《原版英语RAZ 教案G63-Amazing Mummies.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案G63-Amazing Mummies.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、Amazing MummiesG G1 Learning AZ All rights reserved.www.readinga-Focus Question:How have mummies been preserved?Book SummaryText Type:Nonfiction/InformationalMummies can be found all over the world.Where they have been found and how they are preserved has fascinated scientists and people for years.A
2、mazing Mummies allows students to investigate the different ways that mummies have been preserved over the years.The book can also be used to help students compare and contrast information and understand the proper use of past-tense verbs.Guiding the ReadingBefore ReadingBuild Background Placeontheb
3、oardphotographsofvariousmummies.Ask students to work with a partner to identify what the photographs are and how each one was preserved.Discusswithstudentsthatmummieshavebeenfound all over the world and that they are preserved by both humans and nature.Ask students to discuss with a partner why huma
4、ns would preserve mummies and what in nature would cause a mummy tobepreserved.Discusswithstudentsthathumanspreserved mummies as part of their burial rituals.Explain that nature also mummifies bodies.Introduce the Book GivestudentstheircopyofAmazing Mummies.Guidethemtothefrontandbackcoversandreadthe
5、 title.Have students discuss what they see on the covers.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).Previewthetableofcontentsonpage3.Remindstude
6、nts that the table of contents provides an overview of the book.Ask students what they expect to read about in the book,on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Ask and answer questionsExplain to students tha
7、t engaged readers think about what they are reading and ask questions while they are reading.Show students the cover of the book and ask them what they already know about mummies.Recordresponses on the board in the K section of a KWL chart.Have students look through the book at the photographs and t
8、hink of questions they have about mummies.RecordresponsesintheW section on the KWL chart on the board.Lesson EssentialsInstructional Focus Ask and answer questions to understand text Compare and contrast key points from text Describeandlocateinformationfound on a map Discriminateinitialconsonantth-d
9、igraphs Identify initial consonant th-digraphs Recognizeandusepast-tenseverbs Identify and use the high-frequency word haveMaterials Book:Amazing Mummies (copy for each student)Compare and contrast,initial consonant th-digraph,past-tense verbs worksheets Discussioncards Bookquiz RetellingrubricVocab
10、ularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.(*)word appears in the lesson but not the book High-frequency words:have,some,these WordstoKnowStory critical:bogs(n.),caves(n.),desert(n.),discovered(v.),preserved(v.),soil(n.)Academicvocabulary:compa
11、re(v.)*,contrast(v.)*Amazing MummiesG G2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Compare and contrast Askstudentstoturntopage5.Explainthatthemummies on this page were preserved by people and in nature.Ask students to discuss with a partner how the mummies are s
12、imilar and different.Explain to students that sometimes books give information that describes how things are alike and different.Readerscancompareandcontrasttheinformationwhile reading.DrawaVenndiagramontheboard.Explainthatthe place where the circles overlap is for recording the comparisons of two t
13、hings.The circles on either side are for contrasting.Have students share ideas from the discussions they had about the mummies onpage5.WritetheirresponsesintheVenndiagram on the board.VocabularyHave students turn to the“Words to Know”box on thecopyrightpage.Pointoutthatthesewordscanbefound in the st
14、ory and that understanding the meaning of each word will help them better understand what theyread.Readthewordsaloudtostudentsandasagroup,discuss the meaning of each word.On the basis of the definitions discussed,have students work in groups to illustrate each vocabulary word on a poster.Have studen
15、ts share their posters with the class.Set the Purpose Havestudentsreadtofindoutmoreaboutmummiespreserved by both people and nature.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer to the question.Havestudentsmakeasmallquestionmarkintheirb
16、ook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from th
17、e book.What is a mummy?(level 1)page 4 Where have mummies that were preserved by humans been found?(level 1)pages 68 What materials in nature help make mummies?(level 2)pages 911 How do mummies teach us about our past?(level 2)page 12 How are mummies preserved in nature different from mummies preser
18、ved by humans?(level 2)multiple pagesText Features:MapsAsk students to turn to page 6 and find the map.Explain to students that maps are used to help readers locate where in the world something happens.Ask students where the mummy on page 6 was found,and havestudentsfindPeruonalargemaporaglobe.Discu
19、sswithstudentswherePeruisinrelationtotheirlocation.Givestudentsacopyofaworldmap.ModelhowtofindPeruandcoloritadifferentcolor.Havestudents work together to find the other countries from the book and color them on their map.SkillReview ReviewwithstudentstheKWLchartthattheclasscreated.Ask students to sh
20、are an answer that they foundforoneoftherecordedquestions.Discusswith students how having questions while they were reading helped them to understand the text better.Modelcomparingandcontrastingwithstudents.Think-aloud:The book explains how mummies are preserved in two different ways.One way is huma
21、ns preserve the mummy;another is nature preserves the mummy.I can use the photographs and the text to compare and contrast how mummies are preserved.Something that is the same is that all the mummies are bodies that have been preserved.Something that is different is that mummies preserved in nature
22、seem to have happened without planning.Modelhowtocompletethecompare-and-contrast worksheet.Have students complete the Venn diagram.Then,have students discuss the details with a partner and share how the mummies are similar and how they are different.After ReadingAsk students what words,if any,they m
23、arked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.SkillReviewGraphic Organizer:Compare and contrastReviewthecompare-and-contrastworksheetthatstudents completed.Have students work in groups to create a group Venn diagram using
24、information from all group members.Ask students to share their group Venn diagram and have the class discuss the details they all noticed.Comprehension ExtensionDiscussioncards covering comprehension skills and strategies not explicitly taught with the book are provided for extension activities.Resp
25、onse to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers will vary.Reasonsshouldincludethatmummieswerepreservedby humans in some countries and by nature in others.)Guiding the Reading(cont.)Amazing MummiesG G3 Learning AZ All rights reserved.www.
26、readinga-Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonological Awareness:Initial consonant th-digraphs Saythewordtheyaloudtostudents,emphasizingthe initial/th/sound.Have students say the word aloud and then say the/th/sound.Have students practice saying the/t
27、h/sound to a partner.Explaintostudentsthatthe/th/soundcanbesaidtwo ways:one is like in they,and the other is like in the word thank.Have students say thank aloud and then say the/th/sound.Have students practice saying the/th/sound to a partner.Havestudentsdiscussthedifferenceintheinitialsounds of th
28、e words they and thank.Pointoutthatwhen they create the/th/sound in thank,a breath is expelled from their mouth and this makes it a breath sound.Have students hold their hand in front of their mouth and say thank.Have students repeat the process with they.Ask students to explain the difference betwe
29、en the two sounds.Pointoutthatwhentheysaythey aloud,the sound is heard,which makes it a voiced sound.Check for understanding:Say the following words one at a time,and have students give a thumbs-up when they hear a word that begins with the breath sound of thank and a thumbs-down when they hear a wo
30、rd that begins with the voiced sound of they:thump,then,thin,them,think,that,thing,and thankful.Phonics:Initial consonant th-digraphs Writethewordsthank and they on the board and read them aloud with students.Have students say the two sounds aloud.Then,run your finger under the letters in the words
31、as students say each word aloud.Ask students to identify which letters represent the /th/soundinbothwords.Discusswithstudentsthetwo different sounds that th-makes.Writethank and than on the board.Say the words aloud,emphasizingtheinitialsounds,andhavestudents write the words on a separate sheet ofpa
32、per.Reinforcewithstudentsthedifference in sound between the two digraphs.Check for understanding:Givepartnerscardswiththe following words:thumb,brother,weather,and think.Ask partners to sort the cards into voiced/th/sound words and breath/th/sound words.Say each word,and have a volunteer come to the
33、 board and put the card under the word that shares the same sound on the board.Independent practice:Introduce,explain,and have students complete the initial-consonant-th-digraph worksheet.If time allows,discuss their answers.Grammar and Mechanics:Past-tenseverbs Explaintostudentsthataverb is an acti
34、on word,and ask students for examples of verbs.Write the following verbs on the board and read them aloud with students:start,want,walk,jump.Explain to students that the words on the board are present-tense verbs,so they occur in the present time.WritethesentenceI walk to school on the board.Ask stu
35、dents when this sentence happens.Add-ed to the end of walk to make the sentence say I walked to school.Have students discuss what the sentence means with the-ed ending.Explain to students that past-tense verbs are words that describe actions that have already happened and usually end in-ed.Have stud
36、ents change each of the words on the board into past tense(started,wanted,walked,jumped).Pointouttostudentsthatinsomeverbs,the-ed ending does not work.Write the sentence We find mummies all over the world on the board.Ask students to discuss with a partner whether adding-edtotheverbmakessense.Discus
37、swithstudents that in the example,found is the correct way to say and write the past-tense of find.Check for understanding:Have students look through the book and locate past-tense verbs.Ask them to share the past-tense verbs they found with a partner.Independent practice:Introduce,explain,and have
38、students complete the past-tense-verbs worksheet.If time allows,discuss their answers.WordWork:High-frequency word have Writethewordhave on the board and read it aloud with students.Explain to students that have often appears in books and knowing it helps readers read and understand books.Havestuden
39、tswritethewordwiththeirfinger on their desk as you spell it aloud.Askstudentstofindasentenceinthebookthathave appears in.Ask students to read aloud a sentence containing havewithyou.Discusswithstudents the meaning of the word have.Havestudentspracticespellinghave using unifix cubes on their desks.Ch
40、eck for understanding:Have students work with partners to create oral sentences using the word have.Call on students come to the board and write their sentence on the board.Have the class give a thumbs-up sign if they agree have is used correctly.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)