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1、1 Learning AZ,Inc.All rights reserved.www.readinga-Bites and StingsLesson PlanLeveLS SAbout the BookText Type:Nonfiction/Informational Page Count:20 Word Count:1,329Book SummaryJoin the author as she interviews Jude McNally,the director of the Arizona Poison and Drug Information Center in Tucson,Ari
2、zona.Mr.McNally is an expert on desert animals that are venomous and can be harmful to humans.The reader will learn the difference between life-threatening and non-life-threatening bites and stings,what symptoms to look for,the specific animals that are most dangerous,and advice for staying safe aro
3、und these creatures.About the LessonTargeted Reading Strategy SummarizeObjectives Summarizetounderstandtext Compareandcontrastinformation Identifyandunderstandtheuseofadjectives IdentifyandunderstandtheuseofsynonymsMaterialsGreen text indicates resources available on the website BookBites and Stings
4、(copy for each student)Chalkboardordryeraseboard Thesaurus MapofArizonaandSonoranDesert Summarize,compareandcontrast,adjectives,synonymsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated byprojectingthebookonaninteractivewhiteboa
5、rdorcompletedwithpaperandpencilifthebooks are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:assessing(v.),diagnosis(n.),inflammation(n.),puncture(n.),symptoms(n.),venom(n.)Enrichment:antivenom(n.),blood pressure(n.),clott
6、ing(v.),culprit(n.),discoloration(n.),disorders(n.),docile(adj.),embedded(v.),harassing(v.),local(adj.),site(n.),syndrome(n.)Before ReadingBuild Background Askstudentswhethertheyhaveeverbeenstungbyabeeorbittenbyanant.Havethemsharetheir experiences and symptoms.ShowstudentsamapofArizonaandtheSonoranD
7、esert.ExplainthattheSonoranDesertisavery biodiverse habitat that has many animals,including poisonous ones.Bites and StingsLesson Plan(continued)LeveLS S2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcove
8、rsandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeof book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,nameofpersoninterviewed,authors name).Havestud
9、entspreviewthebook,lookingatphotographs,captions,themap,andthequestion/responsestructureofthetext.Explaintostudentsthatthequestion/responsestructureisthetraditional way an interview is displayed in writing.Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverview of wh
10、at the book is about.Ask students what they expect to read about based on what theyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowritea summary,or a brief overview,of t
11、he most important information in a section.Point out that a summaryoftenanswersthequestionswho,what,when,where,and why.ReadtheIntroductionaloudtostudentsandmodelsummarizing.Think-aloud:To summarize,I need to decide which information is important from what Ive read.Then,in my mind,I organize the info
12、rmation into a few words or sentences.For example,the text on page 4 describes how a two-year-old girl has been brought to the emergency room with a mysterious red mark on her leg,and doctors must figure out what caused her injury.The page also describes how Jude McNally,the managing director of the
13、 Poison and Drug Information Center in Tucson,Arizona,studies things that are poisonous to humans.When I look at this important information,a summary of page 4 might be:Jude McNally is an expert on venomous creaturesinthedesert.Hestudiesvenomousanimalstohelpdoctorstreatpeoplewhocomeinwith bites and
14、stings.Writethesummaryontheboard.Discusshowyouusedtheinformationinthebook,alongwithyour own words,to create the summary.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthato
15、newaytoorganizeinformationinabookistoexplainhowtopicsarealikeanddifferent.Create a venn diagram on the board.Label the left-hand side Pencils and the right-hand side Markers.Explainthatinformationtellinghowpencilsandmarkersaresimilariswrittenwherethecirclesoverlap.Information that is only true of pe
16、ncils is written in the left side of the left circle.Information that is only true of markers is written in the right side of the right circle.Showstudentsapencilandamarker.Modelcomparingandcontrastingthetwoobjects.Think-aloud:Pencils are similar to,and different from,markers.Pencils and markers are
17、 both used for writing.However,a pencil produces gray markings and a marker produces colored markings.ModelhowtowriteeachresponseontheVenndiagram.Invitestudentstoshareotherwayspencils and markers are alike and different(alike:approximately the same length,used in art,and so on;different:you can eras
18、e mistakes with the pencil but not with the marker,and so on).WritetheirresponsesontheVenndiagram.Havestudentsturntothetableofcontentsonpage3.Askthemwhattwothingstheymight be asked to compare and contrast in this book(life-threatening and non-life-threatening bites and stings).Bites and StingsLesson
19、 Plan(continued)LeveLS S3 Learning AZ,Inc.All rights reserved.www.readinga-Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:assessing,puncture,symptoms,venom.Givegroupsofstudentsalargepieceofblankpaper.Havethemdividethepaperintofoursections.Havethemwriteordrawwhatthe
20、yknowabouteachword.Havegroupsdiscussandcreate a definition for each word using prior knowledge.Revieworexplainthattheglossaryanddictionarycontainalistofvocabularywordsandtheirdefinitions.Model how students can use the glossary or a dictionary to find a words meaning.Havestudentslocatetheglossaryatth
21、ebackofthebook.Inviteavolunteertoreadthedefinition for assessing intheglossary.Havestudentscomparethedefinitionwiththeirpriorknowledge of the word.Then have them follow along on page 10 as you read the sentence in which the word assessing isfoundtoconfirmthemeaningoftheword.Repeattheexercisewiththe
22、remaining vocabulary words.Pointouttostudentsthedifferencebetweenthemeaningsofvenomous and poisonous.(venomous means that an animal injects venom into something else.Poisonous refers to things that cause a reaction when ingested or touched,such as poison ivy or poison arrow frogs.)Set the PurposeHav
23、estudentsreadthebooktofindoutmoreaboutvenomouscreatures,stoppingafterevery few pages to summarize information to identify similarities and differences between topics.encourage students to underline important information in each section or write it on a separate piece of paper.During ReadingStudent R
24、eading Guide the reading:Havestudentsreadtotheendofpage8.Encouragethosewhofinishbeforeotherstorereadthetext.Whenstudentsareready,discussimportantinformationtheyidentified.Modelsummarizinginformationfrompage6.Think-aloud:I wanted to stop after this page to summarize the information Ive read about bla
25、ck widow spiders.Jude tells that the black widow spider can inject its venom into people.This venom causes burning,stinging,and pain near the bite.It also causes cramping.If a child gets bitten by this spider,his or her muscles cramp,and breathing can become difficult.Based on this information,a sum
26、mary might be:Blackwidowsarevenomousspiders.Theyinjectvenomwhen they bite.The bite causes burning and stinging at the site,even though there is not much swelling or visible puncture marks.Muscle cramping and puffy eyes are common symptoms,especially in children.Writethesummaryontheboard.Discusshowyo
27、uusedtheinformationinthebook,alongwithyour own words,to create a summary.Havestudentsworkwithapartnertorereadpages7and8,andunderlineimportantinformationintheirbookaboutscorpions.Remindthemtoanswerthequestionswho,what,when,where,and why.Whentheyhavefinished,createasummaryasaclass.(Scorpionsarevenomou
28、s.Thebarkscorpionisespeciallydangerous.Symptomsofthistypeofscorpionsting are restlessness,muscle twitching,roving eye syndrome,and movement disorders.Other scorpion stings cause swelling.)Reviewwithstudentstheunderlinedinformationtheyusedtosummarizethefactsonblackwidow spiders and scorpions.Discuss
29、the similarities and differences between these two kinds of animals(similarities:venomous,cause muscle problems,small children are affected more;differences:black widow spiders bite and scorpions sting,black widow bites dont produce much swelling but scorpion stings can).Bites and StingsLesson Plan(
30、continued)LeveLS S4 Learning AZ,Inc.All rights reserved.www.readinga- Check for understanding:Havestudentsreadtotheendofpage12aboutflying,stinginginsectsandrattlesnakes.Remindthemtounderlineinformationthatanswersthequestions who,what,when,where,and why while reading.Then have students work with a pa
31、rtner to writeabriefsummaryofoneoftheanimalsonaseparatepieceofpaper.Havethemshare and discuss their summaries.Havestudentsworkwithapartnertocompareandcontrastflying,stinginginsectsandrattlesnakes.HavethemwritetheinformationonaVenndiagramonaseparatepieceof paper.Invite students to share their work.Di
32、scuss their responses.Havestudentsreadtheremainderofthebook.Havethemunderlineinformationineachsectionthatanswersthequestionswho,what,when,where,and why.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned t
33、o read each word and 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 Divide students into small groups.Assign each group one of the
34、remaining animals or animal groupsfromthebook(Gilamonster,otherscorpions,otherspiders,othersnakes).Haveeachgroupdiscussandunderlineimportantinformationabouttheanimaloranimalgroup.Whenstudents have finished,share and discuss the information they underlined.Think-aloud:I know that summarizing keeps me
35、 actively involved in what Im reading and helps me remember what Ive read.I know that I will remember more about the bites and stings of these desert creatures because I summarized the information in my own words as I read the book.Independent practice:Introduce,explain,and have students complete th
36、e summarize worksheet using the information they underlined in their small group.If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:Reviewwithstudentshowthetextwasorganized(Life-threatening:descriptionsoffour animal bites or stings;No
37、n-life-threatening:descriptions of four animal bites or stings).Reviewanddiscussthesimilaritiesanddifferencesbetweenlife-threateningandnon-life-threatening bites and stings.Independent practice:Introduce,explain,and have students complete the compare-and-contrast worksheet by comparing two animals o
38、r animal groups not previously compared.If time allows,discuss their answers.Enduring understanding:In this book,you learned about the bites and stings of different animals and animal groups.Now that you have read about the life-threatening symptoms to look for,what will you do if you or a friend ge
39、ts a bite or a sting?Build SkillsGrammar and Mechanics:Adjectives Writethefollowingsentenceontheboard:The woman drove a red car.Haveavolunteercometo the board and circle the noun in the sentence(car).Askavolunteertoidentifyawordthatdescribesthecar(red).Revieworexplainthatadjectives are words that de
40、scribe nouns or pronouns and tell which one,how many,or what kind.Bites and StingsLesson Plan(continued)LeveLS S5 Learning AZ,Inc.All rights reserved.www.readinga- Writethefollowingsentenceontheboard:A cardinal is a bright red bird.Underlinethewordbird.Haveavolunteercometotheboardandcirclethewordsth
41、atdescribethebird(bright,red).Pointoutthatmorethanoneadjectivecanbeusedtodescribeanounorpronoun.Askstudentstosharewhyanauthormightusemorethanoneadjectivetodescribesomething(tomoreaccuratelydescribethenounoranadjective).Check for understanding:Writethefollowingsentenceontheboard:Theyre looking for sy
42、mptoms caused by four possible culprits.Underlinethewordculprits.Havestudentswritethetwoadjectivesthatdescribetheculpritsonaseparatepieceofpaper(four,possible).Independent practice:Introduce,explain,and have students complete the adjectivesworksheet.If time allows,discuss their answers.Word Work:Syn
43、onyms Writethewordexplain on the board.Ask students to suggest a word that means almost the same thing(clarify,describe).Revieworexplainthatawordthatmeansthesameoralmostthesame as another word is called a synonym.Askstudentstoexplainwhytheuseofsynonymsisimportantinwriting(theyhelpdescribesomethingin
44、text,theymakethewritingmoreinterestingandvaried,andsoon).Havestudentsprovide examples of sentences that support their thinking.(For example,in the sentence We have over 30 different kinds of scorpions in Arizona,and only the bark scorpion can be life-threatening,the word life-threatening allows read
45、ers to get a more accurate and vivid idea of how dangerous these scorpions are.)Havestudentsturntopage9andlocatethefollowingsentence:With bees,wasps,and ants,were concerned about allergic reactions.Writethewordconcerned on the board.Ask students to use the context of the sentence to suggest a word t
46、hat means the same or almost the same as concerned(anxious,worried).Writethesewordsontheboard.Showstudentsathesaurus.Usethewordconcerned to demonstrate how to use a thesaurus.Writesynonymsforconcerned on the board and compare the meanings of these words with the words on the board.Point out that a t
47、hesaurus identifies synonyms for words.Givepairsofstudentsathesaurus.Askthemtolocatesynonymsfortheworddangerous.Check for understanding:Assignstudentpairsapagefromthebook.Havethemunderlineatleast three words on the page and then use the thesaurus to locate synonyms for those words.Havethemwritethesy
48、nonymsinthemargin,closetotheword.Iftimeallows,sharewords and synonyms.Independent practice:Introduce,explain,and have students complete the synonyms worksheet.If time allows,discuss their responses.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscanta
49、keturnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethem discuss with someone at home what they learned about how to avoid life-threatening bites and stings.Bites and StingsLesson Plan(continued)LeveLS S6 Le
50、arning AZ,Inc.All rights reserved.www.readinga-Extend the ReadingInformational Writing ConnectionAsk student pairs to research another venomous animal or insect.Provide books,encyclopedias,oraccesstotheschoollibraryandInternettofindoutmoreontheirspecificanimal.Havetheminclude the same information th