原版英语RAZ 教案Malik Had a House_LP.pdf

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1、Malik Had a HouseLesson PlanLeveLX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:24 Word Count:2,292Book SummaryMalik loves his home,where he lives with his mom and brother,and he has lots of friends in the neighborhood.When Maliks mom loses her

2、 job,his life gets turned upside down by the hard financial times his family now faces.Readers will learn through Maliks eyes what it means for a family to live in a bad economy,deal with unemployment,have an underwater mortgage,face foreclosure,and visit a food bank so they have enough to eat.About

3、 the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Analyzecharactersinthetext Identifyandusepropernouns RecognizeandusesynonymsandantonymsMaterialsGreentext indicates resources available on the website.BookMalik Had a House(copy for each stude

4、nt)Chalkboardordryeraseboard Dictionaries Thesauruses Visualize,analyzecharacter,synonymsandantonymsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are

5、 reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:economy(n.),foreclosure(n.),interest(n.),mortgage(n.),payments(n.),unemployment(n.)Enrichment:benefits(n.),food bank(n.),landlord(n.),manager(n.),promoted(n.),temporary(n.)Be

6、fore ReadingBuild Background Writethewordeconomyontheboard.Askvolunteerstoshareanyknowledgetheyhaveofthisword.Explainthemeaningofthewordtotheclass,usingtheglossarydefinitioninthebackofthe book as well as additional information,such as how Maliks mom describes a good and bad economy on page 6.Askstud

7、entswhattheythinkitmeansto“loseyourhouse”andhowtheythinkthatcanhappen.Askiftheyknowanyonewhohaslosthisorherhouse.Malik Had a HouseLesson Plan(continued)LeveLX X2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackc

8、oversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduc

9、e the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisonthebasisofthewordsusedinthetextandwhatapersonalreadyknows about a topic.Readpage3aloudtostudents.Modelhowtovisualize.Think-aloud:Whenever I read a book,I always pau

10、se after a few pages to create a picture in my mind of the information Ive read.This helps me organize the important information and understand the ideas in the book.For example,on page 3,the author describes Maliks old apartment.I pictured him standing next to a busy street with no place to play ba

11、sketball,and a cramped apartment building in the back.I pictured a large van driving by and the driver yelling at Malik.I envisioned Maliks unhappy face.Rereadpage3aloudtostudentsandaskthemtousethewordsinthestorytovisualize.Introduceandexplainthevisualizeworksheet.Have students draw on their workshe

12、et what they visualizedfromthetextonpage3.Invitestudentstosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Analyze character Explainthattherearemanywaystolearnaboutacharacterinastory.

13、Pointoutthatanauthoruses a characters words,thoughts,and actions to give readers insight into the characters personality,relationships,motivations,and the conflicts he or she may face.Askstudentstoreturntopage3.Modelhowtoanalyzeacharacter,onthebasisofhisorherthoughts and actions.Think-aloud:As I rea

14、d page 3,I found out that Malik likes playing basketball with his friends,and it makes him feel good that they can play in his yard.He thinks about how this couldnt have happened where his family used to live.On the basis of these clues,Malik appears to be a person who enjoys his friends and feels h

15、appy in his home.This information provides insight into Maliks personality.One character trait of Malik is that he is happy.Introduceandexplaintheanalyzecharacterworksheet.Askstudentstokeepthisgraphicorganizerinmindastheyreadtherestofthestory,lookingforevidenceofMalikscharacter.Introduce the Vocabul

16、ary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeintheillustrations.Readthetitleofthebookagain,andaskvolunteersforanyideasaboutwhythetitleisinthepasttenseMalik Had a House.Have students find the bold word economy on page 5.Have them look for clues to the words meaning in the sentence contai

17、ning the word economy and in the sentences following it.Readthesentencesaloudandhavestudentstellyouwhattheythinkthewordmeans.Explainthat clues to a words meaning are not always present in the same sentence,but that other informationintheparagraphonpage6oftenexplainsthewordorgivesexamplesofit.Showstu

18、dents how the author works in the definition of a good and bad economy through the dialoguebetweenSeanandMaliksmother.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and their definitions.Malik Had a HouseLesson Plan(continued)LeveLX X3 Learning

19、 AZ All rights reserved.www.readinga- Model how students can use a dictionary to find a words meaning.Have them locate the word mortgageinthedictionary.Inviteavolunteertoreadthedefinitionformortgage.Have students compare the dictionary definition with the glossary definition.Have them compare these

20、with their prior knowledge of the word.Set the Purpose HavestudentsreadtofindoutwhathappenstoMalikandhisfamily.Remindthemtostopaftereveryfewpagestovisualizetheeventsandplacesinthestoryandtothinkaboutwhattheyarelearning about Maliks character.During ReadingStudent Reading Guide the reading:Have stude

21、nts read from page 4 to the end of page 6.encourage those who finishearlytogobackandreread.Havestudentsdrawwhattheyvisualizedduringoneormoreevents of the story on their visualizeworksheet.Modelvisualizing.Think-aloud:On page 6,I read Maliks moms explanation of a good and bad economy.I pictured lots

22、of people going to work,perhaps in factories or offices.I pictured other people spending money at stores,buying groceries or clothes.I then envisioned none of those things happening and people being told they have just lost their job.Invitestudentstosharetheirdrawingsofwhattheyvisualizedwhilereading

23、.Havethemexplaintheir drawings aloud.Onthebasisoftheinformationreadsofar,askstudentstoidentifywhyMalikmightbeconsidered caring and concerned.(He noticed the look of worry on his moms face.He spoke encouragingwordstohismom,tellinghershewouldfindanotherjob.)Askstudentstothink of other words they might

24、 use to describe Malik(worried,unhappy and so on).Have students write the information from the discussion on their analyzecharacterworksheet.AskstudentstoexplainwhattheyhavelearnedaboutthecharacterofMaliksmother.Askiftheyare getting to know Maliks mother through her words,actions,or thoughts.Have st

25、udents share thesupportingevidencefromthetext.Check for understanding:Havestudentsreadtotheendofpage11.Havethemvisualizetheinformationinthetextastheyread.AskstudentstodrawwhattheyvisualizedaboutMalikandhis brother,as well as what they have learned about a mortgage,on their visualizeworksheet.Invitet

26、hemtosharewhattheyvisualizedastheyread.Havestudentslookattheillustrationsandexamineeachofthecharactersfaces,especiallyMaliksmom,toseehowtheyarefeeling.Encouragethemtoadddetailssuchasfacialexpressionstotheirowndrawings.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread

27、 the rest of the story.Remind them to continue thinking about the important events of the story as they read and what they are learning about the characters in the book.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.encourage them to

28、 use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:On page 19,I read abou

29、t Malik staring up at his house and not believing the bank would take it.I pictured the house with its nice,big front porch and the basketball hoop.I pictured Malik staring up at the house and looking at his bedroom window.Malik Had a HouseLesson Plan(continued)LeveLX X4 Learning AZ All rights reser

30、ved.www.readinga- Askstudentstoexplainhowthestrategyofvisualizinghelpedthemunderstandandenjoythestory.Askvolunteerstoshareexamplesofthethingstheyvisualized.Independentpractice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemshare their drawing with a partner.Reflect on the Comprehensi

31、on Skill Discussion:Review the characteristics of Malik that students identified from the first page of the story and those written in the first section of the chart on the board(caring,concerned,or frightened,confused).Review the other character traits that students identified as Maliks.Havestudent

32、sreadaloudtheexamplestheywroteintheTraits section of their worksheet.Independentpractice:Have students complete the analyzecharacterworksheet,completing their analysisofMalikscharactertraits,andusethebottomoftheworksheettoanalyzethecharactertraitsofMaliksmom.Iftimeallows,discusstheirresponses.Enduri

33、ng understanding:Inthisbook,youlearnedaboutthehardtimesthatMaliksfamilywasfacing due to the bad economy.Now that you know this information,how will this help you understand what others,perhaps even people you know,may be going through?Build SkillsGrammar and Mechanics:Proper nouns Revieworexplaintha

34、tanounisaperson,place,orthing.Askstudentstoturntopage3andgiveexamplesofnounsfromthetext(basketball,hoop,wings,and so on).Revieworexplainthataproper nounisthenameofaspecificperson,place,orthing.Apropernounalwaysbeginswithacapitalletter.Writeexamplesofpropernounsfrompage3ontheboard(Malik,Bryan,Deonne,

35、Sean).Remindstudentsnottoconfuseapropernounwiththecapitalletterusedatthebeginning ofasentenceorwiththetitleofasection.Pointoutinstancesinthebookwherecapitallettersare used but a proper noun is not present.Check for understanding:Write the following nouns in a column on the board:brother,store,friend

36、.Askvolunteerstogiveexamplesofpropernounsforeachnoun.Writethemontheboard(brother:Sean;store:Deal Mart;friend:Bryan).Independentpractice:Have student pairs search through the book to find and underline words thathavebeencapitalized.Havethemdecideifeachoneisapropernounandwhy.Word Work:Synonyms and ant

37、onyms Writethewordbadontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(poor,terrible).Revieworexplainthatawordthatmeansthesameoralmostthesameas another word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeof bad(good,excellent).Revieworexplainthatawordthatmeanstheoppos

38、iteofanotherwordis called an antonym.Havestudentslocatethefirstsentenceatthetopofpage6whileyouwriteitontheboard:Maliks mom gave a heavy sigh and gazed around the kitchen as though she might find an answer there.Askstudentstofindthewordthatdescribesthetypeofsighshegave(heavy).Askthemtosuggestawordtha

39、tmeanstheapproximatelythesamethingorthatcouldbeusedto describe a sigh in the same way(deep).Askthemtosuggestawordthatmeanstheoppositeof heavy or deep(light).Showstudentsathesaurus.Usetheexampleabovetoexplainhowathesaurusisused,writingsynonyms and antonyms for heavy on the board.Check for understandi

40、ng:Givepairsofstudentsathesaurus.Askthemtofindthewordgloomy andhavethemnamethesynonymslisted.Ifthethesauruslistsantonyms,havethemalsofind antonyms for gloomy.Ifneeded,provideadditionalpracticeusingathesaurus,orprojectTontheboardandmodelfindingsynonymsandantonyms.Malik Had a HouseLesson Plan(continue

41、d)LeveLX X5 Learning AZ All rights reserved.www.readinga- Independentpractice:Introduce,explain,andhavestudentscompletethesynonyms-and-antonymsworksheet.Discusstheiranswersaloudonceeveryonehasfinishedworkingindependently.Build FluencyIndependentReading Allowstudentstoreadtheirbookindependently.Addit

42、ionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehomereadwithparents,caregivers,siblings,orfriends.With someone at home,have them share their drawings from the visualizationworksheet.Extend the ReadingRealistic Fiction Writing ConnectionHa

43、ve students write a sequel to the story Malik Had a House.Remind them to continue to develop thecharactersofMalikandhismotherandtowriteaboutpossiblenexteventsintheirlives(forexample,Maliksmothergetsanewjob,theyareabletorenttheirownapartment,theyareallhappier and comfortable,and so on).Remind student

44、s to keep the characters and events believable since they are writing a realistic fiction piece.Have students share their finished stories aloud.visit WritingAZ.com for a lesson and leveled materials on narrative writing.Math ConnectionHavestudentsengageinamockpurchaseofahouse.Askstudentstogoonline,

45、lookathomepricesinthearea,andchooseahometopurchase.Assiststudentsinasimplifiedcalculationofthemonthly mortgage,on the basis of the price of the house they choose and 5%interest over 30 years(forexample,a$200,000dollarloanX.05=anadditional$10,000ininterest,foratotalpriceof$210,000.Divide$210,000by360

46、months(30years)tofindthemonthlymortgageof$583.33.Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwith students:Useasdiscussionstartersforliteraturecircles.Havestudentscho

47、oseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determin

48、e if they can:consistentlyusethestrategyofvisualizingtocomprehendthetextduringdiscussionand on a worksheet analyzethewords,thoughts,andactionsofthecharactersduringdiscussionandonaworksheet correctlyidentifypropernounsinthetextandduringdiscussion correctlyidentify,select,andusesynonymsandantonymsduringdiscussionandonaworksheetComprehension Checks BookQuiz Retelling Rubric