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1、Saving the Last Wild TigersLesson PlanLeveLO O1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:741Book SummaryIn Saving the Last Wild Tigers,readers learn about the tiger,the reasons why this important animal is in danger of bec
2、oming extinct,and what can be done to save it from extinction.Photographs and captions support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstand informational text Identifycause-and-effectrelationshipsin
3、text Identifyandfluentlyreadwordscontainingther-controlled/ur/vowel sound Identifyandusecommasafterintroductorywordsorphrases ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the website BookSaving the Last Wild Tigers(copy for each student)Chalkboardordryeraseboar
4、d KWL,causeandeffect,introductorycommas,alphabeticalorderworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-ma
5、delessonforthistitleonvocabulary .Contentwords:Story critical:conservation(n.),endangered(adj.),extinct(adj.),habitats(n.),hoofed(adj.),poach(v.)Enrichment:reserves(n.),survive(v.)Before ReadingBuild Background Askstudentsiftheyhaveeverseenatigerinazoo.Askstudentsiftheyknowwhatitmeansforananimaltobe
6、comeextinct.Havestudents predictwhatthetitleofthisstorymeans.Askwhattheythinktheyregoingtolearnabout fromreadingthisbook.Saving the Last Wild TigersLesson Plan(continued)LeveLO O2 Learning AZ All rights reserved.www.readinga-PreviewtheBookIntroduce the Book Givestudentstheircopyofthebook.Guidethemto
7、thefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentson
8、page3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Connect to prior knowledge Explaintostudentsthatoneofthethingsthatgo
9、odreadersdowhentheyarereadinganonfictionbookistothinkaboutwhattheyalreadyknowaboutthetopic.Thinkingabout whattheyalreadyknowwillhelpthemunderstandwhattheyarereadingandlearnnewinformation well.Modelconnectingtopriorknowledge.Think-aloud:Before I begin reading a book,especially a nonfiction book,I alw
10、ays stop to think about what I already know about the topic.For example,before starting to read a book about penguins,I would think back to everything I have learned in science class about penguins and Antarctica.I also saw a movie about penguins,in which I learned a lot of facts about how penguins
11、raise their young.When I think about what Ive learned about penguins in the past,I realize that I already know a lot about this bird and that this information is going to help me read the book and decode any new words.There is probably still a lot that I want to learn about penguins as well.Ill keep
12、 this in mind as I read so I can look for new information.By the time I finish reading,Im going to know a lot about this topic!IntroduceandexplaintheKWLworksheet.Explaintostudentsthateveniftheydonotknowvery much about tigers,many of them have read about or studied other types of endangered animals.K
13、nowing about other types of endangered animals will help them to learn about tigers.Asaclass,createalistontheboardofwhatstudentsalreadyknowabouttigersand/orotherendangeredanimals.Studentsmayrecordtwoofthesefactsontheirworksheetandthenshouldadd two of their own ideas.Invite students to share what the
14、y wrote down before beginning thebook.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Cause and effect Explaintostudentsthatonestrategyforunderstandinginformationinatextistoidentifycause-and-effectrela
15、tionships.Explainthatacause is the reason why an event happens,and the effect is what happens as a result of the cause.WriteCause and Effectontheboardintwodifferentcolumns.Say:If you study hard for your spelling test(cause),you will get a better grade(effect).Askstudentstosharesomecause-and-effect r
16、elationships,prompting them as necessary.Askstudentstoturntopage5.Modelhowtothinkaboutcause-and-effectrelationships while reading.Think-aloud:As I read page 5,I want to think about and look for cause-and-effect relationships.The text says that the tigers are important members of their habitat and th
17、at they eat hoofed animals such as deer.If the tigers didnt eat these animals,there would be more hoofed animals,and they would eat too many plants.This sounds like a cause-and-effect relationship.The tigers eat hoofed animalsthats the cause.The effect is that there are fewer deer,so they cant eat a
18、ll the plants.I can see that if there were no tigers,there would be problems in this habitat.Havestudentslookforcause-and-effectrelationshipswhiletheyread.Saving the Last Wild TigersLesson Plan(continued)LeveLO O3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowin
19、gwordsfromthecontentvocabularyontheboard:conservation,endangered,extinct,habitats,hoofed,poach.Pointoutthatthesesixwordsareimportanttounderstandingtheinformationtheyllbereadingabout tigers.Explaintostudentsthatsincetheyarelearningabouthowtousetheirbackgroundknowledgeaboutatopictohelpthembebetterread
20、ers,youaregoingtochecktheirknowledgeofsomeimportantvocabularywords.Havestudentsusethefollowingscaletoratetheirknowledgeaboutthevocabularywords.Studentscanholdupthenumberoffingersthatcorrespondwiththeir rating for each word.0=I have never seen this word and dont know what it means.1=Ive seen this wor
21、d and can pronounce it,but I dont know what it means.2=Ive seen this word and have some idea of what it means.I think I could use context clues to figure out its meaning while Im reading.3=I know this word,I understand what it means,and I could use it in a sentence.Pointouttheglossaryatthebackoftheb
22、ook.Revieworexplainthataglossaryislikeasmalldictionaryandthatitcontainsanalphabeticallistofwordsrelatedtothebookandtheirdefinitions.Modelhowstudentscanusetheglossarytofindawordsmeaning.Havethemlocatethewordhoofedintheglossary.Inviteavolunteerreadthedefinition.Havestudentsexplaintoapartnerwhat hoofed
23、 means in their own words.Havestudentsfollowalongonpage5asyoureadthesentenceinwhichthewordhoofed isfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremaining vocabulary words.Set the Purpose Beforestudentsbeginreading,havethemrecordquestionstheyhaveabouttigersinthesecondcolumn(W)oftheirKWLc
24、hart.Theyshouldkeepthesequestionsinmindastheyread.Havestudents read the story to learn more about why tigers are in danger of becoming extinct.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage4totheendofpage9.Encouragethosewhofinishearlytogobackandreread.Havestudentsrecordatle
25、astonenewfacttheylearnedabouttigers in the last column(L)oftheirKWLworksheet.Modelusingbackgroundknowledge.Think-aloud:On page 4,I learned that tigers are in danger of dying out completely.This reminds me of another endangered animal I have read aboutthe black rhinoceros.Humans have hunted these rhi
26、nos for their horns,so there are not many of them left.This makes me wonder why there arent very many tigers left.I wonder if humans are killing tigers,too.Invitestudentstoshareonenewpieceofinformationabouttigersthattheyaddedtothelastcolumn(L)ontheirworksheet.Basedontheinformationreadsofar,askstuden
27、tstoexplainwhatthetitleofthebookmeans.Askstudentstoexplainwhytigersareindangerofbecomingextinct.Havestudentssharethesupporting evidence from the text.Check for understanding:Havestudentsreadtotheendofpage12.Havethemcontinuetoadd new information that they learn to the last column(L)oftheirKWLworkshee
28、tastheyread.Askstudentswhofinishearlytoidentifyacause-and-effectrelationshipthattheyreadandtounderlineit.Havestudentssharetheinformationthattheyrecordedinthelastcolumn(L)of theirworksheet.Saving the Last Wild TigersLesson Plan(continued)LeveLO O4 Learning AZ All rights reserved.www.readinga- Havestu
29、dentsreadtheremainderofthebook.Encouragethemtocontinuetousepriorknowledgeastheyreadtherestofthebook.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Re
30、ading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:On page 8,I read about how poachers are killing tigers because they believe that tiger bones have speci
31、al healing properties.That reminds me of black rhinoceroses being killed for their horns.It sounds as though both animals are endangered because of poachers.Askstudentstoexplainhowthestrategyofconnectingtobackgroundknowledgehelpedthemunderstandandenjoythebook.Askvolunteerstoshareexamplesofhowtheyuse
32、dtheinformationtheyalreadyknewaboutthesubjecttohelpthemunderstandandenjoythebook.Independent practice:HavestudentscompletetheKWLworksheet.Iftimeallows,havetheclassshare as a group what they learned.Reflect on the Comprehension Skill Discussion:Reviewthedefinitionforcause and effect that you introduc
33、ed at the beginning of the lesson.Directstudentsattentiontopage8.Havethemrereadthepage.Ontheboard,writeinthe Effect column,Tigers are endangered.Askstudentswhatthecauseofthiseffectmustbe(Peoplebuyandselltigerbodypartsformoney.)and write it on the board under the Cause heading.Independent practice:In
34、troduce,explain,and have students complete the cause-and-effectworksheet,usingthebookasneeded.Enduring understanding:Inthisbook,youlearnedabouthowtheactionsofpeoplehaveresultedinfewertigersinthewild.Basedonwhatyouread,whyisitimportantforpeopletolearnaboutendangered animals?What can we do to help end
35、angered animals?Build Skills Phonics:R-controlled/ur/vowel Write the word tigerontheboardandsayitaloudwithstudents.Underlinetheer ending and havestudentstogethersaythesoundthatthislettercombinationmakes.Explainthattheer letter combination is one of the letter combinations that stand for a group of s
36、ounds called r-controlled vowels.Thesevowelsoundsareneitherlongnorshort.Theyaretrickybecausetheyaresometimesdifficulttohear.Theotherr-controlled letter combinations are ar,ir,and ur.Writethewordsgerm and gemontheboard.Askstudentswhichofthesewordshasthesamevowel sound as in the word tiger.Havestudent
37、sturntopage4intheirbook.Havethemfindandunderlinethewordpowerful.explain that this is another example of an r-controlled vowel that contains the er letter combination.Invitestudentstorereadpages4and5tolookformoreexamplesofwordswiththesamer-controlledvowelsound.Askforstudentvolunteerstoshareexamplesth
38、attheyfoundinthebook,andencouragestudentstothinkoftheirownexamplesaswell(suffer,shelter,member,endangered,former).Saving the Last Wild TigersLesson Plan(continued)LeveLO O5 Learning AZ All rights reserved.www.readinga- Havestudentsturntopage4again.Havethemlookforthewordsurprised while you write it o
39、n the board.Point out that ur is another letter combination that creates the same r-controlled vowelsound.Thenblendtheu and rtogethertomakethesamesoundasisfoundattheendofthe word tiger.Encouragestudentstolookforotherexamplesofther-controlled/ur/sound in their reading.Grammar and Mechanics:Commas aft
40、er introductory words Writethefollowingsentenceontheboard:Now,only about 3,500 tigers live in the wild.Askavolunteertocometotheboardandcirclethecomma.ExplainthatthewordNow is an introductory word leading into the sentence and that the comma separates it from the rest of the thought.Havestudentsturnt
41、opage6.Askthemtofindthefollowingsentence:Long ago,nine types of tigers lived across large parts of Asia.Askavolunteertoidentifytheintroductoryphrase(Long ago).Discussthelocationofthecomma.Readthesentencealoud,emphasizinghowthecommagives the reader an important clue about where to pause while reading
42、.Check for understanding:Readthefollowingsentencealoud:Today,many more tigers live in captivity than in the wild.Havestudentslistenandfocusonthelocationofthepause,asthiswillgivethemcluesaboutwheretoplacethecomma.Havethemrewritethesentenceonaseparatepiece of paper,being sure to include the comma to s
43、eparate the introductory word from the rest ofthesentence.Checkindividualanswersforunderstanding.Independent practice:Introduce,explain,and have students complete the introductory commas worksheet.Discuss their answers aloud after students have finished.Word Work:Alphabetical order Revieworexplainth
44、eprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthat if the first letter of two words is the same,they must compare the next two letters instead.Writethewordspoach and conservationontheboard.Haveavolunteerexplainwhichwordwould appear first in alphabetical order(conservation)and why(be
45、cause c comes before p in the alphabet).Writethewordshoofed and habitat on the board.Point out that the words begin with the same letter(h).Askavolunteertotellwhichwordwouldappearfirstinalphabeticalorderandtoexplainhisorherthinking(habitat,because the second letter,a,comes before the o in hoofed in
46、the alphabet).Check for understanding:Write the words endangered and extinctontheboard.Havestudentswritethewordsinalphabeticalorderandexplaintheirthinkingonaseparatepieceofpaper.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.Discuss their answers a
47、loud after students have finished.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticeconnectin
48、gtobackgroundknowledgewithsomeoneathome.Saving the Last Wild TigersLesson Plan(continued)LeveLO O6 Learning AZ All rights reserved.www.readinga-Extend the ReadingInformational Writing ConnectionProvide print and Internet resources for students to research other endangered animals.encourage students
49、to find out more about what is being done to help prevent the animal they choose from becomingextinct.Usinginformationfromtheirresearch,havethemwriteareportorusethecomputertocreateaPowerPointpresentationthateducatesothersonthedangersfacingtheanimal.Theymayinclude illustrations or photos in their rep
50、ort or presentation.visit WritingAZ for a lesson and leveled materials on expository writing.Social Studies Connection Supplystudentswithamaptoidentifythecountriesmentionedinthebook(China,Russia,andIndia).Askstudentstochooseoneofthesecountriestoresearch.Supplythemwithbooksandlinksto Internet sites t