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1、How Animals SleepLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:503Book SummaryAnimals,just like people,need sleep.But the animals in this book dont sleep in a bed with a pillow as we do!They have all differ
2、ent types of sleeping habits that help them stay safe.Some will make you laugh,and others may surprise you.Engaging photos of sleeping creatures support the text.About the LessonTargeted Reading Strategy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetounderstandt
3、ext Classifyinformationinthetext Identifyanddistinguishvariouslong/e/digraphs Understandanduseprepositionsinsentences IdentifyandusesynonymsMaterialsGreen text indicates resources available on the website BookHow Animals Sleep(copy for each student)Chalkboardordryeraseboard Dictionaries Classifyinfo
4、rmation,long/e/voweldigraphs,prepositionsworksheets 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 Content words:awake,brain,
5、ceiling,glide,surfaceBefore ReadingBuild Background WritethewordsWhat Animals Need on the board.Ask students to volunteer what they already know about what animals need(for example,food,water,and shelter).Record their responses on the board in a web.Then show them the cover of the book.Add sleep to
6、the board if it was not already volunteered.Tell them they will learn in this book about the different ways that animals sleep.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage
7、 them to offer ideas as to what type of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.How Animals SleepLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga- Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname
8、).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of the book.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:Connect to prior
9、 knowledge Explaintostudentsthatgoodreadersmakeconnectionsbetweenwhattheyalreadyknowandnew information they read.Remind them that they are more likely to understand what they are reading if they already know something about the topic or are reminded of a related experience.Tell students that as they
10、 read,they should think about their experience with the topic to make connections to the new information in the book.Review with students the web you created on the board in the Build Background portion of the lesson,and explain that this information represents the prior knowledge they have about an
11、imals.Modelhowtomakeaconnectiontothetext.Think-aloud:When I look at the title of the book and the titles of each section in the table of contents,I try to think about what I already know about animals.In the section titled“Sleeping Upside Down,”I thought about bats because that is the only animal I
12、have ever seen that sleeps hanging upside down.Ill have to read the book to find out if that section talks about bats.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Classify information Tellstudentsth
13、atauthorsoftenarrangeinformationinnonfictionbooksingroups,orcategories.Each category usually has a section of its own.Explain that placing things in a group or category is called classifying.Explaintostudentsthatwhenreadingabookthatdiscussesdifferentinformationrelatedtoa main idea,it is helpful to t
14、hink about each category of information and to keep track of the different classifications as they read.Provideasimplemodelofclassifyinginformation.Drawasamplethree-columnchartontheboard.Writethefollowinglabelsabovethecolumns:breakfast,lunch,dinner.Think-aloud:I am going to classify,or put into grou
15、ps,types of food and write them under the column that tells when each food is usually eaten.I will write cereal in the breakfast column,sandwich in the lunch column,and fish in the dinner column.Havestudentsoffernamesoffoodstheyenjoyeating.Asagroup,addtheitemsundertheappropriate columns.You may also
16、 guide students to see that some items can be classified in more than one category.Introduce the Vocabulary Modelstrategiesthatstudentscanusetoworkoutwordstheydontknow.Havethemfindtheword healthy on page 4.Ask students how they might read this word if they dont already know it.Suggest that they look
17、 at how it starts and read the/h/sound.They might recognize the vowel pattern of/ea/and remember that sometimes this letter combination makes the short/e/sound.Review with them that a y at the end of a word often makes the long/e/sound.Remindstudentstolookforcluestoawordsmeaninginthesentencethatcont
18、ainstheunfamiliar word,as well as in sentences before and after.Read aloud the paragraph on page 4 and ask students if the word healthy makes sense in the sentence.Explaintostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Pointouttheglossaryatthebackofthebook.Revieworexp
19、lainthataglossarycontainsalistofwordsfromthebookandtheirdefinitions.Modelhowstudentscanusetheglossaryto locate a words meaning.Have a volunteer read the definition for ceiling in the glossary.Comparetheglossarydefinitiontothesentenceonpage5thatusestheword.Havestudentslocateothercontentvocabularyword
20、sintheglossaryandtext.Readanddiscusstheir definitions as a class.How Animals SleepLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestudentsusewhattheyknowaboutanimalsastheyreadthebook.Remindthemtoclassifythe animals by how they sleep to help them keep
21、track of the information they read.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6.Encourage those who finish early to gobackandreread.Askstudentswhatthingstheyalreadyknewaboutbats.Modelusingpriorknowledge to make a connection.Think-aloud:When I looked at the
22、photos on pages 5 and 6,they reminded me of when I saw a small bat hanging in an overhang outside at my house.At first I was a little nervous,but after days of watching it,I realized that it hardly every moved!After reading these pages,I now know that it was sleeping all that time.Havestudentsreadto
23、theendofpage9.Asstudentsread,havethemthinkaboutanyexperiences they have with the animals on those pages.Remindstudentstoalsothinkaboutthewaysinwhichtheauthorhasgrouped,orclassified,theseanimals.Pointoutthesectionheadingsonpage5,6,8,10,12,and14.Check for understanding:Have students share some of the
24、things they thought about,or made connections to,as they read the information on the pages so far.Ask other students to explain or recallwhichanimalsfellintothecategoriesof“SleepingUpsideDown,”“SleepingtheMostandtheLeast,”and“SleepingwithHalftheBrain.”Askiftheyknowfrompriorknowledgeanyotheranimals(n
25、ot listed in the book)that fall into these categories(for example,I know from visiting the zoo and reading the sign by the koalas that they sleep a lot,too!)Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomakeconnectionsas they read the rest of the book.As they read,remind them to con
26、tinue thinking about the groups or categories that the author has used.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstud
27、entswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoshareanyexamplesofhowconnectingwiththeirpriorknowledgehelped them as they read.Reinforce how thinking about what th
28、ey already know about the topic of a book helps them understand and remember what they read and keeps them actively engaged in the text.Think-aloud:When I came to page 12 and saw the photo of the horse,it made me think of all the horses I see in the fields I pass on my way to school and home.I often
29、 see them standing near the fence with their eyes closed.It is very rare to see one of them lying on the ground.When I read this section,it clicked immediately for me because I already knew that horses sleep standing up!Checkstudentunderstandingbyinvitingthemtoshareconnectionstheymadewithasectionint
30、he book.Reflect on the Comprehension Skill Discussion:Ask students to recall the different ways in which animals sleep.Review with them the table of contents and the categories/sections of the book.Independent practice:Introduce,explain,and have students complete the classify information worksheet.I
31、f time allows,have them share their answers.How Animals SleepLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved.www.readinga- Enduring understanding:In this book,you read about how animals sleep and why.You read about how animals protect themselves from danger,even while they are sleepi
32、ng.Knowing this,why do you think there are so many different ways for animals to sleep?Build Skills Phonics:Long/e/vowel digraphs Writethewordsleep on the board and say it aloud with students.Tellstudentsthatletterssometimescombinetostandforonesound.Rereadthewordsleep as you run your finger under th
33、e letters in the word.Ask students to identify the two letters that represents the long/e/vowel sound in the word sleep.Writetheee letter combination on the board.Have students practice writing the letter combination on a separate piece of paper while saying the sound that the combination represents
34、.Repeattheprocesswiththewordsseat and believe.Explain that four different letter combinations can make the long/e/sound.Check for understanding:Draworprojectathree-columnchartontheboard.Labelthecolumnsea,ee,ie,and ei.Ask students to search in the book for words that contain the long/e/sound.Ask them
35、 to tell you which column of the chart to record each word in.Read each word aloud,testing for the long/e/sound.Independent practice:Introduce,explain,and have students complete the long/e/vowel worksheet.If time allows,discuss their answers.Grammar and Mechanics:Prepositions Explainthatprepositions
36、arewordsthatshowarelationshipbetweenthings.Theyprovideinformation about where,when,how,why,and with what something happens in the text.For example,in the sentence I put the pencil in the drawer,the word in is a preposition that tells the reader where something happens.Havestudentsturntopage5.Askthem
37、tofindthefollowingsentence:They hang by their toes from a branch or from the ceiling of a cave.Pointtothewordby.Have a volunteer explain how the preposition is used in this sentence(it explains how the bats hang).Explainthatprepositionsarealsousedtoshowlocation.Writethefollowingsentenceontheboard:Th
38、e bat is _ the branch.Have a volunteer draw a bat.Ask another volunteer to draw a tree branch somewhere in relation to the bat(over,under,next to,and so on).Haveavolunteercometotheboardandwritethecorrectprepositioninthesentence.Repeatthe activity with different student drawings to teach different pr
39、epositions.Check for understanding:Have student look through the text and circle examples of prepositions.Recordontheboardtheprepositionstheyfind.Discussthetypeofinformationeach preposition provides(how,when,why,and so on)and/or how it helps describe location.Independent practice:Introduce,explain,a
40、nd have students complete the prepositions worksheet.If time allows,discuss their answers.Word Work:Synonyms Directstudentstopage6.Havethemfindandreadthesentenceinwhichthewordlittle is found.Ask students to identify other words that mean the same thing(small,tiny,and so on).Explainthatawordthathasth
41、esameoraverysimilarmeaningasanotherwordiscalledasynonym.Pointoutthatwritersusesynonymstoaddvarietyandtoavoidusingthesamewordover and over.Check for understanding:Havestudentsreadthesecondsentenceonpage8.Askthemtothink of a synonym for the word watch(look,check).How Animals SleepLesson Plan(continued
42、)LeveLL L5 Learning AZ All rights reserved.www.readinga- Independent practice:Have student pairs take turns rereading each page.Have them pick a sentenceandawordfromthatsentence.Challengetheirpartnertothinkofasynonymfor the chosen word.Remind students that not all words necessarily have synonyms.Bui
43、ld Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Have students practice classifying information as they read.
44、Extend the ReadingInformational Writing and Art ConnectionProvideprintandInternetresourcestoallowstudentstochooseananimaltoresearchandfind outhowitsleeps.Requireawell-structuredparagraph,includingwhytheanimalsleepsthatway(toprotectitself?).Providepaperforstudentstoincludeadrawingoftheiranimalsleepin
45、g.Visit WritingAZ for a lesson and leveled materials on expository writing.Science Connection Usebutcherpapertocreateachartonthedifferentwaysanimalssleep,usingthebookstableofcontents.Listtheanimalsdiscussedinthebook.Challengestudentstoresearchandfindotheranimals that could be added to the chart.Skil
46、l Review Discussioncards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards canbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritea
47、response,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentl
48、yconnectnewinformationinthetexttopriorknowledge classifyinformationinanonfictiontextindiscussionandonaworksheet identifydigraphsthatrepresentthelong/e/soundduringdiscussion,in the text,and on a worksheet recognizeanduseprepositionsduringdiscussionandonaworksheet identifyandunderstandtheuseofsynonyms;practicesubstituting synonyms into sentences from the textComprehension Checks Book Quiz Retelling Rubric