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1、Lincoln Loved to LearnLesson PlanLeveLI I1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:292Book SummaryLincoln was a powerful man and one of our most famous presidents.What led him to such greatness?Lincoln Loved to Learn shows th
2、e reader some of the influences that framed this historical figure by focusing on Lincolns childhood and his great commitment to learning as he grew up.Attractive illustrations and photographs will add to the enjoyment of this book.In addition to teaching emergent readers about a key person in histo
3、ry,the book also can be used to instruct students on genre and past-tense verbs.About the LessonTargeted Reading Strategy RetellObjectives Retellthestorytounderstandtext Identifygenre Manipulatemedialsounds Identifyvoweldigraphea Recognizeandusepast-tenseverbs Understandandarrangewordsinalphabetical
4、orderMaterialsGreentext indicates resources are available on the website.BookLincoln Loved to Learn(copy for each student)Chalkboardordry-eraseboard PhotographofAbrahamLincoln Stickynotes Samplesofbooksrepresentingdifferentgenres Storyelements,voweldigraphea,past-tense verbs worksheets Discussion ca
5、rds 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*Boldface vocabulary words also appear in a pre-made lesson for this title on Vo
6、cabularyAZ.com.High-frequency words:always,their,when Content words:Story critical:cabin(n.),chores(n.),frontier(n.),ideas(n.),poor(adj.),presidents(n.)Before ReadingBuild Background PlaceaphotographofAbrahamLincolnontheboardandaskstudentstoidentifyhim.Invitevolunteers to share with the class what t
7、hey know about Lincoln.Discuss with the class some of Lincolns biggest accomplishments.Lincoln Loved to LearnLesson Plan(continued)LeveLI I2 Learning AZ All rights reserved.www.readinga- ExplaintostudentsthatthestorytheyaregoingtoreadisaboutLincolnslifeasaboyandyoungman.PointoutthatAbrahamLincolnwas
8、oncethesameageasthestudents.Havestudentssharewith a partner predictions about what Lincoln might have been like as a child,on the basis of what they know about his adult life.Invite volunteers to share their thoughts with the rest of the class.Book WalkIntroduce the Book Givestudentstheircopyofthebo
9、ok.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Previewthetable
10、ofcontentsonpage3.Remindstudentsthatthetableofcontentsprovides anoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisof what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:RetellRemindstudentsthatengagedreaderssto
11、pnowandthenduringreadingtoretelltheeventsofthestoryintheirmind.Retellingastoryhelpsreadersrememberandunderstandwhattheyarereading.Explaintostudentsthattoretellastory,theyneedtodescribetheeventsinthesameorderastheyoccurred in the story,or else the retelling wont make sense.Also,a retelling includes a
12、s many of the details from the story as they can remember,not just the most important ones used in a summary.Modelretellingusingastorywithwhichtheclassisfamiliar,suchasJack and the Beanstalk.Think-aloud:When I retell Jack and the Beanstalk,I think about including all the details I can remember,in th
13、e correct order.The story begins with Jack and his mom living on a farm.The farm is not doing well,so they have very little money and are hungry.One day,Jacks mom tells her son to take their cow to the market to sell.They only have the one cow,but they are so desperate for food they have no choice.J
14、ack follows his mothers orders,but on the way to the market,he meets a strange man.The stranger tells Jack he has magic beans.He offers to trade them to Jack for the cow.Jack,carried away with excitement,accepts the offer.When he arrives home,he only has three beans and no food.His mother is furious
15、.Jack tells her they are magic beans,but his mother tells Jack the strange man played him for a fool,and she throws the beans out the window.They go to bed,sad and hungry.How would you finish retelling this story?HavestudentsworkwithgroupstocontinueretellingthestoryofJack and the Beanstalk.Invite vo
16、lunteers to share their retelling with the class.Discuss with students each retelling,focusing on whethereventsareclearlyorganizedinthecorrectsequenceandifenoughdetailsareincluded.Havestudentsplacestickynotesonpages7,12,and15.Explaintostudentsthesenotesarereminders.Whenever students come to a sticky
17、 note during reading,they should stop and retell in their minds the events of the story up to that point.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Story elements:Identify genre Explaintostudentst
18、hatreadersorganizebooksbygenre,orcategoriesofliteratureseparatedbycontent.Pointoutthatknowingthegenreofabookgivesthereaderanideaofwhattoexpectwhiletheyarereading.Placeontheboardtwobooksoffantasytheclasshaspreviouslyread.Reviewwithstudentsthecontentofeachbook.Havestudentsworkingroupstodiscussthesimil
19、aritiesbetweenthebooks.Explaintostudentsthesebooksareinthefantasygenre,whicharebookswithfictionalstories that take place in magical worlds.Repeattheactivity,thistimeusingtwononfictionbooks.Lincoln Loved to LearnLesson Plan(continued)LeveLI I3 Learning AZ All rights reserved.www.readinga- DrawaT-char
20、tontheboard,andlabeltheleftsidewiththewordfiction and the right side with the word nonfiction.In the left side,write the words realistic fiction,fantasy,and mystery.In the right side,record the words biography,nonfiction,and humor.Holdupabookthatisanexampleofrealisticfiction.Brieflydescribetheplotan
21、daskstudentstodiscusswithapartnerwhythisbookisdescribedasrealisticfiction.Explaintostudentsthatrealistic fiction books are stories that are made up but could possibly happen in the real world.Repeatthisprocessfortheremaininggenres,preferablyusingbooksthatstudentsknow.HoldupacopyofLincoln Loved to Le
22、arn.Modelidentifyinggenre.Think-aloud:This is the story we are going to read.The title is Lincoln Loved to Learn,and when I preview the pictures in the book,I see pictures of Abraham Lincoln,a famous president.Other pictures seem to be of Lincoln as a boy.This story appears to share the life of Abra
23、ham Lincoln.A biography is the story of a persons life,written by someone else.This story,then,is a biography.Askstudentstogiveathumbs-upsignaliftheyagreewithyourgenreidentification.Havestudentsdiscuss with a partner predictions they have for the story,now that they know it is a biography.Introduce
24、the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsstudentswillencounter.Forexample,while looking at the picture on page 6,you might say:Abe lived in a cabin.What is a cabin?From the picture,we can see a cabin is a small house made of wood.Remindstudentstolookatthepictureandthelettersw
25、ithwhichawordbeginstohelpthemdecode a difficult word.For example,point to the word president on page 4 and say:This word begins with the letters pr,which make the/pr/sound.The picture on this page shows Abraham Lincoln.Neither Abraham nor Lincoln begin with the/pr/sound.I know,however,that Abraham L
26、incoln was a president of our country.The word president begins with the/pr/sound,and the sentence makes sense with this word.The word must be president.Havestudentsdivideaseparatesheetofpaperinhalf.Writethewordcabin ontheboard.Readit aloud and then have students read it with you.Ask students to sha
27、re with a partner what they think the word means.Define the word for students.Askstudentstowritethewordcabin on one side on their separate sheet of paper.Beneath the word,ask students to write down key words that help define cabin.Havestudentsdrawapicturerepresentingthewordontheothersideofthepaper.T
28、hen,ask students to think of a sentence that correctly uses the word cabin,and share it with a partner.Invite volunteers to share their sentence and picture with the rest of the class.Repeatthisactivitywiththeremainingvocabularywords.Pointouttheglossaryatthebackofthebook.Explainthataglossarycontains
29、alistofwordsfrom the story and their definitions.Havestudentschecktheirdefinitionsagainstthoseintheglossary.Set the PurposeHavestudentsreadtofindoutmoreaboutbullying.Remindthemtothinkaboutwhattheyalreadyknowaboutbullying,andtoidentifyimportantdetailsineachsectionofthetextastheyread.During ReadingStu
30、dent Reading Guide the reading:Havestudentsreadfrompage4totheendofpage7.Encouragethose who finish early to go back and reread.Modelretelling.Think-aloud:I see a sticky note on the bottom of page 7,and that means I need to stop and retell.The story began by introducing Abraham Lincoln as one of the g
31、reatest presidents of this country and explained he worked hard to earn his place in the White House.Then,the story backed up in time to Abes birth in 1809.He was born in Kentucky on the frontier.His family was poor.They had a cabin with only one room and one window,and dirt floors.Abes clothes Linc
32、oln Loved to LearnLesson Plan(continued)LeveLI I4 Learning AZ All rights reserved.www.readinga-were too small,and his bed was made out of corn husks.When he was only eight years old,Abe helped his father clear their land by cutting down trees.These are all the events of the first part of the story,r
33、etold in my own words.Havestudentsretelltoapartnerthefirstfourpagesofthestory.Remindstudentsthataretelling is in the students own words,so each retelling should be different.Invite volunteers to share their retelling with the rest of the class.Reviewwithstudentsthedefinitionofabiography.Explaintostu
34、dentsthatbiographiesoftenfocus on what a person did,or their actions,and what a person was like,or their personality.Write the words Actions and PersonalityatthetopofaT-chartontheboard.Modelidentifyingelementsofabiography.Think-aloud:This early in the story,we have learned a little bit about Abes pe
35、rsonality and actions.When he was only eight,he helped his dad clear the land by cutting down trees.That action shows the reader that Abe was a hard worker.Peoples actions often reveal their personality.Writetheactioncleared the landintheleftsideoftheT-chartandthepersonalitytraithard workerintherigh
36、tsideofthechart.Havestudentssharewithapartneranyotheractionstheyread about in the beginning of the story and what they discovered about Abes personality.Invite volunteers to share their thoughts with the rest of the class.Check for understanding:Havestudentsreadtotheendofpage12.Pointoutthestickynote
37、onthatpageandhavestudentsretellthestoryintheirmind.Remindthemtokeepeventsintheright order in their retelling.HavestudentssharewithapartnertheactionsAbeperformedinthissectionofthestory.Someexamplesinclude:hetaughthimself,heusedawoodenspoonformath,heusedaburnedstickfor a pencil,he borrowed books to re
38、ad,he worked three days to pay back a friend after he accidentally ruined his friends book.Invite volunteers to share,and record these on the board under the ActionssideoftheT-chart.DiscusswithstudentshowtheseactionsrevealAbespersonality.Forexample,youmightsay:What kind of a person teaches himself u
39、sing wooden spoons and burnt sticks?Someone who was disciplined.These actions show me that Abe was a disciplined person.HavestudentsworkingroupstodiscusswhattheylearnedaboutAbespersonality.Remindthem to look at his actions and think about how those actions show his personality.Invite volunteers to s
40、hare,and record the information in the PersonalitysideoftheT-chart.Havestudentsreadtheremainderofthebook.Remindthemtostopnowandthentoretellevents as they read and to look for more biographical details.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanb
41、ediscussedinthesectionthatfollows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodel howtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Think-aloud:At the end of the story,Abe was getting older,but he was still learnin
42、g.He practiced public speaking by standing on a tree stump and pretending to be other people.He also told jokes and stories.Even though he was a hard worker,he kept reading.He brought a book with him when he went to work.The story concludes by reinforcing that Abe loved books and words and the ideas
43、 in them.His own words,ideas,and hard work helped him become president.That is how I would retell the end of the story.Callonrandomstudentstosharewiththerestoftheclassaneventfromthestory.Recordtheseevents on the board.Lincoln Loved to LearnLesson Plan(continued)LeveLI I5 Learning AZ All rights reser
44、ved.www.readinga- Havestudentsretelltheentirestorytoapartner.Remindthemtoretellthestoryintheirownwords,to include as many details as they can,and to tell the events in the correct order.Invite volunteers to share their retelling with the rest of the class.Reflect on the Comprehension Skill Discussio
45、n:ReviewtheactionandpersonalitydetailsrecordedintheT-chartontheboard.Havestudents work with a partner to discuss any remaining actions or personality traits they read about in the final part of the story.Invite volunteers to share with the rest of the class,and record the details on the board.Askstu
46、dentstothinkaboutwhytheauthorwroteabiographyonAbrahamLincoln.Havestudents work in groups to discuss what this biography taught them about Abraham Lincoln,why he is an important person,and how his childhood affected the man he became.Independent practice:Introduce,explain,andhavestudentscompletethest
47、ory elements worksheet.Discuss their answers aloud.Enduring understanding:In this book,you discovered that Abraham Lincoln worked hard when he was a boy,and always tried to learn more.Do you think it is important to learn many things?What can you accomplish by working hard and focusing on your learn
48、ing?Build SkillsPhonological Awareness:Manipulate medial sounds Saythewordchorealoudtostudents,emphasizingthemediallongvowel/o/sound.Havestudentssaythewordaloudandthensaythelong/o/sound.Askstudentstosharewithapartnerwhatwouldhappenifyouchangedthelong/o/soundtothelong/a/sound.Havestudentscalloutthene
49、wword,andrepeatitafterthem(chair).Emphasizethemediallong/a/sound.Explaintostudentsthatchangingamedialvowelsoundchangestheentireword,evenifalltheother phonemes stay the same,which is why vowels are so important.Saythewordpoor aloud to students.Ask students to change the medial vowel sound to the long
50、/e/sound,and ask students to call the word out to the front of the class.Check for understanding:Saythefollowingwordsoneatatimeandhavestudentschangetheshort/e/sound to the long/e/sound:head,peck,dead,med,and red.Phonics:Vowel digraph ea Writethewordclear on the board and say it aloud with students.H