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1、The Little Fir TreeLesson PlanLeveLQ Q1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:16 Word Count:1,169Book SummaryThe Little Fir Tree is an adaptation of Hans Christian Andersons The Fir Tree.It is written from the point of view of a fir tree
2、that aspires to be taken home by people and decorated for a Christmas celebration.Finally he gets his chance and experiences the happiest two days of his life as he watches the family open gifts,laugh,and sing.Although the tree experiences some loneliness when he is placed outside,he finds hope in s
3、haring his adventures with the garden plants.Illustrations support the text.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revising,andconfirmingpredictionstobetterunderstandthe text Analyzecharactersinthetext Identifyandunderstand
4、theuseofpronouns AlphabetizecontentvocabularyMaterialsGreen text indicates resources available on the website BookThe Little Fir Tree(copy for each student)Chalkboardordryeraseboard Prediction,analyzecharacters,pronouns,alphabeticalorderworksheets Discussion cards Indicates an opportunity for studen
5、ts to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:adventures,bothersome,boughs,evergreen,finery,fir,flitting,glorious,ignored,magical,marveled,ornaments,sprigs,tremb
6、led,waning,waxingBefore ReadingBuild Background Askstudentstothinkaboutthetypesofwinterholidaytraditionsintheirfamily.Invitethemtodescribe these traditions.Discussthetraditionofdecoratingholidaytreesthatsomefamiliesparticipateinduringthewinter season.encourage students who have seen Christmas trees
7、to describe what they looked like.Ask students what they think happens to the trees after the holiday season is over.The Little Fir TreeLesson Plan(continued)LeveLQ Q2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheirbook.Guidethemtothefrontandback
8、coversofthebookandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what kind of book this is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:
9、Make,revise,and confirm predictions Explainthatgoodreadersoftenmakepredictionsaboutwhatwillhappeninabookbasedon what the characters say,do,and think in the story.As they read the story,readers revise or confirmtheirpredictionsbasedonwhattheylearnfromreading.Beforereadingabook,readerscan use the titl
10、e and illustrations as the basis for making predictions.Modelusingthetitleandcoverillustrationstomakeapredictionasyoupreviewthebook.Think-aloud:Lets look at the front cover.I see four people in the snow,looking at a fir tree.The man has an axe in his hand.I know that an axe can be used to cut down t
11、rees.Why do you think they would cut down the tree?Perhaps the man on the cover is the father and all these people are a family.Since it seems as if the people are having a fun time together,maybe the family is looking for a tree to cut down and take home to decorate.Ill have to read the book confir
12、m or revise my predictions.Createafour-columnchartontheboardwiththeheadingsMake,Revise,Confirm,and Actual.Have students preview all the illustrations in the story.Have volunteers use the illustrations to createapossiblebeginning,middle,andendforthestory.Modelwritingapredictioninthefirstcolumn(Make).
13、Introduceandexplaintheprediction worksheet.Invite students to fill out the first column with a prediction before they begin reading.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Analyze characters Ex
14、plainthattherearemanywaystolearnaboutacharacterinastory.Onewayistolookatacharacters words or thoughts.Another way is to think about the things the character does.Tell students that a characters words,thoughts,and actions are how the author allows readers to get to know the characters feelings,relati
15、onships,and the changes they may undergo during the course of the story.Discusshowacharactersfeelingscanchangethroughoutthestory.Explainthatstorycluesleadreaders to understand what a character is feeling,and that good readers look for these clues to identify any changes that might take place.Askstud
16、entstoturntopage4.Readthefirstpageofthestoryaloudwhiletheyfollowalongsilently.Modelhowtoanalyzeacharacterbasedonthecharactersactions.Think-aloud:On page 4,the little fir tree spends his time admiring his neighbors.He wants to be tall and grand,like the oak tree.This tells me that the tree seems jeal
17、ous of the other trees.Havestudentsidentifyotherinformationonpage4thatreflectshowthelittletreeisfeelingjealous(he watched other trees be taken away each year,he thought the trees taken away must be special,the trees hope was to be special too).Invite students to suggest other possible ways thefirtre
18、emightbefeeling(self-conscious).Introduceandexplaintheanalyzecharacters worksheet.Have students record the information from the discussion on their worksheet.The Little Fir TreeLesson Plan(continued)LeveLQ Q3 Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowing
19、wordsfromthecontentvocabularyontheboard:sprigs,boughs,fir,evergreen.Givegroupsofstudentsalargepieceofblankpaper.Havethemdividethepaperintofoursections.For each word,have them write or draw what they know about the word.Have groups discuss and create a definition for each word using students prior kn
20、owledge.Showstudentstheillustrationonthefrontcoverofthebook.Usetheillustrationtoidentifyeachof the vocabulary words.Have students compare the definition of each word from the illustration with their prior knowledge of the word.Revieworexplainthattheglossaryandadictionarycontainalistofvocabularywords
21、and their definitions.Modelhowstudentscanusetheglossaryoradictionarytofindawordsmeaning.Havestudentslocate the glossary at the back of the book.Invite a volunteer read the definition for sprigs in the glossary.Then have students follow along on page 8 as you read the sentence in which the word sprig
22、sisfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabulary words.Havethegroupsusethevocabularywordsontheboardintheorderinwhichtheyarewritten to create a story about a fir tree.Have each student use one vocabulary word to add on to the story.Repeattheactivityafterreadingthebookt
23、ocheckforstudentunderstandingofthevocabulary words.Set the Purpose Havestudentsreadthebook,makingpredictionsaboutwhatwillhappeninthestorybasedonwhatthecharacterssay,do,andthink.Remindthemtoreviseorconfirmtheirpredictionsastheylearn more about the events of the story and as they track changes in the
24、characters feelings during the course of the story.During ReadingStudent Reading Guide the reading:Have students read to the end of page 9.encourage students who finish early to go back and reread.Modelmaking,revising,andconfirmingaprediction.Think-aloud:I predicted that the people on the books cove
25、r were a family looking for a tree to take home and decorate for Christmas.This prediction was confirmed.I will put a check mark next to my prediction in the box labeled Confirm and write what happened under the heading labeled Actual.What story clues lead readers to think that the holiday being cel
26、ebrated is Christmas?(adecoratedtree,presentsplacedunderthetree,thementionofSantaClaus).Since the holiday celebrated is likely Christmas,this makes me wonder what will happen to the little fir tree once Christmas is over.As I read the chapter titles in the table of contents,I see that the next chapt
27、er is titled“A Lonely Feeling”.What might happen that makes the tree feel lonely?Maybe the little fir is thrown away after the celebration is over.I will write this prediction on my chart under the heading Make.I will continue reading to find out.Askstudentstoexplainhowthetreesfeelingschangedfromthe
28、beginningofthestory(hebecame hopeful and then proud).Invite students to share information from the book that supports eachfeeling(hopeful:hestoppedtremblingsoafamilywouldpickhim,hewassurethiswastheyeartobechosen;proud:thebulbsmadehimglowinsideandout,hisdeepestcenterwarmed,hewould protect the present
29、s).Have students record this information on their worksheet.Check for understanding:encourage students to use the information theyve read and discussed to revise their predictions.Have them write their new prediction under the heading Revise on their worksheet.Remindthemthatiftheirfirstpredictionhas
30、beenconfirmedorhasnotyetbeenproven,they may write another prediction in the Make section of the worksheet.Then have studentsreadtopage11.Whentheyhavefinishedreading,havethemsharetheirpredictionsThe Little Fir TreeLesson Plan(continued)LeveLQ Q4 Learning AZ,Inc.All rights reserved.www.readinga-andthe
31、outcomeoftheirpredictions.Remindthemtoreviseorconfirmtheirpredictionsandwrite what actually happened.Invitestudentstoreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and confirm their predictions as they read the rest of the story.Have students make a question mark in their book beside
32、 any word they do not understand or cannot pronounce.encourage them to use the strategies they have learned to read the words and figure out their meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies an
33、d context clues.Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofmaking,revising,andconfirmingpredictionshelpedthem understand the story.Think-aloud:I predicted that the little fir tree would be thrown away once the celebration is over.I learned that the tree was placed outside af
34、ter the holiday was over.I will write this information next to my prediction under the heading Actual.Why wouldnt it be correct to say that the tree was thrown away?(the tree stayed near the house and garden).Askstudentstosharetheirpredictionsaboutwhattheythoughtmighthappeninthestory.Askthem to comp
35、are their predictions with what actually happened in the story and to share any predictionsthatwereconfirmed.Reassurestudentsbyexplainingthatpredictingcorrectlyisnotthepurposeofthisreadingstrategy.Making,revising,andconfirmingpredictionsarewaystoorganizeinformationtounderstandandrememberwhattheyhave
36、read,aswellasmakethereading more enjoyable.Havestudentsfilloutthelastcolumnoftheirworksheet,Actual,to explain the events that actually happened in the book.Reflect on the Comprehension Skill Discussion:Reviewthefeelingsofthelittlefirtreethatwereidentifiedfromthefirstchapter(self-conscious,jealous).D
37、iscusstheinformationfromthestorystudentswroteontheirchartthatsupports the feelings.Then review how those feelings changed by the end of page 9(the fir tree was hopeful that it would be picked by a family,and then it became proud when the family took it home and decorated it).Discuss the information
38、from the story on their chart that supports these feelings.Discusshoweventsthathappenedinthestorycausedthefirtreesfeelingstochange.Independent practice:Have students reread the last two chapters of the story.Ask them to think about the events in each chapter and how they affected the feelings of the
39、 fir tree.Have students complete the analyzecharacters worksheet.If time allows,discuss their responses.Enduring Understanding:The little fir tree wanted to be like the other trees that were taken away each year.In the end,it learned to appreciate what it already had.Now that you know this,how might
40、 your thinking change the next time you identify something you want to have?Build Skills Grammar and Mechanics:Pronouns Writethefollowingsentencesontheboard:The father cut the tree down.The father cut it down.Ask a volunteer to explain what the word it represents(the tree).Explainorreviewthatapronou
41、nisawordusedinplaceofanoun.Examplesofpronounsinclude:I,you,he,she,it,they,we,me,him,her,us,and them.Askstudentstoturntopage10.Writethefollowingsentencefromthebookontheboard:They kept mentioning Santa Claus.Ask students to identify the pronoun(They)and have a volunteer The Little Fir TreeLesson Plan(
42、continued)LeveLQ Q5 Learning AZ,Inc.All rights reserved.www.readinga-underline it on the board.Ask which noun They replaces(The family).Ask students to identify the proper noun in the sentence(Santa Claus).Have a volunteer repeat the sentence using a pronoun in place of the proper noun Santa Claus.(
43、They kept mentioning him.)Writethatsentence under the first example.Discussthereasonauthorsusepronounsintheplaceofnouns(tomakethewritingflowbetter,to avoid repeating the same words,to make the paragraph sound better,and so on).Askstudentstosuggestsentencesthatcontaintwoormorenouns.Writeeachsentenceo
44、nthe board.Invite volunteers to rewrite the sentence,replacing the nouns with the appropriate pronouns.Repeatthisactivity,changingpronounsnounstopronounsastimeallows.Check for understanding:Have students underline all the pronouns in the book.Then have them write the noun each pronoun represents abo
45、ve the underlined word.If time allows,discuss their answers.Independent practice:Introduce,explain,and have students complete the pronouns worksheet.Whentheyhavefinished,reviewanswersaloud.Word Work:Alphabetical order Writethevocabularywordsboughs,bothersome,and adventures on the board.Ask students
46、to identify which word comes first in alphabetical order(adventures).Have them explain why the word adventures comes first(the beginning letter a comes before the beginning letter b of the other two words).Haveastudentreadthetwowordsthatbeginwiththeletterb.Ask students to identify which word comes f
47、irst in alphabetical order(bothersome).Revieworexplainthatifthebeginningletters are the same,the first subsequent letter that is different determines the alphabetical order.Ask a volunteer to explain why the word bothersome comes before the word boughs(the third letters determine the alphabetical or
48、der).Writethewordsfinery and fir on the board.Ask students to identify which word comes first in alphabetical order(finery)and why it comes first(the third letters determine the alphabetical order).Check for understanding:Writethevocabularywordswaning,marveled,magical,and waxing on the board.Have st
49、udents write the words in alphabetical order on a separate piece of paper.Whenstudentsarefinished,discusstheiranswers.Independent practice:Introduce,explain,and have students complete the alphabetical order worksheet.If time allows,discuss their responses.Build Fluency Independent Reading Allowstude
50、ntstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents also take home their prediction sheets and explain to someone at home the process of mak