《原版英语RAZ 教案(U) The History of Anime_LP.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案(U) The History of Anime_LP.pdf（3页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、The History of AnimeU U1 Learning AZ All rights reserved.www.readinga-Focus Question:What is anime,and how has it changed over time?Book SummaryText Type:Nonfiction/InformationalAnime is a Japanese style of animation that embodies the art of modern storytelling.Rooted in the vast history of various
2、Japanese art forms,anime has become widespread throughout the world.The History of Anime details the events and influences that led to the rise of anime in popular culture.The book can also be used to teach students how to effectively sequence events and the proper use of past-tense verbs.The book a
3、nd lesson are also available for levels X and Z1.Guiding the ReadingBefore ReadingBuild BackgroundWrite the word storytelling on the board and read it aloud with students.Invite students to discuss in small groups the various forms of storytelling,such as oral stories,books,comic strips,theater,danc
4、e,and so on.Have each group share and discuss with students the idea of storytelling as an art form.Point out that different cultures throughout the world share stories in different ways,and cite specific examples.Invite students to think of a personal story they would like to share with the class.E
5、xplain that they may express this story in any form they like,such as telling the story to the class,writing it down,creating a comic strip,acting it out with others,and so on.Provide students with the necessary time to prepare their story.Have students share their stories in small groups.Introduce
6、the Book GivestudentstheircopyofThe History of Anime.Guidethemtothefrontandbackcoversandreadthe 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.Discus
7、s the information on the page(title of book,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 tha
8、t students can justify.)Introduce the Comprehension Skill:Sequence events Reviewwithstudentsthateventsfromhistoryare told in order from beginning to end,or in sequence.Explain that describing historical events in sequence is important because it often reveals cause-and-effect relationships.Point out
9、 that a timeline is a helpful tool when reading nonfiction texts about historical events.Explain that a timeline Lesson EssentialsInstructional Focus Summarize to understand text Determine a sequence of events Describe information provided by captions Recognize and use past-tense verbs Identify and
10、use compound wordsMaterials Book:The History of Anime (copy for each student)Sequence events,past-tense verbs,closed compound words worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKno
11、wStory critical:animated(adj.),anime(n.),dramatic(adj.),manga(n.),panels(n.),sketches(n.)Enrichment:banning(v.),expressions(n.),illustrations(n.),lighthearted(adj.),merchants(n.),scrolls(n.)Academicvocabulary:character(n.),continue(v.),effect(n.),method(n.),release(v.),theme(n.)The History of AnimeU
12、 U2 Learning AZ All rights reserved.www.readinga-is a visual display of a particular series of events and helps summarize the events that occur over a given period of time.Draw a timeline on the board and ask students to identify features of a timeline,how it is organized,and how to record details o
13、n it.Ask students to explain to a partner why events listed on the far left side of the timeline are the oldest events and events on the far right are the most current.Havestudentsreadthesection“TheSorrowsandLessons of War.”Invite students to create a timeline of the events listed in this section.As
14、k students to compare their timeline to a partners.Invite volunteers to fill out the timeline on the board with the information from their own timeline.Review the sequence of events as a class.Introduce the Reading Strategy:Summarize Remindstudentsthatengagedreaderssummarizeas they read.Review with
15、students that a summary of a nonfiction book includes the main idea and the supporting details.Explain that a summary may be created for the entire book or for each section of the book.Reviewthesection“TheSorrowsandLossofWar”with students.Have students turn to a partner and identify the main idea an
16、d supporting details of this section.Remind students to include transition words,such as first,next,then,after,during,in,finally,and so on.Have students work with a partner to create a written summary of this section.Invite students to share their summaries with the class.Discuss whether each summar
17、y includes the main idea,supporting details,and transition words.VocabularyHavestudentsturntothe“WordstoKnow”boxon the title page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabulary words in the book.Poi
18、nt out the use of each 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 sent
19、ence,and a picture illustrating the meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreaboutthehistory of anime.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word t
20、hey do not understand 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 anime,
21、and where was it developed?(level 1)page 4 What is manga,and why did it become so popular?(level 2)pages 5 and 6 How did motion pictures influence anime?(level 2)pages 9 and 10 How did World War II affect anime?(level 1)page 12 How did television help shape modern anime?(level 2)pages13and14 Why is
22、anime so popular throughout the world?(level3)multiple pages How has the history of Japanese art and storytelling influenced anime?(level3)multiple pagesText Features:CaptionsExplain that captions are the text that accompany photographs and illustrations and help the reader understand them.Have stud
23、ents turn to page 5 and read the caption.Ask students the following questions:How does this caption help you understand why scrolls were replaced with manga sketches?How does this caption help the reader appreciate scrolls as an art form?Invite students to share their responses with the class.Have t
24、hem work with a partner to create captions for the cover and title page photographs.Invite them to share their captions with the class.SkillReview Drawanewtimelineontheboard.Havestudentsrereadthesection“AnimeToday.”Invitestudentsto discuss with a partner the sequence of events.Then have volunteers c
25、ome to the board and add appropriate details to the timeline.Modelusingasequenceofeventstocreate a summary.Think-aloud:Now that I have the events organized on a timeline,I will refer to these events and the main idea of the section to create a summary.A summary might be the following:Modern anime ta
26、rgets specific audiences through storylines and characters.For example,shojo is an example of manga made for girls,and shonen is manga made for boys.In the 1980s and 1990s,Japanese studios began creating full-length anime movies that popularized anime throughout the world.Anime has become an importa
27、nt part of twenty-first century storytelling.Havestudentsrereadthesectiontitled“ArtforAll.”Invite students to create a timeline of events presented in this section.Then have students work with a partner to create a written summary of the Guiding the Reading(cont.)The History of AnimeU U3 Learning AZ
28、 All rights reserved.www.readinga-section,referring to their timeline as necessary.Invite students to share their summary with the class.Modelhowtocompletethesequence events worksheet.Point out to students that they will need to discern only the most important historical facts and dates from the tex
29、t.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.SkillReviewWorksheet:Sequence eventsReview the sequence events worksheet that students completed.Have students share and dis
30、cuss their work with a partner and then share details with the rest of the class.Have students create a written summary of the entire book referring to the information on their worksheet.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with t
31、he book are provided to be used for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Students responses should include the following details:Anime is a Japanese animation style used in film and television.Anime first took
32、 form in drawings and sketches for people to enjoy.The introduction of animation and television led to anime appearing in TV shows,movies,and video games.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Past-tense verbs Askstudentswhetherthis
33、bookdescribeseventsthatoccurred in the past,present,or future and how they know.Point out that because the majority of the book addresses historical events,many of the details in the text describe things that happened in the past.Review or explain that a verb is an action word.Have students provide
34、examples of verbs.Point out that by adding the suffix-ed to a verb,it becomes a past-tense verb,or a word that describes an action that happened in the past.Have volunteers provide several examples of regular past-tense verbs.Point out that past-tense verbs are not always created by adding the suffi
35、x-ed to a verb.Write the word write on the board.Invite a student to the board to change the word write to its past-tense form(wrote).Explain that verbs that have a different spelling for their past-tense form are called irregular past-tense verbs.Havestudentsreturntopages4and5.Invitethemto work in
36、their small groups to underline the irregular past-tense verbs.Have volunteers share their findings and record the words on the board.Then invite students to identify the present-tense form of each word.Check for understanding:Have students work with apartnertorereadthesection“FromCuriousSketchestoC
37、omics.”Guidethemtocircletheregular past-tense verbs and underline the irregular past-tense verbs.Discuss these verbs as a class.Independent practice:Introduce,explain,and have students complete the past-tense-verbs worksheet.If time allows,discuss their answers.WordWork:Compoundwords Writethewordlif
38、elike on the board.Ask students which two words were joined together in the word lifelike.Ask students to offer a definition of the word on the basis of its components.Explain that this word is called a closed compound word and that a compound word contains two words that together create one meaning
39、.Explain that the definitions of the two separate words can help students figure out the meaning of the bigger word.Readpages5and6,includingthecaptions,aloudwhile students follow along.Have them highlight the closed compound words on these pages(artwork,woodblock,everyone,sketchbook).Write the compo
40、und words on the board.Then invite volunteers to identify the two words within each compound word and to provide a definition for the compound word.Invite another volunteer to use the compound word in a sentence.Check for understanding:Have students work in small groups to locate all of the closed c
41、ompound words inthesection“CartoonsSpringtoLife.”Havethem list the compound words on a separate piece of paper and identify the two words that make the compound word.Then have them use each compound word in a complete sentence.Independent practice:Introduce,explain,and have students complete the closed-compound-words worksheet.If time allows,have students share their responses.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)