《原版英语RAZ 教案Desert People_LP.pdf》由会员分享，可在线阅读，更多相关《原版英语RAZ 教案Desert People_LP.pdf（6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、Desert PeopleLesson PlanLeveLWW1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,254Book SummaryDesert People is an informational text about various peoples who live in deserts.It focuses mostly on the Tohono Oodham(a Native Am
2、erican 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 T.About the LessonT
3、argeted 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*Boldvocabula
5、rywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:adapt(v.),ancestors(n.),arid(adj.),climate(n.),nomadic(adj.),resources(n.)Enrichment:bountiful(adj.),caravans(n.),desolate(adj.),dung(n.),extract(v.),fertile(adj.),inhospitable(adj.),jinn(n.),lush(adj.),mil
6、lennia(n.),monsoons(n.),oases(n),plateaus(n.),precipitation(n.),vast(adj.),vegetation(n.)Before ReadingBuild Background Drawawebontheboardwiththeworddesert in the center circle.Have students tell what they know about deserts.Attach smaller circles that contain the information they share.Explainthatt
7、hehotdesertsoftheworldarehometomanydifferentpeoples.Askstudentswhether they would like to live in a desert and to explain their reasoning.Desert PeopleLesson Plan(continued)LeveLWW2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guideth
8、emtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhatkindof book it is and what it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(tit
9、leofbook,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview 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 t
10、he Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandwhattheyarereadingistostopoftenduringreadingtosummarizeintheirmindwhattheyarereadingaboutinthebook.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 a
11、bout desert people.This helps me remember what Im reading and makes me think about new information.When I finish reading the book,I should be able to tell,in my own words,some of the information I have read about desert people.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetar
12、getedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewayanauthorhelpsreadersunderstandinformationinabookistotellhowtopics in the book are alike and different.Havestudentslookatthephotographsonpages10and14.Modelhowtocompareandcontrastusingphotos
13、.Think-aloud:These photos show two different types of desert land.They are alike in some ways and different in some ways.One way they are alike is that they both are sandy.One way they are different is that the desert land on page 10 has cacti,while the desert land on page 14 does not.Modelhowtocomp
14、areandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Page 10 and the right circle Page 14.Explainthatinformationrelatingtothedesertlandonpage10iswrittenintheleftcircle(cacti).Informationthatrelatestothedesertlandonpage14iswrittenintherightcircle(nocacti).Expl
15、ainthatinthemiddlewherebothcirclesoverlap,informationiswrittenaboutwhatthedesertlandsonpages10and14haveincommon(sandy).Havestudentsidentifyothersimilaritiesanddifferencesbetweenthedesertlandonpages10and14.RecordtheseontheVenndiagram.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetow
16、orkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out a word.They can look for base words within words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Havestudentsturntopage2andlookatthePronunciation
17、Guide.PronouncethewordsBedouin and Tohono Oodham for students.Have them repeat the words.Desert PeopleLesson Plan(continued)LeveLWW3 Learning AZ All rights reserved.www.readinga- Modelhowtoapplyword-attackstrategies.Forexample,pointoutawordinbold,suchastheword resourcesonpage6.Modelhowstudentscanuse
18、contextcluestofigureoutthemeaningoftheword.Readthefirstandsecondparagraphsaloud.Askstudentswhatwordsprovideclues 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 student
19、s check the glossary to confirm the words meaning.Remindstudentstocheckwhetherawordmakessensebyrereadingthesentenceinwhichitoccurs.Set the Purpose Havestudentsreadthebooktolearnaboutdesertsandthepeoplewholivethere.Remindthemto stop after reading new information to review,in their own words,what they
20、 have learned.During ReadingStudent Reading Guide the reading:Give students their book and have them put a finger on the bottom of page 8.Encouragethemtoreadtotheendofthispage.Havestudentsrereadthepagesiftheyfinishbefore everyone else.Modelsummarizing.Think-aloud:As I read,I paused to summarize in m
21、y mind what I learned about in each section.For example,when I read the section titled“Demanding Deserts,”I underlined the words,phrases,and sentences I thought were most important.(Add any information that was not generated bystudentstothewebontheboard.Reviewthewebandexplainwhichdetailsareimportant
22、andwhicharenot,crossingouttheless-importantdetailsasyougo.)After sorting through the information and deciding what is important 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.Desertsreceivelessthan1
23、0inchesofrainayear,whichmeansthereisnotmuchplantgrowth.Somedesertsgetverycold,butmostdesertsaresunnyandhot.)As I continue reading the book,Ill summarize what Ive read to help me remember new information.Check for understanding:Havestudentsputafingeronthebottomofpage12.Encouragethemtoreadtotheendofth
24、ispage.InvitethemtosharetheimportantinformationabouttheSonoranDesert.Ask students to write a brief summary of the section on a separate piece of paper.Have them share what they wrote.Usingthechartonpage7havestudentsworkwithapartnertocompareandcontrasttheSonoranDesertandtheAtacamaDesertandwritetheinf
25、ormationonaVenndiagramonaseparate piece of paper.Discuss their responses aloud as you create a Venn diagram on the board.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutthedetailsinthebooksotheycansummarizetheinformationaftertheyread.Have students make a question mark in their book besid
26、e any word they do not understand orcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.
27、Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthebook.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 de
28、serts and the people who live there,because I summarized the information in my own words as I read the book.Desert PeopleLesson Plan(continued)LeveLWW4 Learning AZ All rights reserved.www.readinga- Independent practice:Havestudentswriteasummaryofpages13and14(The Bedouin)on a separate sheet of paper.
29、If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:ReviewwithstudentsthesimilaritiesanddifferencesbetweentheSonoranDesertandtheAtacamaDesert.AddanynewinformationtotheVenndiagramontheboard.ReviewhowtheinformationisorganizedintheVenndia
30、gram.Check for understanding:Have students provide examples of how the Australian Aborigines and theAtacamaIndiansarealikeanddifferent.RecordthisinformationonanewVenndiagram on the board.Independent practice:Introduce,explain,and have students complete the compare-and-contrastworksheet.If time allow
31、s,discuss their responses aloud.Enduring understanding:In this book,you learned about different 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
32、to continue to adapt in the future?If so,why?Build SkillsGrammar and Mechanics:Prepositions Explainthatprepositions 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,th
33、e word after is a preposition that provides information about when something happens.Askstudentstoturntopage4.Writethefollowingsentencefromthethirdparagraphontheboard:Imagine that you feel hungry in this desert.Point to the word in.Have a volunteer explain how the preposition is used in this sentenc
34、e(it explains where you are imagining that you feel hungry).Explainthatprepositionsarealsodefinedasrelationshipindicators;theyexplaintherelationshipof a subject to the rest of the sentence.Have a volunteer draw a rabbit on the chalkboard.Have anothervolunteerdrawacactusinfrontoftherabbit.Writethefol
35、lowingsentencesontheboard:The rabbit goes _ the cactus.The rabbit is _ the cactus.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 thro
36、ugh the text and circle examples of prepositions.Recordontheboardtheprepositionsthatstudentsidentifyinthebook.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 compl
37、ete the prepositions worksheet.If time allows,discuss their responses.Word Work: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.Directstudentsto
38、page9.Askthemtofindthenumbersinthetext(49 Celsius,120 F,30.5 centimeters,12 in).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.Practicereadingthenumbersandsy
39、mbolsaloud.Explainthatwhen reading 30.5,it is read“thirty point five.”Writethenumbersfrompage9ontheboardandhavevolunteerscomeuptotheboardtowritetheir word equivalents(forty-nine,one hundred twenty,thirty point five,twelve).Desert PeopleLesson Plan(continued)LeveLWW5 Learning AZ All rights reserved.w
40、ww.readinga- Check for understanding:Havestudentsturntopage15.Askthemtofindthenumbersinthetext(9 million square kilometers,3.5 million sq mi,25 millimeters,1 in).Have volunteers read the numbersandsymbolsaloud.Writethenumbersontheboardandaskothervolunteerstocometo the board to write their word equiv
41、alents(nine million,three point five,twenty-five,one).Independent practice:Introduce,explain,and have students complete the number words worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedre
42、adings of a specific section of the book.Home Connection Givestudentstheirbooktotakehometoreadwithparents,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 Co
43、nnectionProvide print and Internet sources for students to further 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 wor
44、k on a bulletin board titled Desert People.Visit WritingAZ for a lesson and leveled materials on expository report writing.Social Studies Connection UsingbooksandInternetreferencematerials,havegroupsofstudentsresearchthetypesofclothing,baskets,and other things worn and used by each of the six groups
45、 of desert people mentioned in the book.Have students create Desert 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 comprehe
46、nsion skills and strategies not explicitly taught with the book 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
47、entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionasareviewbeforethebookquiz.Desert PeopleLesson Plan(continued)LeveLWW6 Learning AZ All rights reserved.www.readinga-AssessmentMonitor students to determine if they can:accuratelyusede
48、tailsfromthetexttocreatesectionsummariesduringdiscussion and on a separate piece of paper consistentlycompareandcontrastnonfictiondetailswithinthetextduringdiscussion and on a worksheet correctlyidentifyanduseprepositionsduringdiscussionandonaworksheet fluentlyreadnumberwordswithinthetext;accuratelyusenumberwordsinsentences on a worksheetComprehension Checks BookQuiz RetellingRubric