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1、Eat Like a PigLesson PlanLEVELF F1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Fantasy Page Count:12 Word Count:152Book SummaryIn this entertaining story,Pig and Poodle fix a nice dinner.Everything is going well until Pig discovers Poodle has very poor manners.What w
2、ill Pig do?Use this story to discuss the importance of proper table manners.Colorful and engaging illustrations support the text.Students will have opportunities to make,revise,and confirm predictions as well as compare and contrast characters.About the LessonTargeted Reading Strategy Make,revise,an
3、dconfirmpredictionsObjectives Make,revise,andconfirmpredictionstounderstandtext Compareandcontrast Discriminateinitialconsonantgr-blends Identifyinitialconsonantgr-blends Recognizeandusepast-tenseverbs Recognizethesuffix-ed and understand the formation of past-tense verbsMaterialsGreen text indicate
4、s resources that are available on the website.BookEat Like a Pig(copy for each student)Chalkboardordry-eraseboard Dictionaries Sheetsofpaper Compare and contrast,initial consonant gr-blend,past-tense verbs worksheets Discussioncards Indicates an opportunity for students to mark in the book.(All acti
5、vities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.High-frequency words:and,he,his Content words:Story critical:grabbed(
6、v.),manners(n.),napkin(n.),sipped(v.),slurped(v.),wiped(v.)Before ReadingBuild Background Writethewordmanners on the board and point to it as you read it aloud with students.Discusswithstudentsthatmannersarepolitebehaviorsorhabits.Askstudentstonamesomemannerstheyknowaboutandusewhileeating.Makealisto
7、ntheboard.Havestudentsdiscusswhyitmightbeimportanttousemannerswhileeating.Eat Like a PigLesson Plan(continued)LEVELF F2 Learning AZ All rights reserved.www.readinga-Book WalkIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheys
8、eeonthecovers.Encouragethemtoofferideasastowhattype of book it is(genre,text type,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustratorsname).Introduce the Reading Strategy:Make,revise,and confirm predictions Remindstudentsth
9、ateffectivereadersmakepredictionsaboutwhatwillhappeninastory.Reviewwithstudentsthatpredictionsaremadeonthebasisofcluesfromthestoryandthereaderspriorknowledge.Emphasizethatknowinghowtomakepredictionsismoreimportantthan whether the prediction is confirmed,or right.Explaintostudentsthatmakingprediction
10、scanhelpreaderslearnnewinformationandbetterremember the story.Point out that readers continue to make new predictions and revise their predictions as they read.Modelmakingpredictionsusingthecoverandtitlepage.Think-aloud:On the cover,I see a picture of a pig and a poodle eating.The poodle is talking
11、while eating.I know talking while eating is a sign of bad manners.The pig looks angry.The title of the story is Eat Like a Pig,I know that pigs are often known for being sloppy eaters.Using these clues from the text and the information I already know,I predict the story will be about the table manne
12、rs of the pig and the poodle.I also predict they will both use bad manners.As I read,I will watch to see if my predictions are confirmed.Recordyourpredictionsontheboard,usingkeywordsandpictures.Havestudentsusethethink-pair-share strategy to determine a prediction for the story:think about it,pair wi
13、th a partner and discusstheprediction,andthenshareitwiththeclass.Recordstudentpredictionsontheboard.Explaintostudentsthatastheyread,theymightlearnnewcluesthatchangetheirpredictions.Explain that they can change,or revise,their predictions when they read new details.Encourage students to revise or con
14、firm their predictions as they read.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explaintostudentsthatonewaytounderstandandorganizenewinformationinabookistoexplain how objects a
15、re alike and different.Write the words compare and contrast on the board.Point out that explaining how things are alike is called comparing and explaining how things are different is called contrasting.Write the word alike under compare and the word different under contrast on the board.DrawaVenndia
16、gramontheboard.LabeltheleftsideDog and the right side Pig.Modelhowtocompareandcontrastadogandapig.Think-aloud:I can compare and contrast a dog and a pig.A dog has thick fur covering its body,and a pig has some hair on its body but mostly just skin.I will write thick fur on the Venn diagram under the
17、 Dog heading and hair and skin under the Pig heading to show one way these two animals are different.I know a pig and a dog both have four legs.I will write four legs on the diagram where the circles overlap to show one way these two animals are alike,or similar.Askstudentstosuggestotherwaysadoganda
18、pigaresimilaranddifferent.Writestudentresponses on the Venn diagram under the appropriate headings.Eat Like a PigLesson Plan(continued)LEVELF F3 Learning AZ All rights reserved.www.readinga-Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,wh
19、ile looking at the picture on page 4,you might say:It looks as though Pig and Poodle sat down to have a nice dinner.Pig put the napkin on his lap,but Poodle put the napkin on his neck.What is a napkin?Yes,it is a piece of paper or fabric used to wipe food from the mouth or hands.What kind of napkin
20、do you usually use at dinner?Writethefollowingstory-criticalwordsontheboard:grabbed,sipped,slurped,and wiped.Pointoutthatthesewordscanbefoundinthestoryandthatunderstandingthemeaning of each word will help them better understand the story.Giveeachstudentablankpieceofpaper.Havestudentsdividethepaperin
21、tofoursectionsandwrite one vocabulary word in each section.Then,have students illustrate each vocabulary word on the basis of prior knowledge.Once students have illustrated each vocabulary word,have them share and discuss each word with a partner.Asaclass,discussthemeaningofeachvocabularyword.Modelh
22、owstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordgrabbed in the dictionary.Invite a volunteer to read the definition for grabbed.Havestudentscompare the dictionary definition with their definition.Havestudentsfollowalongonpage8asyoureadthesentenceinwhichthewordgrabbed is foundtoco
23、nfirmthemeaningoftheword.Askstudentstolookatthepictureonpage8forclues about the meaning of the word grabbed.(Poodleshandsarereachingout,andthepieis in them.This is usually what happens when someone reaches out quickly to take hold of something.)Repeattheexercisewiththeremainingvocabularywords.Set th
24、e Purpose HavestudentsreadtofindoutmoreaboutPigandPoodle.Remindthemtomakepredictions on the basis of clues in the story and the pictures,as well as to think about how Pig and Poodle are alike and different as they read.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage3totheend
25、ofpage5.Encouragethose who finish early to go back and reread.Modelmakingandrevisingpredictions.Think-aloud:Now that I have read the beginning of the story,I can stop and check my predictions.One of my predictions was this story would be about the table manners of Pig and Poodle.I was right,so this
26、prediction is confirmed.My other prediction was that both Pig and Poodle would use bad manners.So far,only Poodle has used bad manners at the table.He has put the napkin around his neck and used his paws to eat.I want to revise my prediction.I predict that Pig will use good manners,and Poodle will u
27、se bad manners.I also predict that Pig will help Poodle learn how to act at the table.What new predictions can you make using the details we just read?Writeyourrevisedpredictionontheboard.WritetheletterC next to the confirmed prediction.Havestudentssharewithapartneratleastonenewpredictionforthestory
28、.Invitestudentstoshare new predictions with the rest of the class,and record them on the board.Reviewwithstudentsthepredictionstheymadeearlier.Havestudentspointoutanypredictionsthat were confirmed.Ask volunteers to write the letter C next to each confirmed prediction.Invite students to share any rev
29、ised predictions they want to make.Add these predictions to the board.Introducethecompare-and-contrast worksheet.Label the left side Pig and the right side Poodle.Havestudentsidentifythingsthatarealikeanddifferentaboutthetwocharactersonthebasisof what they have seen and read in the book.(Pig put the
30、 napkin on his lap.Poodle put the napkin on his neck.Pig and Poodle cooked.)Write this information on the Venn diagram.Eat Like a PigLesson Plan(continued)LEVELF F4 Learning AZ All rights reserved.www.readinga- Check for understanding:Havestudentsreadtotheendofpage8.Remindthemtocontinuemakingandrevi
31、singpredictionsastheyread.Discusswithstudentsconfirmedpredictionsandwhat details prompted them to revise predictions.Havestudentsreadtheremainderofthebook.Remindthemtomake,revise,andconfirmpredictions as they read and to think about how Pig and Poodle might be alike and different.Havestudentsmakeasm
32、allquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel how they can read these words using decoding strategies and context clues.Refl
33、ect on the Reading Strategy Havestudentssharewithapartneranyfinalpredictionstheymadeastheyreadtheendofthestory.Invitevolunteerstosharepredictionswiththerestoftheclass.Recordthemontheboard.Havestudentspointtoconfirmedpredictions,andinvitevolunteerstocometotheboardandwrite the letter Cbesidethem.Haves
34、tudentspointoutanypredictionsthatneedtoberevised.Recordtheserevisionsontheboard.Remindstudentsthatmakingvalidpredictionsismoreimportant than the predictions being confirmed.Think-aloud:Now that I have finished reading the story,I can review my predictions.One of my predictions was that Pig would use
35、 good manners and Poodle would use bad manners.When I read the story,this prediction was confirmed.I also predicted that Pig would help Poodle learn to use better manners.I learned I was correct because Pig and Poodle sat down and talked about manners.Then,next day Poodle used good table manners.He
36、had learned to eat like a pig!My prediction was confirmed by reading the story.Discusswithstudentshowmaking,revising,andconfirmingpredictionshelpedthemtobetterunderstand and remember the story.Reflect on the Comprehension Skill Discussion:Reviewthemeaningsofcompare and contrast,as well as the Venn d
37、iagram created earlier in the lesson.Independent practice:Havestudentscompletetheircompare-and-contrastworksheet.Iftimeallows,discuss their responses.Enduring understanding:In this book,you learned about Pig and Poodle and their table manners.Pighadnicemanners,andPoodledidnt.PigtaughtPoodlehowtoeatl
38、ikeapig.Nowthatyouhave thought about this information,what will you do the next time you sit down at the table to eat dinner?Build SkillsPhonological Awareness:Initial consonant gr-blends Saythewordgrabbedaloudtostudents,emphasizingtheinitial/gr/sound.Havestudents say the word aloud and then say the
39、/gr/sound.Havestudentspracticemakingthe/gr/soundwithapartner.Havestudentsbrainstormwith a group to generate a list of other words that begin with the/gr/sound.Invite volunteers to share their words with the class.Check for understanding:Say the following words one at a time and have students give th
40、e thumbs-up signal if the word begins with the initial/gr/sound:growl,grape,table,green,good,grand,dinner,great.Eat Like a PigLesson Plan(continued)LEVELF F5 Learning AZ All rights reserved.www.readinga-Phonics:Initial consonant gr-blends Writethewordgrabbed on the board and say it aloud with studen
41、ts.Havestudentssaythe/gr/soundaloud.Then,runyourfingerunderthelettersintheword as students say the whole word aloud.Ask students to identify which letters represent the /gr/sound in the word grabbed.Havestudentspracticewritingthelettersgr on a separate piece of paper while saying the /gr/sound.Check
42、 for understanding:Write the following words that contain the/gr/sound on the board,leaving off the initial consonant gr-blend:grip,grunt,grit.Say each word,one at a time,and have volunteers come to the board and add the initial gr-blend to each word.Independent practice:Introduce,explain,and have s
43、tudents complete the initial consonant gr-blends worksheet.If time allows,discuss their answers.Grammar and Mechanics:Past-tense verbs Revieworexplainthatsomewordsnameactions.Remindstudentsthatactionswordsare called verbs.Writethefollowingsentencesontheboard:I cook a nice meal to eat.I finish eating
44、 my food quickly.Havevolunteerscometotheboardandunderlinetheactionwordineachsentence.Explainthatwhenanactionhappenedinthepast,theed letter combination is sometimes added to the end of the verb.Explain that these words are called past-tense verbs.Add the word yesterdaytoeachsentence.Haveavolunteercom
45、etotheboardandaddtheed letter combination to each verb.Havestudentsturntopage5andreadthesecondsentence.Askthemtolocatethepast-tenseverb(used).Haveavolunteernamethepresent-tenseverb(use).Check for understanding:Havestudentslocatethepast-tenseverbsinthestoryandcircleeachone.Invitestudentstosharetheirr
46、esultswiththeclass.Havevolunteersnamethepresent-tenseverbs for each past-tense verb from the story.Independent practice:Introduce,explain,and have students complete the past-tense-verbs worksheet.If time allows,discuss their answers.Word Work:Suffix-ed Writethewordcooked on the board.Ask students wh
47、at the root,or base,word is(cook)and remind them that the-ed is called the suffix.Explain that a suffix always comes at the end of a root word.Point out that this is a past-tense verb,and it describes something that happened in the past.Write the term past-tense verb on the board.Writetheverbstop an
48、d its past-tense form,stopped,on the board.Explain that when adding the suffix-ed to make a regular past-tense verb,sometimes it is necessary to double the consonant before adding the-ed.Ifthewordslasttwolettersareavowelfollowedbyaconsonant,the final consonant is doubled before adding the suffix.For
49、 example,the present-tense verb stop has a vowel followed by a consonant at the end.So when changing the verb to the past tense,the final consonant(p)is doubled before adding the-ed to make stopped.Writetheworduse and its past-tense form,used,on the board.Explain that when adding the suffix-ed to a
50、verb ending in e,such as use,the e remains,and a d is added.Check for understanding:Ask students to turn to page 6 and underline the regular past-tense verb that has the suffix-ed added with the consonant doubled(sipped).Havestudentswritethepresent tense of the verb in the margin of their copy of th