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1、Desert PeopleLesson PlanLeveLT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,669Book SummaryDesert People is an informational text about various peoples who live in deserts.It focuses mostly on the Tohono Oodham(a Native A
2、merican tribe)and the Bedouins but also briefly mentions other cultures.Desert People tells about many aspects of desert life,from diet and shelter to daily routines,traditions,and customs.Photographs,tables,and a map support the text.Book and lesson also available at Levels P and W.About the Lesson
3、Targeted Reading Strategy SummarizeObjectives Summarizetounderstandnonfictiontext Compareandcontrast Understandanduseprepositionsinsentences ReadandunderstandnumberwordsMaterialsGreen text indicates resources available on the website BookDesert People(copy for each student)Chalkboardordry-eraseboard
4、 Compareandcontrast,prepositions,numberwordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabul
5、arywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:adapt(v.),climate(n.),dung(n.),nomadic(adj.),precipitation(n.),resources(n.)Enrichment:drought(n.),exotic(adj.),hospitable(adj.),lush(adj.),millennia(n.),sturdy(adj.),vegetation(n.)Before ReadingBuild Back
6、ground Drawawebontheboardwiththeworddesert in the center circle.Have students tell what they know about deserts.Attach smaller circles that contain the information they share.Explainthatthehotdesertsoftheworldarehometomanydifferentpeoples.Askstudentswhether they would like to live in a desert and to
7、 explain their reasoning.Desert PeopleLesson Plan(continued)LeveLT T2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasasto
8、whatkindof book it is and what it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview
9、of what the book is about.Ask students what they expect to read about in the book based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandwhattheyarereadingistostopoftenduringreadin
10、gtosummarizeintheirmindwhattheyarereadingaboutinthebook.Modelhowtosummarize.Think-aloud:As I read this book,I am going to stop every now and then to remind myself what I have read so far about desert people.This helps me remember what Im reading and makes me think about new information.When I finish
11、 reading the book,I should be able to tell,in my own words,some of the information I have read about desert people.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatoneway
12、anauthorhelpsreadersunderstandinformationinabookistotellhowtopics in the book are alike and different.Havestudentslookatthephotographsonpages7and16.Modelhowtocompareandcontrastusingphotos.Think-aloud:These photos show two different types of desert land.They are alike in some ways and different in so
13、me ways.One way they are alike is that they both are sandy.One way they are different is that the desert land on page 7 has cacti,while the desert land on page 16 does not.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Page 7 and the right
14、 circle Page 16.Explainthatinformationrelatingtothedesertlandonpage7iswrittenintheleftcircle(cacti).Informationthatrelatestothedesertlandonpage16iswrittenintherightcircle(nocacti).Explainthatinthemiddlewherebothcirclesoverlap,informationiswrittenaboutwhatthedesertlandsonpages7and16have in common(san
15、dy).Havestudentsidentifyothersimilaritiesanddifferencesbetweenthedesertlandonpages7and16.RecordtheseontheVenndiagram.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out a
16、 word.They can look for base words within words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Havestudentsturntopage2andlookatthe“PronunciationGuide.”PronouncethewordsBedouin and Tohono Oodham for students.Have them repeat the words.Desert PeopleLesson Plan(
17、continued)LeveLT T3 Learning AZ All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Forexample,pointoutawordinbold,suchastheword resourcesonpage7.Modelhowstudentscanusecontextcluestofigureoutthemeaningoftheword.Readthefirstandsecondparagraphsaloud.Askstudentswhatwordsprovideclues
18、as to the meaning of the word resources in this text(local;food,water,and shelter).Have students follow along as you read the sentence to confirm the meaning of the word.Then have students check the glossary to confirm the words meaning.Remindstudentstocheckwhetherawordmakessensebyrereadingthesenten
19、ceinwhichitoccurs.Set the Purpose Havestudentsreadthebooktolearnaboutdesertsandthepeoplewholivethere.Remindthemto stop after reading new information to review,in their own words,what they have learned.During ReadingStudent Reading Guide the reading:Give students their book and have them put a finger
20、 on the bottom of page 8.Encouragethemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyfinishbefore everyone else.Modelsummarizing.Think-aloud:As I read,I paused to summarize in my mind what I learned about in each section.For example,when I read the section titled“Demanding Deserts,”I under
21、lined the words,phrases,and sentences I thought were most important.(Add any information that was not generatedbystudentstothewebontheboard.Reviewthewebandpointoutwhichdetailsaremostimportant,crossingouttheless-importantdetailsasyougo.)After sorting through the information and deciding what is impor
22、tant and what isnt,I put the information in my own words to create a summary.(There are many types of deserts,each with different vegetation and wildlife.Deserts receive less than 10 inches of rain a year,which means there is not much plant growth.Somedesertsgetverycold,butmostdesertsaresunnyandhot.
23、)As I continue reading the book,Ill summarize what Ive read to help me remember new information.Check for understanding:Havestudentsputafingeronthebottomofpage13.Encouragethemtoreadtotheendofthispage.InvitethemtosharetheimportantinformationabouttheSonoranDesert.Ask students to write a brief summary
24、of the section on a separate piece of paper.Have them share what they wrote.Usingthechartonpage8,havestudentsworkwithapartnertocompareandcontrasttheSonoranDesertandtheAtacamaDesertandwritetheinformationonaVenndiagramonaseparate piece of paper.Discuss their responses aloud as you create a Venn diagra
25、m on the board.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutthedetailsinthebooksotheycansummarizetheinformationaftertheyread.Have students make a question mark in their book beside any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadea
26、chwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthebook
27、.Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about different kinds of deserts and the people who live there,because I summarized the information in my own words as I read the boo
28、k.Desert PeopleLesson Plan(continued)LeveLT T4 Learning AZ All rights reserved.www.readinga- Independent practice:Have students write a summary of pages 14 and 15(The Bedouin)on a separate sheet of paper.If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehens
29、ion Skill Discussion:ReviewwithstudentsthesimilaritiesanddifferencesbetweentheSonoranDesertandtheAtacamaDesert.AddanynewinformationtotheVenndiagramontheboard.ReviewhowtheinformationisorganizedintheVenndiagram.Check for understanding:Have students provide examples of how the Australian Aborigines and
30、 theAtacamaIndiansarealikeanddifferent.RecordthisinformationonanewVenndiagram on the board.Independent practice:Introduce,explain,and have students complete the compare-and-contrastworksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book,you learned about different
31、types of deserts and the people who live there.You learned that,for thousands of years,people have adapted to deserts.Now that you know this information,do you think people living in the desert will need to continue to adapt in the future?If so,why?Build SkillsGrammar and Mechanics:Prepositions Expl
32、ainthatprepositions are words that show a relationship between things.They provide information about where,when,how,why,and with what somethinghappens.Forexample,in the sentence Ill do this after lunch,the word after is a preposition that provides information about when something happens.Askstudents
33、toturntopage5.Writethefollowingsentencefromthesecondparagraphontheboard:Imagine that you feel hungry in this desert.Point to the word in.Have a volunteer explain how the preposition is used in this sentence(it explains where you are imagining that you feel hungry).Explainthatprepositionsarealsodefin
34、edasrelationshipindicators;theyexplaintherelationshipof a subject to the rest of the sentence.Have a volunteer draw a rabbit on the chalkboard.Have another volunteer draw a cactus in front of the rabbit.Write the following sentences on the board:The rabbit goes _ the cactus.The rabbit is _ the cactu
35、s.Next,drawalinefromtherabbitover,under,through,beside,and to the cactus,one at a time.Have a volunteer come to the board and write each preposition in the correct sentence.Check for understanding:Have students look through the text and circle examples of prepositions.Recordontheboardtheprepositions
36、thatstudentsidentifyinthebook.Discussthetype of information each preposition provides(how,when,why,and so on)and how each one links the words in the sentence.Independent practice:Introduce,explain,and have students complete the prepositions worksheet.If time allows,discuss their responses.Word Work:
37、Number words Explainthatwhenreadingaloud,readerswillsometimesencounterdifferentsymbols,numbers,and abbreviations in the text.Good readers read these parts of the text fluently,just as they read the words.Directstudentstopage10.Askthemtofindthenumbersinthetext(49 Celsius,120 F,30.5 centimeters,12 in)
38、.Revieworexplainthatthenumbersarecalledcardinal numbers and that they are used to describe an amount.Point out that a cardinal number is read in the same manner as thewrittenwordforthenumber.Practicereadingthenumbersandsymbolsaloud.Explainthatwhen reading 30.5,itisread“thirtypointfive.”Writethenumbe
39、rsfrompage10ontheboardandhavevolunteerscometotheboardtowritetheir word equivalents(forty-nine,one hundred twenty,thirty point five,twelve).Desert PeopleLesson Plan(continued)LeveLT T5 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students turn to page 16.Ask them to find
40、 the numbers in the text(9 million square kilometers,3.5 million sq mi,25 millimeters,1 in).Have volunteers read the numbers and symbols aloud.Write the numbers on the board and ask other volunteers to come to the board to write their word equivalents(nine million,three point five,twenty-five,one).I
41、ndependent practice:Introduce,explain,and have students complete the number words worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Gives
42、tudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents create a Venn diagram and compare and contrast something at home(for example,two foods,two people,and so on).Extend the ReadingInformational Writing ConnectionProvide print and Internet sources for students to fur
43、ther research one of the following desert peoples:Kalahari Bushmen,Atacama Indians,or Australian Aborigines.Have them write an informational report,including at least three paragraphs and two illustrations or photographs.Display their work on a bulletin board titled Desert People.Visit Writing AZ fo
44、r a lesson and leveled materials on expository report writing.Social Studies ConnectionUsingbooksandInternetreferencematerials,havegroupsofstudentsresearchthetypesofclothing,baskets,and other things worn and used by each of the six groups of desert people mentioned in the book.Have students create D
45、esert Art posters that show written and visual examples of various kinds of desert clothing.Post them on the Desert People bulletin board alongsidetheirreportsfromtheWritingConnectionactivity.Skill ReviewDiscussion cards covering comprehension skills and strategies not explicitly taught with the boo
46、k are provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthe
47、questionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.Desert PeopleLesson Plan(continued)LeveLT T6 Learning AZ All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:accuratelyusedetailsfromthetexttocreatesectionsummariesduringdiscussion and
48、on a separate piece of paper consistentlycompareandcontrastnonfictiondetailswithinthetextduringdiscussion and on a worksheet correctlyidentifyanduseprepositionsduringdiscussionandonaworksheet fluentlyreadnumberwordswithinthetext;accuratelyusenumberwordsinsentences on a worksheetComprehension Checks BookQuiz RetellingRubric