmanyofthewordsinthebookareusedtotellabouttheblood,heart,andcirculatorysystem.Provideopportunitiesforstudentstotalkaboutdifficultwordssuchasantigens,ventricles,and plasma.Havepairsofstudentspracticeusingthewo

42、rdsinsentencesas they explain the circulatory system to one another.Independent practice:Introduce,explain,and have students complete the content vocabulary worksheet.If time allows,discuss their answers.Book of BloodLesson Plan(continued)LeveLV V5 Learning AZ,Inc.All rights reserved.www.readinga-Bu

43、ild FluencyIndependent Reading Invitestudentstoreadtheirbooksindependentlyorwithapartner.Partnerscantaketurnsreadingpartsofthebook.Home Connection Givestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionHavestudentsusefactsanddetailsfromthe

44、texttowriteandillustrateacrosticpoemsusingthewords Healthy Heart,Book of Blood,orwordsoftheirchoosing.Forexample,anacrosticforHeart mightbeasfollows:HardworkingExerciseAortaRed blood cellType of bloodScience ConnectionProvide print and Internet resources for students to further research heart health

45、,or invite a local cardiologisttotalktothegroup.HavethemmakeHeart Healthy posters that suggest tips for having a healthy heart.Display the posters in the classroom,lunchroom,or library.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookare provided as a

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

47、or reading.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusewhattheyalreadyknowtomakeconnectionswithwhattheyread(before,during,andafterreading)indiscussionandonaworksheet correctlystatethemainideaofeachsectionanddeterminetherelevantsupportingdetailsfromtheirrelevantdetailsindiscussionandonaworksheet accuratelyrecognizeandapplysubject-verbagreementindiscussionandonaworksheet correctlyrecognizeandusecontentvocabularytodescribehowthecirculatorysystemworks indiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric