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1、Owls OverheadLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:445Book SummaryOwls may seem strange and mysterious,but that only makes them more fascinating.In Owls Overhead,students will learn about the differ
2、ent adaptations that allow these amazing predatory birds to survive in the wild.Brilliant,detailed photographs support the text and capture readers attention.Readers will also have the opportunity to learn about main ideas,details,and complete sentences.Book and lesson are also available at Levels I
3、 and O.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizeinformationtounderstandtext Determinemainideasanddetails Identifyfinalconsonantck-blends Understandandusecompletesentences DefineandusehomophonesMaterialsGreen text indicates resources are available on the website.BookOwls
4、 Overhead(copy for each student)Chalkboardordry-eraseboard Dictionaries Main idea and details,complete sentences,and homophones worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard
5、 or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:attack(v.),habitats(n.),mysterious(adj.),prey(n.),species(n.),survive(v.)Before ReadingBuild BackgroundCoveraphotographofa
6、nowlwithapaperwithaholecutoutofitsoonlyasmallportionoftheowl is showing.Ask students to look carefully at this animal and think about what it might be.Givestudentscluesabouttheanimalsidentity.Forexample,youmaysaythatitsleepsduringtheday,that it eats mice and other small animals,and that it makes a h
7、ooting sound.Ask students to write the name of the animal on a separate piece of paper when they think they know what it is.Owls OverheadLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga- Removethetopsheetofpaper,andaskstudentstocallouttheanimalsname.Havestudentsshare with
8、 a partner facts they know about owls.Invite volunteers to share with the rest of the class,and record the information on the board.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethe
9、mtoofferideasastowhattypeof book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of the book.Ask students what they expe
10、ct 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 Comprehension Skill:Main idea and details Writethefollowingwordsontheboard:lunchtime,math class,recess,music,and silent reading.Askstudentstodescribewhatal
11、lthesewordsreferto(activitiesduringtheschoolday).Pointoutthat activities during the school day is a main idea and that the other words are all details that describe the main idea.Remindstudentsthatmostbookshaveamainidea,orageneraltopicthatisthesubjectofthebook.Detailsaretheextrainformationordescript
12、ionsthatsupportamainidea.Readthetitleof the book to students.Remind them that titles often provide clues about the main idea.Ask students to think about a prediction for the main idea of this book.Directstudentstothetableofcontentsinthebook.Askstudentstosharewithapartnerwhatdetails they expect to le
13、arn in each section.Explaintostudentsthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinsectionsandthateachsectionhasitsownmainidea.Havestudentsturntothetableofcontentsonpage3.Havestudentsreadthesectiontitlesaloudwithyou.Remindstudentsthat the titles provide clues about the main
14、 ideas of the sections,and point out that this is why engaged readers pay attention to titles.Readpages4and5aloud.Modelhowtodeterminethemainideaanddetailsforthissection.Think-aloud:The main idea of a section is the general topic that is the subject of the section.The title of the first section is“Fl
15、ying in the Moonlight.”The first page describes a walk at night and a shape floating overhead.The shadow comes from an owl flying above.The next page teaches that more than two hundred species of owls live around the world.Owls live on every continent except Antarctica.Finally,this section explains
16、that the way owls look and act helps them to survive.These details introduce the owl and lead to the idea that owls use their looks and actions to help them survive.The main idea of this section is to introduce the owl as a bird that flies at night.The section may also present the main idea of the e
17、ntire book,but I will have to read further to confirm it.Writethemainideaofthesectionontheboard.Writeontheboarddetailsfromthissectionthatsupportthemainideaandhavestudentsgiveathumbs-upsignaliftheyagreewitheachdetail.Explaintostudentsthatonewaytoremembernewinformationistotakenotesaboutthedetailsas th
18、ey read,just as you wrote notes on the board.Remind students that details give specific information about the main idea.Explaintostudentsthatthemainideaofeachsectionwillalsobecomeadetailforthebookasawhole.Pointoutthatoncetheyhavedeterminedthemainideaofeverysection,studentscanuse that information to
19、determine the main idea of the entire book.Introduce the Reading Strategy:Summarize Remindorexplaintostudentsthatonewayengagedreadersunderstandandrememberinformation in a book is by creating a summary.A summary is a brief overview of the important information in the text.Remind students that a summa
20、ry includes the main idea and the most important supporting details.Owls OverheadLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga- Pointoutthatastudentneedstosummarizetheinformationinhisorherownwords;therefore,everyones summary will be a little different.Refertothemainide
21、aanddetailswrittenontheboard,andmodelsummarizingthefirstsection.Think-aloud:When I summarize a section or a longer book,I can use the main idea and details to easily organize the information that I am summarizing.I remember that I dont want to use all of the details from the book in my summary,only
22、the most important ones that best support the main idea.If I were to summarize the first section of the book,this is what I would say:Owls are birds that often fly at night.More than two hundred species of owls live around the world.They live on every continent,except Antarctica.The way owls look an
23、d act helps them to survive.Notice,I did not include in my summary all the details about the bird flying overheadthose sentences make a good hook for the book,but they do not strongly support the main idea.Also,my summary is in my own words,so I did not copy any sentences from the book.Writethesumma
24、ryontheboardasyouspeak.Havestudentsworkwithapartnertoidentify the main idea and details within the summary.Havestudentspracticesummarizingthefirstsectionwiththeirpartner.Remindthemthat each summary should be different,because students are using their own words in telling it.Asstudentsread,encouraget
25、hemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage9,youmightsay:Owls need to eat prey,or small animals that are hunted and e
26、aten by another animal.Do you see the prey in this picture?Thats right;the mouse is prey for the owl.Writethewordattackontheboardandreaditaloudwithstudents.Havestudentsdivideaseparate sheet of paper into four squares.Ask them to write the word attack in the top left square.Havestudentsturntothegloss
27、aryonpage16.Askthemtopointtothewordattack in the glossary.Callonastudenttoreadthedefinition.Askstudentstodiscusswithapartnerthemeaningofthedefinition.Havestudentswritethedefinitionintheirownwordsinthetop right square on their separate sheet of paper.Askstudentstodrawapicturerepresentingthevocabulary
28、wordinthebottomleftsquare.In the bottom right square,have students use the word correctly in a sentence.Invite volunteers to share their page with the rest of the class.Repeatthisprocesswiththeremainingvocabularywords.Set the PurposeHavestudentsidentifyimportantdetailsaboutowlsineachsectionandsummar
29、izethisinformationas they read.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage6totheendofpage9.Encouragethose who finish early to go back and reread.Havestudentsdiscusswithapartnerthedetailsfromthesecondsectionofthebook.Askstudentstoreadaloudthetitle,“EyesfortheNight.”Havest
30、udentsworkwithapartner to determine the main idea of this section,using the details and the title to guide them.Invite volunteers to share the main idea with the rest of the class.Guidestudentstoaclassconsensusonamainideaforthissection.Recorditontheboard.Introduce and explain the main-idea-and-detai
31、lsworksheet.Showstudentshowtorecordtheinformation on their worksheet,using sentences or key words.Remind students that taking notes as they read helps them to remember the information from the book.Owls OverheadLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved.www.readinga- Havestudent
32、sworkwithapartnertofilloutthefirsttwosectionsontheworksheet.Reviewhowtocreateasummaryfromthemainideasanddetails.Modelsummarizingthesecondsection.Think-aloud:Owls have eyes that help them survive in the wild.Since their eyes cant move,owls can turn their heads in every direction.Their pupils open ver
33、y wide to let in light,which helps them to see better in the dark than other animals.Havestudentsworkwithapartnertosummarizethethirdsectionofthebook,referringtotheirmain-idea-and-detailsworksheet.Invitevolunteerstosharetheirsummarywiththeclass.Discusswithstudentsthedetailsfromthebookthattheyleftouto
34、fthesummary.Havestudentsshare with a partner why those details were not included.Remind students that summaries only use the most important details and that the reader must decide which ones to use.Check for understanding:Havestudentsreadtotheendofpage11.Havestudentssummarizethefourth section with a
35、 partner.Reviewwithstudentsthedetailsprovidedinthefourthsection.Discusswithstudentswhichdetailsarenecessarywhenlookingforamainidea.Forexample,factsinthecaptionsandsidebars provide interesting information but are not important when determining the main idea of the section.Havestudentsworkingroupstodi
36、scussthemainideaanddetailsofthissection.Havestudentsrecordtheinformationintheappropriateboxesontheirmain-idea-and-detailsworksheet.Havestudentsreadtheremainderofthebook.Remindthemtoidentifyimportantdetailsthatsupport the main idea of each section and to use that information in their summaries.Havest
37、udentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using deco
38、ding strategies and context clues.Reflect on the Comprehension Skill Discussion:Reviewthemainideaofeachsectionofthebook.Pointoutthatthelastsection of the book is a conclusion,a paragraph that wraps up the book in an interesting way.Havestudentsworkingroupstodiscussthemainideaoftheentirebook,lookinga
39、tthetopicsof each section.Remind students that in nonfiction books,they can often find a sentence thatexpressesthemainideainthefirstparagraphorfirstsection.Havegroupssharetheirsuggestionsforthemainidea.Guidestudentstoanunderstandingofthemainideaofthisbook:The way owls look and act helps them survive
40、.Independent practice:Havestudentscompletethemain-idea-and-detailsworksheet.Havethemwork in pairs to check their work.Reflect on the Reading Strategy Think-aloud:Now that I have finished the book,I can summarize the final two sections.My summary of the fifth section is the following:Owls live in man
41、y habitats.They may live underground,in the open,or in buildings.If an owls home is destroyed,then the owl will not survive.The last section is a conclusion.A conclusion wraps up a book.My summary of the conclusion is:People dont always see owls,but they are here.A person needs to look and listen ca
42、refully to find them.Discusswithstudentsthebenefitsofsummarizinginformation.Reviewwithstudentsthemainideaanddetailsofeachsection.Remindstudentsthatthemainideas of the sections are details that support the main idea of the entire book.Owls OverheadLesson Plan(continued)LeveLL L5 Learning AZ All right
43、s reserved.www.readinga- Havestudentsworkwithapartnertosummarizetheentirebook.Remindthemtostartwith the main idea of the whole book,followed by the main idea and important supporting details ofeachsection.Encouragestudentstousetheirownwordsinsummarizing.Invitevolunteers to share their summary with t
44、he class.Enduring understanding:In this book,you learned about how owls use their looks and actions tosurvive.Howdoyouuseyourownlooksandactionstosurvive?Build SkillsPhonics:Final consonant ck-blends Writethewordattack on the board and say it aloud with students.Havestudentssaythe/k/soundaloud.Then,r
45、unyourfingerunderthelettersinthewordasstudents say the whole word aloud.Ask students to identify which letters represent the/k/sound in the word attack.Explaintostudentsthatwhentheletterscandkarecombined,theycreateonesound,the/k/sound.Ask students to work with a partner to think of words that end in
46、 the/k/sound.Invite volunteerstoshare,andrecordthewordsontheboard.Havestudentsclaptheirhandseachtimea word ends in the final consonant ck-blend.Pointoutthatnotallwordsthatendinthe/k/soundusethefinalconsonantck-blend,but most do.Havestudentspracticewritingthelettersck on a separate piece of paper whi
47、le saying the /k/sound.Check for understanding:Sayaloudthefollowingwordsthatendinthefinalconsonantck-blend:deck,black,neck,lick,truck,mock,and brick.Ask students to listen closely while you repeat thewordsandhavethemwritethewordsonaseparatesheetofpaper.Writethewordsontheboard and have students compa
48、re words to check their spelling.Invite volunteers to come to the board and circle the final consonant ck-blend in each word.Grammar and Mechanics:Complete sentences Writethefollowingsentenceontheboard:An owl relies on its hearing to hunt.Ask students to giveathumbs-upsignalifthesentencemakessense.A
49、skstudentstoidentifywhatthesentenceis about(an owl).Ask students to describe what the owl is doing(relying on its hearing to hunt).Remindorexplaintostudentsthatthesubject of a sentence tells who or what the sentence isabout.CirclethewordsAn owl.Remindorexplaintostudentsthatthepredicate of a sentence
50、 describes what the subject is doing.Underlinethephrase relies on its hearing to hunt,and point out that since this phrase describes what the owl is doing,it is the predicate of the sentence.Explaintostudentsthatacomplete sentence must always include at least one subject and one predicate.Coverthewo