原版英语RAZ 教案H33-Anna and the Dancing Goose.pdf

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1、Anna and the Dancing GooseLesson PlanLeveLH H1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:291Book SummaryAnna loves everything about easter.Her grandmother brings her easter eggs and a gifta music box with a goose dancing inside a

2、blue egg.Anna is curious,so her grandmother tells her the story of the dancing goose.Students will have the opportunity to sequence events and reflect on family connections in this story within a story.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadin

3、gstrategyofmakingpredictionstounderstandtext Sequenceeventsinthestory Segmentonsetandrime Identifyandreadwordsthatcontainconsonantdigraphsh Recognizeandusepast-tenseverbs RecognizeandgiveexamplesofonomatopoeiaMaterialsGreen text indicates resources available on the website BookAnna and the Dancing G

4、oose(copy for each student)Chalkboardordryeraseboard Sequence events,consonant digraph sh,past-tenseverbsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)V

5、ocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonV.High-frequency words:her,said,she,the Content words:Story critical:alone(adj.),always(adv.),brought(v.),dancing(adj.),hurt(adj.),music box(n.)Before ReadingBuild Background WritethewordEaster on the board and point to it as you

6、read it aloud to students.Repeat the process and have students say the word aloud.EncouragestudentstodiscusswhattheirfamilydoesonEaster,iftheycelebratethatholiday.Writetheiranswersontheboard.IfstudentsdonotcelebrateEaster,askifthereisaholidaytheycelebrate in the spring.Havestudentsshareaboutthemembe

7、rsoftheirfamilies,andrecordthedifferentfamilystructuresontheboard.Emphasizethateveryfamilyisdifferent.Anna and the Dancing GooseLesson Plan(continued)LeveLH H2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewit

8、hthem.AskwhattheythinktheymightreadaboutinabookcalledAnna and the Dancing Goose.(Accept all answers that students can justify.)Record their answers on the board.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revis

9、e,and confirm predictions Explaintostudentsthatgoodreadersmakepredictionsaboutwhattheythinkwillhappeninthestory.Explainthatpredictionsareguessesaboutwhattheythinkwillhappenlaterinthestorythatarebasedoncluestheyread.Emphasizethatknowinghowtomakepredictionsismoreimportantthanwhetherthepredictionisrigh

10、t,orconfirmed.Modelmakingpredictionsusingtheinformationonthecover.Think-aloud:I know that good readers make predictions using the clues that they have.When I look at the picture on the cover and read the title,Anna and the Dancing Goose,I see that I have two clues:a woman and a goose that dances.Wit

11、h these clues,I can make a guess,or prediction,about the story.I wonder if the woman on the cover is Anna.I predict that Anna and the goose will be in the story.Maybe Anna will dance with the goose.As I read,I will check to see if my prediction is correct.I can also change my prediction as I read mo

12、re clues.Pointouttostudentsthepredictionstheymadeduringthebookintroduction,whicharerecordedontheboard.Invitestudentstoshareanyadditionalpredictionstheycanmakeatthispoint.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Com

13、prehension Skill:Sequence events Explaintostudentsthatstoriesareaseriesofeventsthathappeninorderfrombeginningtoend.Writekeytransitionwordsontheboard,forexample,first,next,after that,and in the end.Explainthatauthorsusewordslikethesetoorderthesequenceofeventsinastory.Drawalineunder each word.Modelseq

14、uencingthemaineventsofthestoryThe Three Little Pigs.Writethekeywordsabouteach event,and create a drawing to represent it,under the appropriate transition word on the board.Think-aloud:If I wanted to tell someone the story TheThreeLittlePigs,I would want to make sure they understood it by telling the

15、 events of the story in the correct order.Here is how I would tell it in the right sequence.First,the three little pigs build three houses,one made of straw,one of sticks,and one of bricks.Next,the Big Bad Wolf blows down the house made of straw.After that,the Big Bad Wolf blows down the house made

16、of sticks.In the end,the Big Bad Wolf tries to blow down the house made of bricks,but he is not able to,so the pigs are safe.Tellthestory,usingthetransitionwordsontheboard,withtheeventsoutoforder.Havestudents discuss in pairs why a sequence of events is important.Have student pairs share their answe

17、rs.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,whilelookingatpage4,youmightsay:It looks as though a shelf is a good place to hold items,like the Easter eggs in this story.Remindstudentstolookatthepictureandtheletterswithwhichawordbe

18、ginsorendstofigureoutadifficultword.Forexample,pointtotheworddancingonpage6andsay:I am going to look at the end of this word and check the picture as I think about what would make sense to figure out this word.The end of this word is ing,and I know that ing often appears at the end Anna and the Danc

19、ing GooseLesson Plan(continued)LeveLH H3 Learning AZ All rights reserved.www.readinga-of action words,like walking or talking.This must be an action word.The picture shows a goose inside a music box.I know that people dance to music,which is an action.The first part of dance starts with the/d/sound,

20、and this words starts with/d/.If I add the ing ending,I have the word dancing.The sentence makes sense with this word.The word must be dancing.Set the Purpose HavestudentsusewhattheyalreadyknowaboutEasterandfamilytohelpthemreadthestory.Remindthemtothinkaboutthesequenceofeventsastheyread.During Readi

21、ngStudent Reading Guide the reading:Givestudentstheircopyofthebook.Haveavolunteerpointtothefirstwordon page 3(Anna).Pointouttostudentswheretobeginreadingoneachpage.Remindthemtoread the words from left to right.Askstudentstoplaceafingeronthepagenumberinthebottomcornerofpage3.Havethemreadtotheendofpag

22、e5,usingtheirfingertopointtoeachwordastheyread.Encouragestudentswhofinishbeforeotherstorereadthetext.Modelmakingpredictions.Think-aloud:On page 5,we read that Annas grandmother brought her a music box.I know from my earlier clues that this story has something to do with a dancing goose,and the music

23、 box is a new clue.I also know now that Anna is a little girl,so the woman on the cover cant be Anna.I know that music goes along with dancing.I am going to change my prediction and say that the dancing goose has something to do with the music box.I will make a new prediction,too:the music box will

24、have a goose inside of it.Invitestudentstosharethepredictionstheymadeastheyread.Askstudentsiftheychanged(orrevised)any old predictions as they read new clues.Havestudentswriteonapieceofpaperatleastonepredictiontheymadeorelsedrawapicturethat shows a prediction.Writethefollowingevents,outoforder,onthe

25、board:AnnalovedeverythingaboutEaster;Hergrandmotherbroughtheramusicbox;Hermotherputtheeggsontheshelf;Annalovedtheeaster eggs her grandmother brought.Writethetransitionwordsfirst,next,and after that on the board.Discusswithstudentsthecorrectsequenceoftheeventsfromthestory.Invitestudentstowritetheseev

26、ents,ordrawapicturetorepresentthem,undertheappropriatetransition words.Discussandcircletheeventsthatarethemostimportanttocorrectlytellthestory.Pointoutthatthe other details are not necessary to the sequence of events and cross them out.Askstudentstosharewithapartnerwhatthestoryisaboutsofar.(Annarece

27、ivedaspecialgiftfrom her grandmother on easter.)Check for understanding:Have students read to the end of page 10.encourage them to share how theymade,revised,orconfirmedpredictions.(Acceptallanswersthatshowstudentsunderstandhowtoworkwithpredictions.)Askstudentstonameadditionalstoryeventsandlocatethe

28、minthebook.Discusswhicheventsaretheimportantonesthatneedtobeincludedinasequenceofevents.Writetheseeventsonthe board.Remind students to use transition words when discussing the events.Havestudentsreadtheremainderofthestory.Remindthemtomakepredictionstohelpthemunderstand new information as they read.H

29、avestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.Anna and the Dancing GooseLesson Plan(continued)LeveLH H4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany,theym

30、arkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:When I read page 12,I learned that the goose laid a blue egg to thank the woman.That was a clue from the story.Since I know that baby geese a

31、re born in eggs,and my clue told me that the old woman had a goose egg,I made a prediction that soon the old woman would have a baby goose.Havestudentsreturntothepredictiontheywroteordrewearlier.Encouragethemtothinkaboutwhethertheychangedtheirpredictionorconfirmedit.Invitestudentstosharetheirpredict

32、ionswiththerestoftheclass.Askwhethertheychanged orconfirmedanyprediction.Askstudentstoexplainhowmakingpredictionshelpedthemtounderstandandremember the story.Reflect on the Comprehension Skill Discussion:Review the events of the story written on the board.Remind students that when sequencing events o

33、f a story,it is important to use transition words as clues to the order of events.Independent practice:Introduce,explain,andhavestudentscompletethe sequence events worksheet.Iftimeallows,discusstheirresponses.Enduring understanding:Inthisstory,Annasgrandmothertellsherastoryofanoldwomanwhosefamily wa

34、s far away,so she felt alone until one day when a goose appeared and it gave her somethingtocarefor.Whyisitimportanttohavepeopleoranimalsinourliveswhomwecare for and who care for us?Build Skills Phonological Awareness:Segment onset and rime Explaintostudentsthatwordscanbesplitintwoparts,thebeginning

35、,oronset,andtheend,or rime.The onset is the initial sound before the vowel.explain that you are going to split a word,andaskstudentstolistencarefullyandtellyouwhatthatwordis.Say/g/oose/andhavestudents tell you the word.Saythewordshelf.Now explain that you are going to leave off the onset of the word

36、.Say/elf/.Havestudentssaythewordbox.Nowaskthemtoleaveofftheonsetandjustsaytherime(/ox/).Writethefollowingwordsontheboard:hot,kind,flop,play.Read each word together.Then say each word,one at a time,but only read the onset.Have students say the rime.Check for understanding:Havestudentsworkingroupstofi

37、ndwordsinthestoryandsegmentthe onset and rime.Have them underline the onset and circle the rime in each word.Phonics:Consonant digraph sh Writethewordshelf on the board and say it aloud with students.Havestudentssaythe/sh/soundaloud.Thenrunyourfingerunderthelettersinthewordasstudentssaythewholeworda

38、loud.Askstudentstoidentifywhichlettersrepresentthe/sh/sound in the word shelf.Havestudentspracticewritingthelettersh on a separate piece of paper while saying the/sh/sound.Havestudentsfindwordsinthestorythathavetheconsonantdigraphsh and practice reading thosewordsoutloudtoeachother.Encouragestudents

39、toemphasizethe/sh/sound.Anna and the Dancing GooseLesson Plan(continued)LeveLH H5 Learning AZ All rights reserved.www.readinga- Check for understanding:Writethefollowingwordsthatbeginwiththe/sh/soundontheboard,leavingofftheconsonantdigraph:ship,shoe,shelf.Say each word,one at a time,and have volunte

40、ers come to the board and add the consonant digraph sh to each word.Independent practice:Introduce,explain,andhavestudentscompletetheconsonant digraph sh worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Past-tense verbs Revieworexplainthatsomewordsnameactions.Remindstudentsthatverbs

41、are action words.Askstudentstothinkofsomeactionstheydidyesterday,forexample,walkingtoschooloreatingbreakfast.Writethesewordsontheboardandaskstudentstoactthemout.Explainthatwhenanactionhappenedinthepast,weuseaspecialformoftheverbcalledapast-tense verb.Explainthatweshowapast-tenseformbyaddingtheed let

42、ter combination to the end of the verb.Invitestudentstocometotheboardandaddedtotheverbs.(Ifanyoftheverbshaveirregularpast-tenseforms,taketimetoexplainthatsomeverbshavespecialendings.Writethepast-tenseforms of those verbs but focus on the edendingsofregularpast-tenseverbs.)Writetheseverbsontheboard:l

43、oved,walked,kicked.Askstudentstosaythepresent-tenseformof the verb by removing the ed(love,walk,kick).Invitestudentstocometotheboardanderaseed from each verb.Havestudentsrereadpage6.Havethempointtothewordplayed.Askstudentsifthisisapast-tenseverb.Askstudentstotellapartnerthepresent-tenseformofthisver

44、b(play).Repeat with the word asked.Check for understanding:Havestudentslocateasmanypast-tenseverbsinthestoryastheycan.Havethemdrawaboxaroundeachone.Invitestudentstosharetheirresults.Independent practice:Introduce,explain,andhavestudentscompletethepast-tense-verbsworksheet.Iftimeallows,discusstheirre

45、sponses.Word Work:Onomatopoeia Havestudentsreadpage13withyou.Emphasizethewordscrack and peep.Explaintostudentsthatwriterssometimesusewordsthatsoundlikethenoisetheyaredescribing.The word cracksoundslikeanoiseyoumighthearwhenaneggcracks.Likewise,theword peepsoundslikethenoiseababygoosemakes.Explaintha

46、twecallthesespecialwordsonomatopoeia.Have students repeat the word onomatopoeia.Havestudentssaycrackaloud.Askiftheycanhearorimagineacrackingnoisewhentheysaythe word.Havestudentsthinkaboutsoundstheyhearontheplayground.Guidestudentstothinkofonomatopoeicwordstodescribethesounds.Writethesewordsontheboar

47、d.Check for understanding:Writethesewordsontheboard:boom,water,ghost,zap,splash.Invitestudentstocometotheboardandcirclethewordsthatareexamplesofonomatopoeia.Havestudentsworkingroupstobrainstormmoreonomatopoeicwords.Havethemwritethesewordsontheinsidebackcoverofthebook.Build Fluency Independent Readin

48、g Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemretellthesequenceofeventsinthebooktosomeoneathome.Anna and the Dancing GooseLesson Plan

49、(continued)LeveLH H6 Learning AZ All rights reserved.www.readinga-Extend the ReadingRealistic Fiction Writing and Art ConnectionHavestudentsdrawapictureofaspecialgift.Underthepicture,havethemwriteoneortwosentencesthat tell a story about their gift.visit WritingAZ for a lesson and leveled materials o

50、n narrative writing.Social Studies Connection Discusstheemotionsshownonthefacesinthebook.Workwithstudentstocreatealistofwaystheycould better understand different types of feelings that others may have.Help them to understand why someone may feel happy,sad,shy,excited,or mad.Discuss ways to deal with