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1、The History of HalloweenX X1 Learning AZ All rights reserved.www.readinga-Focus Question:How has the celebration of Halloween changed throughout the years?Book SummaryText Type:Nonfiction/InformationalWhat do you think of when you see monsters,goblins,and ghosts?Halloween,of course!But do you know w
2、here common Halloween traditions come from?In The History of Halloween,students will learn about the origins of Halloween,tracing the timeline of traditions from two thousand years ago to today.Engaging photographs and an interesting topic will capture students interest.The book can also be used to
3、teach students how to identify main idea and details as well as to connect to prior knowledge to better understand the text.The book and lesson are also available for levels R and U.Guiding the ReadingBefore ReadingBuild Background PlaceontheboardaphotographdepictingHalloween.Ask students to share w
4、ith a partner everything they know about this holiday,including its name,date,and traditions.Invite volunteers to share their answers with the class.InvitestudentstothinkofcommonHalloweentraditions,and ask if they know where those traditionsbegan.Putstudentsintosmallgroups,and have each group create
5、 an origin story for one Halloween tradition.Invite volunteers to share their stories with the class.Explain to students that they will be learning all about the history of Halloween and where Halloween traditions began.Introduce the Book GivestudentstheircopyofThe History of Halloween.Guidethemtoth
6、efrontandbackcovers and read the 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.Showstudentsthetitlepage.Discusstheinformation on the page(title of book,authors names).Introduce
7、the Reading Strategy:Connect to prior knowledgeExplain to students that effective readers make connections between what they already know and new information they read,which is called connecting to prior knowledge.Remind them that thinking about what they already know about the topic of a book will
8、help them better understand what they read.Read the title of this book and ask students to look at the front and back covers.Invite volunteers to share what they already know about the topic of this book,on the basis of the title and cover pictures.Lesson EssentialsInstructional Focus Connect to pri
9、or knowledge to better understand text Identify the main idea and details in a text Understand and use the table of contents Recognize and use proper nouns in sentences Identify and use synonyms and antonymsMaterials Book:The History of Halloween (copy for each student)Main idea and details,proper n
10、ouns,synonyms and antonyms worksheets Discussioncards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:Celtic(adj.),pranks(n.),predictions(n.),supernatural(adj.),tradition(n.),underworld(n.)Enr
11、ichment:consumers(n.),immigrants(n.),malicious(adj.),medieval(adj.),merchandise(n.),Puritans(n.)Academicvocabulary:believe(v.),common(adj.),culture(n.),different(adj.),event(n.),receive(v.)The History of HalloweenX X2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Mai
12、n idea and details Explaintostudentsthatmostbookshaveamain idea,or a general topic that is the subject of the book,and that the extra information or descriptions that help explain the main idea are the details of the book.Pointouttostudentsthatthetitleofabookoften provides clues about the main idea.
13、Havestudentsdiscusswithapartnertheirpredictions about the main idea of this book.Invite volunteers to share their predictions with the class,andwritethesepredictionsontheboard.Pointoutthat each section of a nonfiction text will also have its own main idea and details,which will relate to the main id
14、ea of the entire book.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Discusseachwordwithstudents.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and academi
15、c 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,and a picture illustrating the meaning of
16、the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthehistory of Halloween.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or ca
17、nnot 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.Where and when is Halloween celebrated?(l
18、evel 1)page 4 How would not celebrating Halloween impact businesses in the United States?(level 3)page 5 Why do you think the Celts believed lighting bonfires and making sacrifices would help the dead on their journey to the underworld?(level 3)page 6 Why would the Catholic Church want to replace ol
19、d Samhain festival traditions with its own traditions?(level 3)page 7 What makes pumpkins the perfect food to use for jack-o-lanterns?(level 1)page 10 How have the treats given out to trick-or-treaters changed from the 1930s to today?(level 2)pages 1213 How do adults make sure they arent left out of
20、 the fun on Halloween?(level 1)page 14 Why did the authors write this book about Halloween?(level 3)multiple pagesText Features:Table of contentsExplain that the table of contents helps readers identify key topics in the book in the order they are presented.Putstudentsintopairsandgiveeachpairmultipl
21、e sentences cut out from the book.Ask students to work together to match the sentences with the correct section by using the table of contents.Invite volunteerstosharetheiranswerswiththeclass.Discusswith students how the table of contents helps readers better identify the order of key topics in the
22、book.SkillReview Modelforstudentshowyouconnectwithpriorknowledgeasyouread.Sharepersonalexperienceswith Halloween traditions.Ask volunteers to share their personal connections with the class.Reviewthepredictionsforthemainideaofthisbook that are written on the board.Have students work in small groups
23、to brainstorm to generate the main idea of this book,and compare it to the main ideas that were predicted before reading.Guidestudentstoaclassconsensusregardingthemain idea of the book,such as:The celebration of Halloween has changed throughout the years.Write this main idea on the board.Modelidenti
24、fyingdetailsthatsupportthe main idea.Think-aloud:I know the main idea of this book:The celebration of Halloween has changed throughout the years.Since every main idea needs details to explain it,I will be looking for details that explain or describe how Halloween has changed from the past to today.O
25、n pages 12 and 13,I read that trick-or-treaters in the 1930s received cookies and fruit as well as toys and even pocket change.After this,candy became popular to give out in the 1950s.But it wasnt until the 1970s that trick-or-treaters started receiving the individually wrapped candy bars that are c
26、ommon today.This shows how the tradition of trick-or-treating started long ago and changed into the tradition we know today,so I know these are two details that support the main idea.I will continue to look for more details that support the main idea as I read this story.Modelhowtocompletethemain-id
27、ea-and-details worksheet,using evidence from the text as support.Guiding the Reading(cont.)The History of HalloweenX X3 Learning AZ All rights reserved.www.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
28、 decoding strategies and context clues.SkillReviewGraphic Organizer:Main idea and detailsReview the main-idea-and-details worksheet that students completed.Have students share their work in groups.Invite volunteers to share their details with the rest of the class.Ask students to share how identifyi
29、ng details that support the main idea helped them to better understand the text.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave students cite specif
30、ic evidence from the book to answer the Focus Question.(Answers will vary.Sample:The celebration of Halloween today is very different from celebrations of the past.For example,trick-or-treating has evolved from people in England dressing up as fairies,witches,and ghosts and getting food and drink to
31、 the present tradition of people dressing up in costumes and saying“Trick-or-treat!”to get candy.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Proper nouns:Months and days of the week Revieworexplainwithstudentsthatproper nouns are words t
32、hat name specific people,places,and things.Write the word October on the board.Remind students that the word October is a noun.Ask students to share with a partner which holiday takes place during this month(Halloween).Then ask students to find which day of the week Halloween takes place on this yea
33、r(for example,Monday).Pointout that October,Halloween,and Monday are all proper nouns.October names a month of the year,Halloween names a special event,and Monday names a day of the week.Explain that each of these nouns should be capitalized to show it is a proper noun.Havestudentsworkwithapartnerto
34、nameothermonths of the year,days of the week,and holidays,and invite volunteers to share these nouns with the class.Use these nouns in sentences on the board,writing each proper noun with a lowercase letter.Have students rewrite the sentence on their own paper,using capital letters for the proper no
35、uns.Check for understanding:Have students look through the book to locate proper nouns that name months of the year,days of the week,and special events.Ask them to share with a partner five nouns they found and confirm that each one is a proper noun.Independent practice:Introduce,explain,and have st
36、udents complete the proper nouns worksheet.If time allows,discuss their answers.WordWork:Synonyms and antonyms Writethewordmalicious on the board.Ask students to suggest a word that means almost the same thing(mean,hurtful,and so on).Review or explain that a word that means the same or almost the sa
37、me as another word is called a synonym.Ask students to suggest a word that means the opposite of malicious(kind,forgiving,and so on).Review or explain that a word that means the opposite of another word is called an antonym.Check for understanding:Have students turn to page 4 to find the word that d
38、escribes Halloween music(creepy).Ask students to suggest a synonym and an antonym for this word.Useathesaurustolookuptheentrywordcreepy andshowhowathesaurusisused.Givestudents a thesaurus.Ask them to find the word creepy and have them confirm the synonyms suggested.If the thesaurus lists antonyms,ha
39、ve them find antonyms for the word.Explain to students that some dictionaries also list synonyms and antonyms for words.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)