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1、1Summer Olympics LegendsLesson PlanLEVELO O Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:12 Word Count:748Book SummarySummer Olympics Legends introduces readers to five athletes who are remembered for their remarkable achievements during pa
2、st Summer Olympics.Readers will learn about a young man from Ethiopia named Abebe Bikila who ran shoeless in a 26-mile marathon,decathlete Daley Thompson who won not one,but two,decathlons,and Fanny Blankers-Koen,a mother of two children who had to wait until World War II ended to compete in her sec
3、ond Olympics.They will also read about gymnast Nadia Comaneci and swimmer Mark Spitz.About the LessonTargeted Reading Strategy RetellObjectives Mentallyretellkeyinformationduringreading Identifyfactsanddetails Recognizetypesofsentences IdentifycompoundwordsMaterialsGreen text indicates resources ava
4、ilable on the website BookSummer Olympics Legends(copy for each student)Chalkboardordryeraseboard Wordjournal(optional)Fact/detail,compound words worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated byprojectingthebookoninteractive
5、whiteboardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary Content words:Story critical:agility(n.),athletes(n.),endurance(n.),excel(v.),feat(n.),legends(n.)Before ReadingBuild Background DrawawordwebontheboardwiththewordOlympics in a large center circle.Draw two more circles labeled Wint
6、er Olympics and Summer Olympics.Have students tell why the Olympic Games are held at different times.If necessary,explain that different types of events are held in different seasons.For example,snow skiing takes place during the Winter Olympics,while swimming takes place during the Summer Olympics.
7、Ask students to tell what they know about other games or sports that take place during the Winter Olympics.Attach smaller circles with the information students provide.Repeat for the Summer Olympics.AddathirdcirclelabeledAthletes.Tell students that the describing word for men and women,or athletes,w
8、ho compete in the Olympic Games is Olympians.Have them repeat the word.Ask students if they know the names of any athletes who have participated in the Games.2Summer Olympics LegendsLesson Plan(continued)LEVELO O Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Reading Stra
9、tegy:Retell Givestudentsacopyofthebookandhavethempreviewthefrontandbackcoversandreadthe title.Discuss the word legends.If necessary,explain that the word can have more than one meaning.One meaning is a story that has been handed down through the ages.Another meaning is a person who has become famous
10、 because of an amazing accomplishment.Have students tell which definition they think will fit this book.Directstudentstothetableofcontents.Readthetitlesofthesections.Askstudentstorepeatthe names of the athletes with you.Ask students what they think the word legend refers to now,after they have read
11、the section headings.Ask students what they know about any of the athletes listed.Previewtherestofthebookwithstudents,lookingatphotosandothergraphicinformation.Showstudentstheglossaryandindex.Explainthepurposeofeach.Tellstudentsthatgoodreadersoftenpauseattheendofsectionsofthebooktomentallyretellthe
12、most important facts they have read so far.Explain that they can underline important facts as they read to help them when they retell the information.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asyoupreview
13、thebookwithstudentsanddiscussthephotos,introduceanyvocabularyyoufeelmightbedifficultforstudents.Askstudentstotalkaboutwhattheyseeineachpicture.Provideopportunities for students to say the new vocabulary words,talk about their meanings,and use the words in sentences.Reinforcenewvocabularyandword-atta
14、ckstrategiesbyreferringtothephotos.Forexample,ask students to point to the photograph of Mark Spitz on page 6.Read the first paragraph on the page with students.Ask students to find the bold word(feat).Ask them to pronounce the word based on their knowledge of sound/symbol association.Tell students
15、that this is a word that sounds like another word but has a very different meaning.Write the words feat and feet on the board.Read the paragraph again and ask students to guess at the meaning using clues in the sentences that come before and after it.Ask students to look at the picture and decide wh
16、ich meaning of the word makes sense in the sentence.Repeat with other vocabulary words if necessary.Remind students to use what they know about sounds and letters to pronounce new words and to use the context to figure out the meanings of the words.Encouragestudentstoaddthenewvocabularywordstotheirw
17、ordjournals.Set the Purpose Havestudentsreadthebookandthinkabouthowtheycanretellwhattheyread.During ReadingStudent Reading Guide the reading:Have students read to the end of page 6.Tell them to think about what they will want to tell someone about each Olympian.If they finish before everyone else,th
18、ey should go back and reread.Havestudentsretellfactstoapartneraboutoneoftheathletestheyhavereadabout.Ifnecessary,modelretellingthefactsfromasectionofthebook.Think aloud:I read that a runner from Ethiopia named Abebe Bikila ran 26 miles in his bare feet.He won the race,and he set an Olympic record.Th
19、e next time he ran in the Olympics,he wore shoes,and he set another record.Ask students what other kinds of athletes they think they might read about.Have them read the remainder of the book to find out.Remind them to mark the most important facts so they can tell them to someone else.3Summer Olympi
20、cs LegendsLesson Plan(continued)LEVELO O Learning AZ All rights reserved.www.readinga- 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
21、 Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Comprehension:Discuss how thinking about retelling the most important facts about each person in the book keeps
22、them actively involved in the reading process,and helps them understand and remember what they read.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Facts and details Introduce and model:Review or explain that many books are about one thing.Show students
23、the book and ask what the topic of this book is(people who have become famous because of medals they won in the Summer Olympics).Direct students to the table of contents.Explain that each section in this nonfiction book contains facts and details about a famous Olympian.Tell students that a fact is
24、something that is true or something that really happened.Explain that a detail tells more information about the fact.As an example,have students look at the Introduction.Read the second sentence:In modern Olympics,more than 10,000 athletes from 200 countries compete in over 300 events.Reinforce that
25、 this is a fact and it can be proven.Have students read the next sentence.Explain that this is a detail because it tells them more information about what the athletes do in the games.Check for understanding:Have students look at the third section.Have them identify a fact and a detail about Daley Th
26、ompson.Discussion:Ask students why they think Abebe Bikila ran without shoes.Ask if they think Mark Spitz should have bragged that he was going to win six gold medals and to explain why or why not.Ask them to tell why they think he didnt brag when he competed in the 1972 games.Tellstudentsthattheywi
27、llnowbeabletocompleteafactwebusingthefactsanddetailstheylearned about Olympic athletes.Independent practice:Have students complete the fact/detail worksheet.Discuss their responses.Build Skills Grammar and Mechanics:Types of sentences Havestudentsfindthefirstsentenceonpage4.Readthesentenceandaskstud
28、entstotellwhatit means.Review or explain that a sentence is a group of words that tells a complete thought.Remind students that a telling sentence begins with a capital letter and ends with a period.Havestudentsreadthefirstsentenceonpage5.Tellstudentsthatthewriterwantedtoshowstrong feelings so he pu
29、t an exclamation mark at the end.Explain that this is an exclamatory sentence.Have students repeat the word.Tell students that an exclamatory sentence begins with a capital and ends with an exclamation mark.Havestudentsfindthefirstsentenceinthesecondparagraphonpage14.Askthemhowthissentenceisdifferen
30、tfromthesentencestheyhavejustlookedat.Revieworexplainthatsomesentences are questions;they ask something.Asking sentences begin with a capital letter and end with a question mark.Askstudentswhatisthesameforeverytypeofsentence(beginswithacapitalletter).Have students go through the book,using a differe
31、nt colored pencil to underline each of the three types of sentences.Discuss their responses.4Summer Olympics LegendsLesson Plan(continued)LEVELO O Learning AZ All rights reserved.www.readinga-Word Work:Compound words Writethewordbarefootontheboard.Pointoutthatthewordismadeupoftwosmallerwordsand is a
32、 compound word.Explainthatsomecompoundwordsaremadebyjoiningtwowordswithahyphen,suchasintheword long-distance.Some compound words are made up of two individual words that are not joined,suchasthewordlong jump.Write each example on the board and discuss the meanings with students.Givestudentsthecompou
33、nd words worksheet.Challenge them to find examples of the three types of compound words in the text and record them on the chart in the appropriate column.Words they will find are:countryside,something,football,ponytail,butterfly,everyone,dark-haired,high jump.Ask students to work with a partner to
34、look in familiar books in the classroom to find other examples of compound words.Have them add these to their charts.Havestudentssharethewordstheyfound.Createaclasschartofthethreetypesofcompoundwords they found.Encourage students to add words to their personal chart and the classroom chart as they d
35、iscover them in future reading.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Partnerscantaketurnsreading parts of the book.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Givestudentstheirworksheetstotakehome.
36、Theycancompletethemwiththehelpoftheirparents,caregivers,siblings,or friends.Extend the ReadingWriting ConnectionProvideprintandInternetresourcesforstudentstoresearchotherOlympicmedalists.Tellthemtheycan choose a person who won a gold,silver,or bronze medal.Have them write a brief report,using the bo
37、ok as a guide.Tell them to illustrate their report.Bind the reports together in a book titled“Olympians Through the Years.”Social Studies ConnectionProvideresourcesforstudentstoresearchtheParalympicGames.DiscusswhytheGameswerestarted,who competes and why,and how the athletes train.If possible,have a
38、 physically challenged athlete speak to the group.Skill Review Discussion cards 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 can be used with students:Useasdiscussionstartersfor
39、literaturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.5Summer Olym
40、pics LegendsLesson Plan(continued)LEVELO O Learning AZ All rights reserved.www.readinga-Assessment Monitor students to determine if they can:usethereadingstrategyofretellingtounderstandandrememberimportantfacts identifyfactsanddetailsintext recognizethatmanywordshaveGreekroots identifytelling,asking,andexclamatorysentences recognizedifferenttypesofcompoundwordsComprehension Checks Book Quiz Retelling Rubric