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1、The Black StonesLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:24 Word Count:2,037Book SummaryThe Black Stones tells the story of twins who learn to put aside their differences and get along with each other.Tala finds two obsidi
2、an stones and wants to learn more about how they were formed from a scientific viewpoint.Her brother,Paco,isnt interested in science and wants to find out if the stones are lucky charms or have magical properties.Their mother forces them to work together to find the answers.The twins discover that t
3、hey actually enjoy working together.Book and lesson also available at levels W and Z.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Compareandcontrastcharacters Identifyandunderstandtheuseofadverbs Arrangewordsinalphabeticalordertothe
4、thirdletterMaterialsGreentext indicates resources available on the website BookThe Black Stones(copy for each student)Chalkboardordryeraseboard Visualize,compareandcontrast,alphabeticalorderworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmay be demonstrated
5、by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:furious(adj.),legend(n.),obsidian(n.),research(v.),search engine(n.),volcanic(adj.)Enrichment:Apache(n.),twins(n.),website(n.)Before ReadingBuild Background Sh
6、owstudentsamapoftheUnitedStatesandhavethemlocateArizona.PointoutthegenerallocationofthetownofSuperior,PinalCounty,andoneoftheareaswheretheApacheslive.Explainthatthisisthesettingofthestory.Askstudentstoclosetheireyesandvisualize,orpictureintheirmind,atranslucentblackstoneglisteninginthebrightsunlight
7、.Askthemtosharewhattheysee.ProvidephotographsofApachewarriorsandobsidianstonesfromanonfictionchildrensbookorchildrensencyclopedia,anddiscusswhatstudentsmayknowaboutNativeAmericangroupsintheUnitedStatesandtheirhistory.The Black StonesLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www
8、.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Show
9、studentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,basedonwhattheyseeinthetableofcontents.(Acceptallanswersthatst
10、udentscanjustify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,whilereading.Visualizingisbasedonthewordsusedinthetextandwhatapersonalreadyknowsabout the topic.Askstudentstoclosetheireyesandlistencarefully.Readpage4aloudtothem.Mod
11、elhow tovisualize.Think-aloud:Whenever I read a book,I always pause after a few pages to create a picture in my mind of the information Ive read.This helps me organize the important information and understand the ideas in the book.For example,on page 4,the author describes the setting.I pictured the
12、 swiftly flowing river and the sound it must have been making.I also pictured the black stones as they glowed softly when Tala held them up to the sun.Rereadpage4aloudtostudents,askingthemtousethewordsinthestorytovisualize.Introduceandexplainthevisualizeworksheet.Havestudentsdrawwhattheyvisualizedfr
13、omthetextonpage4ontheirworksheet.Invitethemtosharetheirdrawing.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewaytounderstandconceptsinastoryistotellhowtheinformatio
14、nissimilarand different.Pointouttheillustrationofthetwocharacters,TalaandPaco,onpage17.Modelhowtocompare and contrast using clues from the illustration.Think-aloud:In this illustration,I see two people.I see that some things about them are the same,and some things are different.I notice that one is
15、a girl and one is a boy,and that they look related.It looks as if they both like working on the computer.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Tala and the right circle Paco.ExplainthatinformationtellinghowTalaandPacoaresimilarisw
16、rittenwherebothcirclesoverlap.InformationthatisonlytrueofTalaiswrittenintheleftsideoftheleftcircle.InformationthatisonlytrueofPacoiswrittenin the right side of the right circle.HavestudentsidentifyothersimilaritiesanddifferencesbetweenTalaandPaco.AddthisinformationtotheVenndiagram.Introduce the Voca
17、bulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeintheillustrations.Reinforcethevocabularywordstheywillencounterinthetext.Modelhowtoapplyword-attackstrategies.Havestudentsfindtheboldwordfurious on page 9.Explainthattheycanlookattheletterthewordbeginswithandthenusewhattheyknow about sylla
18、bles and vowels(one vowel sound per syllable)to sound out the rest of the word.Havestudentslookforacluetothewordsmeaninginthesentence.Explainthatotherinformation in the paragraph or in the illustrations may also provide information about the unfamiliar word.The Black StonesLesson Plan(continued)LEVE
19、LT T3 Learning AZ All rights reserved.www.readinga- Modelhowtousetheglossaryoradictionarytofindthewordsmeaning.Haveavolunteerreadthe definition for furious in the glossary.Have students follow along on page 9 as you read the sentence in which the word furiousappearstoconfirmthemeaningoftheword.Iftim
20、eallows,preview other vocabulary words.Set the Purpose Havestudentsreadthebooktolearnaboutobsidianstones,Apachewarriors,andthemaincharactersPacoandTala.Remindthemtostoptovisualizeastheyreadtohelpthemrememberand understand what theyre reading.During ReadingStudent Reading Guide the reading:Havestuden
21、tsreadtotheendofpage7.Havethemdrawwhattheyvisualizedduringoneormoreeventsofthestoryontheirvisualizeworksheet.Iftheyfinishbeforeeveryone else,have them go back and reread.Think-aloud:When I read page 6,I paused to picture in my mind how that moment in the story would look.I envisioned the twins mom d
22、ragging them apart,one on either side of her.I could see the angry expressions on the twins faces and how tired and sad their mom must have looked.Invitestudentstosharetheirdrawingofwhattheyvisualizedwhilereading.Havethemexplaintheir drawing aloud.Reviewwithstudentsthedetailstheyreadonpages5through7
23、aboutTalaandPaco.Discuss anysimilaritiesanddifferencesbetweenthecharacters.(Similarities:botharestubbornlike theirfather;bothareveryangry;neitherlikestoloseanargument.Differences:Talaisscientific,Paco is a dreamer;Tala is interested in the hows and whys of nature;Paco thinks the world is fullofmagic
24、.)AddthisinformationtotheVenndiagramontheboard.Savethediagramforfuture reference.Check for understanding:Havestudentsreadtotheendofpage15.Havethemvisualizetheinformationinthetextastheyread.Askstudentstodrawtheirvisualizationontheirvisualizeworksheet.Invitethemtosharewhattheysawintheirmind.Havestuden
25、tsworkwithapartnerandcontinuecomparingTalaandPacoastheyreadtheremainder of the story.Introduceandexplainthecompare-and-contrastworksheet.Have students write the information about Tala and Paco on their worksheet.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyread the r
26、est of the story and to record any other similarities or differences among the characters ontheircompare-and-contrastworksheet.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 ea
27、ch word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:On page 20,I read about the Legend of the Apache Tears.I pictured the
28、brave warriors being overpowered by the white men and their guns.I pictured the women weeping and grieving as they learned of the deaths of their men.Askstudentstoexplainhowthestrategyofvisualizinghelpedthemunderstandandenjoythestory.Askvolunteerstoshareexamplesofthethingstheyvisualized.The Black St
29、onesLesson Plan(continued)LEVELT T4 Learning AZ All rights reserved.www.readinga- Independent practice:Have students complete the visualizeworksheet.Iftimeallows,havethemshare their drawings with a partner.Reflect on Comprehension Skill Discussion:Review with students the similarities and difference
30、s between Tala and Paco.Discusshowstudentsorganizedtheinformationontheircompare-and-contrastworksheet.Independent practice:Usingtheinformationontheircompare-and-contrastworksheet,havestudentscreateasecondVenndiagramonthebackandcomparethemselvestoeitherTala or Paco.Enduring understanding:Inthisstory,
31、twosiblingsarecausingtheirmotheralotofsorrowwiththeirconstantfighting.Intheend,theyrealizethattheysometimesneedtoputtheirselfishfeelings aside for the good of the family.Now that you know this information,why is it important to put yourself in someone elses shoes?How does this practice help you unde
32、rstand other peoples feelings and actions?Build Skills Grammar and Mechanics:Adverbs Revieworexplainthatadverbsarewordsthatdescribeverbsoradjectives.Adverbsexpressthetime,manner,or degree in which an action occurs.They usually tell how something happens.They may also tell how often,how many,or how m
33、uch.WritethequestionHow?on the board.Have students turn to page 4 and read aloud this sentence:When she held them up to the sun,the light shone through the translucent stones,making them glow softly.Askstudentshowthestonesglowed(softly).Explainthat softly is an adverb that describes the verb glow.As
34、kstudentswhattherootorbasewordofsoftly is(soft).Explainthatmany(butnotall)adverbsareformedbyadding-ly to the end of an adjective.Havestudentsturntopage6,andreadthissentence:Mrs.Yates stood up from the rock where she had been sitting quietly for the last half hour.AskstudentshowMrs.Yateswassitting(qu
35、ietly).Tell students that quietly is an adverb that describes the verb sitting.Remind students that most,but not all,adverbs end in-ly.Check for understanding:Write the words immediate,loud,and sudden on the board.Have volunteers add-ly to each base word and use the resulting adverb in an oral sente
36、nce.Independent practice:Have students work in pairs to find and highlight at least ten adverbs in the book and identify the verb or adjective that each adverb describes.When students are done,have them share and discuss their list.Pay special attention to any adverbs students found that do not end
37、in-ly.Word Work:Alphabetical order Revieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthatifthefirstletteroftwowordsisthesame,theymustcomparethenexttwolettersinstead.They may even have to look at the third letter.Writethewordsmountain and Apacheontheboard.Haveavolunteere
38、xplainwhichwordwould appear first in alphabetical order(Apache)and why(because a comes before m in the alphabet).Writethewordsstone and small on the board.Point out that the words begin with the same letter(s).Askavolunteertotellwhichwordwouldappearfirstinalphabeticalorderandtoexplainhisorherthinkin
39、g(small,because the second letter,m,in small,comes before the second letter,t,in stone).Check for understanding:Write the words stone and stand on the board.Have students write thewordsinalphabeticalorderandexplaintheirthinkingonaseparatepieceofpaperoronindividual whiteboards.Independent practice:In
40、troduce,explain,andhavestudentscompletethealphabetical order worksheet.Discuss answers aloud after they are finished.The Black StonesLesson Plan(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,a
41、llowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspracticevisualizingthestorywithsomeoneathome.Extend the ReadingRealistic Writing ConnectionExplainorreviewwithstudentsthemainpoint
42、sofrealisticfiction:thestoryrevolvesaroundcharactersinaparticularsetting,andtheeventsofthestorytakeplaceinaproblem-and-solutionformat.Havestudentswriteastorybasedonaproblem-and-solutionsituationthathashappenedintheirlife.Explainthatalthoughtheywillincludeelementsbasedinreality,theirstorymustbeawork
43、of fiction.VisitWritingAZ for a lesson and leveled materials on narrative writing.Social Studies Connection DividethegroupinhalfandsupplybooksandlinkstoInternetwebsitesforstudentstolearnmoreabouttheApachegroup(seeThe Apaches,LevelZ)andobsidianglass.Givestudentsindexcardsand instruct them to write in
44、teresting facts on the cards.Lead a roundtable discussion in which students share their findings and discuss the details they learned.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthes
45、ecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conduct
46、aclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlyusethestrategyofvisualizingtocomprehendthetextduringdiscussionand on a worksheet compareandcontrastcharactersduringdiscussionandonaworksheet recognizeanduseadverbsduringdiscussion understandtheprocessofarrangingwordsinalphabeticalorderduringdiscussionand on a worksheetComprehension Checks BookQuiz Retelling Rubric