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1、Two DaughtersLesson PlanLEVELG G1 Learning AZ All rights reserved.www.readinga-About the Book Text Type:Fiction/Fable Page Count:12 Word Count:169Book SummaryAnna and Emma are sisters with a father who loves them very much.Anna becomes a gardener when she grows up while Emma becomes a brickmaker.The
2、 father wants both girls to be happy,but one daughter needs lots of rain for her work while the other needs lots of sunshine.The father wants to root for both of his daughters,but is put in a difficult position.He learns something important about life and happiness in this classic Greek fable.About
3、the LessonTargeted Reading Strategy RetellObjectives Retelltounderstandtext Compareandcontrast Discriminateshortvowel/i/sound Identifyshortvoweli Understandandapplysubject-verbagreement UnderstandandarrangewordsinalphabeticalorderMaterialsGreentext indicates resources that are available on the websi
4、te.BookTwo Daughters(copy for each student)Chalkboardordry-eraseboard Dictionaries Stickynotes Compareandcontrast,subject-verbagreement,shortvoweli worksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingthebookonaninteractivewhiteboardor
5、completedwith paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:became,both,every,more Content words:Story critical:brickmaker(n.),daughters(n.),dry(v.),gardener(n.),lesson(n.),wished(v.)Before R
6、eadingBuild Background Writethewordwish on the board.Ask students if they know what it means to wish for something.Invitethemtosharetheirideas.Havestudentsdiscusshowawishissimilartohavinghopeforsomething.Discussthedifferencebetweenwishingforsomethingandhavinghope.Two DaughtersLesson Plan(continued)L
7、EVELG G2 Learning AZ All rights reserved.www.readinga- Writethewordfableontheboard.Explaintostudentsthatafableisamake-believe,orfiction,storythatoftenteachesthereaderalesson.Explaintostudentsthatthisstoryisafableandwillteach a valuable lesson.Book WalkIntroduce the Book Givestudentstheircopyoftheboo
8、k.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what typeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).P
9、reviewthepicturesinthestory.Remindstudentsthatthepicturesinthestorygivecluesaboutthestoryandcharacters.Askstudentswhattheyexpecttoreadaboutinthebookonthebasisofwhattheyseeinthepictures.(Acceptallanswersthatstudentscanjustify).Introduce the Reading Strategy:Retell Explaintostudentsthateffectivereader
10、sstopnowandthenduringreadingtoretellintheirmindwhatishappeninginthestory.Explainthatretellingabookwillhelpthemremember and understand what they are reading.Explaintostudentsthataretellingusesasmanydetailsfromthestoryaspossibleandrecountsthesedetailsinthesameorderastheyappearedinthestory.Pointoutthat
11、aretellingwiththedetails out of order would not make sense.Modelretellingusingafamiliarstory,suchasThe Three Little Pigs.Think-aloud:When retelling TheThreeLittlePigs,I will use as many details as I can,in the correct order.In this story,there are three pigs that want to build a house of their own.T
12、he first pig decides to build his house out of straw.The big bad wolf comes along and asks the little pig to let him in.The pig tells him no,so the wolf huffs and puffs and blows his house down.The little pig runs away.The second pig decides to build his house out of sticks.The big bad wolf comes al
13、ong and asks the little pig to let him in.The pig says no,so the wolf huffs and puffs and blows his house down.The second pig runs away.Continueretellingindetailtotheendofthestory.Invitestudentstosuggestinformation for the retelling of the story.Havestudentsplacestickynotesonpages4,6,8,10,and12.Expl
14、ainthatastheyread,theyshould stop on these pages to think about what has happened so far in the story.Encourage students to retell in their mind what happens in the story as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Int
15、roduce the Comprehension Skill:Compare and contrastExplaintostudentsthatonewaytoorganizenewinformationinastoryistoexplainhowobjectsarealikeanddifferent.Writethewordscompare and contrastontheboard.Remindstudentsthatexplaininghowthingsarealikeiscalledcomparingandexplaininghowthingsaredifferentis calle
16、d contrasting.Writethewordalike under compare and the word different under contrast.DrawaVenndiagramontheboard.LabeltheleftsideDog and the right side Cat.ModelhowtocompareandcontrastusingtheVenndiagram.Think-aloud:I can compare and contrast a dog and a cat.A dog barks,but a cat meows.I will write ba
17、rks on the left side of the Venn diagram,under the heading Dog to show that only a dog barks.Similarly,I will write meows on the right side of the Venn diagram under the heading Cat to show that only a cat meows.A dog and a cat can both be a pet though,so I will write can be a pet on the diagram whe
18、re the circles overlap to show one way that these animals are the same.Havestudentsworkwithapartnertothinkofotherwaysthatthetwoanimalsarealikeanddifferent.Invitevolunteerstosharetheiranswers.RecordstudentresponsesontheVenndiagram under the appropriate headings.Two DaughtersLesson Plan(continued)LEVE
19、LG G3 Learning AZ All rights reserved.www.readinga-Introduce the VocabularyWhilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,whilelookingatthepictureonpage4,youmightsay:It looks as though the girl in the picture is working in a garden.She is using something to help h
20、er tend to the plants.Remindstudentstolookatthepictureandletterswithwhichawordbeginsorendstofigureoutadifficultword.Forexample,writethewordgardener on the board,then point to the word gardeneronpage4andsay:I am going to check the picture and think about what would make sense to figure out this word.
21、The picture shows a girl working in a garden.A word for someone who works in a garden is gardener.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordgardenerinthedictionary.Inviteavolunteertoreadthedefinitionforgardener.Have them compare this definition with their prior knowle
22、dge of the word.Havestudentsfollowalongonpage4asyoureadthesentenceinwhichthewordgardener isfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremaining vocabulary words.Set the Purpose Havestudentsreadtofindoutmoreaboutthetwosisters,AnnaandEmma.Remindthem to stop frequently to retell in their
23、 mind the details of the story as they read.During ReadingStudent Reading Guide the reading:Give students their copy of the story.Have them read to the end of page 5 and then stop to think about what has happened so far in the story.Encourage students who finish earlytorereadthetext.Modelretelling.T
24、hink-aloud:I stopped after a few pages to retell in my mind what I had read so far.I learned that a farmer had two daughters,Anna and Emma,whom he loved very much.Anna grew up to be a gardener,and Emma grew up to be a brickmaker.They both worked hard every day.DrawanotherVenndiagramontheboard.Labelt
25、heleftsideAnna and the right side Emma.Havestudentsrereadpages4and5.PointoutthatAnnaandEmmaarealikebecausetheyareboth daughters to the farmer.Ask for a volunteer to tell how Anna and Emma are different(AnnaisagardenerandEmmaisabrickmaker).Say:I will write both daughters to the farmer in the middle o
26、f the Venn diagram,and I will write gardener under the Anna heading and brickmaker under the Emma heading.Introducethecompare-and-contrastworksheet.Have students write what they know so far about Anna and Emma on the Venn diagram.Check for understanding:Havestudentsreadtotheendofpage8.Havethemretell
27、whattheyhave read so far.Ask them to write on their Venn diagram the two different things that Anna and Emma wished for(Anna,rain,and Emma,sunshine).Have students record any addition information on their worksheet.Havestudentsreadtheremainderofthebook.Astheyread,remindthemtoretellwhattheyhave read s
28、o far and think about other things that are alike and different from the events in the story.Have students make a small question mark in their book beside any word they do not understand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifan
29、y,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Two DaughtersLesson Plan(continued)LEVELG G4 Learning AZ All rights reserved.www.readinga-Reflect on the Reading Strategy Retellindetailtheeventsofthestoryafterthefarmerlistenedtohisdaugh
30、terswishes.Think-aloud:If Emma got her wish,Anna would be unhappy,and if Anna got her wish,Emma would be unhappy.The farmer learned the important lesson that everyone cannot be happy all the time.Havestudentsretellthestoryfromthebeginningtoapartner.Listenforwhethertheyincludethefollowing:correcteven
31、tsindetail,eventsinorder,maincharacters,problem,andsolution.Reflect on the Comprehension Skill Discussion:Reviewthemeaningsofcompare and contrast using the Venn diagram on the board.Have students direct you how to further fill out the Venn diagram.Independent practice:Havestudentscompletethecompare-
32、and-contrastworksheet.Iftimeallows,discuss their responses.Enduring understanding:A fable is a story that teaches a lesson to the reader.At the end of this story,insteadofhelpinghisdaughters,thefatherdecidestohelpnoone.Whatkindoflessoncan be learned from the father in this story?Build SkillsPhonolog
33、ical Awareness:Short vowel/i/sound Saythewordbrickaloudtostudents,emphasizingtheshortvowel/i/sound.Havestudents say the word aloud and then say the short vowel/i/sound.Readpages5and6aloudtostudents.Havestudentsraisetheirhandwhentheyhearawordwith the short vowel/i/sound(brickmaker,bricks,his,if,wishe
34、d).Check for understanding:Saythefollowingwordsoneatatimeandhavestudentsgivethethumbs-upsignalifthewordhastheshortvowel/i/sound:kid,sit,late,wish,time,if.Phonics:Short vowel i Writethewordbrick on the board and say it aloud with students.Havestudentssaytheshort/i/soundaloud.Then,runyourfingerunderth
35、elettersinthe word as students say the whole word aloud.Ask students to identify which letter represents the short/i/sound in the word brick.Havestudentspracticewritingtheletteri on a separate piece of paper while saying the short /i/sound.Check for understanding:Writethefollowingwordsthathavethesho
36、rt/i/soundontheboard,leavingofftheshort/i/:kiss,with,fish,tin,his,win.Sayeachword,oneatatime,andhavevolunteers come to the board and add the short vowel/i/to each word.Independent practice:Introduce,explain,andhavestudentscompletetheshort-vowel-i worksheet.Iftimeallows,discusstheiranswers.Grammar an
37、d Mechanics:Subject-verb agreement Writethefollowingsentenceontheboard:The boy ride in the car.Readitaloud,andhavestudentssharewithapartnerwhatiswrongwiththesentence.Inviteavolunteertosharewiththeclasshowtochangethesentencesoitiscorrect.Changethesentencesoitreadsasfollows:The boy rides in the car.Re
38、adthesentencealoudandaskstudentstosharewiththeclasswhether the sentence sounds correct.Explaintostudentsthatwritingfollowsrulesabouthowtheverbinasentenceworkswiththesubjectofthesentence.Thesubjectandtheverbmustagree.Underlinethewordsthe boy and circle the word rides.Pointoutthattheverbforridingmustm
39、atchthesubject,the boy.Explaintostudentsthatwhenthesubjectissingular,whichmeansone,theverbendsinanSs.Writeanewsubjectontheboard,forexample,girl.Writeseveralverbsontheboard,suchas run,swim,and jump.Havestudentsworkingroupstopairthesubjectwiththeverbs,andremindthemtomakesurethesubjectandverbagree.Two
40、DaughtersLesson Plan(continued)LEVELG G5 Learning AZ All rights reserved.www.readinga- Check for understanding:Writeseveralothersentencesontheboardandhavestudentsworkwithapartnertodecideofthesubjectandverbagree.Independent practice:Introduce,explain,andhavestudentscompletethesubject-verb-agreementwo
41、rksheet.Iftimeallows,discusstheiranswers.Word Work:Alphabetical orderRevieworexplaintheprocessofputtingalistofwordsinalphabeticalorder.Remindstudentsthatifthefirstlettersoftwowordsarethesame,theymustcomparethenexttwolettersinstead.Writethewordsdaughters and brickmakerontheboard.Haveavolunteerexplain
42、whichwordwould appear first in alphabetical order(brickmaker)and why(because Bb comes before Dd in the alphabet).Writethewordsgardener and girlontheboard.Pointoutthatthewordsbeginwiththesameletter(Gg).Ask a volunteer to tell which word would appear first in alphabetical order and toexplainhisorherth
43、inking(gardener,because the second letter,a,in gardener comes before the second letter,i,in girl).Writethewordslearned and lessonontheboard.Haveavolunteerexplainwhichwordwouldappear first in alphabetical order(learned)and why.Check for understanding:Writethewordswished and wish on the board.Have stu
44、dents write thewordsinalphabeticalorderandexplaintheirthinkingonaseparatepieceofpaper.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,ca
45、regivers,siblings,orfriends.Havestudentsretellthestorytosomeoneathome.Remindthemtocompareandcontrast the characters,Anna and Emma,in the retelling.Extend the ReadingInformational Writing ConnectionReadseveralfamiliarfablestostudents.Havestudentscreatetheirownfable.Withapartner,havestudents compare a
46、nd contrast the characters in the story and write a sentence telling what lesson islearned.Remindstudentsafableisamake-believestorythatteachesalesson.Iftimeallows,havestudentssharetheirstorieswiththeclass.Displaystudentsworkintheclassroom.Visit WritingAZ.com for a lesson and leveled materials on inf
47、ormational writing.Social Studies ConnectionDiscussdifferenttypesofcareersthatyoucanpursue.Provideinformationaboutthesecareersanddiscusshowtheyarelikeanddifferentfromoneanother.Discusshowthemightbeclassifiedinto groups,based on things they have in common.Have student write a fact they learned about
48、acareerandillustrateit.Iftimeallows,discussthecareersofbrickmakingandgardeningasmentioned in the story.Two DaughtersLesson Plan(continued)LEVELG G6 Learning AZ All rights reserved.www.readinga-Skill ReviewDiscussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovide
49、dasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessay orasajournalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for readi
50、ng.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.AssessmentMonitor students to determine if they can consistentlyusethestrategyofretellingtounderstandtextduringdiscussion;accuratelycompareandcontrastobjectsduringdiscussionandonaworksheet;accurately