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1、What Is Water Worth?Lesson PlanLeveLT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:1,098Book SummaryHow much do you value water?Some of us take it for granted,while others prize water as a treasured resource.What Is Water W
2、orth?teaches students about waters importance,the encroaching worldwide water crisis,and the three main threats to our water supply.The book ends with some thoughts on how to address the problem.Photographs,charts,and graphs support the information.Book and lesson are also available for Levels W and
3、 Z.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Determineauthorspurpose Identifyandusepossessivenouns DiscriminateandusenumberwordsMaterialsGreentext indicates resources are available on the website.BookWhat Is Water Worth?(copy for each student)Chalkboardo
4、rdry-eraseboard Glassofwater Afable,anadvertisement,andanexcerptfromanonfictionbook Sheetsofpaper Imagescutoutofanextracopyofthebook Authorspurpose,possessivenouns,numberwordsworksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the
5、book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:climate change(n.),conserve(v.),freshwater(n.),pollution(n.),population(n.),resource(n.)E
6、nrichment:bacteria(n.),billion(n.),carbon dioxide(n.),fossil fuels(n.),glaciers(n.),scarce(adj.)Before ReadingBuild BackgroundPlace a glass of water in front of the class.Take a sip and describe the drink.Have students identify the liquid in the class on the basis of the clues you give.Have them qui
7、ckly write for a minute everythingtheyknowaboutwateranywordsorsentencestheycanthinkofonthetopicbutkeep writing the entire time.What Is Water Worth?Lesson Plan(continued)LeveLT T2 Learning AZ All rights reserved.www.readinga- WritethewordWater on the board.Invite volunteers to share details from thei
8、r writing with the rest of the class,and record key words on the board.Askstudentstosharewithapartnerhowtheirlifewouldbedifferentiftheycouldntgetwaterout of the faucet or the refrigerator but had to haul it to their house from a well instead.Preview the BookIntroduce the Book Givestudentstheircopyof
9、thebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what typeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce th
10、e Reading Strategy:Summarize Remindstudentsthateffectivereadersoftenstopwhilereadingtosummarizeintheirmindtheinformationtheyhavereadtothatpoint.Discusswithstudentshowsummarizingthetextwillhelp them understand and remember what they read.Reviewwithstudentsthatasummaryincludesthemainideaandthemostimpo
11、rtantsupportingdetails.Point out summaries often answer the questions who,what,when,where,and why.Readpage4aloudandmodelhowtosummarize.Think-aloud:When I summarize,I think about whether I found any main ideas or important details,and then I retell the information in my own words.To summarize the fir
12、st page of the book,I would write the following:Water appears to be all around us.We find it in lakes,rivers,fountains,andfaucets.AllthewaterintheworldwouldfillaglassaswideastheUnitedStatesand145kilometerstall.However,thisisstillnotenoughforeveryonetohaveenoughtodrink.Writeyoursummaryontheboardasyou
13、shareitinthethink-aloud.Havestudentsdiscusswith a partner whether they noticed a main idea and details in the summary.Pointoutthatthesummaryistoldinyourownwords.Remindstudentsthateachsummarywillbe different because the students will create summaries in their own words.Asstudentsread,encouragethemtou
14、seotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Reviewwithstudentsthatwhenanauthorwritesabook,heorshehasapurposeforthatbook.Write the following terms on the board:inform,entertain,persuade.Askstudentstodiscuss in gro
15、ups the meaning of each word.Invitegroupstosharewiththerestoftheclasstheirpriorknowledgeofthethreeconcepts.Remindstudentsthattoinform means to give the reader information on a subject,to entertain means to amuse the reader,and to persuade means to convince the reader to feel or act in a certain way.
16、Pointoutanauthormaywriteforonepurposeoracombinationoftwoormore.Readafable,suchasThe Lion and the Mouse,aloud.Model how to determine an authors purpose with the fable.Think-aloud:Why did Aesop write The Lion and the Mouse?I can determine his purpose by looking at the intended effect of the story.On o
17、ne hand,the fable is entertaining.Reading about a small mouse saving a mighty lion is the kind of underdog story that we love to hear.On the other hand,Aesop used the fable to explicitly teach a moral lesson:no creature is too small to help another.The author wanted to convince the reader to think a
18、nd believe that even the smallest creature can help others.Therefore,the author had a second purpose,to persuade the reader to feel and act in a certain way.Some stories may have more than one purpose,but all stories have at least one purpose.What Is Water Worth?Lesson Plan(continued)LeveLT T3 Learn
19、ing AZ All rights reserved.www.readinga- Readanadvertisementfromthemediaandanexcerptfromanonfictionbooktostudents.Havestudents work in groups to discuss the authors purpose for each selection.Invite groups to share theiropinionontheauthorspurposeforeachsample,andhaveotherstudentsgiveathumbs-up signa
20、l if they agree.Introduce the VocabularyRemindstudentsofthestrategiestheycanusetosoundoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.Theycanlookforwordswithinwords,andprefixesandsuffixes.Theycanusethecontexttoworkoutthemeaning
21、sofunfamiliarwords.Forexample,pointtothewordfreshwater on page 6 and say:If I did not know this word,I would use my decoding strategies to figure it out.When I see a big word,I check to see if I can break it into smaller pieces.I see a word I recognize:water.I break the word into two pieces,the firs
22、t part and the word water.The first piece of the word begins with the consonant blend fr and ends with the consonant digraph sh.I use phonics to sound out the word:fresh.Now I know the two parts of this word,fresh and water.Combining these two pieces,I read the word freshwater.Introducethestory-crit
23、icalvocabularywordslistedinthevocabularysectionofthislesson.Have students discuss with a partner what they already know about each word.Placeimagescutoutfromanextracopyofthebookontheboard.Usethephotographonpage12 to represent the term climate change,thephotographonpage14torepresentconserve,the photo
24、graph on page 13 to represent freshwater,the graph from page 8 to represent pollution,the graph from page 10 to represent population,andthegraphfrompage5torepresentresource.Explaintostudentsthatyouchoseeachpicturetovisuallyillustrateoneofthevocabularywords.Havestudentsworkingroupstomatcheachpicturet
25、oaword.Askstudentstoprovidereasonsfor their choices.Invite volunteers to share their matches with the class,and guide them in making anewchoiceiftheirreasoningrevealsamisunderstandingofthemeaningoftheword.Revealtostudentsyourchoiceofpictureforeachword,andexplainhowthephotographsorgraphsillustrate th
26、e meaning of the word.Turntotheglossaryonpage16.Readthewordsanddiscusstheirmeaningsaloud.Havestudentsdiscuss in their groups how the photographs and graphs associated with the words add to the written meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouttheimportanceofwater.Remindst
27、udents to summarize while they read.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage4totheendofpage7.Encouragethose who finish early to go back and reread.Modelsummarizing.Think-aloud:As I read,I paused at the end of each section to summarize it.I looked for main ideas and im
28、portant details.I know that often authors write the main idea of the section in the first paragraph.For example,in the section titled“A Drop in the Bucket,”the main idea was the first two sentences of the section,and the remaining sentences provided supporting details.I put the information I read in
29、 my own words to create a summary:Water is becoming even more important than gold because the planet does not have enough usable water for everyone.Most of Earths water is salt water,which we cant drink.Of the freshwater,the majority of it is frozen in glaciers or underground in rock.Most countries
30、have enough freshwater for their people,but only rich countriescangettohard-to-reachwaterareas.Poorcountriesdontalwayshavethemoneyto access their water.Humans can use only 1 percent of Earths freshwater,and that water is threatened by pollution,population,and climate change.How would you summarize t
31、his section?What Is Water Worth?Lesson Plan(continued)LeveLT T4 Learning AZ All rights reserved.www.readinga-Recordthemainideaofthesectionontheboard.Havestudentschooseonedetailfromthesectionandcallonrandomstudentstosharetheirs.Recorddetailsontheboardinthemostlogicalorder.Askstudentstosummarizeinthei
32、rmindtheinformationfromthesection“ADropintheBucket.”Have students share their summary with a partner.Invite volunteers to share their summary with the rest of the class.Discusswithstudentshowsomeofthesummariescompare.Remindstudentsthatsummariesshould always be in their own words.Encourage students t
33、o stop at the end of each section and summarize what they have read.Createathree-columnchartontheboard,andatthetopofthecolumnswritethelabelsinform,entertain,and persuade.Reviewwithstudentsthemeaningofeachterm.Remindstudentsofdetailstheydiscussedwhilesummarizingthefirstsectionofthebook.Invite student
34、s to describe a detail to the rest of the class,and have the other students point tothepurposethatbestclassifiesthatdetail.(Forexample,thebookinforms with details about salt water,freshwater being stored in glaciers and underground,humans only using 1 percent of the worlds freshwater,and so on).Reco
35、rdthedetailsintheappropriatecolumn.Explaintostudentsthatafterreviewingthedetailsand the columns that are filled with details,students will be able to determine all of the purposes for this book.Encourage students to analyze all of the details they read.Check for understanding:Have students read page
36、s 8 through 11.Have students work with a partner to summarize everything they have read to that point.Reviewwithstudentsthenewinformationtheyread.Discusswiththemhowthesedetailssupportoneormoreofthethreepurposesforwritingabook.Recordthedetailsintheappropriatecolumn.Havestudentsdiscusswithapartnerthei
37、ropinionontheauthorspurposeforwritingthisbook.Remindthemthattheyneedtoreadtheentirebooktodiscoveralloftheauthorspurposes for writing.Havestudentsreadtheremainderofthebook.Remindthemtostopandsummarizeintheirmindwhattheyhavereadsofar.Askthemtoevaluatedetailstodeterminewhatpurpose the author had for wr
38、iting this book.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,theymarkedintheirbook.Usethisopport
39、unitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:By the end of the book,I had summarized five sections and only had one more section left.First,I thought about the main idea for“Solving the Problem”:each person can save water ind
40、ividually,and countries are working on solutions.I knew I would start my summary with that sentence,and then I thought about the important details that I needed to include.Using that information,I created the following summary:Each person can save water individually,and countries are working on solu
41、tions.People can take many small actions to save water.Saudi Arabiaisworkingonconvertingsaltwatertofreshwater,buttheprocessisexpensive.Singaporegetsone-thirdofitswaterbycleaningwastewater.Solvingthewaterproblemishard,buteveryonecan work to conserve our resource,for people now and in the future.Revie
42、wwithstudentsthemainideaofeachsection,anddiscussthedetailscontainedinthebook.Recordthemainideasforeachsectionontheboard.Havestudentsworkingroupstodiscussandsummarizetheentirebook.Askgroupstowrite a summary of the book,with each student in the group taking a different section of the book to summarize
43、.Have groups present their summary to the class.What Is Water Worth?Lesson Plan(continued)LeveLT T5 Learning AZ All rights reserved.www.readinga- Havestudentssharewithapartnerhowsummarizinghelpedthemtounderstandandrememberwhat they read.Reflect on the Comprehension Skill Discussion:Discusstheremaini
44、ngdetailsfromthebook,andrecordtheminthechartontheboard.Reviewthechart,andpointoutthatthecolumnswiththemostdetailsshowwheretheauthorisputtingthemostemphasis.Discusswithstudentshowtheyknowtheauthorspurposeis to inform and persuade.Independent practice:Introduce,explain,andhavestudentscompletetheauthor
45、s purpose worksheet.If time allows,discuss their answers aloud.Enduring understanding:We may have plenty of water in this country,but many other places around the world are suffering because of clean water shortages.What are the problems facing our water supply?What can you do to help?Build SkillsGr
46、ammar and Mechanics:Possessive nouns Writethefollowingsentenceontheboard:Solving the planets water problem is hard.Have studentsreadthesentencealoud.Askstudentstoidentifywithapartnerwhosewaterproblemthe sentence is referring to(the planets).Invite a volunteer to come to the board and underline the w
47、ord planets.Explaintostudentsthatthewordplanets shows that the water problem belongs to the planet.Circlethes at the end of the word planets.Explaintostudentsthatpossessive nouns are words that show possession or ownership.Remindstudentsthatanounisaperson,place,orthing.Pointoutthatonlynounscanownoth
48、erobjects.Explainthatpossessivenounstypicallyendinans.Directstudentstopage14,andhavethempointtothesentenceusingapossessivenoun.Askstudentstocalloutthepossessivenoun(persons).Write the word on the board,and have students discuss with a partner what belongs to the person in the sentence.Have students
49、call out the word(efforts).Explaintostudentsthattheobjectthatbelongstothenouncomesdirectly after the possessive noun.Pointoutthatpropernouns,suchasCalifornia,canalsobepossessivenouns.Explaintostudentsthat they follow the same rule and add an s to the end of the proper noun to create the possessive.W
50、rite the word chair on the board.In front of chair,write a list of nouns such as girl,boy,mom,dad,Jane,Max,and so on.Have students work with a partner to transform each word in the list to a possessive noun by adding stotheendoftheword.Callonrandomstudentstocometotheboard and change the words to pos