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1、Veterans DayLesson PlanLEVELU U1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,758Book SummaryWhat does it mean to be a veteran?Why do we have a special holiday to honor veterans?This book will answer these questions and more
2、.It discusses how Veterans Day got its start,why we celebrate it on November 11,and what you can do to help or honor a veteran.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Identifyauthorspurpose Recognizeanddistinguishbetweenregular
3、andirregularpast-tenseverbs Understandandusesyllablepatternstodividetwo-andthree-syllablewordsMaterialsGreentext indicates resources available on the website BookVeterans Day(copy for each student)Chalkboardordryeraseboard Visualize,past-tenseverbs,syllablepatternsworksheets Discussion cards Indicat
4、es an opportunity for students to mark in the book.(All activities may 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 crit
5、ical:armistice(n.),casualties(n.),civilian(n.),combat(n.),recognition(n.),sacrifice(n.)Enrichment:allies(n.),dedication(n.),draft(n.)post-traumatic stress disorder(n.),stationed(v.),tuition(n.)Before ReadingBuild Background Showstudentsthefrontandbackcoverphotosofthebook.Askthemiftheyhaveheard of Ve
6、terans Day or if they know anyone who is a veteran.Allow time for students to share their background knowledge.Veterans DayLesson Plan(continued)LEVELU U2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversan
7、dreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.
8、Remindstudentsthatthetableofcontentsprovides anoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisof what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreadersoftenvisualize,or
9、makepicturesintheirmind,astheyread.Readersusewhattheyalreadyknowaboutatopicandthewordsfromthetexttomakepictures in their mind.Modelhowtovisualizeusingthetitle.Think-aloud:When I read a book,I pause after a few pages or after reading a description of something to create a picture in my mind of the in
10、formation Ive just read.This helps me to better understand what I am reading.For example,when I read the title Veterans Day,I pictured the parade I went to last Veterans Day,where everyone was given a small flag to wave.Invitestudentstosharewhattheyvisualizedwhentheyheardthetitleofthebook.Havethemco
11、mpare the picture in their mind with the picture on the front cover.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Explaintostudentsthatanauthorusuallyhasareason,orpurpose,forwritingab
12、ook.Thepurpose is to inform,entertain,or persuade.Explainthattoinform means to give someone information about something;to entertain means to amuse someone;and to persuade means to convince someone to think about or do something in a new way.Readthetitleandthefirstparagraphonpage4aloud.Modelhowtoide
13、ntifyauthorspurpose.Think-aloud:When authors write,they have a reason,or purpose,for writing their book.They want to inform me,entertain me,or persuade me.After reading the title and the first page of this book,I think the author wants readers to learn facts and information about Veterans Day and wh
14、at it means to be a veteran,so I think her purpose is to inform readers.Sometimes authors write for more than one purpose,so I will keep reading to see if she also wants to entertain us or persuade us.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounte
15、r.Forexample,whilelookingatthepictureonpage12andreadingthecaption,youmightsay:This is a great photograph of a soldier who has returned home after being stationed in Iraq.Remindstudentstolookatthepicture,thepartsofachallengingword,andthesentencesbeforeandaftertheword.Forexample,pointtothewordcasualti
16、es onpage5andsay:This word looks similar to the word casual.I wonder if it is related.I also notice that it ends in-ies.I am going to check the sentences around this word and think about what word would make sense in this sentence.The paragraph talks about the Great War in 1917 and how many people f
17、ought in it.When I use all of these strategies,I think this word is casualties.That is a word Ive heard used before that means people who have died or been injured in a battle.Casualtiesmakes sense in the sentence,and it looks and sounds right too.Pointouttheglossaryatthebackofthebook.Revieworexplai
18、nthataglossarycontainsalist of words from the book and their definitions.Askavolunteertoreadtheglossarydefinitionforcasualties.Veterans DayLesson Plan(continued)LEVELU U3 Learning AZ All rights reserved.www.readinga-Set the Purpose HavestudentsreadtofindoutmoreabouthowVeteransDay.Remindthemtovisuali
19、zeastheyreadandtothinkabouttheauthorspurposeforwritingthebook.During ReadingStudent Reading Guide the reading:Have students read pages 5 through 8.Encourage those who finish early to go back and reread.Modelvisualizingandidentifyingauthorspurpose.Think-aloud:As I read page 6,I learned that the red p
20、oppy is a common symbol on Veterans Day and that this tradition started in Flanders,a region in France and Belgium.I think the authors purpose was to inform me about the symbol of the red poppy.Introduceandexplainthevisualizeworksheet.Have students draw on their worksheet what they visualizedastheyr
21、eadpages5through8.Invitestudentstosharetheirdrawings.Havethemexplaintheirdrawingsaloud.Check for understanding:Havestudentsreadtotheendofpage11.Havethemvisualizetheinformationinthesectionastheyread.Invitevolunteerstoexplainwhattheypicturedintheirmindwhentheyreadaboutallthewayspeoplehonorveterans.Ask
22、studentstodrawinthenextboxoftheirworksheetwhattheypicturedwhilereadingthissection.Askstudentstoexplaintheauthorspurposeinthissection.Askiftheycontinuetothink it is to inform or whether she entertained or persuaded the reader in any way on these pages.Askstudentstoshareandexplaintheiranswers.Havestud
23、entsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeastheyreadtherestofthestoryandtokeepinmindtheauthorspurpose.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
24、word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember
25、 important information from the book.Think-aloud:When I read page 15,I tried to imagine what it must feel like for these veterans to come home after having been involved in heavy fighting.This helped me to understand how important veterans are to our country and the sacrifices they have made.Indepen
26、dent practice:Havestudentscompletethevisualizeworksheetfortwoothersections of the book.If time allows,have them share their drawings.Reflect on the Comprehension Skill Discussion:Reviewwithstudentsthethreemainpurposesthatauthorshaveforwriting.Ask if they think it is possible for an author to have mo
27、re than one purpose when writing.Forexample,isitpossibleforanauthortoinformandentertainreadersatthesametime?Enduring understanding:In this book,you learned about veterans and the sacrifices they have made.You also learned about how Americans remember and honor them each year.Now that you have read t
28、his book,why do you think it is important to remember veterans each year on November 11?Veterans DayLesson Plan(continued)LEVELU U4 Learning AZ All rights reserved.www.readinga-Build SkillsGrammar and Mechanics:Past-tense verbs WritethephrasesRegular Past Tense and Irregular Past Tense on the board.
29、Then write the followingsentenceontheboard:Veterans are people who serve in the U.S.Armed Forces.Underlinetheverbserve and ask students to identify the verb tense(present).Askavolunteertochangethesentencetopasttense(Veterans are people who served in the U.S.Armed Forces).Ask students to identify wha
30、t changed for the sentence tense to change(the suffix-edwasaddedtotheverb).Explainorreviewthatmostverbscanbechangedtothepasttense by adding-ed.Verbs that can be changed to past tense by adding-ed are called regular past-tenseverbs.ExplaintostudentsthatsincethisbookdescribeseventsinthepastandhowVeter
31、ansDaycametobe,muchofthetextiswritteninthepasttense.Havestudentsturntopage4.Readthefollowingsentencealoud:If youve ever made a sacrifice to help someone,you know it isnt easy.Pointouttheverbmadeandexplainthattheword isthepast-tenseformoftheverbmake.Invitestudentstoexplainthedifferencebetweentheforma
32、tion of the past tense for the words serve and make(thesuffix-ed was added to serve;a spelling change was required for make).Explainthatmadeisanexampleofanirregularpast-tenseverbbecauseitspasttenseisformedwithout adding-d or-ed and requires a spelling change.Check for understanding:Have students tur
33、n to page 4.Have them find and read the following sentence:Many more millions of Americans served in wars in which the United States fought.Ask studentstohighlightorcircleoneexampleofaregularpast-tenseverb(served)andoneexampleofanirregularpast-tenseverb(fought).Writetheseexamplesontheboardunder the
34、appropriate headings.Independent practice:Introduce,explain,andhavestudentscompletethepast-tense-verbsworksheet.If time allows,discuss their answers.Word Work:Syllable patterns Revieworexplainthatitisimportanttoknowhowtodividewordsintosyllablesforbothspeaking and for reading.Reviewthefollowingsyllab
35、lerulesandprovideanexampleofeach:1.Each syllable is a“beat”of a word.2.Every syllable has only one vowel sound.3.Wordsaredividedbetweensyllables.4.Acompoundwordisusuallydividedbetweenitstwobasewords.Example:fireman;fire/man5.Aprefixorsuffixusuallymakesaseparatesyllable.Example:building/build-ing Wri
36、tethewords ended,wartime,and began on the board,and ask students to say each word.Have them tell the number of syllables in each word,and write the numbers that students providednexttothewords(2,2,2).Check for understanding:Writethefollowingwordsontheboard:wounded,graveyard.Ask students to use the i
37、nside back cover of their book to write how each word should be divided into syllables.Discuss their responses.Independent practice:Introduce,explain,andhavestudentscompletethesyllable patterns worksheet.If time allows,have students discuss their answers.Build FluencyIndependent Reading Allowstudent
38、storeadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Veterans DayLesson Plan(continued)LEVELU U5 Learning AZ All rights reserved.www.readinga-Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentspr
39、acticevisualizingthestorywithsomeoneathomeandthencomparethepictures they created in their minds.Extend the ReadingInformational Writing ConnectionSincemanystudentswillbeunfamiliarwithWorldWarI,providestudentpairswithprintandInternet resources to learn more about the Great War of 1917.Ask them to wri
40、te a paragraph detailing some important details(when it began,which countries fought,the armistice,and so on).Allow pairs to find one image to print out to display with their paragraph.Visit WritingAZ.com for a lesson and leveled materials on informational writing.Social Studies ConnectionProvideInt
41、ernetaccesstoappropriatelinksforstudentstolearnmoreabouttheVeteransDayevents occurring in their own town or city.Ask them to present the information to the rest of the class.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththe bookareprovidedasanextensionact
42、ivity.Thefollowingisalistofsomewaysthesecards canbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay or as a journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutaparta
43、ndusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyusethestrategyofvisualizingtounderstandtextduringdiscussionand on a worksheet accuratelyidentifytheauthorspurposeduringdiscussion correctlydistinguishbetweenregularandirregularpast-tenseverbsduringdiscussion and on a worksheet accuratelyidentifyandunderstandhowtosyllabicatewordsfromthetextindiscussion and on a worksheetComprehension Checks BookQuiz RetellingRubric