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1、The Kingdom of HappinessT T1 Learning AZ All rights reserved.www.readinga-Focus Question:Is it important to measure happiness?Book SummaryText Type:Nonfiction/InformationalWhat is the key to happiness?How is happiness measured?The Kingdom of Happiness introduces students to Bhutan,a tiny mountain ki
2、ngdom,where happiness is the priority.Bhutans first happiness survey was conducted in 2007 and inspired other countries throughout the world to consider the state of contentment among their citizens.Students will be asked to contemplate the effect of the modern world on the happiness of the Bhutanes
3、e citizens.The book can also be used to teach students how to identify cause-and-effect relationships as well as to identify adjectives.The book and lesson are also available for levels Q and W.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word happiness on the board and read it aloud t
4、o students.Provide each student with a large piece of paper and invite students to copy the word happiness in large letters in the middle of the page.Invite students to close their eyes and picture in their mind the things that make them happy,such as family,friends,pets,and so on.Have students open
5、 their eyes and illustrate and label all of the things that make them happy.Place students into small groups and have them share their work.Discuss as a class the meaning of happiness and ask students if they believe happiness can be measured and if so,how.Introduce the BookGive students their copy
6、of The Kingdom of Happiness.Guide them to the front and back covers and read the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the informati
7、on on the page(title of book and authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview 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
8、can justify.)Introduce the Reading Strategy:SummarizeExplain to students that engaged readers summarize,or create a brief overview,as they read.Explain to students that when readers summarize what they read,it helps them sequence and organize the events described in the book.Point out that a summary
9、 often answers the questions who,what,when,where,and why.Create a chart on the board with the headings Who,What,When,Where,and Why.Readpages5and6aloudandmodelsummarizing.Lesson EssentialsInstructional Focus Summarize to understand text Identify cause-and-effect relationships Describe information pro
10、vided by graphics Recognizeanduseadjectives Identify and use homophonesMaterials Book:The Kingdom of Happiness (copy for each student)Cause and effect,adjectives,homophones worksheets Discussion cards Book quiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for t
11、his title on VocabularyAZ.com.WordstoKnowStory critical:balance(n.),Buddhist(adj.),index(n.),survey(n.),tracking(v.),traditions(n.)Enrichment:analyzed(v.),decline(n.),meditated(v.)Academicvocabulary:another(adj.),believe(v.),category(n.),community(n.),consider(v.),protect(v.)The Kingdom of Happiness
12、T T2 Learning AZ All rights reserved.www.readinga-Point out that a summary may include the entirety of the book or simply a section or chapter of a book.Introduce the Comprehension Skill:Cause and effect Discusscause-and-effectrelationships.Explainthata cause is an action or event that makes somethi
13、ng happen and the effect is what happens because of,or as a result of,the action or event.Explain to students that there can be more than one effect from a cause.Create a two-column chart on the board with the headings Cause and Effect.Under the Cause heading write My car got a flat tire.Invite volu
14、nteers to offer examples of the effects of having a flat tire,such as being lateforschooloranimportantevent.Recordthisinformation on the board in the Effect column.Point out that the effect of the flat tire may then also be the cause of another event,such as I had a flat tire,so I was late for schoo
15、l.Because I was late for school,my class left without me for the field trip.Explain that cause-and-effect relationships can lead to a chain of events.Placestudentsintosmallgroupsandprovideeachgroup with several sheets of colorful construction paper and glue sticks.Explain to students that each group
16、 will be creating a cause-and-effect chain.Have students cut the construction paper into 1-inch strips.Provide them with the following prompt and have them record it on a strip of construction paper:I lost my glasses.On a separate sheet of paper,have each group record a possible effect of losing gla
17、sses,such as I couldnt see well.Show students how to form each strip of paper into a loop and then glue them together as a chain.Next,have students record an effect of the prior effect on a new strip of paper and connect it to the chain.Have students complete at least ten links in the chain and then
18、 invite each group to share with the class.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,havestudentsturntotheglossaryonpage16.Explain that the glossary provides definitions for the vocabulary words in the book.Point out the use of e
19、ach content word and academic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture
20、illustrating the meaning of the word.Set the Purpose HavestudentsreadtofindoutmoreaboutBhutan.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not under
21、stand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is Bhutan,and where is it
22、 located?(level 1)page 4 Why do the leaders of Bhutan give citizens a survey about their happiness every few years?(level 2)pages4and5 What was King Wangchucks influence on Bhutan?(level 2)pages5and6 What are the Four Pillars of Happiness,and how have they affected Bhutanese culture?(level 2)pages 7
23、 and 8 How has modern technology affected the way Bhutan is governed?(level 2)pages 1012 In what ways do you think the introduction of the modern world in Bhutan has affected the happiness of the Bhutanese people?(level3)multiple pages What can other countries learn from Bhutan?(level3)multiple page
24、sText Features:GraphicsHave students turn to page 11 and locate the supplemental text box labeled“The Nine Domains of GNH.”Ask a volunteer to explain what information the author is conveying through this graphic.Point out that such features are often present in nonfiction books.Have students discuss
25、 the following questions with a partner:How does this graphic help the reader to better understand Bhutans National Happiness Index?Why do you think the author chose to include this chart?SkillReview Modelforstudentshowyousummarizeasyouread,and direct them to stop at several points during reading to
26、 answer the questions who,what,when,where,and why.Placestudentsintogroupsoffive.Assigneachstudent in the group a different section from the book and ask him or her to create a written summaryofthatsection.Remindstudentstoanswerall of the important questions.Then,have students work together using the
27、 five summaries to create one summary for the book in its entirety.Invite groups to share their summaries with the class.Modelevaluatingdetailstounderstandcause-and-effect relationships in the book.Think-aloud:This book is providing me with Guiding the Reading(cont.)The Kingdom of HappinessT T3 Lear
28、ning AZ All rights reserved.www.readinga-information about the kingdom of Bhutan and the happiness of its people.Throughout the book,I am able to identify cause-and-effect relationships.For example,on page 9,the author states that modern technology,such as television and the Internet,finally reached
29、 Bhutan.Because of these changes in the kingdom,the countrys leaders became concerned about peoples happiness,so they began to regularly track the countrys happiness levels using the Gross National Happiness Index.Recordthecause-and-effectrelationshipidentifiedin the Think-aloud in the chart on the
30、board.Ask students if there were any other effects of technology being introduced into Bhutan and record this information on the board.Modelhowtocompletethecause-and-effect worksheet.Have students identify details from the book and circle them.Then,have students discuss the details with a partner an
31、d determine the effect.Have students record this information on their worksheets.After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Cause and effect
32、Reviewthecause-and-effectworksheetthatstudentscompleted.Have students share their work in groups.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Response to Focus QuestionHave st
33、udents cite specific evidence from the book to answer the Focus Question.(Answers will vary.Example:It is important to measure happiness because it is a way of knowing and responding to peoples needs in order to create a country that is happy and thriving.)Comprehension Checks Book quiz Retellingrub
34、ricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Adjectives Reviewwithstudentsthatadjectives are words that describe nouns and pronouns.Explain that an adjective tells which one,how many,or what kind and helps the reader form a clear mental picture of the writers words.Havestudentsturnt
35、oapartneranddiscussadjectives that would describe a mountain kingdom,such as peaceful,small,quiet,happy,and so on.Invite volunteers to use each of the adjectives in a complete sentence and record this information on the board.Identify and circle the adjective in each sentence and underline the noun
36、or pronoun that the adjective describes.Havestudentsrereadthesecondsentenceofthe second paragraph on page 4 with a partner and circle the adjective.Point out that the word Bhutanese describes the government,so the word government is the noun that is being described by the adjective Bhutanese.Check f
37、or understanding:Have students reread page 6withapartnertocirclealloftheadjectivesandunderline the nouns or pronouns they describe.Invite students to share their responses with the class and share whether each adjective tells which one,how many,or what kind.Independent practice:Introduce,explain,and
38、 have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:Homophones Havestudentsturntopage6andfollowalongas you read the first sentence:However,the king did not believe that using GDP was right for his country.Write the word right on the board and invite a volun
39、teer to provide a definition.Write the word write on the board and invite a volunteer to provide a definition.Ask students how the words right and write are similar and how they are different(they sound the same but have different spellings and different meanings).Explainorreviewthatwordsthatsoundth
40、esamebut are spelled differently and have different meanings are called homophones.Have students turn to page 7 and locate the word four in the first sentence.Write the word four on the board and have students offer a definition.Ask students to think of another word that sounds the same but is spell
41、ed differently and has a different meaning from the word four.Write the word for on the board and have students offer a definition and use the homophone in a complete sentence.Check for understanding:Have students work with a partner to reread page 8 and identify at least three homophones.Have stude
42、nts turn to a partner and discuss a homophone for each word and the meaning of each homophone.Then have students use the homophones in complete sentences.Independent practice:Introduce,explain,and have students complete the homophones worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)