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1、1Sister Sleuth and the Silver BlazeLesson PlanLEVELV V Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Adventure Page Count:24 Word Count:2,117Book SummarySister Sleuth and the Silver Blaze recounts another one of Miguels adventures as he dives into another Great Gallard
2、o book.In this adventure,he travels into the past,becoming Mr.Watson and solving a mystery with Sherlock Holmes.In a surprise twist,he gets unexpected help from someone he knows.Illustrations support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummar
3、izingtounderstandtext Drawconclusionsusingcontextclues Identifycompoundsentencesinthetext Recognizeandusesynonymsandantonyms;identifyantonymsandsynonymsusingathesaurusMaterialsGreen text indicates resources available on the website BookSister Sleuth and the Silver Blaze(copy for each student)Chalkbo
4、ardordryeraseboard Summarize,compoundsentences,synonymsandantonyms worksheets Discussioncards Indicates an opportunity for students 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*
5、Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:colleague(n.),detour(n.),disguise(v.),moor(n.),overactive(adj.),tracks(n.)Enrichment:carriage(n.),depression(n.),Gypsies(n.),memoirs(n.),obsessed(adj.),tweed(n.),vaguely(adv.),villa(n.)Before Re
6、adingBuild Background Discussthemeaningofamystery(apuzzlingsituationoreventthatneedstobesolved).Askstudents to identify the types of people who solve mysteries(police officers,detectives,and so on).Have them explain how these people solve mysteries(they look for clues,interview witnesses,and so on).
7、WritethenamesSherlock Holmes and Dr.Watson on the board.Have students discuss what they know about these two fictional characters.Explain that these are characters in a series of mystery storiesbySirArthurConanDoyle.Providebackgroundaboutthecharacters(SherlockHolmeswasafamousdetective,andDr.Watsonwa
8、shisclosestfriendandcolleague).2Sister Sleuth and the Silver BlazeLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the c
9、overs.Encourage them to offer ideas as to what type of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of what the book is
10、 about.Ask students what they expect to read about in the book,based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize Explainthatonewaytounderstandandrememberinformationinabookistosummarizeparagraphs,sections,or chapter
11、s mentally or on paper.Explain that a summary is a brief overview of the most important information in the text.Readpages4and5aloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I need to decide which information affects the meaning or outcome of the chapter that would be important to rememb
12、er.Then,in my mind,I organize the information into a few words or sentences.For example,on page 4 I learned that Miguel was stuck working in his familys shop.His sister,Teresa,was playing with her horses.She wanted Miguel to play with her.When Miguel didnt want to play,she got upset.On page 5 I lear
13、ned that Miguel sneaked off to the loft where his great-grandfathers books are.These books transported him to different places.Based on the information on these two pages,I know that Miguel had a conflict with Teresa.How does this conflict affect the outcome and meaning of the chapter?(Miguel was al
14、ready annoyed for having to work in the shop.The added annoyance from his sister likely caused him to sneak off to the loft.)I will underline the information in the text about the conflict and sneaking off to the loft.Why is the information about Teresa playing with horses and the details of each of
15、 the Great Gallardo books not considered important information?(They are details to make the story more interesting and dont affect the meaning or outcome of the chapter.)What information on page 6 could be considered important?(When Miguel read the book,nothing happened.)I will underline this infor
16、mation in the text.Based on this information,a summary for this chapter might be:Frustrated and annoyed with his family,Miguel retreated to the loft to read one of the magical Great Gallardo books.He opened The Memoirs of Sherlock Holmes and waited for the magic to begin.However,nothing happened.Ass
17、tudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Draw conclusions Explainthatpeopleusecluesfrompastandpresenteventstodrawconclusionsasanormalpartof life.For example,if you step outside in the morning and t
18、he ground is wet and you see clouds in the sky,you may draw the conclusion that it has rained recently.On the other hand,if the ground is wet and you see no clouds in the sky,you may look around for other clues,such as a sprinkler nearby.Explain that authors write their books knowing that people dra
19、w conclusions as they read.It is a quick process that happens in a readers mind.Explain that characters in the story can also draw conclusions based on clues from their own experiences.Askstudentstoturntopage5.Readthefirstparagraphaloudwhiletheyfollowalongsilently.DiscusswhatMiguelconcludedinthelast
20、sentence.(It might be the perfect time to take a little trip up to the loft.)3Sister Sleuth and the Silver BlazeLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Think-aloud:I know from our discussion that characters draw conclusions based on clues from their own experienc
21、es.Miguel saw that his mom was chatting with a customer,his dad was out of the shop,and his sister was playing.Why would it be important to take the time to notice what his family members were doing?(so he could leave without being noticed)Based on this information,Miguel drew the conclusion that it
22、 was a good time to sneak up to the loft.To draw conclusions as I read,I look at the context clues to infer the rest of the authors meaning.I know that I will understand the story better when I do this,so Im going to draw conclusions in this story as I read.Introduce the Vocabulary Writethewordsdepr
23、ession,moor,and tracks on the board.Explain that these vocabulary words help to explain the setting of the story.Givegroupsofstudentsalargepieceofblankpaper.Havethemdividethepaperintothreesections.For each word,have them write or draw what they know about the word.Have groups discuss and create a de
24、finition for each word using prior knowledge.Showstudentstheillustrationfrompage13.Askstudentstodescribethegroundareaaroundtheboyinthepicture.Pointoutthattheareabelowtheboyappearstobelowerthanthearea surrounding it.Explain that an area that is lower than the surrounding surface is called a depressio
25、n.Invite students to identify synonyms,or words with similar meanings,for the meaning of depression(dip,dent,indent,and so on).Askstudentswhattheythinkmoormeans.Readthefollowingsentencetostudentsastheyvisualize,orpictureintheirmind,themeaningoftheword:The sun began to set,transforming the sloping pl
26、ain into a golden field,and casting shadows on the faded ferns lining the low curves of the moor.Ask students to draw what they pictured on the group paper in the section for the word moor.Explain that a moor is a wet area of land covered in moss.Askstudentstoexplainhowunderstandingthemeaningofthewo
27、rdsdepression and moor help to establish the setting(the story must take place in a low,wet area).Pointoutthewordtracksontheboard.Facilitateadiscussionabouttracks:What are tracks?How are tracks made in mud or sand?Who or what makes tracks?How might tracks be used to solve mysteries?Explainthatvocabu
28、larysometimesprovidescluestotheeventsofthestory.Askstudentstousethe vocabulary words to predict what kind of mystery this might be and what kinds of tracks might be left as evidence in the story.Set the Purpose HavestudentsreadthebooktofindoutthemeaningofSister Sleuth and the Silver Blaze.Remindthem
29、tostopaftereachchaptertosummarizetheeventsofthebook.Havestudentstounderline or record on a separate piece of paper the important information in each chapter.During ReadingStudent Reading Guide the reading:Have students read to the end of page 12,underlining or recording important information as they
30、 read.Encourage those who finish early to go back and reread.Whenstudentsareready,discusstheimportantinformationtheyidentifiedinchapter2,“MysteriesontheMoor.”Modelsummarizingtheimportantinformationinchapter2.Think-aloud:I made sure to stop at the end of the chapter to summarize what Id read so far.F
31、irst,I decided what information affected the outcome of the chapter that was important to remember.I read that Miguel transported into the book and became the character of Watson.I also read that Silver Blaze,a horse,disappeared and the trainer was found dead.I will underline this information.What o
32、ther information might be important to remember in this chapter?(Someone was arrested for the crime,no tracks were found,Holmes and“Watson”began investigating.)Based on this information,what might be a summary of this chapter?(MiguelhasbecomeDr.Watson,andheandSherlockHolmeshaveamysterytosolve.Silver
33、Blaze,achampionhorse,hasdisappeared,andpeoplehave been found drugged and murdered.)4Sister Sleuth and the Silver BlazeLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga- Check for understanding:Have students read to page 16.Invite them to share the important informationincha
34、pter3,“ImaginingTracks.”Askstudentstowriteabriefsummaryofthechapter on a separate piece of paper or at the bottom of page 16.(While Miguel is investigating,he fears someone is following him.He learns that the person following him is his sister,who followed him into the story.)Invite students to shar
35、e what they wrote.Askstudentstoturntopage14.Havethemrereadthefirstparagraph.DiscussMiguelsconclusion that he states at the end of the paragraph.(There was definitely something or someone,coming.)Ask students to identify the context clues that likely caused Miguel to draw that conclusion(leaves rustl
36、ed,shadows stole toward him,could hear nothing but a faint moan,a light flickered).Havestudentsreadtheremainderofthestory.Remindthemtounderlineorrecordimportantdetailsastheyreadsotheycansummarizetheinformationastheyreadeachchapter.Have students make a small question mark in their book beside any wor
37、d they do not understand or cannot 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 Think-al
38、oud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about the events of the story because I summarized the information in my own words as I read the book.Askstudentstoexplainhowthestrategyofsumm
39、arizinghelpedthemunderstandthestory.Introduce,explain,and have students complete the summarizeworksheet using the final chapter in the book.If time allows,invite them to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:Havestudentsturntopage16.DiscussMiguelsconclusi
40、onatthebottomofthepage(Teresa,is that you?)Ask students to identify the clues that likely caused Miguel to draw that conclusion(theeyeslookedfamiliar;thepersonlovedhorses;thepersonhadanimagination,which Miguel referred to on page 12).Askvolunteerstoshareexamplesinwhichtheydrewconclusionsoftheirownas
41、theyread.Forinstance,one may safely conclude that Miguel would like to go to the beach or the park instead ofworkinginhisfamilyssandwichshop.Readersknowthatbecausethestorybegins:Summer was here!The beaches were blazing hot,the parks were packed,but Miguel was stuck working at his familys sandwich sh
42、op.To make it worse,his seven-year-old sister was driving him crazy!Discusshowdrawingconclusionshelpsreaderstounderstandandenjoywhattheyread.Independent practice:Have students review chapter 17,“Sister Sleuth.”Have them identify and circle the conclusion drawn as to the location of the missing horse
43、(the horse was at Mapleton Stables).Ask them to underline the clues in the story that can be used to draw this conclusion(horse tracks were found in the mud,the tracks matched the shape of the horseshoe,a trail of these tracks led to Mapleton Stables).Enduring understanding:In this story,several clu
44、es were examined before a conclusion was made.How does knowing this information give you a better understanding of the phrase dont jump to conclusions?5Sister Sleuth and the Silver BlazeLesson Plan(continued)LEVELV V Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Com
45、pound sentences Writethefollowingsentenceontheboard:The horse statue slid across the smooth wood,and it banged down the ladder.Ask students to identify two separate sentences within this longer sentence.(The horse statue slid across the smooth wood.It banged down the ladder.)Write these on the board
46、.Pointoutthattheoriginalsentenceisanexampleofacompound sentence.Revieworexplainthat a compound sentence is a sentence consisting of two or more simple sentences separated by a comma and a conjunction.Reviewwithstudentsexamplesofconjunctions(and,but,for,or,nor,so,and yet).Write these examples on the
47、board.Ask students to identify the conjunction that joined the two parts of the original sample sentence(and).Writethefollowingsentencefrompage6ofthebookontheboard:Miguel read the whole first page,but he remained in the loft.Readthesentencetogether.Askavolunteertocometotheboard to identify and circl
48、e the conjunction(but).Havestudentsidentifythetwosentencestheconjunctionconnects.(Miguel read the whole first page.He remained in the loft.)Discusshowtheconjunctionandcommaconnectthetwosentences together,taking the place of the period and capital letter H in the second sentence.Check for understandi
49、ng:Say the following words one at a time and have students give the thumbs-upsignalifthewordbeginswiththe/s/sound:happy,sleepy,sorry,girl,scared.Independent practice:Introduce,explain,and have students complete the compound sentences worksheet.If time allows,discuss students responses.Word Work:Syno
50、nyms and Antonyms Writethewordevening on the board.Ask students to suggest a word that means almost the same thing(night).Revieworexplainthatawordthatmeansthesameoralmostthesameasanother word is called a synonym.Askstudentstosuggestawordthatmeanstheoppositeofevening(morning).Revieworexplainthat a wo