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1、The Red BaronLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:1,015Book SummaryThe Red Baron was the most feared pilot in the skies during World War I.With eighty victories in aerial combat,Manfred von Richthofen
2、will be forever remembered as the leading ace of the conflict.The Red Baron describes Richthofens life,focusing on his military career,pilot training,and rise to prominence,while framing his experiences in the historical context of World War I.Photographs,illustrations,and maps support the informati
3、on in the text.Book and lesson are also available for Levels W and Z.About the LessonTargeted Reading Strategy RetellObjectives Retelltounderstandtext Sequenceeventsinthetext Analyzeandusecompoundsentences Identifyandusetheprefixesbi-and tri-MaterialsGreen text indicates resources that are available
4、 on the website.BookThe Red Baron(copy for each student)Chalkboardordry-eraseboard Photographsandillustrationsofdifferentplanes Highlighters Posters Sheetsofpaper Photographsandillustrationscutoutofanextracopyofthebook Sequenceevents,compoundsentences,prefixesbi-and tri-worksheets Discussion cardsIn
5、dicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Cont
6、ent words:Story critical:biplane(n.),nobles(n.),pilot(n.),trenches(n.),triplane(n.),World War I(n.)Enrichment:cavalry(n.),combat(n.),officer(n.)Before ReadingBuild Background Havestudentsraisetheirhandiftheyhaveflownonanairplanebefore.Askstudentstoshowwith a facial expression how they feel when they
7、 fly.Invite volunteers to share with the rest of the class their feelings about flying.The Red BaronLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga- Placeontheboardphotographsandillustrationsofdifferenttypesofplanes.Havestudentspointtoalltheplanestheyrecognize.Pointtoapi
8、ctureandhaveavolunteerexplaintotheclassthetypeofplaneandhowitisused.Identifytheplanesthatstudentsdontrecognize.Havestudentsworkingroupstoclassifytheplanesasonesusedforfightingandonesusedforpeaceful purposes.Invite volunteers to come to the board and group the planes into the two categories.Invite ot
9、her students to rearrange the pictures as necessary until the pictures are correctly classified.Point out that many kinds of planes have been used in wars over the past hundred years.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Hav
10、estudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Retell Reviewwithstudentsthatengagedreaderss
11、topnowandthenwhilereadingtoretellintheirminds what is happening in the story.Remind them that a retelling includes as many details as the reader can remember and all the most important details.Explaintostudentsthataretellingdescribeseventsfromastoryinthecorrectorder.Pointoutthatabiographyisaretellin
12、gofapersonslife.Explaintostudentsthattheretellingofabiographywillfollow a persons life from beginning to end and will involve the most important dates and events from the subjects life.Readaloudpage4andmodelhowtoretelltheinformation.Think-aloud:As I read this story,I will frequently stop and retell
13、in my mind what I have learned.The first page of Richthofens biography introduced the war that shaped his life.World War I began in 1914.Theairplanewasarecentinvention,butthousandsofmenweretrainedtofightintheskies.Thesemenwerepioneersofanewwarfaretechnology.Someofthembecamefamousfortheirskillin plan
14、e combat.Manfred von Richthofen,also called the Red Baron,was the most famous of them all.This is how I would retell the first page of the biography.I used my own words to describe as many details as I could remember.Havestudentsdiscusswithapartnerthedifferencebetweentheretellingfromthethink-aloudan
15、dtheparagraphfrompage4.Invitevolunteerstosharetheirthoughtswiththerestoftheclass.Explaintostudentsthataretellingisinthereadersownwordsandwillthereforebedifferent from the text in the story.Remindstudentsthatabiographyfollowsapersonslifeinchronologicalorder.Pointouttostudents the information on this
16、page is an introduction about World War I and Richthofens roleasapilot.Explaintostudentsthatbiographiesoftenbeginwithanintroductionorahookto grab the readers interest before backing up and describing the life of the biographys subject from the beginning.Havestudentsplacestickynotesonthebottomofpages
17、7,9,11,13,and15.Explaintostudentsthat as they read,they will stop each time they see a sticky note to think about what has happened in the story so far and to retell the information in their own words.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in
18、 this section.Introduce the Comprehension Skill:Sequence eventsReview or explain that knowing the order in which the events happen in a text is important to understanding the story.Point out that in a biography,the events described are either major events in the subjects personal history or importan
19、t historical events connected to the subjects life.The Red BaronLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga- Remindstudentsthatanauthorusestransitionwordstoorganizetheorderofevents.Writeon the board transition words such as first,next,then,and finally,and have studen
20、ts read the words aloud.Point out that in a biography,an author also uses dates and ages to describe the sequenceofevents.Modelsequencingtheeventsofapersonslife,usingyourownasamodel.Think-aloud:To describe the sequence of events of my life,I would start with the day I was born and then continue desc
21、ribing the major events and dates in my life.I was born on May 25,1979.When I was just over one year old,my sister was born,in August of 1980.I started school in 1984 when I was five.I went to Brichta Elementary School for kindergarten.I graduated high school in 1997 and began my college years at th
22、e University of Arizona.I graduated college in 2002,when I was 23 years old.(Adaptthink-aloudtopersonalinformation.)Recordthedatesandeventsontheboardasyoudescribetheminthethink-aloud.Draw a timeline on the board.Review with students how to fill in a timeline,and remind students thatatimelineorganize
23、sthedatesofeventsrelatedtoasubject.Pointoutthatatimelineisasequenceofevents.Beginthetimelinewithyourbirthdate.Drawapointattheverybeginningoftheline,andwritethedateabovethepointandthecorrespondingevent(yourbirth)beneaththeline.Havestudents work with a partner to examine the dates on the board and to
24、identify which event camenext.Callonastudenttoidentifythenextimportantevent.Continuethisprocessuntil alldatesarerecordedandorganizedinthecorrectsequenceonthetimeline.Erasetheinformationfromthetimeline,leavingitemptyforthestory.WritethewordsThe Red Baronabovetheblanktimeline.Explaintostudentsthatthey
25、willbecreatingatimelinetoorganizethe important events related to Richthofens life.Askstudentstopointtothedateonpage4andcallitouttothefrontoftheclass.Write1914 on the board,and have students share with a partner what happened on that date(the start of World War I).Remind students that this biography
26、began with an introduction to grab the readersinterestbutthatitwillbackupandstartatthebeginningonthenextpage.Explainthatitisimportanttokeeptrackoftheactualsequenceofevents,evenwhenthestorymaypresent some events out of order for narrative effect.Point out that they can add this date to the timeline w
27、hen they know where it fits in Richthofens life.Introduce the VocabularyRemind students of the strategies they can use to sound out words they dont know.For example,they can use what they know about letter and sound correspondence to figure out the word.They can look for words within words,and prefi
28、xes and suffixes.They can use the context to work out the meanings of unfamiliar words.Writethesixstory-criticalvocabularywordsonposters,andplacethepostersatthefrontoftheclass.Breakstudentsintosixgroups,andassigneachgrouptoaposter.Havegroupsdiscussthe definition of the word on their poster,referring
29、 to its context in the story to guide their discussion.Havestudentsrecordadefinitionforthewordontheposter.Then,havegroupsrotate to the left and repeat the process for the new word.Afterthegroupshavehadachancetoworkateachposter,askstudentstoreturntotheirseats.Review the posters with students,and guid
30、e them to a consensus on a definition for each word.Write the words and their definitions on the board.Havestudentsturntotheglossaryonpage16.Remindthemthataglossaryisalistofwordsandtheirdefinitionsrelatedtothestory.Havestudentsfindthefirstvocabularywordandreaditsdefinition aloud.Discuss how the glos
31、sary definition compares to the definition on the board.Repeat the process for the remaining vocabulary words.Havestudentsworkwithapartnertofindphotographsorillustrationsfromthebookthatbestillustrate each vocabulary word.Point to a word on the board,and invite volunteers to share withtherestofthecla
32、ssthephotographorillustrationtheychoseandwhy.Continuewith the remaining vocabulary words.The Red BaronLesson Plan(continued)LEVELT T4 Learning AZ All rights reserved.www.readinga-Set the Purpose HavestudentsreadtofindoutmoreaboutthelifeofManfredvonRichthofen,theRedBaron.Remindstudentstoretellastheyr
33、ead,andencouragethemtokeepthesequenceofeventsproperlyorganizedintheirretelling.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage4totheendofpage7.Encouragethosewhofinishearlytogobackandreread.Remindstudentsofthestickynoteatthebottomofpage7.Havestudentstakeafewmomentstoretellint
34、heirmindwhattheyhavereadsofar.Remindstudentsthataretellingofabiographyinvolvesthesequenceofeventsfromapersonslife,as well as important historical events connected to the subject of the biography.Pass out highlighters to each student,and have them highlight all the dates and ages from the first four
35、pages of the story.HavestudentsdiscusswithapartnerwhattheylearnedaboutRichthofenslifeonpages5through7.Invitevolunteerstoshareadetailwiththerestoftheclass,andrecorddetailsontheboard.Discuss with students the dates associated with these events.Discusswithstudentsthesequenceoftheeventsrecordedontheboar
36、d.BeginthenewtimelinebyrecordingRichthofensbirthatthefirstpointontheline.Askstudentstohelpfillinthetimelinebyidentifyingthenextdateorevent.Continueuntilallpertinentinformationfrompages5through7isrecordedonthetimeline.Pointtothedate1914 written on the board.Remind students that this date was mentione
37、d in theintroductionasthestartofWorldWarI.Askstudentstopointtothespotonthetimelinewhere this date belongs.Reviewwithstudentsthewordsauthorsusetoorganizeasequenceofevents,suchastransitionwordsandages.Havestudentsdiscusswithapartnerthetransitionwordstheywouldusetodescribe the events on the timeline(fi
38、rst,next,then,and finally).Invite volunteers to share with the rest of the class a transition word,and record it above the specified date on the timeline.DiscusswithstudentshowRichthofensagecorrespondstoimportantdatesinthetimeline.Havestudents point to the sentences that describe his age,and show st
39、udents where these details fit onthetimeline.Addhisagetothebottomofthetimelineattheappropriatespots.Pointoutthatthetimelineandthedetailsontheboardwillguidetheretellingandhelpkeeptheeventsintheretellingintherightsequence.Modelretellingpage5.Think-aloud:On page 5,the story started its description of M
40、anfred von Richthofens life from the beginning.When I retell the information from this page,I include as many details as I can remember and describe them in the correct sequence of events.My retelling is as follows.Manfred vonRichthofenwasborninGermanyin1892.Hisfamily,withasisterandtwobrothers,werem
41、inornobles.Sometimes,peoplecalledRichthofenabaron.Helikedtohuntandridehorses.SinceRichthofens father was an officer in the cavalry,he wanted his sons to join the military,too.When Richthofenwaseleven,hewassenttomilitaryschool.Hewasagoodathlete.Hefinishedschooland then became a cavalry officer in 191
42、1.That is how I would retell information from this page.A correct sequence of events is necessary for an understandable retelling.Havestudentsretelltheinformationfrompage6toapartner.Remindthemtousetheirownwords in the retelling and to refer to the timeline and the story as necessary.Askstudentstodis
43、cusswithapartnerthedifferencebetweentheretellingandthetimeline.Explaintostudentsthataretellingincludesallthedetailsanddescriptionsfromastory,while atimelinelistsjustthemostimportanteventsandtheirdatesinthecorrectsequence.Pointoutthat a retelling should include more information than a timeline shares
44、.Check for understanding:Havestudentsreadpages8through11.Remindstudentstostopateverysticky note and retell in their mind what they have read.The Red BaronLesson Plan(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga- Havestudentshighlightthedatesandagesdescribedonthesefourpagesofthest
45、ory.HavestudentsworkingroupstodiscusstheeventsfromRichthofenslifeasdescribedonthesepagesofthestory.Havethemdecidewhatimportanteventsanddatesbelongonthetimeline.Invite volunteers to help you continue the timeline on the board by identifying the next date andeventforyoutorecord.Continueuntilalldatesan
46、deventshavebeenenteredonthetimelineinthecorrectsequenceofevents.Pointoutthattheeventsaredescribedinconcisewording,andonlythemostimportantdetailsare included.Havestudentspracticeretellingtheinformationfrompages8and9toapartner,referringtothetimelineontheboard.Askstudentstouseappropriatetransitionwords
47、foreachevent,andremindthem that the retelling will involve more details and descriptions than a timeline.Havestudentsreadtheremainderofthebook.Askstudentstohighlightalltheremainingdates in the book.Remind them to stop at each sticky note and retell in their mind what they haveread,focusingonthecorre
48、ctsequenceofevents.Encouragestudentstousetransitionwords in their retelling and to make sure the retelling is in their own words.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its m
49、eaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Reflect on the Reading StrategyHavestudentsdiscusswithapartnerthedetailsfromtheconcludingpagesofthebiography.Invitevolunteers to s
50、hare a detail with the rest of the class,and record the information on the board.Think-aloud:The last page of the biography concludes the story.First,it discussed the theories on who actually shot Richthofen.It might have been a Canadian pilot or an Austrian gunner,but no one knows for sure.At the t