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1、Prehistoric Giants(Other Than Dinosaurs)Y Y1 Learning AZ All rights reserved.www.readinga-Focus Question:How and why has animal life evolved on Earth over the past millions of years?Book SummaryText Type:Nonfiction/InformationalCan your students name a prehistoric animalother than a dinosaur?Student
2、s will travel back in time with Prehistoric Giants(Other Than Dinosaurs)to learn about giant reptiles as well as giant species of shellfish,insects,centipedes,fish,amphibians,birds,and mammals.Read about how these animals once were a force to be reckoned with,but are now extinct.Vivid photographs,il
3、lustrations,a timeline,and a map support the text as students learn about identifying main ideas and details and using commas in a series.The book and lesson are also available for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word prehistoric on the board.Ask students
4、to share what they know about the word.Explain that prehistoric relates to the time before writing was invented,about 6,000 years ago.Ask students whether they know of anything that was alive during prehistoric times.Ask how they think the animals may have been different from the animals of today.Cr
5、eateaKWLSchartontheboard.Introduceandexplain the KWLS/ask-and-answer-questionsworksheet.Review or explain that the K stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still want to know about the topic.Dis
6、cuss and fill in the first column(K)on the board with information students know about the topic.Have studentscompletethesamesectionoftheirKWLSworksheet.Introduce the Book GivestudentstheircopyofPrehistoric Giants(Other Than Dinosaurs).Guidethemtothefrontandbackcovers and read the title.Have students
7、 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.Remindstudents that the
8、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:Ask and answer questionsExplain to students that having prio
9、r knowledge aboutatopic,andaskingandansweringquestionsLesson EssentialsInstructional Focus Askandanswerquestionstounderstandtext Identify main idea and details Describe information provided by graphics Identify and use commas in a series Identify the meaning of prefix pre-Materials Book:Prehistoric
10、Giants(Other Than Dinosaurs)(copy for each student)KWLS/askandanswerquestions,main idea and details,commas in a series worksheets Discussion cards Bookquiz Retelling rubricVocabularyBoldface vocabulary words also appear inapre-madelessonforthistitleonVocabularyAZ.com.WordstoKnowStory critical:eras(n
11、.),extinct(adj.),habitats(n.),paleontologists(n.),prehistoric(adj.),species(n.)Enrichment:amphibians(n.),arthropod(n.),herbivores(n.),ice age(n.),invertebrates(n.),tentacles(n.)Academicvocabulary:allows(v.),chart(n.),periods(n.),protect(v.),several(adj.),support(v.)Prehistoric Giants(Other Than Dino
12、saurs)Y Y2 Learning AZ All rights reserved.www.readinga-while reading,can help readers understand and remember information in a book.Direct students tothetableofcontentsonpage3andmodelaskingquestionsaboutthesectiontitles.Askstudentswhatthey would like to know about prehistoric animals.Have them fill
13、 in the second column(W)of their worksheet.Writetheirquestionsontheclasschart.Asstudentsread,encouragethemtoaskquestionsandrecordthemontheirKWLSworksheet.Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatallbookshaveamainidea,or a general topic that is the subject of a boo
14、k.The extra information and descriptions that help explain the main idea are the details of the book.Explain that sometimes the amount of information about a topic is so large that it is grouped into sections,and each section has its own main idea.Pointouttostudentsthatthetitleofabookorsection often
15、 provides clues about the main idea.Havestudentsturntopages5and6anddiscusswith a partner their predictions about the main idea of this section of the text.Invite students to share their predictions and the details that support their reasoning.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copy
16、right 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.Pointouttheuseofeach content word and academic vocabulary word in the book,and then use each word in a different model sentenc
17、e.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 the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowand why animal life
18、 evolved on Earth over the past millions of years.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not understand or cannot pronounce.Encourage them to use the strategies the
19、y have learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding withthefollowingquestions.Encouragestudentstosupport their answers by citing evidence from the book.What information about prehistoric animals can s
20、cientists gather from fossils?(level 1)page 4 How do Meganeura and Arthropleura compare?(level 2)pages56 Where did life on Earth begin,and how did life migrate to other regions of the world?(level 2)multiple pages How was climate change damaging for Koolasuchus?(level3)page 8 What physical features
21、helped giant reptiles hunt prey?(level 2)pages 910 Why would giant mammals be able to rule the world after giant reptiles went extinct?(level3)page 12 Why do you think that Mammoths had more hair than elephants today?(level3)pages1314 How can we preserve habitats of animals that are threatened with
22、extinction?(level3)page15Text Features:GraphicsExplain that charts,graphs,and cutaways are used to help readers understand additional information about the text.Have students review the graphic on page 6 and discuss the information they see.Have students identify the title on the graphic.Ask student
23、s:Which insect is the smallest compared to Meganeura?Which insect is almost as long as Meganeuras wingspan?How do you know?How does the graphic help readers better understand the size of Meganeura?Have students locate more graphics in the book with a partner.SkillReview Guidestudentstoanunderstandin
24、gthatdinosaurs were not the only prehistoric giants that once roamed the Earth is the main idea since the book is all about this subject.Write dinosaurs were not the only prehistoric giants that once roamed the Earth on the board.Modelidentifyingdetailsthatsupportthemainidea of the book.Think-aloud:
25、I know the main idea of this book:dinosaurs were not the only prehistoric giants that once roamed the Earth.Since every main idea needs details to explain it,I will be looking for details that explain or describe giant prehistoric animals,other than dinosaurs.I read on page 4 that giant species of s
26、hellfish,insects,centipedes,amphibians,birds,and mammals lived among dinosaurs and are now extinct.I read on page 7 that oceans became too small and low to support giant animals that existed there in the past.I read on page 6 that the air was heavier and filled with more oxygen.This factor Guiding t
27、he Reading(cont.)Prehistoric Giants(Other Than Dinosaurs)Y Y3 Learning AZ All rights reserved.www.readinga-supported the weight of giant insects,such as Meganeura and other land species.I read on page 8 that climate changes contributed to Koolasuchus and other giant amphibians disappearing.I read on
28、 page 14 that species were in competition,such as mammoths with humans.Therefore,many details support that the main idea is dinosaurs were not the only prehistoric giants that once roamed the Earth.I will continue to look for more details that describe these prehistoric giants and how they evolved.H
29、ave students reread page 11,looking for supporting detailsaboutthemainideaforthissection.Pointout that the section title helps identify the main idea(giant birds).Write details about these birds ontheboard(Gastornis,a bird about 7 feet tall;sharp,powerful beak;may weigh more than 1 ton.Phorusrhacos,
30、stands up to 10 feet tall,27 million to 2.5 million years ago;and so on).Ask students how this information supports the section main idea.Introduce,explain,andhavestudentscompletethemain-idea-and-detailsworksheet,using evidence from the text.Have students discuss the details they noted with a partne
31、r.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:Ask and answer questionsReviewthequestionsstudentsnotedintheWsectionoftheirKWLS/ask-and-answer-
32、questionsworksheetandhavethemconsiderthesequestionswhencompletingthe L section of the worksheet.Then,have students shareanyremainingquestionstheymighthaveaboutthe topic and record them in the S section of the worksheet.Discuss with students other sources that mightprovideanswerstothesequestions.Comp
33、rehension ExtensionDiscussion cards 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 specific evidence from the book to answer the Focus Question.(Answers may vary.Sample ans
34、wer:Animal life began in the ocean and moved onto land.These changes were caused by oxygen levels in the air,seas becoming smaller,less food to eat,changes in climate,competition with other species,small population,and loss of habitat.)Comprehension Checks Bookquiz Retelling rubricBook Extension Act
35、ivitiesBuild SkillsGrammar and Mechanics:Commas in a series Explainthatwhenwriterslistaseriesofitemsina sentence,the words need to be separated by commas.Without commas,the sentence would be difficult to read and understand.Turntopage13ofthebook.Haveavolunteer read the last sentence in the second pa
36、ragraph:It eats bamboo,fruit,seeds,and other plant food in tropical rainforests in Asia.Ask a volunteer to identify the listed items(bamboo,fruit,seeds,and other plant food).Discuss the location of the commas within the list and the word and,which joinsthelastwordsofthephrase.Pointoutthatthe sentenc
37、e makes much more sense and is easier to read with the correct punctuation.Check for understanding:Write the following sentence on the board:Paleontologists can use a fossil to learn when and where an animal lived how big it was what kind of food it ate and how it moved.Have students copy the senten
38、ce on the inside front cover of their book and add commas to separate the phrases.Check individual answers for understanding.Have a volunteer add commas to the sentence on the board.Independent practice:Introduce,explain,and have students complete the commas-in-a-seriesworksheet.If time allows,discu
39、ss their answers.WordWork:Prefix pre-Havestudentsfindandpointtothewordprehistoric on page 4.Write prehistoric on the board.Cover the prefix pre-and have students discuss the meaning of the word historic.Uncoverandunderlinetheprefixpre-and explain to students that the beginning of the word prehistori
40、c is a prefix.Explain that prefixes help readers figure out the meaning of some words.Ask students what they think the word prehistoric means.Then,have them turn to the glossary on page 16 to compare their definition of prehistoric to the one listed,and to determine the meaning of the prefix pre-.Help students reach the understanding that the prefix pre-means before.Check for understanding:Have students work in pairs to find and circle all examples of words with prefixes in the text.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)