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1、1Carloss PuzzleLesson PlanLEVELT T Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Realistic Page Count:20 Word Count:1,750Book SummaryCarloss Puzzle is the story of 9-year-old Carloss family trip to a cornfield maze.Unlike Carlos,Javier,his older and more athletic broth
2、er,is not interested in the trip.However,Javier believes his athletic ability will make him better at completing a maze,so he challenges Carlos to see who will finish the maze first.Although Javier rarely recognizes Carloss abilities,something happens inside the giant maze that gives Javier a new im
3、pression of his younger brother.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Usethereadingstrategyofmaking,revisingandconfirmingpredictionstobetterunderstandtext Analyzethecharactersinthetext Understandtheuseofadverbswiththesuffix-ly and-ily Understandtheuseo
4、fsynonymsinthetextMaterialsGreentext indicates resources available on the website BookCarloss Puzzle(copy for each student)Chalkboardordryeraseboard Prediction,analyze characters,adverbs,synonyms worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities ma
5、y be demonstrated by projecting book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:dilemma(n.),disorient(adj.),junction(n.),labyrinth(n.),masterpie
6、ce(n.),strategy(n.)Enrichment:3-D(adj.),acres(n.),anticipation(n.),boundaries(n.),crossroads(n.),expert(n.),impossible(adj.),invigorated(adj.)Before ReadingBuild Background Writethewordpuzzleontheboard.Askstudentstoexplainthemeaningoftheword.Givestudentsablankpieceofpaper.Askthemtodrawanexampleofama
7、ze.Havestudentssharetheirdrawing.Havethemexplainthecharacteristicstheyincludedintheirmaze,such as:a beginning and end,possibly more than one way out,dead ends,and so on.Invite them to share how a maze is a type of puzzle.2Carloss PuzzleLesson Plan(continued)LEVELT T Learning AZ All rights reserved.w
8、ww.readinga- Writetheword3-Dontheboard.Askstudentstoexplainthemeaningoftheword.Havethemexplainhowthemazeontheirpapercouldbemadethree-dimensional.Askstudentsiftheyhave ever been in a maze large enough for a person to walk through.Invite them to share characteristics of the maze,such as what it was ma
9、de of and its level of difficulty.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversofthebookandread the title.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is and what it might be about.Show
10、studentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofwhatthebookisabout.Askstudentswhattheyexpecttoreadaboutinthebookbased on what they see in the table of contents.(Ac
11、cept all answers that students can justify.)Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersoftenmakepredictionsaboutwhatwillhappeninabook based on the series of events and what the characters say,do,and think in the story.As they read the story,rea
12、ders revise or confirm their predictions based on what they learn from reading.Beforereadingabook,readerscanusethetitleandillustrationsasthebasisformakingpredictions.Modelusingthetitleandcoverillustrationstomakeapredictionasyoupreviewthebook.Think-aloud:Lets look at the front cover.I see a boy playi
13、ng a game.It looks as if he is playing chess.I also see an illustration inside a bubble of a boy playing with a football.The boys in both illustrations appear similar.Whenever I see bubbles like this,I know that the character is thinking about something.Perhaps the boy is thinking about himself play
14、ing football instead of chess.I know that the title of the book contains the word puzzle.I wonder if he has to solve a puzzle using the chessboard before he can go outside.Ill have to read the book to confirm or revise my prediction.Createafour-columnchartontheboardwiththeheadingsMake,Revise,Confirm
15、,and Actual.Modelwritingapredictioninthefirstcolumn,Make.(Forexample:Theboyhastosolveapuzzlewith the chessboard before he can play.)Discusswithstudentsthecluesusedtogeneratethepredictiononthechart.Pointouttostudents that the reasons behind their predictions are what make their predictions valuable.I
16、ntroduceandexplaintheprediction worksheet.Have students preview all the illustrations in the story.Invite them to make a prediction before they begin reading and record it on their worksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this sect
17、ion.Introduce the Comprehension Skill:Analyze characters Explainthattherearemanywaystolearnaboutacharacterinastory.Onewayistoexamineacharacterswordsorthoughts.Anotherwayistoexaminetheactionsofthecharacter.Explaintostudents that an author uses a characters words,thoughts,and actions to give the reade
18、r insight into a characters personality,relationships,motivations,and conflicts he or she may face.Askthestudentstoturntopage4.Readthefirstpageofthestoryaloudwhiletheyfollowalong silently.Modelhowtoanalyzeacharacterbasedonhisorheractions.Think-aloud:As I read page 4,I found out that Carlos likes to
19、solve mazes.I also found out that he is good at solving them.I know this because the text says that he has become an expert at them.Based on these clues,Carlos appears to be an intelligent problem solver.This information provides insight into Carloss personality.3Carloss PuzzleLesson Plan(continued)
20、LEVELT T Learning AZ All rights reserved.www.readinga- Havestudentsidentifyotherinformationonpage4thatreflectsCarlossproblem-solvingability(he had discovered many of the tricks to solving mazes).Havestudentsreadthefirsttwosentencesonpage5:Alf knew that Carlos would feed him because Carlos always fed
21、 him.Carlos did everything for Alf.Discuss what these actions reflect about Carloss personality(he is responsible,caring).Introduceandexplaintheanalyze characters worksheet.Have students record the information from the discussion on their worksheet.Introduce the Vocabulary Writethecontentvocabularyw
22、ordsontheboardorchartpaper.Havestudentsturntopage4.Point out the bolded word disorient.Askstudentstoexplainwhythewordisbolded.Explaintostudentsthatcertainwordsareboldedinthetexttoletreadersknowthattheyappearintheglossary.Askstudentstoexplainhowlookingintheglossarycanhelpthemtounderstandthetext.Have
23、a volunteer read the meaning of disorientintheglossary.Thenhavehimorherusethedefinitioninplaceofthewordonpage4.Askstudentstoexplainwhetherthesentencemakessense.(Forexample:He knew many of the tricks maze makers used to confuse people trying to find the solution to their puzzle.)Astimeallows,havestud
24、entspracticeidentifyingthedefinitionsoftheremainingcontentvocabularywordsandusingeachinplaceofthevocabularywordinthetext.Set the Purpose Havestudentsreadthebook,makingpredictionsaboutwhatwillhappeninthestorybasedonwhat the charcters say,do,and think.Remind them to revise or confirm their predictions
25、 as they learn more about the events of the story,as well as the personality,motivations,relationships,and conflicts of the characters.During ReadingStudent Reading Guide the reading:Have students read to the end of page 8.Encourage those who finish early to go back and reread.Modelmaking,revising,a
26、ndconfirmingaprediction.Think-aloud:I predicted that the boy on the cover had to solve a puzzle using a chessboard before going outside to play.This prediction was incorrect.Carlos liked to play chess,and he was thinking about how his older brother is more interested in sports activities.I will writ
27、e this information next to my prediction in the box labeled Actual.This makes me wonder whether the puzzle is the maze.I can tell from Javiers(ha-vee-EHR)reactions that he does not seem interested in the maze or how important it is to Carlos.When I think about Carloss character,I know that Carlos is
28、 very good at solving mazes.I wonder if Carloss brother gets lost in the maze and Carlos has to find him.I will write this new prediction on my chart under the heading,Make.Reviewthecharactertraitsrecordedontheanalyze characters worksheet.Ask students to identify additional story clues that support
29、Carloss trait of intelligent problem solver(he gets good grades,he is good on the computer,and so on).Check for understanding:Encourage students to use the information theyve read and discussed to revise or confirm their prediction.Have them write their new prediction under the heading Revise on the
30、ir worksheet.Remind them that if their first prediction has been confirmed or has not yet been proven,they may write another prediction in the Makesectionoftheirworksheet.Modelforstudents how to think through whether or not their predictions were confirmed,and if not,why not.Help them to think about
31、 whether or not their reasons for their predictions were valid.Havestudentsreadtopage11.Whentheyhavefinishedreading,havethemsharetheirpredictions and the outcome of their predictions.Remind them to revise or confirm their predictions and write what actually happened.4Carloss PuzzleLesson Plan(contin
32、ued)LEVELT T Learning AZ All rights reserved.www.readinga- Discusswhateachbrotherplansregardingthemaze(theyplantochallengeeachothertoacontest).Askstudentstoexplaineachcharactersreasonsforthechallenge(Carlosknowsalotabout mazes and thinks he will win.Javier thinks he will win because he is faster.)As
33、k them to explainwhatthebrothersactionsindicateabouttheirpersonalities(theyarecompetitive).Havestudents record the information about each brother on their analyze characters worksheet.Invitestudentstoreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and confirm their predictions as they
34、 read the rest of the story.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 the word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Us
35、ethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:I predicted that Javier would get lost in the maze and Carlos would have to find him.My prediction did not turn out to be entirely correct,since Javier got hurt rather th
36、an got lost in the maze.However,Carlos did go back into the maze to find and help his brother.I will write this information next to my prediction under the heading Actual.Askstudentstosharetheirpredictionsaboutwhattheythoughtmighthappeninthestory.Ask them to compare their predictions with what actua
37、lly happened in the story and to share anypredictionsthatwereconfirmed.Reassurestudentsbyexplainingthatusingstoryeventsand prior knowledge to make predictions,and not predicting correctly,is the purpose of this reading strategy.Askstudentstoexplainhowthestrategyofmaking,revising,andconfirmingpredict
38、ionshelpedthem understand and enjoy the story.Independent practice:Have students finish filling in their prediction worksheet.Invite them to share their predictions,reasoning,and revisions,and to tell how their predictions related to the actual outcome of the story.Reflect on the Comprehension Skill
39、 Discussion:Review how Carlos and Javier revealed their character traits as the story unfolded.Discuss the traits and information from the story that supports each trait.Review Carloss decision at the end of the story(he decides to go back into the maze to find his brother).Ask students to identify
40、whether this action relates to any of Carloss character traits already listed on their worksheet(responsible,caring).Have students record this action under the trait responsible and caring.Directstudentstochapter4,“TheMaze.”AskthemtoidentifyCarlosswordsandactionsregarding the maze(he had a strategy,
41、he took his time,he thought about other mazes hed seen,andsoon).Havestudentsrecordthesecluesontheirworksheet.Thenaskthemtoidentify a character trait supported by these clues and record it on their worksheet(clever,resourceful,and so on).Invite students to share their conclusion.Independent practice:
42、Have students use the back of their analyze characters worksheet to identify two character traits and supporting clues for Javier(athletic,proud,egocentric,and so on).If time allows,discuss their responses.Enduring understanding:Javier teases his younger brother Carlos because his talents are not at
43、hletic.However,Carlos uses his talents to rescue Javier.Now that you know this information,what do you think of people whose talents are different from yours?5Carloss PuzzleLesson Plan(continued)LEVELT T Learning AZ All rights reserved.www.readinga-Build Skills Grammar and Mechanics:Adverbs with the
44、 suffixes-ly and-ily Havestudentsturntopage8andreadthelastsentence:“Were all going,”his father said firmly,and the boys knew that was that.Point to the word said and ask students to identify the part of speech(verb).Askstudentstoidentifythewordthatdescribeshowthefathersaidthestatement(firmly).Underl
45、ine the word firmly.Revieworexplainthatadverbs are words that describe verbs,adjectives,or other adverbs.Like adjectives,adverbs add a lot of descriptiveness to a sentence.Explainhowadverbscanbeformedfromadjectivesbyadding-ly to an adjective.Ask students to identify the root word of firmly(firm)and
46、use it in a sentence.Point out that adjectives that do not end in-y are changed to adverbs by adding-ly.Havestudentsturntopage12andreadthelastsentence:Alf panted heavily in anticipation.Ask students to identify the verb(panted).Thenaskavolunteertoidentifytheadverbthatdescribesthe verb(heavily).Askst
47、udentstoidentifytherootwordofheavily(heavy)and use it in a sentence.Have them identifyhowthesuffixoftheadjectivechangedtoturnthewordintoanadverb.Pointoutthatadjectives ending in-y are changed to adverbs by adding -ily.Check for understanding:Have students identify and circle the remaining adverbs in
48、 the book,writingtherootwordnexttoeachadverb.Thenhavethemunderlinetheverb,adjective,oradverb that each adverb describes.Independent practice:Introduce,explain,andhavestudentscompletetheadverbs worksheet.Word Work:Synonyms Havethestudentsturntopage15.Readthefollowingsentencealoud:Carlos raised his ar
49、ms in victory and started to jog to the finish feeling much like Sylvester Stallone in Rocky.Circlethewordvictory.Askstudentstoexplainwhatthewordmeans(triumphorsuccess).Onthesamepage,readthefollowingsentencealoud:His big brother would have to respect his win,and Javier would be doing his chores for
50、a whole month.Circle the word win.Ask students toexplainwhatthewordmeans(triumphorsuccess).Explainthattwowordsthathavethesamemeaningarecalledsynonyms.Askstudentstoexplainthe reason why authors use them(it makes the writing more interesting,it prevents the same word from being repeated many times,and