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1、Owls OverheadLesson PlanLeveLO O1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:762Book 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 L.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizeinformationtounderstandtext Determinemainideasanddetails Identifyr-controlled vowel u Understandandusecompletesentences DefineandusehomophonesMaterialsGreen text indicates resources are available on the website.BookOwls Ov
4、erhead(copy for each student)Chalkboardordry-eraseboard Photographofanowl Main idea and details,complete sentences,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 o
5、r completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:adaptations(n.),attack(v.),habitats(n.),prey(n.),species(n.),survive(v.)Enrichment:mysterious(adj.),old-growth(adj.),rotate(
6、v.)Before ReadingBuild BackgroundCoveraphotographofanowlwithapaperwithaholecutoutofitsoonlyasmallportionoftheowl is showing.Ask students to look carefully at this animal and think about what it might be.Givestudentscluesabouttheanimalsidentity.Forexample,youmaysaythatitsleepsduringtheday,that it eat
7、s mice and other small animals,and that it makes a hooting 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)LeveLO O2 Learning AZ All rights reserved.www.readinga- Removethetopsheetofpaper,andaskst
8、udentstocallouttheanimalsname.Havestudentsshare with a partner facts they know about owls.Invite volunteers to share the facts with the rest of the class,and record the information on the board.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadt
9、hetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcont
10、entsprovidesanoverview of the book.Ask students what they expect 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 cla
11、ss,recess,music,and silent reading.Havestudentsworkwithagrouptothinkofamainideadescribedbythesedetails(activitiesduringtheschooldayisonepossibility).Invitegroupstosharetheirmainidea.Pointoutthat the details must describe the main idea.Remindstudentsthatmostbookshaveamainidea,orageneraltopicthatisthe
12、subjectofthebook.Detailsaretheextrainformationordescriptionsthatsupportamainidea.Havestudentsread the title of the book.Remind them that titles often provide clues about the main idea.Ask students to predict the main idea of this book.Directstudentstothetableofcontentsinthebook.Askstudentstosharewit
13、hapartnerwhatdetails they expect to learn in each section.Explaintostudentsthatsometimestheamountofinformationaboutatopicissolargethatitisgroupedinsectionsandthateachsectionhasitsownmainidea.Havestudentsturntothetableofcontentsonpage3.Havestudentsreadthesectiontitlesaloudwithyou.Remindstudentsthat t
14、he titles provide clues about the main ideas of the sections,and point out that this is why engaged readers pay attention to titles.Readpage4aloud.Modelhowtodeterminethemainideaanddetailsforthissection.Think-aloud:The main idea of a section is the general topic that is the subject of the section.The
15、 title of the first section is“Flying in the Moonlight.”It describes a walk at night and a shape floating overhead.The shadow comes from an owl flying above.The section teaches that more than two hundred species of owls live around the world.Owls live on every continent except Antarctica.These detai
16、ls introduce the owl and vividly describe how it flies in the moonlight.The main idea of this section is to introduce the owl as a bird that flies at night.Writethemainideaofthesectionontheboard.Invitevolunteerstocometotheboardandwrite details from this section that support the main idea.Explaintost
17、udentsthatonewaytoremembernewinformationistotakenotesaboutthedetailsas they read,just as they wrote notes on the board.Remind students that details give specific information about the main idea.Explaintostudentsthatthemainideaofeachsectionwillalsobecomeadetailforthebook asawhole.Pointoutthatoncethey
18、havedeterminedthemainideaofeverysection,studentscan use that information to 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 ov
19、erview of the important information in the text.Remind students that a summary includes the main idea and the most important supporting details.Pointoutthatastudentneedstosummarizetheinformationinhisorherownwords;therefore,everyones summary will be a little different.Owls OverheadLesson Plan(continu
20、ed)LeveLO O3 Learning AZ All rights reserved.www.readinga- Refertothemainideaanddetailswrittenontheboard,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
21、that I dont want to use all of the details from the book in my summary,only the most important details 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 aroun
22、d the world.They live on every continent,except Antarctica.Notice,I did not include in my summary all the sensory 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 an
23、y sentences from the book.Writethesummaryontheboardasyouspeak.Havestudentsfindthemainideaanddetailswithin the summary,and call on random students to identify them for the rest of the class.Havestudentspracticesummarizingthefirstsectionwithapartner.Remindthemthateachsummary should be different,becaus
24、e students are using their own words in telling it.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpa
25、ge9,youmightsay:Owls need to eat prey,or small animals that are hunted and eaten 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 the
26、m to write the word attack in the top left square.Havestudentsturntotheglossaryonpage16.Askthemtopointtothewordattack in the glossary.Callonastudenttoreadthedefinition.Askstudentstodiscusswithapartnerthemeaningofthedefinition.Havestudentswritethedefinitionintheirownwordsinthetop right square on thei
27、r separate sheet of paper.Askstudentstodrawapicturerepresentingthevocabularywordinthebottomleftsquare.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 th
28、e PurposeHavestudentsidentifyimportantdetailsaboutowlsineachsectionandsummarizethisinformationas they read.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage5totheendofpage9.Encouragethose who finish early to go back and reread.Havestudentsdiscusswithapartnerthedetailsfromthese
29、condsectionofthebook.Askstudentstoreadaloudthetitle,“EyesfortheNight.”Havestudentsworkwithapartnertodetermine 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.Guidestudentstoaclassconsensusonamainideaforth
30、issection.Recorditontheboard.Introduce and explain the main-idea-and-detailsworksheet.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.Havestudentsfilloutthefirstt
31、wosectionsontheworksheet.Reviewhowtocreateasummaryfromthemainideasanddetails.Owls OverheadLesson Plan(continued)LeveLO O4 Learning AZ All rights reserved.www.readinga- Modelsummarizingthesecondsection.Think-aloud:Owls have eyes that help them survive in the wild.Since their eyes cant move,owls can t
32、urn their heads in every direction.Owls hunt at night,so they dont compete with daytime hunters.Their pupils open very wide to let in light,which helps them to see better in the dark than other animals.However,owls cant see things up close;the feathers around their face help them to feel items that
33、are near.Havestudentsworkwithapartnertosummarizethethirdsectionofthebook,referringtotheirmain-idea-and-detailsworksheet.Invitevolunteerstosharetheirsummarywiththeclass.Discusswithstudentsthedetailsfromthebookthattheyleftoutofthesummary.Havestudentsshare with a partner why those details were not incl
34、uded.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 partner.Reviewwithstudentsthedetailsprovidedinthefourthsection.Discusswiths
35、tudentswhichdetailsarenecessarywhenlookingforamainidea.Forexample,factsinthecaptionsandsidebarsprovideinteresting information but are not important when determining the main idea of the section.Havestudentsworkwithapartnertodiscussthemainideaanddetailsofthissection.Havestudentsrecordtheinformationin
36、theappropriateboxesontheirmain-idea-and-detailsworksheet.Havestudentsreadtheremainderofthebook.Remindthemtoidentifyimportantdetailsthatsupport the main idea of each section and to use that information in their summaries.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannot
37、pronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Comprehension Skill Discu
38、ssion:Reviewthemainideaofeachsectionofthebook.Pointoutthatthelastsection of the book is a conclusion,a paragraph that wraps up the book in an interesting way.Havestudentsworkingroupstodiscussthemainideaoftheentirebook,lookingatthetopics ofeachsection.Explaintostudentsthattheyshouldlookatwhatbiggerto
39、picthemainideas ofeachsectionsupport.Havegroupssharetheirsuggestionsforthemainidea.Guidestudentstoanunderstandingofthemainideaofthisbook:Owl adaptations seem mysterious,but they help owls survive.Explaintostudentsthatalthoughreaderscanalwaysinferthemainideafrom the details,nonfiction books often exp
40、licitly describe the main idea in the beginning of the book.Ask students to look through the book for a sentence that expresses the main idea of the entirebook(firstsentence,page5).Havestudentsturntopage5andreadthesentencealoud.Independent practice:Havestudentscompletethemain-idea-and-detailsworkshe
41、et.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 many habitats.They may live underground,in the open,or in buildings.If an ow
42、ls 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:Peopledontalwayssee owls,but they are here.A person needs to look and listen carefully to find them.Discusswithstudentsthebenefitsofsummarizinginformation.
43、Review with students the main idea and details of each section.Remind students that the main ideas of the sections are details that support the main idea of the entire book.Owls OverheadLesson Plan(continued)LeveLO O5 Learning AZ All rights reserved.www.readinga- Havestudentsworkwithapartnertosummar
44、izetheentirebook.Remindthemtostartwith the main idea of the whole book,followed by the main idea and important supporting details ofeachsection.Encouragestudentstousetheirownwordsinsummarizing.Afterpracticing withapartner,havestudentswritetheirsummaryonthelastportionofthemain-idea-and-details worksh
45、eet.Invite volunteers to share their summary with the class.Enduring understanding:In this book,you learned about how owls use their looks and actions tosurvive.Howdoyouuseyourownlooksandactionstosurvive?Build SkillsPhonics:R-controlled vowel u Writethewordsurvive on the board and say it aloud with
46、students.Havestudentssaythe/ur/soundaloud.Then,runyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which letters represent the /ur/sound in the word survive.Writethewordfunontheboardandhavestudentsreaditaloud.Writethenonsensewordfurn ontheboardandreadi
47、taloud.Havestudentsdiscusswithapartnerthedifferencebetweenthetwo words.Explaintostudentsthataddingtheletterrtoavowelchangesthesoundofthevowel.Explainthat we call these r-controlled vowels,that they are neither long nor short vowels,and that they are sometimes difficult to hear.Havestudentspracticesa
48、yingthe/ur/soundaloudseveraltimes,andthenaskstudentstothinkof other words that contain the/ur/sound.Writethefollowingwordsontheboard:burn,hurt,turkey,furry,and turbo.Havestudents read them aloud,and remind them to use the/ur/sound when they see an r-controlledu.Invite volunteers to come to the board
49、 and circle the letters ur.Havestudentsreadpage5lookingforwordscontainingther-controlledu.Ask students to underline every example they find.Check for understanding:Sayaloudthefollowingwordsthatcontaintheur lettercombination:surf,lurch,turnip,yogurt,curt,and purple.Ask students to use a separate shee
50、t of paper to write downthewordsastheyhearthem.Havestudentschecktheirlistwithapartnerandcorrectthespellingasnecessary.Writethewordsontheboard,andhavestudentscomparethemtotheirwords.Ask students to write the words down one more time,using the correct spelling shown on the board.Grammar and Mechanics: