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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Fungus Among UsLesson PlanLeveLV VAbout the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,546Book SummaryFungus Among Us is a book about the thousands of different types of fungi that scientists have identified.Many scientific te
2、rms are explained and defined,such as kingdoms and photosynthesis.The book highlights fungi that are harmful as well as those that are useful.It also points out some of the obscure forms of fungi in addition to the more obvious types.Photographs and diagrams support the text.About the LessonTargeted
3、 Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestionstounderstandtext Identifydetailstocompareandcontrastdifferenttypesoffungi Understandtheuseofadashaspunctuation RecognizeandusesynonymsMaterialsGreen text indicates resources available on the website B
4、ookFungus Among Us(copy for each student)Chalkboardordryeraseboard Dictionariesandthesauruses KWLS,compare and contrast,dash,synonyms worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedby projecting the book on interactive whiteboard or complete
5、d with paper and pencil if books are reused.)Vocabulary Content words:antibiotic,bacteria,budding,buttons,cap,decompose,enzymes,fruiting body,fungi,fungicides,germinate,gills,hyphae,infectious,kingdoms,lichen,mildew,mold,mycelium,mycologist,nutrients,organisms,photosynthesis,reproduce,species,sporan
6、gia,spores,stalk,yeastBefore ReadingBuild Background Writethewordfungus on the board.Show students examples of different types of fungi picturedinthetext.Askthemtodescribewhattheyseeanddiscusswhatdifferenttypesoffungithey may already know about,such as molds,mushrooms,or mildews.CreateaKWLSchartonth
7、eboardandhandouttheKWLS worksheet.RevieworexplainthattheK stands for knowledge we know,the W stands for information we want to know,the L stands for the knowledge we learned,and the S stands for what we still want to know about the topic.Asvarioustopicsarediscussed,fillinthefirstcolumn(K)on the boar
8、d with information students know about the topic.Have students complete the same section of their KWLS chart.Askstudentswhattheywouldliketoknowaboutfungi.Havethemfillinthesecondsection(W)oftheirchart.Writetheirquestionsontheclasschart.2 Learning AZ,Inc.All rights reserved.www.readinga-Fungus Among U
9、sLesson Plan(continued)LeveLV VPreview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type of book it is and what it might be about.Showstudentsthetit
10、lepage.Discusstheinformationonthepage(titleofbook,authorsname).Point out the glossary and index;ask volunteers to explain the uses of each.Introduce the Reading Strategy:Ask and answer questions Discusswithstudentshowhavingpriorknowledgeaboutthetopic,andaskingandansweringquestionswhilereading,canhel
11、preadersunderstandandremembertheinformationinabook.Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewoftheinformationinabookandhowitisorganized.Afterpreviewingthetableofcontents,useittomodelaskingquestions.Think aloud:I can use the table of contents to think of que
12、stions I would like to have answered about fungi.For example,chapter 2 is titled“The Many Kinds of Fungi.”This makes me wonder how many different kinds of fungi exist in the world and what they are called.Ill have to read the book to find out.Ill write this question on the chart.Havestudentslookatth
13、eotherchaptertitles.Havethemwriteanyquestionstheyhavebasedonthe covers and table of contents in the W section of their KWLS chart.Havestudentspreviewtherestofthebook,lookingatillustrations,photos,andcaptions.Invitestudentstoreadthroughtheglossaryandindex.Havethemaddanyadditionalquestionstheymighthav
14、eontheirKWLSchart.Invitestudentstosharetheirquestionsaloud.Writesharedquestionsontheclasschart.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytoundersta
15、ndconceptsinabookistotellhowinformationisalike and different.Readpages4and5aloudwhilestudentsfollowalongsilently.Modelhowtocompareandcontrast using clues from the text.Think-aloud:In this chapter,I learned that fungi are similar to and different from plants.Fungi and plants are both living things.Ho
16、wever,I read that plants carry out a process called photosynthesis to acquire their food,while fungi absorb nutrients by releasing enzymes into their surroundings.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Fungi and the right circle Pl
17、ants.explain that information telling how fungi and plants are similar is written where both circles overlap.Information that is only true of fungi is written in the left side of the left circle.Information that is only true of plants is written in the right side of the right circle.Havestudentsiden
18、tifyothersimilaritiesanddifferencesbetweenfungiandplantsbasedontheinformation on pages 4 and 5.Write this information on the venn diagram.Introduce the Vocabulary Asstudentspreviewthebook,askthemtotalkaboutwhattheyseeinthephotosanddiagrams.Reinforcethevocabularywordstheywillencounterinthetext.Explai
19、ntostudentsthatsometimestheywillnotfindanycontextcluesthatdefineanunfamiliarword.Modelhowstudentscanusetheglossaryoradictionarytolocateawordsmeaning.Have a volunteer read the definition for organisms in the glossary.Have students follow along on page 4 as you read the sentence in which the word orga
20、nisms is found to confirm the meaning of the word.3 Learning AZ,Inc.All rights reserved.www.readinga-Fungus Among UsLesson Plan(continued)LeveLV V Writethewordorganisms on the board.List examples of organisms mentioned on page 4,such asmold,mushrooms,andyeast.Askstudentstogiveexamplesofotherorganism
21、stheymayknow of and list them on the board.Havestudentslocateeachoftheremainingcontentvocabularywordsintheglossary.Readanddiscuss their definitions as a class.Set the Purpose Havestudentsthinkaboutwhattheyalreadyknowaboutfungiastheyreadthebooktofindanswerstotheirquestions,andwritewhattheylearnedinth
22、eL section of their KWLS chart.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage6totheendofpage9.RemindthemtolookforinformationaboutfungithatwillanswerquestionsontheirKWLSchart.Encouragestudentswhofinish early to go back and reread.Whenstudentshavefinishedreading,havethemcircl
23、eanyquestionsontheirKWLSchartthatwereansweredandwriteanynewquestionsthatweregenerated.Modelansweringaquestionandfillinginthethirdsection(L)on the KWLS chart.Think-aloud:I wanted to know how many different types of fungi there are and what some of them are named.I found out that scientists have ident
24、ified more than 100,000 species of fungi.Kinds of fungi include yeasts,molds,mildew,and mushrooms.I noticed that the third chapter is titled“Fungi That Are Harmful.”I wonder if there are any yeasts,molds,mildew,and mushrooms that are harmful to eat.I will write this question on my chart.Havestudents
25、writeanswerstothequestionstheycircledintheL section on their KWLS chart.Invitethemtosharetheinformationtheylearnedandthequestionstheygeneratedastheyreadthebook.RecordsharedresponsesontheclassKWLSchart.Reviewwithstudentstheinformationaboutyeastandmoldonpages7and9.Discussanysimilarities and difference
26、s between these two kinds of fungi(similarities:are fungi,reproduce by spores,can be in food;differences:yeasts are single-celled,but molds are multi-celled).Write this information in a venn diagram on the board.Check for understanding:Have students read to the end of page 13.Have them write answers
27、 they found while reading in the LsectionoftheirKWLSchartandadditionalquestionstheyraisedin the Wsection.Invitethemtosharetheinformationtheylearnedandthequestionstheygenerated as they read pages 11 through 13.Write shared responses on the class KWLS chart.Have students work with a partner to compare
28、 and contrast mildew and yeast.Have them underlinetheinformationintheirbook.Discusstheirresponsesandwritetheinformationonaclass venn diagram on the board.Havestudentsreadtheremainderofthebook.RemindthemtolookforandwriteanswerstotheirKWLSchartquestions,aswellastolookforinformationtocompareandcontrast
29、.Encouragethemtoaddnewquestionstheymighthavetotheirchartastheyread.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,
30、theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.4 Learning AZ,Inc.All rights reserved.www.readinga-Fungus Among UsLesson Plan(continued)LeveLV VReflect on the Reading Strategy Think-aloud:I wanted to know if any types of yeasts,
31、molds,mildews,or mushrooms were harmful to eat.I learned that although it is safe to eat some kinds of mushrooms and mold,other kinds contain poisons that can make you very sick.I read that some kinds of molds are used to make certain types of cheese.I also learned that a harmful fungus called bligh
32、t killed almost all of the chestnut trees in the United States in the early 1900s.AskstudentstosharequestionstheyaddedtotheirKWLSchartwhilereading,andaskthemwhatquestionswereanswered(ornotanswered)inthetext.Havestudentswriteanswerstheyfound while reading under the L column on their KWLS worksheet.Re
33、inforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps readers interested in the topic.It also encourages them to keep reading to find answerstotheirquestionsandhelpsthemunderstandandenjoywhattheyhaveread.Pointouttostudentsthatalloftheirquestionsmaynothavebeenansw
34、eredinthistext.Brainstormothersourcestheymightusetolocateadditionalinformationtoanswertheirquestions.Invitestudentstofillinthefinalsection(S)on their worksheet with information they would still like to know about fungi.Reflect on the Comprehension Skill Discussion:Reviewwithstudentshowinformationiso
35、rganizedinaVenndiagramontheboard.Havestudentsworkwithapartnertoidentifysimilaritiesanddifferencesbetweenathletesfootand ringworm.Have them write the information in a venn diagram on a separate piece of paper.Independent practice:Introduce,explain,and have students complete the compare-and-contrast w
36、orksheet by comparing mold with another kind of fungus from the book.If time allows,discuss their answers.Enduring understanding:This book educates readers about the different types of fungi and their many characteristics.Now that you know this information,why is knowing about fungi important?Build
37、Skills Grammar and Mechanics:Dash Revieworexplainthatadash()isapunctuationmarkusedtoindicateabreakoromission.Itisalso used to clarify information within a sentence.Directstudentstopage10inthebook.Writethefollowingsentenceontheboard:Mildews are fungi that are parasiticthat is,they live in or on organ
38、isms that they feed on.Askstudentshowthe dash is used in this instance(to clarify what parasites are).Directstudentstopage18.Writethefollowingsentenceontheboard:It is difficult to tell the poisonous kinds from the nonpoisonous kindsunless you are a very experienced mushroom hunter.Askstudentshowthed
39、ashisusedinthisinstance(toaddathoughttotheendofthesentence).Pointouttostudentsthedifferencebetweenadashandahyphen.Havestudentsturntopage7andlocatethewordbread-making.Revieworexplainthathyphensareusedincompoundadjectives,and that hyphens are shorter in length and are used to connect two words.Directs
40、tudentstopage10inthebook.Writethefollowingsentenceontheboard:The umbrella-like parts that you see above the surface live only for a few daysjust long enough to produce spores.Askavolunteertocometotheboardandcirclethedash(aftertheworddays).Askstudents how the dash is used in this instance(to clarify
41、how long the umbrella-like parts are visible).Point out the hyphen in the compound adjective umbrella-like.Check for understanding:Have students find and circle the dashes used on page 12.Have them write how the dash is used in each instance on the page.Independent practice:Introduce,explain,and hav
42、e students complete the dash worksheet.If time allows,discuss their responses.5 Learning AZ,Inc.All rights reserved.www.readinga-Fungus Among UsLesson Plan(continued)LeveLV VWord Work:Synonyms Writethewordusefulontheboard.Askstudentstosuggestawordthatmeansalmostthesamething(beneficial,handy,helpful)
43、.Revieworexplainthatawordthatmeansthesameoralmostthe same as another word is called a synonym.Askstudentstoexplainwhytheuseofsynonymsisimportantinwriting(theyhelptodescribesomething in text,they make the writing more interesting and varied,and so on).Writethefollowingsentencefromthecaptiononpage9ont
44、heboard:Use a microscope and look closely at the mold that grows on stale bread.Circlethewordstale.Askstudentstousethecontext and picture clues in the sentence to suggest a word that means the same or almost the same as stale(old,hard,and so on).Write these words on the board.Askstudentswhatthediffe
45、rencesmightbebetweenstalebreadandoldbread.Askthemtoexplain how the word stale allows readers to get a more accurate description of the bread,rather than just using its synonym old.Point out that not all synonyms are the most appropriate word in a sentence,so writers need to think carefully about whi
46、ch word best expresses the thought.Showstudentsathesaurus.Modelhowtolocatesynonymsforthewordstale in the thesaurus.Write the synonyms on the board.Tell students to look for the root or base word if they cannot findthewordtheyrelookingforinthethesaurus.Check for understanding:Givepairsofstudentsathes
47、aurus.Askthemtolocatesynonymsfortheword better and write them on a separate piece of paper.Then have them choose one of the synonyms and use it to write a sentence on the paper.If needed,provide additional practice using a thesaurus.Independent practice:Introduce,explain,and have students complete t
48、he synonyms worksheet.If time allows,check their responses.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriend
49、s.Have students compare and contrast two objects in their home and write the information in a venn diagram.Extend the ReadingExpository Writing ConnectionHave students use the venn diagram they completed on their compare-and-contrast worksheet to write a paper about the two fungi they chose.Have the
50、m separate the information into threeparagraphsjustastheyareseparatedontheVenndiagramwritingoneparagraph for each section.If time allows,invite them to illustrate their work and read their writing aloud in small groups.Science Connection Reviewtheexperimentonpage19:Grow Your Own Fungus.Supplytheequi