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1、Your Road to the White HouseLesson PlanLEVELX X1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,502Book SummaryThe title of this book sets the reader up for a personalized approach to the presidential election process.In this
2、often humorous but straightforward book,students are invited to imagine themselves as the candidate.Each step in the process is explained in an engaging manner in which the author seems to be having a conversation with the reader rather than simply providing information.Interesting historical facts
3、are included,as well as information from more recent presidential elections.About the LessonTargeted Reading Strategy Ask and answer questionsObjectives Use the reading strategy of asking and answering questions to understand informational text Identify authors purpose in writing informational text
4、Recognize and understand the difference between possessive nouns and contractions Understand and use content vocabularyMaterials BookYour Road to the White House(copy for each student)Chalkboard or dry erase board Vocabulary prediction,authors purpose worksheets Discussion cards Indicates an opportu
5、nity for students to mark in the book.(All activities may be demonstrated by projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:campaign(n.),convention(n.),delegates(n.),nominee(n.),political party(n.),politic
6、ian(n.)Enrichment:campaign headquarters(n.),caucus(n.),concession speech(n.),Constitution(n.),electors(n.),primaries(n.)Before ReadingBuild Background Involve students in a discussion about presidential elections.Have them tell what they know about the requirements for becoming president,how candida
7、tes are chosen for each major party,and how the president is elected.Record their responses on a KWL chart written on the board.Give students the vocabulary prediction worksheet.Explain that they are to write what they think or know each word means.Tell them that after they have finished reading the
8、 book,they will make a checkmark if their definition was correct,or write the new definition they learned from reading the book.Your Road to the White HouseLesson Plan(continued)LEVELX X2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Reading Strategy:Ask and answer quest
9、ions Give students a copy of the book and have them preview the front and back covers of the book and read the title.Have students discuss what they see on the covers and offer ideas as to what kind of book this is and what it might be about.Have them think of things they would like to know about ho
10、w they can become president.Write their questions on the KWL chart.Tell students that asking questions about a topic before beginning to read,and looking for the answers as they read will help them understand and remember the text.Direct students to the table of contents.Point out that three section
11、 titles have the same word in them.Have students identify the word(campaign).Point out that the word is used as a verb in one section title and as a noun in the other two.After reviewing the table of contents,model using it as a way to think of questions.Think-aloud:When I dont know a lot about a to
12、pic,I can use the table of contents to help me think of questions Id like to find the answer to as Im reading.For example,Im curious about why the word campaign is in three of the section titles.My guess is that the“campaign”and“campaigning”are an important part of the election process.Ill write thr
13、ee questions on the KWL that I can look for the answers to as I read.First,where and when does a candidate campaign?Second,why are there two campaigns?And third,what does it mean to“finance”a campaign?Have students look at the other section titles.Write any questions they have about the election pro
14、cess on the KWL chart.Remind students that no question is ever inappropriate if they truly do not know the answer.Have students preview the rest of the book,looking at the photographs and map,and sidebar text.Add any additional questions students may have to the KWL.Point out the“Explore More”box on
15、 page 24.Encourage them to learn more about the topic when they have finished the lesson.Show students the index and review its purpose.For example,ask students on what page they would read about the Democratic Party or John F.Kennedy.Introduce the Vocabulary Remind students of the strategies they c
16、an use to work out words they dont know.For example,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words and prefixes and suffixes.They can use the context to work out meanings of unfamiliar words.Model how to apply word-attack strateg
17、ies.For example,have students find the bold word Constitution on page 5.Tell students to use what they know about syllables and vowels(one vowel sound per syllable)to sound out the word.Tell students that since the word is capitalized,they know the word must be a proper noun.Point out that the text
18、tells them that the rules for becoming president are written down in this document.Explain that they can then infer,or guess,that this is an important document used to help govern the country.Tell them that they can use a dictionary or the glossary to confirm the meaning since a definition context c
19、lue is unavailable.Remind students that they should check whether words make sense by rereading the sentence.Preview other vocabulary such as caucus,concession speech,and nominee before students begin reading.Set the Purpose As they read,have students look for answers to the questions about the pres
20、idential election process written on the KWL.Your Road to the White HouseLesson Plan(continued)LEVELX X3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the reading:Have students read pages 415.Tell them to underline information that answers any of the questions writ
21、ten on the KWL.Tell students to go back and reread the section if they finish before everyone else.Model answering a question on the KWL.Think-aloud:One of the questions Id written on our KWL was about where and when a candidate campaigns.I had to read between the lines to figure out the answers.I r
22、ead that a candidate begins campaigning once he or she has chosen a political party to represent,and once he or she has hired a campaign manager to map out what the candidate is going to do.Then I read that a person has to campaign twice;once to win the nomination of his or her party,and again to wi
23、n against the other parties candidates.After I figured that out,I went back to page 9 to find out where a candidate campaigns.From what I read,candidates travel all over the country participating in many kinds of events that will draw attention to them.By asking one question,I learned a lot about th
24、e campaign process.Im sure Ill learn more as I continue reading and looking for answers to the questions written on the KWL,or looking for answers to new questions I think of as Im reading.Review the remaining questions written on the KWL,circling and writing the answers as students provide the info
25、rmation.Ask students if they had any other questions while reading.Add these to the KWL.Tell students to read the remainder of the story,looking for answers to the questions on the KWL as they read.Have students make a small question mark in their book beside any word they do not understand or canno
26、t pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Have students share any other questions t
27、hey had while they were reading.Discuss how questioning the text when reading keeps them actively involved in the reading process and helps them understand and remember what they read.Remind students that they can look in other resources,such as an encyclopedia or the Internet,to find answers to que
28、stions they did not find in the book.Teach the Comprehension Skill:Authors purpose Introduce and model:Review or explain that writers have reasons for writing what they do.Write the following words/phrases on the board:inform or teach,entertain,persuade or convince.Tell students that a writer usuall
29、y has one of these three reasons for writing,but some writers have two or even all three.Explain that the writers words,and sometimes the punctuation he or she uses,provide clues that help readers figure out the authors purpose.Show students an encyclopedia and tell them that the authors purpose for
30、 writing this type of book is to tell or teach something.Point out a fact or other information and explain that these words are meant to teach the reader something about the topic he or she is researching.Show students a fiction book or a magazine and explain that writing like this is meant to enter
31、tain.Read a funny,scary,or mysterious line from the book,and explain that these words are clues that the author wants the reader to be entertained.Tell them this includes adventure books,mysteries,science fiction,and so on.Show students a newspaper editorial or some type of campaign literature.Expla
32、in that these kinds of writing are meant to persuade or convince the person reading it to think the same thing as the person who wrote it.Point out a convincing statement and explain that these words are clues that the author wants the reader to think the way he or she does.Your Road to the White Ho
33、useLesson Plan(continued)LEVELX X4 Learning AZ All rights reserved.www.readinga- Check for understanding:Ask students to think of something that theyve read in which the authors purpose was to inform or teach(biography,how-to books,and so on).Ask students to think of something that theyve read in wh
34、ich the authors purpose was to entertain(magazines,comic books,and so on).Ask students for an example of something theyve read that was persuasive or convincing(newspaper editorial,campaign pamphlet,and so on).Explain that an author may have more than one purpose in a sentence,paragraph,chapter,or b
35、ook.Direct students to the first paragraph on page 5.Tell them to read the first sentence.Ask students what the authors purpose was for writing this sentence(to inform and to entertain).Have them identify the clues that helped them figure out the authors purpose(only have to meet a few easy requirem
36、ents.;punctuation).Remind students that an author may have more than one purpose in mind when writing.Discussion:Have students tell the steps in the process of becoming president.Write these across the board with arrows showing that the process is a continuum.For example,you might say:The first step
37、 in becoming president is to meet the requirements as written in the Constitution(discuss each one mentioned in the book).Write:Meet Constitutions requirements Have students provide the additional steps.Independent practice:Have students complete the authors purpose worksheet.Have them identify the
38、authors purpose for each section listed and write the clues they used to figure it out.In the discussion of their responses,point out that convincing or persuading the reader was not one of the authors main purposes for writing this book.Ask students what kinds of things the author could have includ
39、ed to convince the reader of something.Extend the discussion:Ask students to use the inside front cover of their book to list personality traits they think a president needs.Have students share their lists with the group.Build SkillsGrammar and Mechanics:Possessive nouns vs.contractions Review or ex
40、plain that apostrophes can be used to show ownership or as space holders for omitted letters in contractions.Tell students that recognizing how the apostrophe is used in a word will help them understand the words meaning.Review or explain that possessive nouns are used to show ownership of the noun
41、that follows.Review that the possessive form of most singular nouns is formed by adding s,that the possessive form of plural nouns ending in s is formed by adding only an apostrophe,and that the possessive form of plural nouns that do not end in s is formed by adding s.Have students find the second
42、sentence in the second paragraph on page 12.Have them identify the possessive noun(partys).Ask them to tell if it is a singular or plural possessive noun.Have students find the second sentence in the first paragraph on page 20.Have them identify the possessive noun(candidates).Ask them to tell if it
43、 is a singular or plural possessive noun and what was added to show ownership.Have students find the second sentence in the second paragraph on page 10.Have them identify the possessive noun(peoples).Ask them to tell if it is a singular or plural possessive noun and what was added to show ownership.
44、Review or explain that an apostrophe in a contraction serves as a placeholder for letters that have not been used.Have students find the first sentence in the first paragraph on page 4.Have them identify the contraction(youve)and tell what two words were joined to form it.Have students go through th
45、e book,underlining possessive nouns and circling contractions.Have them list the nouns and contractions on a sheet of paper.Discuss their responses.Word Work:Content words Have students complete the vocabulary prediction worksheet.Tell them to make a checkmark in the column if the word meant what th
46、ey thought it did before reading the book.If not,tell them to write the definition.Your Road to the White HouseLesson Plan(continued)LEVELX X5 Learning AZ All rights reserved.www.readinga- When completed,have students turn the worksheets over and write two sentences using two of the words.Tell them
47、to erase the words and exchange with a partner.Each student should fill in the missing words in the sentences his or her partner wrote.Build FluencyIndependent Reading Allow students to read their book independently.Additionally,partners can take turns reading parts of the book to each other.Home Co
48、nnection Give students their book to take home to read with parents,caregivers,siblings,or friends.Expand the ReadingWriting ConnectionGive students two sheets of paper.Tell them to use one sheet to brainstorm the following:reasons they would or would not like to be president;ways they would raise m
49、oney for their campaign,or help someone else raise money;and things they would do as president or things they think a president should do.Tell students to use their brainstorming sheet to write three paragraphs.One should explain why they would or would not like to be president.Another should explai
50、n ways they would raise money for their campaign or for someone elses.And the third should tell the things they would do as president or things they think a president should do.Encourage them to decide on their purpose before beginning to write.Have students share their paragraphs with the group.Vis