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1、1Earthquakes,Volcanoes,and TsunamisLesson PlanLeveLQ Q Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:21 Word Count:749Book SummaryEarthquakes,Volcanoes,and Tsunamis teaches readers about some of the most intense and unpredictable forces of n
2、ature.It describes the causes of each one and explains the ways in which these three furious forces are connected.Diagrams,photographs,and a map support the text.Book and lesson also available at Levels T and W.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Askandanswerque
3、stionstounderstandthetext Correctlydistinguishbetweenfactoropinion Recognizeandusecommasinaseries IdentifycompoundwordsMaterialsGreen text indicates resources are available on the website.BookEarthquakes,Volcanoes,and Tsunamis(copy for each student)Chalkboardordry-eraseboard KWL/askandanswerquestion
4、schart,commasinaseries,compoundwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinap
5、re-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:earthquakes(n.),faults(n.),magma(n.),plates(n.),tsunamis(n.),volcanoes(n.)Enrichment:landslides(n.),mudslide(n.),Richter scale(n.),seismograph(n.)Before ReadingBuild Background Askstudentstotellwhattheyalreadyknowaboutearthquak
6、es,volcanoes,andtsunamis.AskiftheyhaveeverheardoftheRichterscaleand,ifso,toexplainwhatitis.CreateaKWLchartontheboardandgivestudentstheKWL/askandanswerquestionsworksheet.Work together to fill in the first section(K)with things students know about earthquakes,volcanoes,andtsunamis.Asagroup,brainstorms
7、omethingsstudentswouldlike to know about the topic and have students fill in the second section(W)of their worksheet.Write several shared ideas on the class chart as examples.2Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLQ Q Learning AZ All rights reserved.www.readinga-Preview the Bo
8、okIntroduce 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 and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleof
9、book,authorsname).Introduce the Reading Strategy:Ask and answer questions Modelaskingquestionswhilelookingatthetableofcontents.Think-aloud:When Id like to know more than I do about a topic,I can use the section titles in the table of contents to think of questions Id like to have answered.For exampl
10、e,the second section is titled“Deep Within the Earth.”This makes me wonder what is below the Earths surface.(WritethisquestionintheW section of the KWL chart and invite students to add it to their worksheet.)Havestudentsshareanyquestionstheyhavebasedonthetableofcontentsorthecoversofthebook.Addtheset
11、othesecondsection(W).Havestudentspreviewtherestofthebook.Pointoutthemapanddiagrams.Drawstudentsattention to the photographs on pages 14 and 19.Encourage students to use all of these visual elementsaswaystothinkofquestionstoaddtotheirKWLworksheet.Showstudentstheglossary.Revieworexplainthataglossaryis
12、analphabetizedlistofcontentwordswithdefinitions.Someglossaries,likethisone,alsogivepagenumbersthattellwhereinthe book readers can find information about the topic.Explain to students that they can use the glossarytofindanswerstosomeoftheirquestions.Forexample,theycanlookattheglossarytofind out where
13、 in the book they can find out more about landslides.Askstudentstotellwhichpage mentions landslides(page13).Askavolunteertoreadthedefinitionforlandslides.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill
14、:Fact or opinionRevieworexplainthatafact is something that has actually happened and can be proven to be true.Anopinion is a belief,based on a personal feeling,which cannot be proven.Explain to students that it is important for readers to be able to distinguish fact from opinion in order to make a s
15、ound judgment about the information they read and hear.Talk about the many different scientific facts that the book might contain and the feelings that the photos and descriptions may elicit.Havestudentsturntopage15,lookatthephotograph,andreadthecaption.Think-aloud:When I read the caption under the
16、photograph,I found out that scientists gather information about volcanic eruptions.I know that the information they discover will be based on various tests and will therefore be able to be proven as truth by these tests.As I look at the photograph,I wonder about who lives near the volcano.I wonder i
17、f these people were there when the volcano erupted.I wonder if these people have lived through this type of experience before.I wonder if they were scared or excited.I know that whatever each person felt,each one has his or her own opinion about the volcanic eruption.As a reader,it is important for
18、me to know the difference between the facts of a situation and the opinions of the same situation.Introduce the Vocabulary Asstudentspreviewthebook,pointoutanycontentwordsthatyouthinkmaybedifficult for them.Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use wha
19、t they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.They can use context clues within sentences to work out meanings of unfamiliar words.3Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLQ Q Learning AZ All rights re
20、served.www.readinga- Modelhowtoapplyword-attackstrategies.Pointoutawordinbold,suchasthewordearthquakesonpage4.Modelhowtousepriorknowledgeofeachoftheseparatewordstofigureoutthemeaningofthecompoundword.Askstudentstotellthemeaningofeachseparate word(earth means ground,quake means to shake)and then put
21、the meanings together(ground shaking).Have students follow along as you read the fourth sentence on the page to confirm the meaning of earthquake.Remindstudentstoalwayscheckwhetherawordmakessensebyrereadingthesentence in which it occurs.Set the Purpose Havestudentsreadthebooktofindanswerstotheirques
22、tionsaboutearthquakes,volcanoes,and tsunamis.During ReadingStudent Reading Guide the reading:Have students read to the end of page 10.Have them look for facts about earthquakes,volcanoes,andtsunamisthatwillanswerquestionsontheirKWLchart.Iftheyfinishbefore everyone else,have them go back and reread.W
23、hentheyhavefinishedreading,havestudentstellwhateachsectionisaboutandtheinterestingfactstheyreadsofar.CircleanyquestionsontheKWLchartontheboardthatwereansweredandaddanynewquestionsstudentsraised.ModelansweringaquestionontheKWLchart.Think-aloud:I wanted to know what is below the Earths surface.On page
24、 6,I read that underneath the plates of rock is a hot liquid called magma.(Write what you learned(L)on the KWL chart on the board and have students fill in their own worksheet.)Havestudentssharequestionstheyfoundtheanswerstowhilereading.Recordtheirresponses in the(L)section of the KWL chart on the b
25、oard.Havestudentsturntopage8.Say:On page 8,the author is explaining that some earthquakes are small and may be harmless or unnoticeable.This is a fact.Scientific tools and witness accounts can prove this right after the time of the earthquake.My opinion is that no earthquake is a small earthquake.An
26、y time the earth moves seems like a big deal to me.What is your opinion of this information?Askforvolunteerstosharetheiropinionofthissectionofthebook.Check for understanding:Havestudentsreadpages11through15.Havethemwriteanswerstheyfound while reading in the LsectionoftheirKWLworksheetandadditionalqu
27、estionstheyraised in the Wsection.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthissectionofthebook.RecordsharedresponsesontheclassKWLchart.Havestudentsturntopage13andrereadthethirdandfourthsentences(Clouds of ash and dust rise into the air during volcanic eruption
28、s.The ash falls to the ground like snow.)Askstudentswhythisinformationwouldbeconsideredfactual.Askforvolunteerstogivetheiropinionoftheinformation presented.Havestudentsreadtheremainderofthebook.Remindthemtolookforandwriteanswers totheirKWL/ask-and-answer-questionsworksheetquestions.Encouragethemtoad
29、dnewquestionstheymighthavetotheirworksheetastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedinth
30、eirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.4Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLQ Q Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Think-aloud:I wanted to know what was below the Ear
31、ths surface.I found out there is a hot rock that melts into a liquid called magma.I also read that the magma is always there and moving the plates around in three different ways.AskstudentstosharequestionstheyaddedtotheirKWL/ask-and-answer-questionsworksheetwhilereading,andaskthemwhatquestionswerean
32、swered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Pointouttostudentsthata
33、lloftheirquestionsmaynothavebeenansweredinthistext.Brainstorm other sources they might use to locate additional information to answer their questions.Reflect on the Comprehension Skill Discussion:Askstudentstorereadthelastsentenceofpage16.Askstudentshowtheyknowthatthisstatementisafact.(Scientisthave
34、studiedandresearchedtsunamis).Havestudentssharetheir opinion of this information.Explain to students that surfers are people that live for the next bigwave.Askwhatdoyouthinkasurfersopinionwouldbeofatsunami?Independent practice:Givestudentscopiesofpicturesfrompages8and20ofthebook.Havethemwrite a fact
35、 and opinion about each photograph.Enduring understanding:In this book,you read about three unpredictable forces of nature.We learnedhowtheyarecausedandwhathappensasaresultofanearthquake,avolcano,andatsunami.Now that you know this information,how does this information affect you where you live?Doyou
36、thinkthattheseeventsaffectpeoplewhodonotlivedirectlywheretheeventshappen?Build SkillsGrammar and Mechanics:Commas in a series Revieworexplainthatwheneveralistofthreeormoreitemsismade,acommamustbeplaced between the items.Without the commas,the sentence would be difficult to read and understand.Items
37、listed in a sentence can be nouns,verbs,adjectives,or entire phrases or clauses.Remindstudentsthatthisisonlyoneofthemanyusesforacomma.Writethefollowingsentenceontheboard:In an explosive volcanic eruption liquid rock ash and landslides can cover whole cities.Askstudentstoexplainwhythissentencedoesntm
38、akesense(thereisnosuchthingasliquidrockash,thesentencedoesntmakesense).Directstudentstopage21.Askstudentstoidentifythelocationofthecommasinthesentence.Askavolunteer tocometotheboardandaddcommasinthecorrectplaces,separatingthewordsinalist.Pointout that the sentence makes much more sense with the corr
39、ect punctuation.Havestudentsturntopage8andaskthemtofollowalongasavolunteerreadsthelastsentencealoud:But sometimes the shaking is so strong that buildings crumble,bridges collapse,and large cracks open in the ground over large areas.Pointoutthephrasesinalist(buildings crumble,bridges collapse,and lar
40、ge cracks open in the ground over large area).Talk about the location ofthecommaswithinthelist.Pointoutthatthelastphrase(large cracks open in the ground over large area)is joined to the list by the word and following the comma.Check for understanding:Havestudentsturntopage4.Askthemtofindtheseriesofw
41、ordsthatis separated by commas(earthquakes,volcanoes,tsunamis).Askthemtocirclethecommasandnotice that the last item is added to the list after the word and.Independent practice:Introduce,explain,and have students complete the commas-in-a-seriesworksheet.If time allows,discuss their answers.5Earthqua
42、kes,Volcanoes,and TsunamisLesson Plan(continued)LeveLQ Q Learning AZ All rights reserved.www.readinga-Word Work:Compound words Revieworexplainthattwowordscanbecombinedtoformanewword,calledacompound word.Writethewordslandslide,world-famous,and North America on the board.Explain to students that these
43、 are examples of different types of compound words,each of which has two parts that makeuponewordmeaning.Somecompoundwordsareseparatedbyhyphens,somearejoined,and some are separate.Askstudentstoidentifythetwowordsthatmakeupeachcompoundword.Writethemontheboard next to the corresponding compound word(l
44、and and slide,world and famous,North and America).Discusshowknowingthemeaningsofthewordsland and slide can help students understand the meaning of landslide.Remindstudentsthatthisisagoodstrategytheycanusetounderstandthe meanings of unfamiliar compound words.Havestudentsturntopage14andfindtwocompound
45、words(dirt-filled and mudslide).Write the words on the board with the two parts that make up each compound word(dirt and filled,mud and slide).Discuss the meanings of the word parts and the compound words.Check for understanding:Havestudentsturntopage10andfindthreecompoundwords(RichterScale,earthqua
46、ke,landslides).Havethemcirclethewordsandwritethetermcompound word in the margin to help them remember the terminology.Independent practice:Introduce,explain,and have students complete the compound words worksheet.If time allows,discuss their answers.Build Fluency Independent Reading Invitestudentsto
47、readtheirbookindependently.Additionally,invitepartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.HavestudentssharetheirKWL/ask-and-answer-questionsworksheetwithsomeoneathome,explaining how it works
48、 and what they learned.Extend the ReadingInformational Writing ConnectionProvideprintandInternetresourcesforgroupsofstudentstoresearchapowerfulearthquake,volcano,or tsunami.Have each group choose an event and write a newspaper article that includes answers to the four Wquestions:What,When,Where,and
49、Why.Encourage students to include interesting information they find about humans and other survivors.Have each group prepare an oral and visual report to present along with their article.Visit WritingAZ.com for a lesson and leveled materials on expository report writing.Science ConnectionLearnmoreab
50、outhowearthquakes,volcanoes,andtsunamischangethegeographicalappearanceofEarth.Takeatriptothelocallibrarytofindbooksongeographyandthenaturalconsequencesof major natural events such as these.6Earthquakes,Volcanoes,and TsunamisLesson Plan(continued)LeveLQ Q Learning AZ All rights reserved.www.readinga-