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1、The Cave of the LostLesson PlanLeveLQ Q1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Adventure Page Count:16 Word Count:986Book SummaryAnother installment of The Hollow Kids series finds Qynn,Sarah,and Jake at the mouth a mysterious cave.This is no ordinary caveits T
2、he Cave of the Lost.After hearing what sounds like crying from deep within,the friends decide to delve into the darkness.With a single flashlight,the children find themselves lostbut not alone.Who is in the cave with them,and will they find their way out?Detailed illustrations support this entertain
3、ing and suspenseful text.About the LessonTargeted Reading Strategy VisualizeObjectives Visualize Authorspurpose Recognizeandusecontractions IdentifysyllablepatternsMaterialsGreen text indicates resources are available on the website.BookThe Cave of the Lost(copy for each student)Chalkboardordry-eras
4、eboard Variousphotographsandimagesofcaves Sheetsofpaper Dictionaries Visualize,contractions,syllablepatternsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and penc
5、il if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:creep(v.),echoes(v.),figure(n.),fork(n.),gorge(n.),passage(n.)Enrichment:bolts(v.),chamber(n.),encounter(v.)Before ReadingBuild Background Writethewordgorg
6、e on the board and ask volunteers to suggest a definition.Explain that a gorge is a long,deep valley surrounded by higher land.Ask students if they have ever been in a gorge before.Have students share their experiences.Explain to students that the setting of this story involves a gorge and a cave th
7、at is located in the gorge.Write the word cave on the board.Ask students if they have ever been in a cave.Have them share their experiences.The Cave of the LostLesson Plan(continued)LeveLQ Q2 Learning AZ All rights reserved.www.readinga-Make a list of the characteristics of caves on the board.Ask st
8、udents if they enjoyed being in the cave,or if they have never been in a cave,if they think they would enjoy the experience.Why or why not?Display various images of caves for the students.Askstudentsiftheyhaveeverbeenlost.Invitestudentstosharetheirexperiencesofbeinglostand what it felt like to not k
9、now the way.Explain that it often feels scary to be lost.Point out that it can be easy to get lost in a cave,particularly because there is no natural light inside of a cave,so it can be hard to know the way.Explain to students that they will be reading a story about three children who become lost in
10、 a cave.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.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.Showstudentsthe
11、titlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Visualize Explaintostudentsthateffectivereadersoftenvisualize,orcreatepicturesintheirmind,whilereading.The pictures created in the readers mind come from the words in the text as well a
12、s what the reader already knows about the topic.Readpages3and4aloudandmodelhowtovisualize.Think-aloud:Whenever I read a book,I pause every few pages to create a picture in my mind of the information I have read so far.Pausing to visualize helps me organize the important information and understand th
13、e ideas in the book.For example,on page 3,the author describes the three friends standing in front of the entrance to a large cave.Their dog,Odie,is barking excitedly.I imagine Odie running in circles around Jake,barking and jumping on him.I picture the three children with different expressions on t
14、heir faces.Sarah looks scared and does not want to go near the cave.Jake is tugging on his sister and has an excited look on his face.I can picture the narrator having an annoyed look on her face as Jake and Odie continue to pester her.Rereadpages3and4aloudtostudentsandaskthemtovisualizeonthebasisof
15、thewordsinthetext.Introduceandexplainthevisualizeworksheet.Have students draw on their worksheet whattheyvisualizedfromthetextonpages3and4.Invitestudentstosharetheirdrawings.Reassurethemthattheirartworkdoesnotneedtobehighlydetailedorperfectinorder toconveywhattheyvisualized.Asstudentsread,encouraget
16、hemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Explaintostudentsthatanauthorusuallyhasareason,orpurpose,forwritingabook.Thepurpose can be to inform,entertain,or persuade.Explain that to inform means to give so
17、meone information about something,to entertain means to amuse someone,and to persuade means to convince someone to think or do something in a new way.Rereadpages3and4aloud.Modelhowtoidentifyauthorspurpose.Think-aloud:When an author writes a book,he or she has a reason,or purpose,for writing.Authors
18、want to inform,entertain,or persuade readers.After reading the first couple of pages of this story,I think the author wants to entertain readers with a story about three children,a mysterious boy,and a dark cave.Sometimes an author will write for more than one purpose,so I will keep reading to see i
19、f there is an additional purpose for the authors writing.Introduce the Vocabulary Writethefollowingstory-criticalwordsontheboard:creep,echoes,fork,passages.The Cave of the LostLesson Plan(continued)LeveLQ Q3 Learning AZ All rights reserved.www.readinga- Pointoutthatthesefourwordscanbefoundinthetexta
20、ndthatknowingwhattheymeanwillhelp students understand what they are reading.Divide students into pairs and give each set of students a blank piece of paper.Have students divide the paper into four sections and label each sectionwithonestory-criticalword.Invitethemtodrawandwritewhattheyknowabouteachw
21、ord and create a definition using their prior knowledge.Modelhowstudentscanuseadictionarytofindthemeaningofaword.Havethemlocate the word creepinthedictionary.Inviteavolunteertoreadthedefinitionaloud.Showstudentstheglossaryonpage16.Havestudentslocatethewordcreep in the glossary.Point out that the dic
22、tionary definition has multiple definitions for the word creep,depending on the usage.Have students compare the dictionary definition with the glossary definition,and ask them which dictionary definition is the most similar.Have them compare this definition with their prior knowledge of the word.Ask
23、studentstolocatethewordcreep on page 9,and read the sentence containing the word aloud.Repeattheexercisewiththeremainingstory-criticalwords.Havestudentscompare andcontrastthethreesources:thedictionary,theglossary,andthetext.Set the Purpose HavestudentsreadtofindoutmoreabouttheCaveoftheLost.Encourage
24、studentstopauseaftereveryfewpagestovisualizeandtothinkabouttheauthorspurposeastheyread.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheendofpage6.Encouragethosewhofinishearlytogobackandreread.Havestudentsdrawonthevisualizeworksheetwhattheyimagined while reading about th
25、e story Sarahs aunt told her about the cave.Modelvisualizing.Think-aloud:After reading several pages of the book,I paused to visualize.Even though this book contains illustrations,when I visualize,I am creating even more detailed images in my mind.I am considering the expression on the characters fa
26、ces,the tone in their voices,the smells,the sounds in the setting,and so on.As I read page 6,I visualized the strange story Sarahs aunt told her about the Cave of the Lost.Because the story her aunt told her took place hundreds of years ago,I picture people dressed very differently.I imagine a group
27、 of people walking into the dark cave.I imagine the people who felt scared in the back of the group with worried looks on their faces.I envision the people who were feeling brave at the front of the group,leading the way.I picture them using torches instead of flashlights to find their way through t
28、he cave.I imagined the man waking up in the Hollow,alone and with a confused expression on his face when he realizes that somehow he had made it out of the cave.Invitestudentstosharetheirdrawingsfromthevisualizeworksheet.Havethemexplaintheirdrawings aloud.Modelidentifyingauthorspurpose.Think-aloud:S
29、o far,this story seems to be fictional.I know from the illustrations and the plot that this is a made-up story.After reading the first several pages,I am left wondering what will happen next.I know that an author usually writes fiction or fantasy to entertain the reader.I think that the authors purp
30、ose for writing this book is to entertain the reader.I will keep reading to be sure and to see if there might also be another reason the author wrote this book.Havestudentsreadtotheendofpage10.Invitethemtovisualizetheinformationonpage9whenthecharactersarefirststartingtoexplorethecave.Havethemdrawwha
31、ttheyvisualizedfrompage9onthevisualizeworksheet.Havestudentslookattheillustrationsonthepageandremind them to include more detail such as facial expressions,the details in the cave,and so on.The Cave of the LostLesson Plan(continued)LeveLQ Q4 Learning AZ All rights reserved.www.readinga- Discusswiths
32、tudentswhetherthereisanythinginthetextthatwouldleadthemtobelievethat the authors purpose is something other than to entertain.Remindstudentsthattheotherreasonsthatanauthormaywriteabookaretoinformandtopersuade.Invitestudentstogiveexamples of texts they have read that were meant to persuade or inform
33、the reader.Point out that often nonfiction text is written for the purpose of informing the reader.Check for understanding:Havestudentsvisualizethetextonpage10,whenthecharactersenterthelargechamber.Invitethemtodrawtheirvisualizationonthevisualizeworksheet.Remindthemtoincludedetailsbeyondwhattheyseei
34、ntheillustrations.Havethemsharetheir responses with a partner.Explain to students that each persons drawing will be different becausemuchofthevisualizingisdoneonthebasisofthepriorknowledgeofthereader.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeas theyreadtherestofthebook.
35、Remindthemtocontinuetothinkabouttheauthorspurpose.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,t
36、heymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Reinforcethatvisualizingisatoolusedbyeffectivereaderstohelpthemunderstandand enjoywhattheyarereading.Visualizingisdoneonthebasisofthetextprovidedas
37、well as the readers prior knowledge of the topic.Think-aloud:After I read page 11,I stopped to visualize.I imagined the light of the flashlight bouncing off the puddle of water.I pictured Qynn picking up the key and it glimmering.I pictured the looks of curiosity on the faces of the characters.I env
38、isioned the flashlight dropping and the darkness of the cave.Askstudentstoshare,intheirownwords,whattheyvisualizedafterreadingpage11.Independent practice:Havestudentsrereadpage14andpausetovisualize.Havethemillustratetheirvisualizationsonthevisualizeworksheet.Then,askstudentstorereadpage15andvisualiz
39、ethecharactersastheyexitthecave.Havethemrecordthisvisualizationontheworksheetaswell.Iftimeallows,havestudentssharetheirresponseswithapartner.Reflect on the Comprehension Skill Discussion:Reviewthethreemainpurposesthatauthorshaveforwritingabook.Askstudentsifthey think the author had more than one pur
40、pose for writing this book.Discuss how the author entertained them as readers.Independent practice:Ask students if,after reading,they were informed or persuaded about something.Ifnot,howmighttheauthorhavedoneso?Enduring understanding:Inthisstory,youreadaboutthreechildrenwhoenteredadarkandmysteriousc
41、avetohelpalittleboy,whomtheyheardcryinginthecave.Ifyouwereacharacter in this story,would you have entered the cave to help the boy?Why or why not?The Cave of the LostLesson Plan(continued)LeveLQ Q5 Learning AZ All rights reserved.www.readinga-Build SkillsGrammar and Mechanics:Contractions Writethefo
42、llowingsentenceontheboardfrompage4ofthetext:Youre the one who saw the mysterious boy waving at you.Circlethecontraction.Explainthatsometimesinwrittenandspoken language,we combine two words to make a contraction.When these two words are joined,someofthelettersaretakenoutandreplacedbyanapostrophe.Inth
43、isexample,youre comes from you are,and the a is taken out.An apostrophe takes the place of the a and helps the reader to see that this word is a contraction.Point out the word dontinthelastsentenceonpage4andexplaintostudentsitstandsfordo not.Askstudentsiftheycannameothercommoncontractionsandwriteali
44、stontheboard.Have students reread page 7.Ask them to identify all of the contractions on the page(cant,lets).Ask what two words the contraction cant is made up of(cannot).Discuss which letters have been removedandthelocationoftheapostrophe.Repeatthisprocessforthecontractionlets.Check for understandi
45、ng:Have students reread pages 11 and 12.Have them circle all the contractions on these pages(its,lets).Ask them to turn to a partner and take turns telling what two words make up each of the contractions.Independent practice:Introduce,explain,andhavestudentscompletethecontractions worksheet.Iftimeal
46、lows,discusstheiranswersaloudafterstudentsfinish.Word Work:Syllable patterns Reviewwithstudentsthatasyllable is a unit of sound in a word.A syllable contains a vowel and possibly one or more consonants.Point out to students that the word cave contains one syllable,the word chamber contains two sylla
47、bles,and the word encounter contains three syllables.Explain that many words have multiple syllables,such as the words opportunity and passages.Point out to students that knowing how to break words into syllables can help them read and spell long or unfamiliar words.Writethewordrandom on the board.S
48、ay the word aloud,stressing the syllables,and place a dot over each of the vowels in the word.Then,draw a line to divide the word into its two syllables.Say:I notice that the vowel a is in the middle of the syllable ran,and it is closed in by the consonants r and n on either side.The vowel sound is
49、short in the syllable ran.We call this a closed syllable.Often vowels in closed syllables are short vowels.I can use this strategy when I am trying to sound out unfamiliar words.Repeattheprocesswiththewordretrace.Demonstrate that the syllable break comes after the vowel,so the first syllable(re)is a
50、n open syllablethere is no consonant closing it in at the end.Explain that the vowels in the open syllables are often long.Check for understanding:Write several more words from the book on the board(reluctant,encounter,finally,disappear,andsoon)makingsuretousethree-andfour-syllablewords.Ask voluntee