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1、In a Chinese GardenLesson PlanLeveLF F Learning AZ,Inc.All rights reserved.www.readinga-About the Book Text Type:Nonfiction/Descriptive Page Count:12 Word Count:96 Book SummaryThe book In a Chinese Garden introduces students to the features of a Chinese garden and the Chinese characters that represe
2、nt some of the objects in it.Repetitive phrases,supportive pictures,and high-frequency words make this book a good choice for emerging readers.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyofvisualizingtounderstandtext Makeinferences Discriminateinitialconsonants
3、ound/w/IdentifyinitialconsonantWw Recognizenouns IdentifythemeaningofChinesecharactersMaterialsGreentextindicatesresourcesavailableonthewebsite BookIn a Chinese Garden(copy for each student)Chalkboardordryeraseboard Indexcards Visualize,initialconsonantWw,foreignvocabularyworksheets Discussion cards
4、Indicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary High-frequencywords:and,can,for,from,Im,it,looks,on,or,see,so,they,too Contentwords:Chinese,garden,glad,mirror,rocks,stand
5、,strong,trees,water Before Reading Build Background Writethewordgardenontheboardandpointtothewordasyoureaditaloudtostudents.Repeattheprocessandhavestudentssaythewordaloud.Askstudentswhattheypictureintheirmindwhentheyhearthewordgarden.Invitethemtosharewhattheypictured.Discusswithstudentsthedifferentt
6、ypesofgardens(vegetable,flower,andsoon),andencouragethemtoexplainwhattheymightseeineachkindofgarden.1In a Chinese GardenLesson Plan(continued)LeveLF F Learning AZ,Inc.All rights reserved.www.readinga-Book WalkIntroduce the Book Showstudentsthefrontandbackcoversofthebookandreadthetitlewiththem.Askwha
7、ttheythinktheymightreadaboutinabookcalledIn a Chinese Garden.(Acceptallanswersthatstudents can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Writethefollowingrepetitivephrasesontheboard:I see _ and Im glad for _.Read the phrasesaloud,pointingtothewordsasyo
8、ureadthemtostudents.Havestudentsreadthemaloud.Explainthatthesewordsrepeatthroughoutthebook.Introduce the Reading Strategy:Visualize Explainthatgoodreadersoftenvisualize,orcreatepicturesintheirmind,astheyread.Readersoftenusewhattheyalreadyknowaboutatopicandwordsfromthetexttomakethepicturesintheir min
9、d.Readpages3and4aloudtostudents.Modelhowtovisualize.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 topic Im reading about.This helps me understand the book.For example,when I read about visiting the Chinese g
10、arden,I pictured walking through the gate without doors and seeing pools of shiny,smooth water.When I read that it looked like a mirror,I pictured the reflection of trees and the gate in the still water.Introduceandexplainthevisualizeworksheet.Rereadpages3and4withstudents.Askthemtodrawwhattheyvisual
11、izedastheyheardthepagesreadaloud.Invitethemtosharewhattheydrew on their worksheet.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Make inferences Explainthatauthorsdontalwaysusedetailstoexplaineverythi
12、ngthathappensinabook.Sometimestheygivereaderscluestofigureoutwhattheydidntsaywithwords.Readershavetousecluesfromthestoryandwhattheyalreadyknowtomakeaguess.Thisiscalledmakinganinference.Readpage4aloudtostudents.Modelhowtomake an inference.Think-aloud:When I read page 4,I thought about the water looki
13、ng as smooth as a mirror.I know that when the wind blows,water moves and makes ripples or waves.When the wind is not blowing,water can be still and smooth.Based on the clues from the book and what I know,I can infer,or guess,that the wind is not blowing in the garden.Thinking about what I already kn
14、ow can help me read and understand the information in the book.Invitestudentstoinferwhatthenarratorseesinthewaterandtoexplaintheirthinking.(Forexample:thetrees,thebuilding,therock,theclouds;anythingthatisabovethewaterwillmakeareflectiononstillwater.)Introduce the Vocabulary Remindstudentstolookatthe
15、pictureandtheletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,pointtothewordbeautifulonpage10andsay:I am going to check the picture and think about what would make sense to figure out this word.The Chinese garden is pretty.When I look at the first part of the word,it starts with
16、/b/.However the word pretty starts with the/p/sound,so this cant be the word.I know that another word for pretty is beautiful.The word beautiful starts with the/b/sound.The sentence makes sense with this word.The word must be beautiful.Set the Purpose HavestudentsreadtofindoutwhatisinaChinesegarden.
17、Remindthemtothinkaboutthecluesfromthestoryandwhattheyalreadyknowtohelpthemmakeinferencestobetterunderstandandvisualizethebook.2In a Chinese GardenLesson Plan(continued)LeveLF F Learning AZ,Inc.All rights reserved.www.readinga-During Reading Student Reading Guidethereading:Givestudentstheircopyoftheb
18、ook.Askthemtoplaceafingeronthenumberinthebottomcornerofapage.Havestudentsreadtotheendofpage6,usingtheirfinger to point to each word as they read.encourage students who finish before others to draw ontheirworksheetsomethingtheyvisualizedastheyread.Modelvisualizing.Think-aloud:As I read,I visualized t
19、he huge rock.I pictured how small I would look standing next to it.I pictured the large shadow it cast on the ground,as well as its rough surface.Invitestudentstosharewhattheydrewontheirworksheet.Discusshowthenarratordescribedtherock(huge,strong,will not move,will not fall down).Askpairsofstudentsto
20、usethestorycluesandwhattheyalreadyknowtoinferwhethertherockislightorheavy.Havethemexplaintheirthinking.Check for understanding:Havestudentsreadtotheendofpage8.Invitethemtodrawontheirworksheetsomethingtheyvisualizedwhilereading.Whentheyhavefinishedreading,invitestudents to share what they drew on the
21、ir worksheet.Reviewwithstudentsthenarratorsdescriptionofthetrees(theystandtall,theygiveshade,restunderthemonasunnyday).Askstudentstoinferwhatthetemperaturemightbeoutsideinthegarden(warm).Discussinformationfromthebookandstudentspriorknowledgethatsupportstheirinference(thetreesgiveshade,thenarratorisg
22、ladtorestunderthem,thesunisshining;thetemperatureintheshadeiscoolerthaninthesunshine,thenarratorisgladtobeintheshade).Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetovisualizeandtousewhattheyknowandthecluesfromthebooktomakeinferences.Havestudentsmakeaquestionmarkintheirbookbesideanywo
23、rdtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinthediscussionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:As I read,I continue
24、d to create pictures in my mind of the garden and the things described in it.When I read page 10,I pictured the narrator walking though the peaceful garden.I pictured how calm everything looked.I pictured the narrator smiling because the garden was a beautiful place to visit.Creating pictures in my
25、mind helped me better enjoy reading the book.Reflect on the Comprehension Skill Discussion:Askstudentswhethertheythinkthenarratorenjoyedhisvisittothegarden(yes).Discussthetextcluesandpriorknowledgetheyusedtohelpthemmaketheirinference(thenarratordescribedthegardenasbeautifulandpeacefulandsaidhewouldr
26、ememberit;whensomeoneusespositivewordstodescribesomethingandsaysheorshewillrememberit,itsasignofenjoyment).Enduring understanding:Inthisbook,youlearnedthatthebooksnarratorisgladtohavewater,trees,androckshewasthankfulforthesethings.Nowthatyouknowthisinformation,whataresomethingsyouarethankfultohave,a
27、ndwhyareyougladtohavethem?Build Skills Phonological Awareness:Discriminate initial consonant/w/Saythewordwateraloudtostudents,emphasizingthe/w/sound.Havestudentssaythewordaloudandthensaythe/w/sound.3In a Chinese GardenLesson Plan(continued)LeveLF F Learning AZ,Inc.All rights reserved.www.readinga- R
28、eadpages3and4aloudtostudents.Havethemraisetheirhandwhentheyhearawordthatbegins with the/w/sound.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordbeginswiththe/w/sound:wall,mirror,warm,will,huge.Phonics:Initial consonant Ww Writethewordwaterontheboar
29、dandsayitaloudwithstudents.Havestudentssaythe/w/soundaloud.Thenrunyourfingerunderthelettersinwater asstudentssaythewordaloud.Askstudentswhichletterstandsforthe/w/soundinthe word water.Check for understanding:Writethefollowingwordsthatbeginwiththe/w/soundontheboard,leavingofftheinitialconsonant:win,w
30、ill,wit.Sayeachwordwithstudents,oneatatime.Havevolunteerscometotheboardandaddtheinitialconsonantw to each word and say the newwordaloud.Independent practice:Introduce,explain,andhavestudentscompletetheinitialconsonantWw worksheet.Iftimeallows,discusstheiranswers.Grammar and Mechanics:Nouns Showstude
31、ntsapictureofaperson,a place,and a thing.Askvolunteerstoidentifythepictures.Explainthatsomewordsnameaperson,aplace,orathing.Thesenamingwordsarecallednouns.Invitestudentstogiveexamplesofaperson,aplace,andathing.Havestudentsturntopage3intheirbook.Invitethemtoreadthefirstsentencetogether,pointingtothew
32、ordsasyoureadthemaloud.Askstudentstopointtothewordthatnames aplace(garden).Readthesecondsentencealoudwithstudents,pointingtothewordsasyoureadthemaloud.Askstudentstopointtothewordsthatnamethings(gate,doors).Then have them point to the word that names a person(I).Check for understanding:Havestudentsre
33、readthestoryandunderlinethenouns.Whentheyhavefinished,discusswhetherthenounstheyunderlinednameaperson,aplace,orathing.Word Work:Foreign vocabulary Writethefollowingwordsfromthestoryontheboardorchartpaper:gate,rock,tree,water.Readeachwordaloudwithstudents.ExplainthatthesewordsarewrittendifferentlyinC
34、hinese.PointoutthattheChineselanguageusesdifferentsymbolsfromthealphabetletters.Havestudentsturntopage3.Havethemusethepictureandwordsonthepagetotellwhatthecharacter on this page stands for(gate).Discuss why this character might be used for the word gate(itisshapedlikeagatewithdoors).Discussthecharac
35、tersfortheotherwordsandwhytheymighthavebeenusedtorepresent each word.Check for understanding:Havestudentsworkwithapartnertowritethewordsgate,rock,tree,and wateronlargeindexcards.Havethemusepages11and12inthebooktowritethecorrectChinesecharacterforeachwordonthebackoftheindexcard.Havepairsofstudentstak
36、eturnsshowingtheChinesecharacterforeachwordandaskingtheirpartnertoguesstheEnglishequivalent.Independent practice:Introduce,explain,andhavestudentscompletetheforeignvocabularyworksheet.Iftimeallows,discusstheiranswers.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependentlyorwithap
37、artner.Additionally,partnerscantake turns reading parts of the book to each other.4In a Chinese GardenLesson Plan(continued)LeveLF F Learning AZ,Inc.All rights reserved.www.readinga-5Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudentsexplaintos
38、omeoneathomethetextcluesandpriorknowledgetheyusedtomake inferences.Extend the ReadingDescriptive Writing and Art ConnectionHavestudentsdrawapictureofaplacetheyhavevisitedandenjoyed.Havethemwriteadescriptionof their drawing.Social Studies ConnectionHavestudentsmakealistofcommonclassroomobjects.Haveth
39、emuseprintorInternetresourcestoidentifytheChinesesymbolforeachobject.AskthemtodrawthesymbolnexttotheEnglishword.Invitethemtosharewhattheylearned.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.Thefollowingisalistofso
40、mewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgam
41、e.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:accuratelyandconsistentlyshareexamplesofvisualizingwhilereading accuratelyusetextcluesandpriorknowledgetomakeinferencesabouttextduringdiscussionand on a worksheet accuratelydiscriminatetheinitial
42、consonant/w/soundduringdiscussion identifyandwritethelettersymbolthatstandsforthe/w/soundduringdiscussionand on a worksheet correctlyidentifynounsintextduringdiscussion accuratelyidentifythemeaningofspecificChinesesymbolsduringdiscussionandon a worksheet Comprehension Checks BookQuiz RetellingRubric