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1、Jackie RobinsonQ Q1 Learning AZ All rights reserved.www.readinga-Focus Question:How did Jackie Robinson change history?Book SummaryText Type:Nonfiction/BiographyBaseball is known as Americas pastime,and many people enjoy playing and watching this sport.But,did you know there was a time when black at
2、hletes were not allowed to play on the same teams as white athletes?Jackie Robinson tells the story of the man who changed that.Detailed photographs and engaging text will keep students interested in this important part of American history.The book can also be used to teach students how to identify
3、elements of a biography as well as to create a summary to better understand the text.The book and lesson are also available for levels K and N.Guiding the ReadingBefore ReadingBuild Background Writethewordbaseball on the board.Ask students to turn to a partner and share what they know about baseball
4、.Invite volunteers to share their answerswiththeclass.Writetheseideasontheboard in a word web.Askstudentstonametheirfavoritebaseballplayer.Writethesenamesontheboard,andmakesureto include the names of African American baseball players as well.Explain to students that there was a time when these Afric
5、an American players would not have been allowed to play on the same teams as white players.Explain that todays book will give them more information about one man who helped change that rule.Introduce the Book GivestudentstheircopyofJackie Robinson.Guidethem to the front and back covers and read the
6、title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remin
7、dstudents that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:SummarizeExplain to students that one way
8、 to understand and remember information in a book is to write a summary,or a brief overview,of the most important informationinasectionorchapter.Pointoutthata summary often answers the questions who,what,when,where,and why.Create a chart on the board with the headings Who,What,When,Where,and Why.Rea
9、dpage4aloudandmodelsummarizing.Lesson EssentialsInstructional Focus Summarizetounderstandtext Identify elements of a biography Describe information provided by captions Recognizeandusedeclarativesentences Identify and use homographs correctly in sentencesMaterials Book :Jackie Robinson (copy for eac
10、h student)Elements of a biography,declarative sentences,homographs worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:athlete(n.),character(n.),integrate(v.),legend(n.),
11、prejudice(n.),segregated(adj.)Enrichment:abuse(n.),civil rights(n.),Major League Baseball(n.)Academicvocabulary:became(v.),continue(v.),history(n.),instead(adv.),separate(adj.),support(v.)Jackie RobinsonQ Q2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Elements of a
12、 biography Discussthedifferencebetweenabiographyanda story(biography:the story of a real persons life written by someone else;story:made up by the author,with characters who may or may not be real).Explain that this book is a biography.Discuss with students that a biography includes information abou
13、t a persons personality,accomplishments,and influence on the world.WritethewordsPersonality,Accomplishments,and Influence in a three-row chart on the board.Discuss with students the meaning of each of these words.Explain that students will be looking for examples of JackieRobinsonspersonality,accomp
14、lishments,andinfluence on the world while reading this biography.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Poin
15、touttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,a
16、nd a picture illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutJackieRobinson.WritetheFocusQuestionontheboard.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word th
17、ey do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.How did Jackie
18、Robinson demonstrate his athletic ability at an early age?(level 2)pages 56 What did Jackie Robinson do after the war ended?(level 1)page 8 What characteristics was Branch Rickey looking for in a baseball player from the Negro Leagues?(level 1)page 9 What kind of prejudice did Jackie Robinson face a
19、s a baseball player?(level 2)multiple pages How did Jackie Robinson respond to the negativity around him?(level3)multiple pages What lesson can we all learn from Jackie Robinson?(level3)multiple pagesText Features:CaptionsExplain that captions are helpful when reading because they clarify illustrati
20、ons and photographs and provide the reader with more detailed information.Have students turn to the photograph on page 9 and cover the caption.Have students guess what the photograph is showing.Then,have students uncover thecaptionandreadaboutthephotograph.Repeatwith multiple photographs from the te
21、xt.Explain that reading captions is an important part of understanding the text and that all captions should be read to give students a better understanding of the text.SkillReview Modelforstudentshowyousummarizeasyouread,and direct them to stop at several points while reading to answer the question
22、s who,what,when,where,and why.Placestudentsintogroupsandassigneachgroupa different section from the book.Ask groups to create a written summary for that section,making sure to answer all of the important questions.Invite groups to share their summaries with the class.Redirectstudentsattentiontothewo
23、rdsontheboard:Personality,Accomplishments,and Influence.ModelhowtoidentifyJackieRobinsonspersonality,accomplishments,and influence on the world.Think-aloud:The book is providing me with information about Jackie Robinson and his personality,accomplishments,and influence on the world.I read on pages 5
24、 and 6 that Jackie Robinson was a talented athlete in several sports from the time he was a boy,and he played sports in college.From this information,I can see that he was an accomplished athlete,which I will write under the Accomplishments section.I also read on page 6 that he left college before h
25、e graduated to help support his family,who did not have much money.From this,I can infer that Jackie Robinson was dedicated and loyal to his family,which I can place under Personality.As I read,I will continue filling in information about Jackie Robinsons personality,accomplishments,and influence on
26、 the world.Modelhowtocompletetheelements-of-a-biography worksheet.Have students identify detailsfromthebookaboutJackieRobinsonandwrite them in the correct section.Have students record this information on their worksheet.Guiding the Reading(cont.)Jackie RobinsonQ Q3 Learning AZ All rights reserved.ww
27、w.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Elements of a biographyReviewtheelements-of-a-biographyworksheetthatstudents completed
28、.Have students share their work in groups.Invite volunteers to share the details they chose with the rest of the class.Ask students why it is important to identify the elements of a biography.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught w
29、ith the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book toanswertheFocusQuestion.(Answerswillvary.Sample:Jackie Robinson changed history by becoming the first African American baseball player and fighting inequality a
30、nd prejudice in his lifetime.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Declarativesentences Revieworexplainthatsentencesthattellinformation are called declarative sentences.Explain that a declarative sentence starts with acapitalletteran
31、dendswithaperiod.Pointoutthat it must also include a subject and a predicate.Writethefollowingsentencefrompage5ontheboard,leaving off the capital letter and period,and have students locate it in their book:Jack Roosevelt Robinson was born on January 31,1919,the youngest of five children in a poor Ge
32、orgia family.Ask a volunteer to come to the board and add a capital letter to the beginning and a period to end of the sentence.Ask another volunteer to explain why this is a declarative sentence and to identify the subject and predicate in the sentence.Check for understanding:Have students look thr
33、ough the book with a partner to find ten declarative sentences and write them on a separate sheet of paper.Ask them to share the sentences they chose with the rest of the class.Independent practice:Introduce,explain,and have students complete the declarative sentences worksheet.If time allows,discus
34、s their answers.WordWork:Homographs Writethewordbat on the board and draw a picture of a baseball bat.Ask students to turn to a partner and use the word bat in a sentence.Then draw a picture of the animal and ask students to create a new sentence.Invite volunteers to share their sentences with the c
35、lass.Revieworexplainthathomographs are multiple-meaningwords.Pointoutthattheyarewritten the same and sound the same,but they have two(or more)different meanings.Putstudentsintogroups,andgiveeachgroupthefollowing five words:left,duck,yard,fly,can.Have groups create two versions of each word,with pict
36、ures and sentence examples.Have groups share their work with the class.Check for understanding:Writethefollowingwordson the board:pitcher and light.Have students write two sentences for each word on a separate sheet of paper,reflecting the two different meanings of each word.Independent practice:Introduce,explain,and have students complete the homographs worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)