原版英语RAZ 教案H36-Sam's Fourth of July.pdf

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1、Sams Fourth of JulyLesson PlanLeveLH H1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:16 Word Count:208Book SummaryHolidays are beloved days that light up the year for children.Sams Fourth of July features one of the United States brighter holidays

2、,the Fourth of July,complete with fireworks,parades,and music.In this story,Sam is a dog who loves the Fourth of July.The town decides to make Sam the leader of the parade,and he loves every minute of it.until the loud fireworks begin.Whats a dog to do?Use this inviting story,coupled with cute illus

3、trations,to teach students how to retell,sequence events,and use simple sentences.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandtext Sequenceevents Discriminatelongvowel/a/sound Identifyvoweldigraph-ay Recognizeandanalyzesimplesentences Identi

4、fyandusemonthsoftheyearMaterialsGreentext indicates resources available on the website.BookSams Fourth of July(copy for each student)Chalkboardordryeraseboard Picturescutoutfromanextracopyofthebook Acalendar Stickynotes Sequence events,vowel digraph-ay,simple sentences worksheets DiscussioncardsIndi

5、catesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:him,was Cont

6、ent words:Story critical:decorations(n.),fireworks(n.),Fourth of July(n.),mayor(n.),parade(n.),soldiers(n.)Before ReadingBuild Background DrawsomefireworksontheboardandwritethephraseFourth of Julybesidethem.Pointtothephrase as you read it aloud to students.Sams Fourth of JulyLesson Plan(continued)Le

7、veLH H2 Learning AZ All rights reserved.www.readinga- HavestudentsdrawapictureshowingwhattheydoontheFourthofJuly.Askthemtothinkabout why people in the United States celebrate the Fourth of July.Give a brief history of the background of the U.S.national holiday.Book WalkIntroduce the Book Showstudent

8、sthefrontandbackcoversofthebookandreadthetitlewiththem.Askwhatthey think they might read about in a book called Sams Fourth of July.(Acceptallanswersthatstudents can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Stra

9、tegy:Retell Explaintostudentsthatgoodreadersstopnowandthenwhiletheyarereadingtoretellintheir mind what is happening in the story.Stopping to retell the events of a story helps readers understand and remember what they are reading.Explainthatwhenpeopleretellastoryorevent,theyexplainthedetailsinorder.

10、Modelretellingafamiliarstoryindetail,suchas Little Red Riding Hood.Write key words from the retelling on the board as you say them and draw pictures that illustrate those words.Think-aloud:I am going to retell Little Red Riding Hood,using my own words to describe details from the story.In this tale,

11、a young girl wearing a hooded red cloak sets off to see her grandmother,who is sick.She must walk through the forest,and her mother warns her not to stray from the path.The Big Bad Wolf sees Little Red Riding Hood walking down the trail and thinks that she looks like a tasty treat.He tricks her into

12、 telling him where she is going and tells her that he knows where she can pick beautiful flowers for her grandma.She leaves the path to find the flowers,and the Big Bad Wolf races ahead to her grandmothers house.Invitestudentstosharemoredetailsthatshouldbeincludedintheremainderoftheretelling.Remind

13、them that the details must be told in the right order to make sense.Work as a class to finish retelling the story.Pointouttostudentsthattheretellingincludesthemostimportantcharacters,theproblem,and the solution.Remind them to use their own words in the retelling.Havestudentsputstickynotesonpages6,9,

14、12,and15.Explainthatastheyread,theyshouldstop at these pages to think about what has happened so far in the story.Then,they will retell the story details in their mind.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Compr

15、ehension Skill:Sequence events Revieworexplaintostudentsthatstoriesaretypicallytoldinorderfrombeginningtoend.First one thing happens,then a second event happens,then a third event occurs,and so on.Explainthatwhenthingshappeninacertainorder,itiscalleda sequence of events.Writethewordsfirst,second,thi

16、rd,fourth,and fifthontheboard.Explaintostudentsthatreaders use these words to help place events in order.RefertothewordsandpicturesontheboardfromtheretellingofLittle Red Riding Hood.Modelhowtosequenceeventsfromthattale.Think-aloud:Earlier,we retold the story of Little Red Riding Hood.When I did the

17、retelling,I made sure to tell the events of the story in the correct order.Lets take a look at the proper sequence of events.We will sequence only the most important events in the story.First,a girl named Little Red Riding Hood sets off to visit her sick grandmother.Second,the Big Bad Wolf tricks Re

18、d Riding Hood into leaving the path,and he hurries to her grandmothers house ahead of her.Third,the wolf eats the grandmother and pretends to be her.Fourth,Red Riding Hood comes to the house,sees the Big Bad Wolf dressed as her grandmother,and realizes that he is tricking her.Fifth,Red Sams Fourth o

19、f JulyLesson Plan(continued)LeveLH H3 Learning AZ All rights reserved.www.readinga-Riding Hood runs away from the Big Bad Wolf,and a woodcutter hears the noise and arrives in time to kill the wolf and save Red Riding Hood and her grandmother.Pointtothetransitionwordsontheboardasyousequencetheevents.

20、Emphasizethatnot alldetailsfromtheretellingwereusedinthesequencingofeventsonlythemost important details.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,whilelookingatthepictureonpage3,youmightsay:What holiday is this story about?Thats r

21、ight,the Fourth of July.You can tell by all the flag decorations.Point to the words Fourth of July on this page.Remember,the name of the holiday is three words.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtotheworddecorationsonpage5

22、andsay:I am going to check the picture and think about what would make sense to figure out this word.The sentence says that the town is filled with something that starts with the/d/sound.The picture shows balloons,flags,and confetti all over the town.However,when I look at the first part of the word

23、,it starts with/d/sound.None of those words starts with that sound.Balloons,confetti,and flags are all decorations for a Fourth of July parade.The word decorations begins with the/d/sound.The sentence makes sense with this word.The word must be decorations.Set the Purpose Remindstudentstostopatthest

24、ickynotesandretellintheirmindthedetailsofthestoryup to that point.Have them think about the events that happened first,second,third,and so on.During ReadingStudent Reading Guide the reading:Give students their copy of the book.Have a volunteer point to the first word onpage3(Sam).Pointouttostudentsw

25、heretobeginreadingoneachpage.Remindthemtoread the words from left to right.Askstudentstoplacetheirfingeronthepagenumberinthebottomcornerofpage3.Havethem read to the end of page 6,using their finger to point to each word as they read.encourage studentswhofinishbeforeotherstorereadthetext.Modelretelli

26、ng.Think-aloud:After reading page 6,I stop to retell what has happened so far in the story.Sam is a dog who loves the Fourth of July so much that the town put him in the front of this years parade.They dress him in a suit of stars and stripes.Everyone comes to see him lead the parade.Sam barks when

27、the band plays.Havestudentspointtothestickynoteintheirbookandremindthemthatitistimetostopandretell.Invite students to retell what they have read so far and remind them to use their own words in the retelling.ReviewthesequencedeventsoftheRed Riding Hoodtale.Explaintostudentsthatjustastheysequenced th

28、e events of this story in the correct order,they can also place the events from Sams Fourth of July in the proper sequence,using the most important events that a person would need to tell the story correctly.Cutoutthepicturesfromanextracopyofthebookandplacethepicturesfrompages3through5alongthechalkb

29、oardledge.Pointtothepicturefrompage3.Explainthatthefirstimportanteventinthestoryisthatthetown decides to put Sam,a dog,at the front of the Fourth of July parade.Tape this picture under the word firstontheboard.Beneaththepictures,writekeywordsordrawimagesthatdescribethe event.Sams Fourth of JulyLesso

30、n Plan(continued)LeveLH H4 Learning AZ All rights reserved.www.readinga- Pointtothepicturefrompage4andaskstudentstodescribewhatimportanteventhappenednextinthestory(theydressedSaminasuitwithstarsandstripes).Tapethepicturebeneaththeword second on the board and write key words that describe the event b

31、eneath the picture.Repeatthisprocesswiththepicturefrompage5.Check for understanding:Havestudentsreadtotheendofpage9.Encouragethemtoworkwithapartner to share their own retelling of the story in their own words.Remind them to retell details of the story in the correct sequence.Invite partners to share

32、 their retellings with the class.Placethepicturesfrompages6through9alongthechalkboardledgeinthewrongorder.Have students work in groups to sort the pictures in the proper sequence.Invite volunteers to come to the board and tape the pictures under the proper transition words fourth,fifth,sixth,and sev

33、enth.Callonstudentsandhavethemdescribetheimportanteventsthatoccurredinthissequence of events.Write key words under each picture.Havestudentsreadtheremainderofthebook.Remindthemtotakebreakswhentheyreachthe pages with sticky notes to retell the important events of the story in their own words,and enco

34、urage them to tell all events in the right order.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunityto

35、modelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:As I read this story,I stopped every few pages to think about what had happened.After I had read the entire book,I could retell the whole story in my own words.I included all the important

36、 events and made sure to include characters,problem,and solution.In this story,Sam was a dog who loved the Fourth of July.The town dressed him up in a suit of stars and stripes so he could lead the Fourth of July parade!He barked and danced when the band played.That is how I started my retelling of

37、the story.How would you start yours?Havestudentsretellthestoryfromthebeginningwithapartner.Askstudentstoexplainhowretellinghelpedthemtounderstandandrememberthestory.Reflect on the Comprehension Skill Discussion:Reviewthesequenceofeventstapedtotheboard.Placethepicturesfromtheremainder of the book out

38、 of order along the chalkboard ledge.Have students sequence the remainderofthebookwithapartner.Callonstudentstoselectwhicheventcomesnextanddescribe it.Tape each picture on the board in the correct sequence and write a description of the important event beneath it.Takedownthepicturesanderasethedescri

39、ptions.Placethepicturesbackalongthechalkboardledge in the wrong sequence and have students try to retell the story to a partner using the wrongsequence.Askstudentstoexplainwhyitisimportanttokeepeventsinthepropersequence(the story does not make sense out of order).Independent practice:Takedownallthep

40、icturesfromtheboard.Introduce,explain,andhavestudents complete the sequence events worksheet.encourage them to refer to their book for assistance.If time allows,discuss their responses.Enduring understanding:In this book,Sam has the chance to participate in activities for a holiday he loves.Why do y

41、ou think we like to celebrate holidays?If you could be involved in an event for a holiday,like Sam and his involvement with the parade,what would you do and why?Sams Fourth of JulyLesson Plan(continued)LeveLH H5 Learning AZ All rights reserved.www.readinga-Build SkillsPhonological Awareness:Long/a/v

42、owel sound Askstudentstolistencarefullyasyousaywordsthatcontainthelong/a/vowelsound(pay,maid,trade,say,and clay),stretchingthewordsoutasyousaythem.Askstudentstoidentifythevowelsound that all these words share.Explaintostudentsthatwhenwordshavemorethanonesyllable,eachsyllablecanhave adifferentvowelso

43、und.Saythefollowingwordsaloud:parade,maybe,mayor,today,and birthday.Have students hold up one finger if the first syllable has the long/a/sound or two fingers if the second syllable has the long/a/sound.Check for understanding:Explaintostudentsthattheyaregoingtoplayasoundgame.Youaregoing to say a se

44、ries of words,and every time they hear a word that contains the long/a/sound,theywillgivethethumbs-upsignal.Encouragestudentstousethethumbs-upsignalevenifthewordhastwosyllablesandonlyonelong/a/sound.Usethefollowingwords:age,baby,aim,wait,lady,cake,shaky,and scared.Phonics:Vowel digraph-ay Reviewwith

45、studentsthelong/a/vowelsound.Writethewordplay on the board and say it aloud with students.Havestudentssaythelong/a/soundaloud.Thenrunyourfingerunderthelettersinthewordplayasstudentssaythewholewordaloud.Askstudentstoidentifywhichtwolettersrepresentthe long/a/sound in the word play(ay).Pointoutthatthe

46、rearedifferentmethodsofcreatingthelong/a/soundinwordsandthattheletter combination ay is one of those methods.Remindstudentsthatifawordhasmorethanonesyllable,thevoweldigraph-ay may be in just one syllable of that word.Write the word mayor on the board and underline the first syllable.Askstudentshowth

47、eywouldreadthatsyllable.Thenreadthewordmayor aloud with students.Havestudentspracticewritingtheaylettercombinationonatheirdeskwhilesayingthelong/a/sound.Check for understanding:Have students work with a partner to find and circle all the words that contain the vowel digraph-ay.Afterfindingandcirclin

48、geachword,havepairssaythewordaloud to each other.Independent practice:Introduce,explain,andhavestudentscompletethevowel digraph-ay worksheet.If time allows,discuss their answers.Grammar and Mechanics:Simple sentences Writethefollowingsentenceontheboard:Sam leads the parade.Askstudentstoidentifywhoth

49、esentenceisabout(Sam).AskstudentstodescribewhatSamisdoing(leadingtheparade).Remindorexplaintostudentsthatthesubject of a sentence tells who or what the sentence isabout,andsincethissentenceisaboutSam,Samisthesubjectofthesentence.Circlethe word Sam.Remindorexplaintostudentsthatthepredicate of the sen

50、tence tells what the subject is doing.Underline the phrase leads the parade in the sentence,and point out that since that phrase explainswhatSamisdoing,leads the parade is the predicate of this sentence.Explaintostudentsthatsentencesthatcontainonesubjectandonepredicatearecalled simple sentences.Writ