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1、The Mona Lisa MysteryLesson PlanLEVELP P Learning AZ All rights reserved.www.readinga-1About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:932Book SummaryFrom 1503 to 1506,Italian artist Leonardo da Vinci created a painting that would become one of the most famous paintings in
2、the world.The Mona Lisa had been hanging in the Louvre Museum in Paris,France,for over 200 yearsbut in 1911 the famous painting seemed to mysteriously vanish.Who could have stolen the painting,and what was the motive behind this mysterious crime?Photographs and illustrations support the text.About t
3、he LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Makeinferences Recognizeandunderstandtheformationofpast-tenseverbsinthetext ArrangewordsinalphabeticalorderMaterialsGreen text indicates resources available on the we
4、bsite BookThe Mona Lisa Mystery(copy for each student)Chalkboardordryeraseboard Dictionaries KWLS,makeinferences,past-tenseverbs,alphabeticalorder worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcomple
5、tedwith paperandpencilifbooksarereused.)Vocabulary Content words:Story critical:forgery(n.),masterpiece(n.),motive(n.),posed(v.),theory(n.),vanished(v.)Enrichment:antiques(n.),border(n.),varnish(n.)Before ReadingBuild Background WritethenameMona Lisaontheboard.Askstudentstosharewhattheyknowaboutthen
6、ame.Explain that the Mona Lisaisaveryfamouspaintingofamysteriouswoman.AskstudentswhethertheyknowanythingabouttheMona Lisa,such as who painted it and when.Why is it so mysterious?Where can it be seen today?CreateaKWLSchartontheboardandhandouttheKWLS worksheet.RevieworexplainthattheKstandsforknowledge
7、weknow,theWstandsforinformationwewanttoknow,theL stands fortheknowledgewelearned,andtheSstandsforwhatwestillwanttoknowaboutthetopic.Asvarioustopicsarediscussed,fillinthefirstcolumn(K)on the board with information students knowaboutthetopic.HavestudentscompletethesamesectionoftheirKWLSworksheet.The M
8、ona Lisa MysteryLesson Plan(continued)LEVELP P Learning AZ All rights reserved.www.readinga- AskstudentswhattheywouldliketoknowabouttheMona Lisa.Havethemfillinthesecondcolumn(W)oftheirworksheet.Writetheirquestionsontheclasschart.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guide
9、themtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitisandwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Ask and answer qu
10、estions Discusshowhavingpriorknowledgeaboutatopic,andaskingandansweringquestionswhilereading,canhelpreadersunderstandandremembertheinformationinabook.Directstudentstothefrontandbackcoversofthebookagain,andhavethemstudytheartwork.Afterpreviewingthecoversandtitle,usethemtomodelaskingquestions.Think-al
11、oud:I can use the cover title and artwork to think of questions I would like to have answered about the Mona Lisa.For example,I see a woman glancing thoughtfully to the side with a slight smile on her face.I see that the title of this book is The Mona Lisa Mystery.This makes me wonder if Im looking
12、at the Mona Lisa and why it is so mysterious.Ill have to read the book to find out.Ill write this question on the chart.HavestudentswriteanyquestionstheyhavebasedonthecoversintheW column of their KWLS worksheet.Havestudentspreviewtherestofthebook,lookingattheillustrationsandphotographs.Showstudentst
13、heglossaryandpointoutthatpreviewingtheglossarywillhelpthemaskotherquestionsabout the Mona Lisa.HavestudentsaddanyadditionalquestionstheymighthavetotheirKWLSworksheet.Invitestudentstosharetheirquestionsaloud.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesin
14、additiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Make inferences Explainthatnotallinformationinabookisdirectlystated.Sometimesreadersneedtomakeinferences by using details in the story to understand the indirect language used.Explain that an inferenceisaconclu
15、siondrawnbyconnectingcluesintexttoinformationalreadyknown.Makinginferencesallowsreaderstounderstandideasintextonadeeperlevel.Askstudentstoturntothetitlepage.Pointoutthetitleagain,The Mona Lisa Mystery.Askstudentstoexplainwhythistitleleadsthereadertothinkthatsomethinghappenedtothepainting(the word my
16、sterydenotesthatthereareorwereunknownfacts).Think-aloud:I know that the author does not directly state that something happened to the Mona Lisa,but the word mystery in the title leads me to infer that there is something unexplained or secret about it.I used clues from the page and what I already kno
17、w to make my inference.I know that good readers make inferences as they read a story or other book,so Im going to make inferences in this book as I read.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeintheillustrationsandphotographs.Reinforcethevocabularywordstheywill
18、encounterinthetext.Writethefollowingcontentvocabularywordsontheboard:vanished,motive,and theory.Explaintostudentsthatmostofthetime,goodreadersusecontextcluestohelpfigureoutthemeaningofanunfamiliarwordinthetext.However,sometimestheywillnotfindenoughcontext clues to clearly define the unfamiliar word.
19、Model how students can use the glossary or adictionarytolocateawordsmeaning.Haveavolunteerreadthedefinitionforvanished in theglossary.Havestudentsfollowalongonpage11asyoureadthesentenceinwhichthewordvanished is found to confirm the meaning of the word.2The Mona Lisa MysteryLesson Plan(continued)LEVE
20、LP P Learning AZ All rights reserved.www.readinga- Pointtothewordmotiveontheboard.Repeattheprocess,readingthedefinitionofmotive in the glossary and reading the sentence in which motiveisfoundonpage12.Haveavolunteerfind the word motive in the dictionary and compare the definitions.Pointtothewordtheor
21、yontheboard.Havestudentsreadthedefinitionoftheory in the glossary and locate the sentence in which theoryisfoundonpage11.Haveavolunteerfindtheword theory in the dictionary and compare the definitions.HavestudentsusethesethreewordsanddefinitionstocreateadditionalquestionsabouttheMona Lisa.Instructthe
22、mtorecordtheirnewquestionsontheirKWLScharts.Set the Purpose HavestudentsthinkaboutwhattheyalreadyknowabouttheMona Lisa astheyreadthebook tofindanswerstotheirquestions,andtowritewhattheylearnedintheL column of their KWLS chart.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendof
23、page6.Remindthemtolookforinformationabout the Mona LisathatwillanswerquestionsontheirKWLSworksheet.Encouragestudentswhofinishearlytogobackandreread.Whenstudentshavefinishedreading,havethemcircleanyquestionsontheirKWLSworksheetthatwereansweredandaddanynewquestionsthatweregenerated.Modelansweringaques
24、tionandfillinginthethirdcolumn(L)of the KWLS chart.Think-aloud:I wanted to know what was so mysterious about the Mona Lisa.I found out that many art lovers find the painting itself mysterious as they study the womans dark,downcast eyes and the shadowy background.However,I read that the real mystery
25、lies in the fact that the famous painting was missing from the Louvre Museum for more than two years.People came to see the Mona Lisa on August 22,1911but the painting wasnt where it had always hung.It had vanished.I will write this information on my chart.I wonder what the police did to find the pa
26、inting.I will write this question on my chart.HavestudentswriteanswersforcircledquestionsintheLcolumnoftheirKWLSworksheetandadditionalquestionstheyraisedintheW column.Invite them to share the information they learnedandthequestionstheygeneratedastheyreadthebook.Recordsharedresponsesontheclass KWLS c
27、hart.Havestudentsturntopage5.AskwhattheycaninferaboutthetheftoftheMona Lisa.Haveavolunteerreadthesentencefromthebookthatsupportstheirinference.(It was a Tuesday,which is important because on Monday the museum is closed.)Tell students that the author is leading readers to infer that the painting must
28、 have been stolen on Monday,when the museum wasclosed.Invitethemtosharewhattheyalreadyknowthatmayhavehelpedthemmaketheirinference(whenamuseumisclosed,fewerpeoplearearoundtoseeacrimetakeplace,andsoon).Introduce and explain the makeinferencesworksheet.Havestudentscompletethefirstrowoftheworksheetusing
29、theinformationfromthediscussion.Check for understanding:Havestudentsreadpages7through10.Havethemwriteanswerstheyfound while reading in the LcolumnoftheirKWLSworksheetandadditionalquestionstheyraised in the Wcolumn.Invitethemtosharetheinformationtheylearnedandthequestions theygeneratedastheyreadthebo
30、ok.RecordsharedresponsesontheclassKWLSchart.Havestudentsturntopage7andrereadthefirstparagraph.Askwhatcanbeinferredaboutthe clues to the Mona Lisas mysterious disappearance(the words Clue Number One lead readers toinferthattherewasmorethanonecluetothemystery).Haveavolunteerreadthesentencefromthebookt
31、hatsupportsthatinference.(Soon,they had Clue Number One.)Haveanothervolunteersharepersonalknowledgethatheorsheusedtomakeaninference(usuallypeoplegathermanycluestosolveamystery,andsoon).Havestudentscompletethesecondrowofthemakeinferencesworksheetusingtheinformationfromthediscussion.3The Mona Lisa Mys
32、teryLesson Plan(continued)LEVELP P Learning AZ All rights reserved.www.readinga- Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstotheirKWLSworksheetquestions.Encouragethemtoaddnewquestionstheymighthavetotheirworksheetastheyread.Havestudentsmakeaquestionmarkintheirbookbesidea
33、nywordtheydonotunderstandor cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context
34、clues.Reflect on the Reading Strategy Think-aloud:I wanted to know what the police did to try to find the Mona Lisa.I learned that they discovered the paintings heavy frame had been taken off and left behind,and that there was a thumbprint on the glass of the frame.I read that the police interviewed
35、 and fingerprinted people from all over Paris,but they couldnt find a match.I also learned that they closed all of the border crossings in and out of France but were still unsuccessful in finding the thief.AskstudentstosharequestionstheyaddedtotheirKWLSworksheetwhilereading,andaskthemwhatquestionswe
36、reanswered(ornotanswered)inthetext.Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keepsreadersinterestedinthetopic.Italsoencouragesthemtokeepreadingtofindanswerstotheirquestionsandhelpsthemunderstandandrememberwhattheyhaveread.Pointouttostudentsthatalloftheirq
37、uestionsmaynothavebeenansweredinthistext.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions.Invitestudentstofillinthefinalcolumn(S)withinformationtheywouldstillliketoknowabouttheMona Lisa.Reflect on the Comprehension Skill Discussion:Askstudentstorereadthefirstpara
38、graphofpage9.Askwhatcanbeinferredaboutthe importance of the Mona Lisa(Franceconsidereditanationaltreasure).Havestudentssharethestorycluesandpersonalknowledgetheyusedtomakethatinference(Frenchpoliceclosedall the border crossings to find the thief,thousands of people came to view the Mona Lisa every d
39、ay,andsoon).Havethemrecordthisinformationontheirmakeinferencesworksheet.Independent practice:Havestudentsturntopage12.Askthemwhattheycaninferaboutthethiefsmotive.Havethemcompletethefinalsectionoftheirmakeinferencesworksheet.Enduring understanding:Inthisbook,youreadaboutFrenchpolicetakingfingerprints
40、of thecitizensofParisin1911.Sincetheyonlytookprintsfrompeoplesrighthands,andthethumbprintonMonaLisasglasswasfromthethiefslefthand,policecouldnotusetheclue tosolvethemystery.Nowthatyouknowthisinformation,howdoesitmakeyoufeelaboutmoderntechnology?Whyisitsuchavaluableresourcetohavecomputerizedbanksof m
41、illions of fingerprints worldwide?Build Skills Grammar and Mechanics:Past-tense verbs(-ed)Directstudentstothelastsentenceonpage11.Askthemtoidentifytheverbsinthesentence(seemed,vanished).Explainthatthesearepast-tenseverbsthatdescribesomethingthathappened in the past.Write the term past tense on the b
42、oard.Writethetermpresent tenseontheboard.Explainthatpresent-tenseverbsdescribesomethingthatishappeninginthepresent,orrightnow.Askstudentstonamethepresent-tenseformsofseemed and vanished(seem,vanish).4The Mona Lisa MysteryLesson Plan(continued)LEVELP P Learning AZ All rights reserved.www.readinga-5 P
43、ointoutthattheverbsarechangedtopast-tenseverbsbyaddingthe-edsuffix.Discusshowthis is an example of a regular past tense verb.Explain that not every verb is changed to its past tense by adding-dor-ed,and that irregular past-tense verbs will be studied in a different lesson(forexample:throw changes to
44、 threw).Explainthatwhenaddingthe-edsuffixtoaregularpast-tenseverb,sometimesitisnecessarytodouble the consonant before adding the-ed.Ifthewordslasttwolettersareavowelfollowedby a consonant,the final consonant is doubled before adding the suffix.For example,the present-tenseverbtug consists of a vowel
45、 and a consonant ending.So when changing the verb to the past tense,the final consonant(g)is doubled before adding the-edtomaketugged.Createpresent tense and past tense categories on the board,and write the verb tug and its past-tenseform,tugged,in the appropriate categories.Explainthatwhenaddingthe
46、suffix-ed to a verb ending in-y,such as carry,the-y is first changed to-i before adding the-ed.Write the word carryanditspast-tenseform,carried,in the categories on the board.Explainthatwhenaddingthesuffix-ed to a verb ending in-e,such as move,the-e remains,and a-d is added.Write the word moveandits
47、past-tenseform,moved,under the appropriate headings on the board.Havestudentsturntopage9andreadthefirstsentence.Haveavolunteeridentifythepast-tenseverb(closed).Point out that the present tense of the verb ends in-e(close)and add the examples to the chart on the board.Check for understanding:Askstude
48、ntstoturntopage5andunderlinetheregularpast-tenseverbs(created,disappeared,named,allowed,closed).Havethemwritethepresenttenseoftheseverbs(create,disappear,name,allow,close)intheleft-handmargin.Discusstheiranswersaloud,and write these examples on the board under the present tense and past tensecategor
49、ies.Askwhichpresent-tenseverbsendin-e(create,name,close).Independent practice:Introduce,explain,and have students complete the past-tense-verbs worksheet.If time allows,discuss their answers.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudents
50、that if the first letter of two words is the same,they must compare the next two letters instead.Writethewordspainting and mysteryontheboard.Haveavolunteerexplainwhichwordwouldappear first in alphabetical order(mystery)and why(because m comes before p in the alphabet).Writethewordsmasterpiece and mo