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1、1Fantastic Flying MachinesLesson PlanLeveLI I Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:237Book SummaryFantastic Flying Machines is an informational book about the history behind human flight.Photographs and illustratio
2、ns support the text.Book and lesson also available at Levels L and P.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Identifymainideaandsupportingdetails Orallysegmentwordsintosyllables Understandtheuseofyasavowel Recognizepropernouns
3、IdentifyandcreatecompoundwordsMaterialsGreen textindicatesresourcesavailableonthewebsite BookFantastic Flying Machines(copy for each student)Chalkboardordryeraseboard Visualize,mainideaanddetails,propernouns,compoundwordsworksheets Discussion cards Indicates an opportunity for students to mark in th
4、e book.(All activities may be demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwithpaperand pencil if books are reused.)Vocabulary Content words:blimp,cargo,gliders,helicopter,hot-air balloon,jet engine,pilot,propellerBefore ReadingBuild Background Askstudentsiftheyhaveeverbeenonanairpl
5、ane.Invitethemtosharetheirexperiences.Discussthe other types of things that people use to fly in the sky.Showpicturesofdifferentkindsofairplanes,helicopters,jets,spaceships,rockets,hanggliders,andhot-airballoons.Invitestudentstosharewhattheysee,andaskfortheiropinions.Askstudentstothinkaboutthefirstf
6、lyingmachinesandwhattheythinkthesemachineswerelike.Askthemtothinkabouttheinventorsandhowtheymusthavecomeupwiththeirideas.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferide
7、asastowhatkindofbookitisandwhatitmightbeabout.2Fantastic Flying MachinesLesson Plan(continued)LeveLI I Learning AZ,Inc.All rights reserved.www.readinga- Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(title,autho
8、rsnames).Previewthetableofcontentsonpage3.Askstudentswhatinformationtheycantellfromlookingatthesectiontitles.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonw
9、hatapersonalreadyknowsaboutatopic.Readpage4aloud.Modelhowtovisualize.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me organize the important information and understand the ideas in the book.For example,on pag
10、e 4,the author asks us to think about flying like a bird.I imagined being able to see Earth from far above,with the wind flying in my hair and the sun warming my back.I imagined I could see people and trees from far up and that they looked tiny because I was so high in the sky.Explainthatonewaytovis
11、ualizeistodrawapicture.Introduceandexplainthevisualizeworksheet.Havestudentsdrawontheirworksheetwhattheyvisualizedwhilelisteningtoyoureadpage4.Invitestudentstosharetheirdrawings.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce
12、 the Comprehension Skill:Main idea and details Explainthateverybookhasabigideathatisthemostimportantideaofthebook.Revieworexplain that the main idea is often the title of the book.Have students take another look at the book covers.Ask them to predict the main idea of the book.Explainthateachpageinth
13、ebookcontainssupportingdetailsthattellreadersmoreaboutthebooksmaintopic(machinesthatfly).Modelusingthetableofcontentstoinfersupportingdetailsinthetext.Think-aloud:When I look at the table of contents,I see that the word airplanes is listed.I already know that airplanes are machines that fly in the s
14、ky,so this is probably a supporting detail in the book.As I read,I know that I will find out more details about machines that fly.As I read,I will pause after a few pages to review in my mind the important details.This strategy will help me make sure I understand what Im reading.I know that good rea
15、ders do this when they read,so I am going to look for supporting details as I read this book.Havestudentsturntothetableofcontentsandlistsomeothersupportingdetailsaboutmachinesthatfly(helicopters,balloons,rockets,andsoon).Introduce the Vocabulary Writecontentvocabularywordsfromthebookontheboard:blimp
16、,airplane,hang glider,helicopter,hot-air balloon,and jet engine.Practicesayingthewordsaloudwithstudents.ReferbacktothepicturesprovidedduringtheBuildBackgroundsection.Havestudentsexplainwhattheyknowabouttheseflyingmachines.Createatwo-columnchartontheboardwiththeheadingsMotorized and Nonmotorized.Disc
17、usswhattheheadingsmeanandgiveexamplesfromeverydaylife(carsandbusesaremotorized,becausetheyhavemotors;bicyclesarenonmotorized).Explainthatnonmotorizedthingsrelyonothersourcesofpower(bicyclesusethepowersuppliedwhentheriderpumpshisor her legs).Invitevolunteerstopredictwhichofthevocabularywordsbelongint
18、heMotorized category andwhichbelongintheNonmotorized category.Whenthediscussioniscomplete,writeeachvocabularywordundertheappropriatecategoryontheboard.3Fantastic Flying MachinesLesson Plan(continued)LeveLI I Learning AZ,Inc.All rights reserved.www.readinga-Set the Purpose Havestudentsreadtofindoutmo
19、reaboutthefantasticflyingmachinesinthebook.Remindthemtostopaftereveryfewpagestovisualizethemostimportantinformationandtodrawontheirworksheetwhattheyvisualizedaboutit.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage11.Encouragethosewhofinishearlytogobackandrerea
20、d.Havestudentsdrawwhattheyvisualized.Modelvisualizing.Think-aloud:When I read about the early inventions people tried as they attempted to fly,I pictured people strapping wings to their arms and flapping around like birds.I thought about how much work it would take to actually get off the ground,and
21、 I visualized the people getting very tired without having much success.Havestudentssharethepicturesofwhattheyvisualizedwhilereading.Havethemexplaintheirdrawingsaloud.Modelidentifyingthemainideaanddetailsforasectionofthebook.Think-aloud:As I started reading the section titled“History of Flight,”most
22、 of the sentences mentioned something about people trying to find a way to fly.I read that two brothers made the first hot-air balloon and that someone else made a glider.I will underline this information.I also read that the Wright brothers made an airplane that worked.I will underline this informa
23、tion,too.Based on what Ive read,I think the main idea of the section is:Manypeopletriedtofinddifferentwaystofly.TheWrightbrotherscreatedthefirstairplanethatactuallyflew.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(twobrothers,strangegliders,andsoon).Writethesedetail
24、sontheboard.Check for understanding:Havestudentsreadtotheendofpage13.Havethemvisualizetheinformationonthosepages.Discusswhattheyvisualized.Askstudentstoaddtotheirdrawingsontheirworksheetastheyvisualizetheinformationinthebook.Pointoutthattheycanusetheirdrawingstoidentifytheimportantdetailstheyjustrea
25、d.Havestudentsrereadthesectiontitled“Airplanes,”underliningtheimportantinformation.Invitethemtoworkwithapartnertoidentifythemainideaofthesection.Havethemwritethemainideainthemarginoftheirbookoronaseparatepieceofpaper.Checkindividualresponses for understanding.Havestudentsmakeaquestionmarkintheirbook
26、besideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each wordandfigureoutitsmeaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Re
27、flect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember important events in the book.Think-aloud:When I read about blimps,I pictured a huge,long balloon in the sky.I pictured a pilot inside steering the blimp over crowds of people below.This
28、 helped me to understand what blimps are used for and to remember that part of the book.Independent practice:Havestudentscompletethevisualizeworksheet.Iftimeallows,havethemsharetheirpictureswhenfinished.4Fantastic Flying MachinesLesson Plan(continued)LeveLI I Learning AZ,Inc.All rights reserved.www.
29、readinga-Reflect on the Comprehension Skill Discussion:Talkabouthowstoppingtoreviewtheimportantdetailshelpedstudentsrememberthe facts and better understand the information they read.Ask them to use the important details they identified to confirm or refine the main idea of the book.Havestudentsrerea
30、dpage13andlookforsupportingdetailsaboutthemainidea.Writethedetailsabouthelicoptersontheboard(savestime,quicklyhelppeoplewhoarehurt,helpfindlostpeople).Askstudentshowthisinformationsupportsthemainidea(thefactsareallimportanttounderstandingwhyflyingmachinesarefantastic).Independent practice:Introduce,
31、explain,andhavestudentscompletethemain-ideas-and-details worksheet.Wheneveryonehasfinishedworkingindependently,reviewtheiranswersaloud.Enduring understanding:Inthisbook,youlearnedaboutmanydifferentmachinesthatfly.Youlearnedabouthowdifferentinventionsevolvedfromtheideasofotherpeople.Nowthatyouknowthi
32、sinformation,howdoesitmakeyoufeelabouttheimportanceofscientificexperimentationanddiscovery?Whyisitimportanttoknowthatinventionsevolve,andwhatdoes this make you think about flying machines of the future?Build Skills Phonological Awareness:Segment syllables Tellstudentsthateverywordcontainsoneormorepa
33、rts.Explainthatthesepartsarecalledsyllables.Showstudentshowtocountsyllablesinwordsbyplacingtheirhandjustundertheirchinandfeelingthenumberofsyllableswhentheysayaword.Demonstratefeelingandcountingsyllableswiththewordsairplane and flying.Sayotherwordsfromthebook(wings,balloons,cargo,helicopter,fly,glid
34、er).Have students puttheirhandundertheirchintofeelandcountthenumberofsyllablesineachword.Phonics:Y as a vowel Reviewwithstudentsthelettersthatarevowels(a,e,i,o,u,and sometimes y)and the letters thatareconsonants(allofthelettersinthealphabetthatarenotvowels).Pointoutthaty is theonlyletterinthealphabe
35、tthatcanbeeitheraconsonantoravowel,dependingonitsuseinaword.Discussthatallwordsneedatleastonevowelsound.Havestudentsturntopage5.Readthefirstsentencealoudasstudentsfollowalong.Pointoutthewordfly.Askstudentswhatvowelinthewordfly makes the long/i/sound.explain that the ymakesthelong/i/soundandthatsince
36、therearenoothervowelsintheword,theyisavowelinthisword.Explainthatwhenyisusedasavowel,italsocanmakethelong/e/sound.Writethefollowingwordsontheboard:happy,baby,and funny.Readthemaloudandaskstudentstolistenforthelong/e/sound.Point out that all of them use the letter y to make the long/e/sound.Havestude
37、ntsturntopage11.Readthesentencealoudasstudentsfollowalong.Pointoutthewordcarry.explain that the ymakesthelong/e/soundandthereforeisavowelinthisword.Check for understanding:Havestudentsworkinpairstolocatethewordsonpage8thatusethe letter yasavowel.Inthemarginsoftheirbook,havethemidentifythesound(long/
38、i/or long/e/)that each y makes(carrycontainsthelong/e/sound;family contains the long/e/sound).Invitestudentstosharealoudthewordstheyfoundandthevowelsoundeachy makes.Independent practice:Havestudentscontinuethroughthebook,workingindividuallytoidentifyallofthewordsthatusetheletteryasavowelandnotingwhe
39、thereachonemakesthelong/i/orlong/e/sound.Discusstheiranswers.5Fantastic Flying MachinesLesson Plan(continued)LeveLI I Learning AZ,Inc.All rights reserved.www.readinga-Grammar and Mechanics:Proper nouns Revieworexplainthatanoun is a person,place,or thing.Ask students to turn to page 7 and give exampl
40、es of nouns from the text(brothers,airplane,and so on).Revieworexplainthataproper noun isthenameofaspecificperson,place,orthing.Apropernounalwaysbeginswithacapitalletter.Writethepropernounfrompage7ontheboard(Wright).Remindstudentsnottoconfusethecapitalletterinapropernounwiththecapitalletterusedat th
41、e beginning of a sentence or in the title of a chapter.Point out instances in the book wherecapitalsareusedbutapropernounisnotpresent.Check for understanding:Writethefollowingnounsinacolumnontheboard:girl,boy,street,month.Askvolunteerstogiveexamplesofpropernounsforeachword,andwritethemonthe board(mo
42、nth:June,February,and so on)Independent practice:Introduce,explain,andhavestudentscompletetheproper nouns worksheet.Whenstudentsfinish,discusstheiranswersaloud.Word Work:Compound words Writethewordairplaneontheboard.Askstudentswhichtwowordswerejoinedtogetherinthewordairplane(air and plane).explain t
43、hat airplane is a compound word.A compound wordcontainstwowordsthattogethercreateonewordmeaning.Explainthatthedefinitionsofthetwoseparatewordscanhelpstudentsfigureoutthemeaningofthecompoundword(a plane that floats in the air).Writethefollowingsentenceontheboard:A helicopter can land almost anywhere.
44、Have studentsreadthesentenceandidentifythecompoundword(anywhere).Askthemwhichtwowordsarejoinedtogethertomakethewordanywhere(any and where).Ask a volunteer to sharehowthedefinitionsofthetwoseparatewordscanbeusedtofigureoutthemeaningofthecompoundword.Check for understanding:Have students read page 16
45、in their book.Have them identify and underlinethecompoundwordsonthepage(airplanes,everywhere).Ask students to circle thetwowordscontainedineachcompoundword.Havethemusethesewordstodiscussthemeaningofeachlargerwordwithapartner.Thendiscussthemeaningofthewordwithstudents as a group.Independent practice:
46、Introduce,explain,andhavestudentscompletethecompoundwordsworksheet.Whenstudentsfinish,discusstheiranswersaloud.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedreadings of a specific section of the book.Home Connection Givestudentstheirb
47、ooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthetypesofflyingmachineswithsomeoneathomeandthen compare the pictures they created in their minds.6Fantastic Flying MachinesLesson Plan(continued)LeveLI I Learning AZ,Inc.All rights reserved.www.readinga-Exte
48、nd the ReadingInformational Writing ConnectionProvideprintandInternetsourcesforstudentstofindoutmoreaboutOrvilleandWilburWright.Havestudentsciteinformationfromtheirresearchandthebookandwriteareport.Instructstudentstowriteatleastthreesections,includinganintroductionandconclusion.Encouragethemtoaddill
49、ustrationsorphotographstotheirreport.Requireanerror-freefinalcopyandmakeafrontandbackcover.Eitherbindeachreportseparately,orbindallofthereportstogethertomakeaclassbookwithitsownfrontandbackcover.visit WritingA-Zforalessonandleveledmaterialsonexpositoryreportwriting.Social Studies Connection Provide
50、print and Internet sources for students to research the history of human flight.Have them createatimelineofflight-relatedevents,showingthedevelopmentofflightovertime.Havethem include all of the events listed in Fantastic Flying Machines,aswellasanynewinformationthey may have found during their resea