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1、1Discovery in the Americas?Lesson PlanLEVELWW Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:22 Word Count:1,609Book SummaryReaders explore the cultures of the ancient Maya,Inca,and Anasazi people.They also also introduced to a discussion abo
2、ut whether or not the Europeans were the first people to discover the Americas.The author concludes that when discussing the presence of the Europeans,the word explored rather than discovered might be more appropriate.Maps,charts,and photographs enhance the text.About the LessonTargeted Reading Stra
3、tegy ConnecttopriorknowledgeObjectives Usethereadingstrategyofconnectingtopriorknowledgetorememberinformationintext Understandandidentifyauthorspurpose Recognizesingularandpluralsubjectsandlinkingverbs Understandandusethesuffix-ionMaterialsGreen text indicates resources available on the website Book
4、Discovery in the Americas?(copy for each student)Chalkboardordryeraseboard Fictionbooks,atlas,newspapereditorialorad Authorspurpose,linkingverbs,suffix-ionworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookoninteractivewhiteb
5、oardorcompletedwithpaperandpencilifbooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:civilizations(n.),flourishing(v.),intact(adj.),native(adj.),perspective(n.),ruins(n.)Enrichment:archaeologists(n.),architecture(n.
6、),kivas(n.),murals(n.),Native American(n.),petroglyphs(n.),quinoa(n.),suspension bridge(n.),terrace(n.)Before ReadingBuild Background DiscusswhatstudentsknowaboutChristopherColumbus.Askiftheyknowwhichcountryhecamefrom,what he hoped to find while exploring and why,if students believe he discovered Am
7、erica.AskstudentstotellwhattheyknowabouttheancientculturesoftheAnasazi,Maya,andInca.AskiftheythinkthesepeoplewereinAmericabeforeColumbusarrivedintheAmericas.2Discovery in the Americas?Lesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givest
8、udentsacopyofthebook.Havethempreviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthis is and what it might be about.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname).Directstudentstothetableofcontentsonp
9、age3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Eachsectiontitleprovidesanideaofwhattheymightreadaboutinthebook.Askstudentstoreadthenoteonthetableofcontentspage.Tellstudentsthattheauthorincludedthisinformationtoletthemknowhowtoreadandinterpretthemapsinthisbook.Introduce the Read
10、ing Strategy:Connect to prior knowledge Explaintostudentsthathavingsomepriorknowledgeofthetopictheyaregoingtoreadabout,andmakingaconnectionwithwhattheyknowwhiletheyarereading,helpsthemunderstandandremembertheinformationinthebook.Modelhowtousepriorknowledgeasyoupreviewthebook.Think-aloud:The illustra
11、tion on the front cover looks like a painting of a European explorer or conqueror.The picture on the back cover looks like the cliff dwellings in Colorado where the Anasazi Indians lived.I wonder how the author will connect the explorers with the Anasazi and the discovery of America.Modelusingthetab
12、leofcontentsasawaytoconnecttopriorknowledge.Think-aloud:I know that many people believe Christopher Columbus discovered America.I know that the Maya,Anasazi,and Inca are ancient cultures that existed in the Americas.The title of section 5 makes me think Im going to read about someones point of view.
13、In this book,Im guessing that it has to do with the discovery of America.Havestudentspreviewtherestofthebook,lookingatphotos,illustrations,andcaptions.Showstudentstheboxestitled“DoYouKnow?”andexplainthattheyprovideadditionalinformation about the topic.Showstudentstheglossaryandexplainitspurpose.Asst
14、udentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforb
15、asewords,prefixes,andsuffixes.Theycanusethecontexttoworkoutmeanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstofindtheboldwordcivilizations on page 7.Model how they can use context clues to figure out the meaning of the word.Explain that the meaning of the word is hinte
16、d at in the sentences that come before it.Read the three sentences aloud,emphasizing the words people and these people.Tell students that by thinkingabouttheseclueswithinthecontextofthebook,itisreasonabletothinkthatthewordcivilization means groups of people.Read the sentence,substituting the phrase
17、for the unfamiliar word.Askstudentsifthesentencemakessense.Havestudentscheckthemeaningbylookingintheglossaryatthebackofthebook.Set the Purpose HavestudentsthinkaboutwhattheyknowaboutthediscoveryofAmericaastheyreadthebook.3Discovery in the Americas?Lesson Plan(continued)LEVELWW Learning AZ All rights
18、 reserved.www.readinga-During ReadingStudent Reading Guide the reading:Discussopinion.Explainthatapersonsopinionishisorherbeliefaboutsomethingandthatitmayormaynotbesupportedbyfacts.Provideanexample.Say:America is the greatest country in the world.Explain that this is an opinion because it tells how
19、someone feels.A person from another country may feel differently.Havestudentsreadtotheendofpage7.Iftheyfinishbeforeeveryoneelse,theycangobackand reread.Askstudentswhattheythinktheauthorwantsthereadertothinkabout.(IsColumbusresponsiblefordiscoveringAmerica?)Discusstheauthorsdefinitionofdiscovery on p
20、age 5.(Discovery is when something is found or seen for the first time.)Askstudentsiftheyagree with this definition.Modelconnectingtopriorknowledge.Think-aloud:On page 7,the author wrote,ColumbuswasnotthefirstpersontosetfootintheAmericas.I agree with this statement because I learned that the Anasazi
21、 were in the Southwest a long time before Columbus arrived.Havestudentsreadtheremainderofthebook,thinkingaboutwhattheyknowaboutthediscovery of America as they read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussi
22、on that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Discusshowmakingconnectionswitheventsinthetextthatstudentsknowsomethingaboutkeepsthemactive
23、lyinvolvedinthereadingprocessandhelpsthemrememberwhattheyread.Teach the Comprehension Skill:Authors purpose Discussion:Askstudentsifreadingthisbookchangedanyoftheirbeliefsoropinionsaboutthediscovery of America and,if so,how.Introduce and model:Review or explain that authors write with a purpose in m
24、ind.Write the followingphrasesontheboard:to inform or teach,to entertain,to persuade or convince.Explain that an author usually has one of these three reasons in mind when writing,but some writers haveallthree.Tellstudentsthatitisoftenpossibletodeterminetheauthorspurposebylookingatthecontentsofthebo
25、okandthinkingaboutthewordstheauthoruses.Forexample,turntopage6andexplainthatthemaponthispageisusedtoprovideadditionalinformationaboutthetopic,asaretheotherillustrations,photographs,andmapsinthebook.Showstudentsafictionbookandexplainthatthewritinginthistypeofbookismeanttoentertain,asaretheillustratio
26、ns.Selectandreadafunny,scary,ormysteriouslinefromtheselectedbook.Explainthatthesewordsarecluesthatshowtheauthorwantstoentertainthereader.Nameothertypesofentertainingbooks,suchasadventure,mysteries,andsciencefiction.Showstudentsanadoreditorialfromanewspaper.Explainthatthistypeofwritingismeanttopersua
27、de or convince the reader.Read a convincing or persuasive statement aloud.Explain that thesewordsshowthattheauthorwantstoinfluencethewaythereaderthinksorbelieves.4Discovery in the Americas?Lesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.readinga- Check for understanding:Askstudents
28、totellsomethingtheyvereadinwhichtheauthorspurposewastoinformorteach(textbook,biography).Askstudentstothinkofsomethingtheyvereadthatwasentertaining(comics,fictionbooks).Askstudentsforanexampleofsomethingtheyvereadthatwaspersuasiveorconvincing(magazinead,editorial).Askstudentswhattheythinktheauthorspu
29、rposewasinwritingDiscovery in the Americas?(to teach about the cultures that existedintheAmericasbeforeColumbusarrived).Discusshowtheauthorsopinionmighthaveinfluencedhiswriting(theauthorbelieveditwasinaccuratetosaythatColumbusdiscoveredAmericawhenothercultureswerealreadylivinghere.Hiswritingsupports
30、hisopinion.)Independent practice:Havestudentscompletetheauthorspurposeworksheet.Discuss student responses.Extend the discussion:Write Dont believe everything you read on the board and discuss how the messagepertainstothisbook.Build Skills Grammar and Mechanics:Subjects and linking verbs Revieworexpl
31、ainthatalinkingverbdoesnotshowaction.Explainthatitlinksthesubjecttoawordthateitherdescribesthesubjectorgivesthesubjectanothername.Reviewthelinkingverbs:am,is,are,was,were.Havestudentsfindthefirstsentenceonpage9.Readthesentencewithstudentsandaskthemtotellthesubjectofthesentence(Maya).Write the senten
32、ce on the board and circle the word Maya.Explainthatitisapluralsubjecteventhoughitdoesnotendin-s.Remind students that a pluralsubjectmusthaveapluralverbinorderforthesentencetobewrittencorrectly.Underlinethelinkingverbwere.Askstudentsiftheverbshowsaction(no).Havethemtellwhatwordislinkedtothesubjectwi
33、thwere(farmers).Check for understanding:Havestudentsreadthefirstsentenceonpage10.Havethemidentifythesubject(Chichen Itza),thelinkingverb(was),andtheworditlinkstothesubject(city).Havethemtellifthisisasingularorpluralsubjectandlinkingverb.Havestudentsunderlinesubjects,linkingverbs,andwordsthatarelinke
34、dtothesubjectonpage 16.Discuss student responses.Independent practice:Give students the linkingverbsworksheetto complete.Word Work:Suffix-ion Revieworexplainthatasuffixisagroupoflettersaddedtotheendofabasewordthatchangesthe meaning of the word.Havestudentsfindthewordirrigationonpage15.Askthemtotellw
35、hatthebasewordis(irrigate).Explain that when the suffix is added to a word that ends in a silent-e,the-e is dropped if the suffix begins with a vowel.If the suffix begins with a consonant,the-eiskept at the end of the word.Havestudentstellwhatthesuffix-ion means(the act or process of something).Writ
36、e the words irrigate and irrigation on the board.Explain that adding the suffix changes the verb to a noun.Check for understanding:Writethefollowingwordsontheboard:react,educate,create,and act.Havestudentsaddthesuffix-ion,tell the new meaning,and use the new word in a sentence.Independent practice:G
37、ive students the suffix-ionworksheet.Discuss their responses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreadingpartsofthebooktoeachother.5Discovery in the Americas?Lesson Plan(continued)LEVELWW Learning AZ All rights reserved.www.
38、readinga-Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionAsagroup,brainstormtopicsthatelicitopinionsinstudentsforexample,schooluniforms,mandatorybikehelmetlaws,ordogleashlawsinpublicparks.Havestudentsusethebookasamode
39、l.Havethempresentaquestionabouttheirtopic,describesomedifferentpointsofview,provideinformationthatsupportstheirpointofview,andcometoaconclusion.Havestudentspresent their points of view to the group.Visit Writing AZ for a lesson and leveled materials on expository writing.Social Studies Connection Pr
40、ovide print and Internet resources for small groups of students to research the Incan,Mayan,or Anasazicultures.Havethempreparepostersandoralpresentationsthatprovideinformationabouttheir agricultural practices,architecture,dress,and beliefs.Skill Review Discussion cardscoveringcomprehensionskillsands
41、trategiesnotexplicitlytaughtwiththebook are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforeread
42、ingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethestrategyofmakingconnectionstopriorknowledgetounderstandnonfictiontext understandandidentifyauthorspurposeintextandcompleteaworksheet recognizesingularandpluralsubjectsandlinkingverbsthatagreeinnumber;applyknowledgeinaworksheet understandandusethesuffix-iontocreatenewwords;usethesuffix-ion to complete aworksheetComprehension Checks BookQuiz Retelling Rubric