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1、M Is for MexicoLesson PlanLEVELZ Z1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,193Book SummaryM Is for Mexico is an introduction to the countrys history,geography,and culture.Written from the point of view of Juan Rodrigue
2、z,a fifth grader from Mexico,the book encourages readers to visit the country to see all it has to offer.Some of the highlights include the beaches of Acapulco,Museo Frida Kahlo,ancient pyramids at El Tajin,and the Great Mesoamerican Reef.Photographs,maps,and illustrations support the text.About the
3、 LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummarizingtounderstandtext Identifythemainideaandsupportingdetails Identifyandunderstandtheuseofindefinitepronouns Identifythemeaningofsuffix-estMaterialsGreen text indicates resources available on the website BookM is for
4、Mexico(copy for each student)Chalkboardordryeraseboard Worldmap,mapofMexico Main idea and details/summary,indefinite pronouns,suffixes worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboar
5、d or completed with paper and pencil if books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story Critical:civilizations(n.),conquered(v.),geography(n.),indigenous(adj.),landform(n.),republic(n.)Enrichment:cathedrals(n.),centuries(n
6、.),colony(n.),conquistador(n.),dormant(adj.),empire(n.),mariachi(n.),murals(n.),ruins(n.)Before ReadingBuild Background Providealargeworldmapforstudentstoobserve.WritethewordMexico on the board.Ask a volunteer to identify the location of Mexico on the map.Writethefollowingheadingsontheboard:Land,His
7、tory,Sites.Ask students to share what they already know about these topics as they relate to Mexico.Write the information under the appropriate heading.Invite students to share other information they know about Mexico.M Is for MexicoLesson Plan(continued)LEVELZ Z2 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 of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinfo
9、rmationonthepage(titleofbook,authorsname).Introduce the Comprehension Skill:Main idea and details Explaintostudentsthatsometimestheamountofinformationaboutatopicissolargethatitisgrouped into sections,each one with its own main idea.Readpage4aloudtostudents.Modelidentifyingthemainideaanddetailsfrompa
10、ge4.Think-aloud:As I read this section of the book,most of the sentences mention something about Mexico and all of the things you can do while visiting.The sentences mention Mexicos beaches,museums,historic sites,ancient ruins,mountains,wetlands,mariachi music,and local hospitality.I will underline
11、this information.Based on what Ive read,I think the main idea of the section is:There is a lot to see and do in Mexico.Writethemainideaontheboard.Askstudentstoidentifythedetailsfromthebookthatsupport this main idea(visit museums,historic sites,or ancient ruins;relax on the shores of Mexicos many bea
12、ches;and so on).Write these details on the board.Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowrite a summary,or a brief overview,of the most important information in the text.Point out that a summary includes the main idea and one
13、or two supporting details.It often answers the questions who,when,where,what,and why.Modelsummarizingthemainideaanddetailsfrompage4ontheboard.Think-aloud:To summarize,I decide which information is most important to the meaning of each section.To do this,I can identify the main idea and important det
14、ails,and then organize that information into a few sentences.When I look at the main idea and details on the board,a summary of this section might be:There is a lot to see and do in Mexico.People can visit museums,historic sites,or ancient ruins.They can relax on the beach,go horseback riding,take a
15、 boat ride,or enjoy listening to mariachi music.There is something for everyone to see and do.Writethesummaryontheboard.Havestudentsidentifythemainideaanddetailswithinthesummary.Discuss how you used your own words to create the summary.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditio
16、ntothetargetedstrategy presented in this section.Introduce the Vocabulary Introducethefollowingwordsfromthecontentvocabulary,andwritethemontheboard:Acapulco,Cancn,Guadalajara,Mexico City,Chichen Itza,and Teotihuacn.GivegroupsofstudentsacopyofamapofMexico.Explainthatallofthesevocabularywords are citi
17、es in Mexico.Have them find the locations of the six cities on the map,marking each in a different color.Remindstudentsthatskimming a book is a good way to quickly search for information or specific words.Have them turn to page 19 and skim to find the vocabulary word Cancn.Remindstudentsthattheyshou
18、ldcheckwhetherwordsmakesensebyrereadingthesentencesin which they occur.Have them read the sentences on page 19 surrounding the word Cancn to find out more about it.Repeattheaboveexercisefortheremainingfourvocabularywords.Discusseachwordwithstudents.Usethesentences,maps,andphotographsinthebooktoprovi
19、defurtherunderstanding of each word.M Is for MexicoLesson Plan(continued)LEVELZ Z3 Learning AZ All rights reserved.www.readinga- HavegroupsofstudentskeeptheirmapsofMexicosotheycancirclethenamesofothercitiesthey read about later.Set the Purpose Have students read the book to find out more about Mexic
20、o.Encourage them to underline or write on a separate piece of paper the important details in each section.During ReadingStudent Reading Guide the reading:Have students read from page 5 to the end of page 8.Encourage those who finish before others to reread the text.When students are ready,discuss th
21、e important information they identified.Modelidentifyingthemainideaanddetails.Think-aloud:As I read the section titled“The Land,”most of the sentences mentioned something about Mexicos geography and how the land is divided.I read that Mexico is divided into North and South,and it has states.It cover
22、s over 750,000 square miles and has many unique landforms,including plateaus,highlands,and a desert.Mexico is also located in an area with active volcanoes.I will underline this information in the book.Based on what Ive read and underlined,I think the main idea of the section is:Mexico is a large co
23、untry with diverse landforms and environments.Writethemainideaontheboard.Askstudentstoidentifydetailsthatsupportthismainidea(rural farming populations and urban,industrialized cities;756,066 square miles;many unique landforms;active and dormant volcanoes;and so on).Write these details on the board.R
24、eviewhowtocreateasummaryfromthemainideaanddetails.Referbacktothesummarycreated during the introduction to the skill.Discuss and create the summary as a class and write it on the board.(Mexico is a large country with diverse landforms and environments.Its many regions include plateaus,plains,lowlands
25、,highlands,deserts,and wetlands.The country has 31 states and extends 756,066 square miles.It is located in the“Ring of Fire,”where volcanoes in the Pacific Ocean are very active.About 106 million people live in Mexico,in both rural farming areas and urban,industrialized states.)Check for understand
26、ing:Have students read from page 9 to the end of page 13.Invite them to share the important details they underlined in each section.Write these details on the board.Divide students into groups and assign each group a section.Have students work with their group to identify the main idea from the deta
27、ils of their section.Discuss their responses as a class and write a main idea on the board.Askeachgrouptousethemainideaanddetailsoftheirsectiontowriteabriefsummaryon a separate piece of paper.Have them share what they wrote.Ask students to read the remainder of the book.Remind them to underline impo
28、rtant details in the book as they read.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 Reading Askstudentswhatwords,ifany,theymarkedin
29、theirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.M Is for MexicoLesson Plan(continued)LEVELZ Z4 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discussion:Invite students to share what they think the authors p
30、urpose was for writing this book.Discuss with them whether stopping to review the important details helped them to learn about the different places in Mexico.Ask students to share whether thinking about the details inspired them to want to visit or learn more about any of the places in the book and
31、why.Independent practice:Introduce and explain the main-idea-and-details/summaryworksheet.Have them write a main idea and supporting details for one of the remaining sections of the book.If time allows,discuss their responses.Reflect on the Reading Strategy Reviewwithstudentshowthemainideaanddetails
32、fromeachsectioncanbeusedtodevelopasummary.Discuss with them the benefits of summarizing information they read(to understand the main point of a larger piece of writing).Invite students to share instances of when summarizing might be helpful.Independent practice:Have students write a summary using th
33、e information they wrote on their main-idea-and-details/summaryworksheet.Iftimeallows,discusstheirresponses.Enduring understanding:In this book,you learned about the varied places and experiences Mexico has to offer.Now that you know this information,what does this tell you about taking a closer loo
34、k at the characteristics and offerings where you live?Build Skills Grammar and Mechanics:Indefinite pronouns Writethefollowingsentenceontheboard:You can visit some of the buildings they left behind.Read the sentence with students.Coverthesecondhalfofthesentence(of the buildings they left behind).Rer
35、ead the first half of thesentencewithstudents.Circlethewordsome.Ask students to identify what the word some refers to(buildings).Explaintostudentsthatsomewordsrefertonounsinageneralway,andthatthesewordsarecalled indefinite pronouns.Write the following three examples of indefinite pronouns on the boa
36、rd:one,some,and many.Askstudentstoturntopage10.Writethefollowingsentencefromthebookontheboard:They had to learn Spanish and Latin,and many of the native languages disappeared.Ask students to identify the indefinite pronoun(many)and circle it on the board.Ask what noun many refers to(native languages
37、).Check for understanding:Writethefollowingsentencesontheboard:Frida Kahlo was one of the first successful female painters in the world.Lets begin our tour of some of the great cities to visit.Ask pairs of students to identify the indefinite pronoun and the noun the indefinite pronoun refers to in e
38、ach sentence.Monitor student responses for demonstration of understanding.Independent practice:Introduce,explain,and have students complete the indefinite pronouns worksheet.If time allows,discuss their answers.Word Work:Suffixes-est Writethefollowingsentenceontheboard:It is one of the ten largest c
39、ities in the world.Read the sentence aloud with students.Pointoutthewordlargest.Point out that words ending with the letter e drop the e before adding-est,and in words ending with the letter y,the y changes to an i.Ask students to identify the root word of largest(large).Erase the letters s and t fr
40、om the end of the word.Ask students to explain the meaning of the word large.Addthe-est suffix to the end of the word large.Ask students to explain how the meaning of the word changed.Explaintostudentsthatthesuffix-est means the most of something.M Is for MexicoLesson Plan(continued)LEVELZ Z5 Learni
41、ng AZ All rights reserved.www.readinga- Askstudentstoturntopage8intheirbook.Havethemlocatethewordhighest.Ask them to tell the meaning of the word(the most high).Askstudentstoidentifytherootwordofhighest(high).On the board,rewrite the sentence on page 8.(This is a fascinating dormant volcano and is a
42、 high point in the country.)Invite students to share how the meaning of the sentence changed.Check for understanding:Have students turn to page 16 and locate the word greatest.Ask them to write the meaning of the word at the bottom of the page.Invite volunteers to share their definition of the word.
43、Independent practice:Introduce,explain,and have students complete the suffixes worksheet.If time allows,discuss their answers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Gives
44、tudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents discuss with someone at home how to summarize a section using the main idea and details of the section.Extend the ReadingPersuasive Writing ConnectionReview with students the voice in which the author chose to wri
45、te this book(Juan,a fifth grade student).Point out that Juans writing is trying to persuade us to visit his country by telling about Mexicosmajorattractionsandwritingsentencessuchas:Whatever you want to do or see,Mexico has something for you!RefertotheEnduringUnderstandingdiscussionandhavestudentscr
46、eatetheir own persuasive writing telling readers about special offerings where they live and why readers should visit.Social Studies and Art Connection Have students reread the“Explore More”box on page 10.Divide students into five groups and assigneachgrouponeofthefollowingcivilizations:Aztecs,Olmec
47、s,Maya,Teotihuacn,orToltecs.Provide opportunities for students to visit the local or school library to find resources that give more information about these cultures and civilizations.Have them collectively prepare an oral report to share with the class,complete with a poster for visual aid.Skill Re
48、view 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 withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritea
49、response,eitherasanessayorasajournalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.M Is for MexicoLesson Plan(continued)LEVELZ Z6 Learning AZ All rights re
50、served.www.readinga-Assessment Monitor students to determine if they can:identifythemainideaandsupportingdetailstobetterunderstandtextindiscussionand on a worksheet accuratelyusemainideastatementsandsupportingdetailstowriteasummaryintheir own words correctlyunderstandanduseindefinitepronounsindiscus