《原版英语RAZ 教案F66-Are You From Brazil.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案F66-Are You From Brazil.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、Are You From Brazil?F F1 Learning AZ All rights reserved.www.readinga-Focus Question:What animals are from Brazil?Book SummaryText Type:Nonfiction/InformationalWhat types of animals live in Brazil?Are You From Brazil?takes readers on a beautiful photographic adventure to discover some of the fascina
2、ting animals that live in Brazil.Detailed photographs and simple sentences support early readers.Students can also practice the skills of visualizing as well as comparing and contrasting to better understand the text.Guiding the ReadingBefore ReadingBuild Background ShowstudentsamapofSouthAmericaand
3、pointout Brazil.Explain to students that Brazil is a countryinSouthAmericathatiscoveredmostlybytheAmazonrainforest.Havestudentsturntoapartner and discuss the animals that might live in the rainforest.Invite volunteers to share their answers with the class.Record these answers on the board.Havestuden
4、tschooseoneanimalfromtheboardand draw a picture of that animal.On the picture,have students write the following sentence:I think the _ lives in Brazil.Hangupthesepicturesaround the room.Introduce the Book GivestudentstheircopyofAre You From Brazil?Guidethemtothefrontandbackcoversandreadthetitle.Have
5、studentsdiscusswhattheyseeonthecovers.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.Showstudentsthetitlepage.Discusstheinformationon the page(title of book,authors name).Previewthephotographsthroughoutthebook.Remind students that the
6、 photographs in a book help explain the information in the book visually.Askstudentswhattheyexpecttoreadaboutinthe book,on the basis of what they see in the photographs.(Acceptallanswersthatstudents can justify.)Introduce the Reading Strategy:VisualizeExplain to students that engaged readers visuali
7、ze,or create pictures in their mind,as they read.Explain that readers use what they already know about a topic to make visual images.Describe to students how to use photographs in the book to add to their visualizations.Havestudentsclosetheireyesasyoureadpage4aloud.Askstudentstodrawapictureofwhatthe
8、yvisualizedwhileyouwerereading.Havestudentssharetheir visualizations with a partner and then compare them to the photograph in the book.Lesson EssentialsInstructional Focus Visualize to understand text Compare and contrast details in a text Describe information given in photographs Discriminate init
9、ial consonant/l/sound Identify initial consonant Ll Recognize and use adjectives Understand and place words in alphabetical orderMaterials Book:Are You From Brazil?(copy for each student)Compare and contrast,initial consonant Ll,adjectives worksheets Discussion cards Book quiz Retelling rubricVocabu
10、laryBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)words appear in the lesson but not the book.High-frequency words:home,live,my WordstoKnowStory critical:bill(n.),Brazil(n.),insects(n.),mane(n.),poison(n.),rodent(n.)Academicvocabulary:compare(v.)*,c
11、ontrast(v.)*Are You From Brazil?F F2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Compare and contrastDraw a Venn diagram on the board.Explain to students that often readers compare and contrast information when they are reading.When readers compare,they are looking
12、 for how items are the same,and when they contrast,they are looking for how itemsaredifferent.PointtotheVenndiagramontheboard and model how to fill it out correctly(details about how the two things are the same go in the overlapping area of the circles;details about how they are different go in the
13、outside areas of the circles).Display two photographs of animals the class has previouslylearnedaboutorisfamiliarwith.Askstudents to share with a partner how these animals are the same.Invite volunteers to share their answers with the class,and record these answers in the overlapping areas of the ci
14、rcles.Repeat with how they are different,and record these answers in the outside areas of the circles.Explain to students that as they read this book about animals from Brazil,they will be comparing and contrasting.VocabularyHavestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Pointoutthatthesewo
15、rdscan be found in the story and that understanding the meaning of each word will help them better understand what they read.Read the words aloud to students and,as a group,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each voca
16、bulary wordonaposter.Havestudentssharetheirposterswith the class.Set the Purpose Havestudentsreadtofindoutmoreaboutanimalsthat live in Brazil.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionm
17、arkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAsstudentsreadthebook,monitortheirunderstandingwith the following questions.Encourage students to support their answers by citing evidence fro
18、m the book.How is a maned wolf different from a red fox?(level 1)page4 How are the giant anteater and capybara the same?How are they different?(level 2)pages56 Why is it best to avoid touching a poison dart frog?(level 3)page 7 What part of the piranha is sharp?(level 1)page 11 Looking at the photog
19、raphs,what conclusions can you draw about the habitats in which the animals live?(level 3)multiple pages How would you classify the animals throughout the book into different groups?(level 3)multiple pagesText Features:PhotographsExplain that photographs are often used to help readers better underst
20、and the text.Read aloud page 10 to students and ask them to draw a picture oftheanimalyouarereadingabout.Havestudentsturn to page 10 and compare their picture to the photographinthebook.Askstudents:How does the photograph help you to better understand the text?Havestudentsreviewotherphotographsinthe
21、bookand discuss in groups how each helps explain the text.Invite volunteers to share their thoughts with the rest of the class.SkillReview Modelforstudentshowyoucreatevisualimagesas you read,and have them stop occasionally and draw representations of what they visualize.Invite volunteers to share th
22、eir pictures with the rest of the class.Discuss with students how their pictures compare with the pictures in the book.Havestudentsworkwithapartnerandhaveeach partner choose one animal from the book.With their partner,have students discuss how the animals are similar and different.Modelhowtocomparea
23、ndcontrasttwoanimals.Think-aloud:When I read the book,I notice that pages 5 and 6 have animals that seem very similar.Both have many traits that can be compared.I have to use both the words on the pages and the photographs to compare and contrast the two animals.Traits that are the same include the
24、following:they both have fur,they both have four legs,and they both have small ears.I can see there are some differences as well.The capybara has webbed feet,while the giant anteater doesnt.Also,their tongues are different:the anteater has a long tongue,while the capybara has a short tongue.Modelhow
25、tocompletethecompare-and-contrast worksheet.Havestudentschoosetwoanimalsfromthe story and write details that are similar and different.Then,have students discuss the details with a partner and discuss where they found their information in the book(text or photographs).After ReadingAskstudentswhatwor
26、ds,ifany,theymarkedintheir book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Guiding the Reading(cont.)Are You From Brazil?F F3 Learning AZ All rights reserved.www.readinga-SkillReviewGraphic Organizer:Compare and contrastReview the compare-
27、and-contrast worksheet that studentscompleted.Havestudentssharetheirworkingroups.Askstudentstocreateasmallgroupdiagram using two of the animals that the group chose.Havegroupsdisplaythegroupdiagramfor the rest of the class to view and discuss.Comprehension ExtensionDiscussion cards covering comprehe
28、nsion skills and strategies not explicitly taught with the book are provided for extension activities.Response to Focus QuestionHavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(Answersshouldincludeall or most of the animals from the book:maned wolf,giant anteater,capybara,poison
29、dart frog,marmoset,anaconda,toucan,piranha,and humans.)Comprehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsPhonologicalAwareness:Initial consonant/l/sound Saythewordlargest aloud to students,emphasizingtheinitial/l/sound.Havestudentssaythewordaloudandthensaythe/l/soun
30、d.Havestudents practice saying the/l/sound to a partner.Havestudentsthinkofotherwordsthatmakethe/l/sound and share them with the class.Say:Little lions like to lick lollipops late in the afternoon.Havestudentsrepeatthesentenceandemphasizethe/l/sound each time.Check for understanding:Say the followin
31、g words one at a time,and have students clap their hands when they hear a word that begins with the/l/sound:like,live,too,legs,many,Brazil,long,and little.Phonics:Initial consonant Ll Writethewordslargest and long on the board and read them aloud with students.Havestudentssaythe/l/soundaloud.Then,ru
32、nyour finger under the letters in the words largest and long as students say the whole words aloud.Askstudentstoidentifywhichletterrepresents the/l/sound in the words largest and long.Check for understanding:Havestudentslookforwords that have the initial consonant/l/sound inthebook.Havethemhighlight
33、orunderline the words as they are reading.Independent practice:Introduce,explain,and have students complete the initial consonant Ll worksheet.If time allows,discuss their answers.Grammar and Mechanics:Adjectives Explaintostudentsthatadjectives are words that describe nouns.Review with students that
34、 nouns are words that name people,places,and things.Havestudentsturntopage4andcirclethenounson the page.Askstudentswhatwordsareusedtodescribethenouns they circled.Discuss each adjective-noun pair with students.Check for understanding:Havestudentslookthroughthe book to locate other adjective-noun pai
35、rs(such as long legsonpage4).Askthemtosharewith a partner five pairs they found and confirm that each adjective describes the noun.Independent practice:Introduce,explain,and have students complete the adjectives worksheet.If time allows,discuss their answers.WordWork:Alphabeticalorder Askstudentstor
36、ecitethealphabettogether.Explain to students that words are often listed in alphabetical order,which is based on the first letter of each word.Writethenamesofafewanimalsfromthebookon the board,such as maned wolf,giant anteater,toucan,andpiranha.Pointoutthatsomeofthenames are two words.Explainthatifa
37、nitemtobealphabetizedcontainstwo words,we use the first word to determine alphabeticalorder.Askstudentswhichwordwouldcome first in this list of animals from Brazil on the basis of the first letter of each animals name.Check for understanding:Havestudentsworkin pairs to place all of the animals from the story in alphabetical order.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)