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1、The Mystery of Granville LibraryLesson PlanLeveLWW1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Fiction/Mystery Page Count:24 Word Count:2,400Book SummaryIn The Mystery of Granville Library,three friends discover mysterious clues in a library book.The boys put their head
2、s together to solve the mystery,and in the end they discover a very special place.About the LessonTargeted Reading Strategy RetellObjectives Retelltounderstandthetext Identifyelementsofthemysterygenre Identifynamesofpeopleaspropernouns IdentifyandcreatesimilesMaterialsGreentext indicates resources a
3、vailable on the website BookThe Mystery of Granville Library(copy for each student)Chalkboardordry-eraseboard Retell,propernouns:namesofpeople,andsimilesworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on
4、 an interactive whiteboard or completed with paper and pencil if the books are reused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonvocabularyAZ.com.Content words:Story critical:dead end(n.),discovered(n.),mysteries(n.),riddle(n.),secrets(n.),treasure(n.)Enrichment:acrostic
5、s(n.),binding(n.),catalog(n.),copyright(n.),decades(n.),Middle Ages(n.),pattern(n.),scanning(v.)Before ReadingBuild Background Askstudentswhatgenres,ortypes,ofbookstheyusuallycheckoutofthelibrary.Discusswhatstudents know about mysteries.Ask what mystery Tv shows and movies they may have seen.(As ane
6、xample,discusstheScooby-Doomysteriesandhowthecharacterssolvecases.)Toencouragediscussion,list on the board the mysteries that students name.The Mystery of Granville LibraryLesson Plan(continued)LeveLWW2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentst
7、heircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleo
8、fbook,authorsname,illustratorsname).Previewthetableofcontentsonpage3.Askstudentswhattheyexpectthebooktobeabout,based on the chapter titles in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Retell Explaintostudentsthatgoodreadersstopeverynowandthen
9、toretellintheirmindwhatis happening in a book.This helps them understand and remember what they read.Remindstudentsthatwhensomeoneretellssomething,heorshetellsthemostimportantdetailsof a story or event.It is common for people to retell what they did over the weekend when they return to work or schoo
10、l on Monday.It is also common for people to tell someone about a movie,television show,or sporting event they watched or attended.Ask students to offer suggestions of times when they have either heard or given a retelling of something.Modelretellingbytellingaboutarecentweekend.Think-aloud:Last weeke
11、nd,I had family visit from out of town.I took them to the art museum on Friday night.On Saturday,we visited the zoo and had lunch at my favorite restaurant.On Sunday,we had a picnic at the park.Explaintostudentsthattheretellingincludedthemostimportant details needed for them to know what happened ov
12、er the weekend.ExplaintostudentsthatastheyreadThe Mystery of Granville Library,they will better understand and follow the main idea of the story if they stop as they read to retell in their mind what is happening.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy
13、presented in this section.Introduce the Comprehension Skill:Identify elements of the mystery genre Askstudentswhytheythinkreadersmightchoosetoreadmysteriesandwhatmakesagoodmystery.Revieworexplainthatmysteriesinspiretheimaginationbypresentingreaderswith a puzzle and clues.Discuss how characters in bo
14、oks and movies solve mysteries.Introduce the skill:Ask students how they can tell when the story they are reading is a mystery.Explainthatmostmysterystorieshavecertainelementsincommon.Listthebasicelementsofthemysterygenreontheboard:(1)aneventhappensthatnoonecanexplain;(2)someone,suchasadetective,isa
15、skedtosolvethemystery;(3)thedetectiveattemptstomakesenseofthemystery;(4)suspectsareidentified;(5)themysteryissolved.Modelidentifyingelementsofthemysterygenre.Think-aloud:I know that mystery stories usually begin with a mysterious event or message,followed by series of clues that someone tries to und
16、erstand.As I read,I will compare the events in the story with the list of basic elements of the mystery genre.I will note which genre elements are included in the story and which ones are not.Introduce the Vocabulary Asyoupreviewthebook,invitestudentstotalkaboutwhattheyseeintheillustrations.Reinforc
17、ethevocabularywordstheywillencounterinthetext.Writethefollowingwordsontheboard:mysteries,riddle,secrets,treasure.Giveeachstudentapieceofpaperandaskthemtofoldthepaperintofoursections.Havestudents write one vocabulary word in each section on their paper.Ask students to draw or writewhattheyknowaboutth
18、eword.Createadefinitionforeachwordusingstudentspriorknowledge.The Mystery of Granville LibraryLesson Plan(continued)LeveLWW3 Learning AZ,Inc.All rights reserved.www.readinga- Revieworexplainthatstudentswillencounterbold-facedwords,likethoselistedontheboard,throughoutthetext.Explainthatthesewordsandt
19、heirdefinitionscanbefoundintheglossary.Modelhowstudentscanusetheglossarytofindawordsmeaning.Havestudentslocatetheglossaryinthebackofthetext.Inviteavolunteertoreadthedefinitionformysteries in the glossary.Havestudentscomparethedefinitionwiththeirpriorknowledgeoftheword.Thenhave them follow along on p
20、age 4 as you read the sentence in which the word mysteries is found toconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabularywords.Set the Purpose HavestudentsreadtofindoutthemysteryatGranvilleLibrary.Remindthemtostopeverynowand then to retell in their mind what has happened so far in
21、 the story.During ReadingStudent Reading Guide the reading:Havestudentsreadtotheendofpage7.Encouragethosewhofinishbeforeotherstogobackandrereadthetext.Discussmysteries.ExplaintostudentsthatmysteriescanbetracedbacktoancientGreece,whenSophoclesandEuripideswroteplaysthatcontainedmysteryelements.Askstud
22、entsiftheyvereadNancyDrew,HardyBoys,orHarryPotterbooks,anddiscusswhatthey liked about these books.Discuss how the characters solved mysteries in the books.Explaintostudentsthat The Mystery of Granville Library is organized into chapters.Have studentslocateandreadthetitleofthefirstchapter,“KingArthur
23、sClue.”Explaintostudentsthat stopping at the end of each chapter to retell the events of a story is a helpful way to check inandbesuretheyareunderstandingthetext.Modelretellingthemaineventofthefirstchapter.Think-aloud:The beginning of the story introduces three boys who are good friends and all shar
24、e a love of reading.One day when the boys are at the school library Daniel comes across a strange note written in a book he is reading.Daniel notices something interesting about this note;the first letter of each word in the sentence spells out his name.As Daniel looks through the book,he discovers
25、another message.I wonder what these messages mean.Check for understanding:Have students share some of the things they thought about as they read theinformationonthepagessofar.Selectvolunteerstosharehowtheyretoldthischapterofthe story to themselves.Independent practice:Introduceandexplaintheretell wo
26、rksheet.Have students identify and recordthemaineventsofthefirstchapter.Invitestudentstosharetheirresponses.Havestudentsreadtheremainderofthebook.Encouragethemtostopaftereachchaptertoretellintheirmindwhattheyveread.Remindthemthataftereachchapter,theyshouldskimitagain and add main events or details t
27、o their retell worksheet to record the sequence of events that took place.Have students make a question mark in their book beside any word they do not understand or cannot pronounce.encourage them to use the strategies they have learned to read each word andfigureoutitsmeaning.After Reading Askstude
28、ntswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.Reflect on the Reading Strategy Havestudentssharehowtheyusedthestrategyofretellingwhilereading.Reinforcethatretelling in their mind as they read keeps them actively involv
29、ed in the reading process and helps them understand and remember what they have read.The Mystery of Granville LibraryLesson Plan(continued)LeveLWW4 Learning AZ,Inc.All rights reserved.www.readinga- Checkstudentunderstandingbyinvitingthemtoshareplacesinthetextwheretheystoppedand how they retold the i
30、nformation to themselves.Reflect on the Comprehension Skill Discussion:Ask students what elements of a mystery they noticed in The Mystery of Granville Library.Discuss how this mystery compared to other mysteries that they have read.Check for understanding:Havestudentsidentifythefiveelementsofamyste
31、ryinThe Mystery of Granville Library.First,askstudentstotellthemysteryinthebookthatnoonecanexplain(DanielfindswritingnearthebindingofabookYurismotherrecommendedheread).Next,ask who volunteers to solve the problem(Daniel).Ask how Daniel goes about trying to make senseofthemystery(Heuseshisexperiencew
32、ithsolvingwordgames).Then,askifthereareanysuspectsinthismystery(DiscusswhetherDanielsgrandfathercouldbeconsideredasuspect).Finally,review all of the steps involved in solving the mystery and discuss the solution.Enduring understanding:Having read The Mystery of the Granville Library,do you think the
33、 characters would have solved the mystery had they not been such avid readers?Why or why not?What does this book make you think about your own reading adventures?Build SkillsGrammar and Mechanics:Proper nouns:Names of people Revieworexplainthatanoun is a person,place,or thing.Askstudentstoturntopage
34、5andgiveexamplesofnounsfromthetext(knights,book,library,and so on).Revieworexplainthataproper nounisthenameofaspecificperson,place,orthing.Apropernounalwaysbeginswithacapitalletter.Explaintostudentsthatinthislessontheywillfocusonthenamesofpeople.Writeexamplesofthepropernouns,namesofpeople,frompage5o
35、ntheboard(Daniel,King Arthur,Yuri,Bennett).Remindstudentsnottoconfuseapropernounwiththecapitalletterusedatthebeginning ofasentenceorthetitleofachapter.Pointoutinstancesinthebookwherecapitalsareused but a proper noun is not present.Check for understanding:Writethefollowingnounsinacolumnontheboard:boy
36、,librarian,friend,king.Askvolunteerstogiveexamplesofpropernounsornamesofpeopleforeach,andwritethem on the board to the right of each common noun(Daniel,Mrs.Montoya,and so on).Independent practice:Introduce,explain,andhavestudentscompletethepropernouns:names-of-peopleworksheet.If time allows,discuss
37、their responses.Word Work:SimilesRevieworexplainthatasimile makes a comparison by using the word like or as.Writethewordslike and asontheboard.Explaintostudentsthatthesewordsoftensignalasimile.Say:For example,when I say the library is as quiet as a tomb,I am comparing the quietness of both places.Ch
38、eck for understanding:Say:Using your detective skills,find the first simile in this book(firstparagraph on page 6).Remember to look for the clue words.Ask what things are being compared(the smells of the book are compared to a closet full of old newspapers).Have students create original similes comp
39、aring smells to items(the shirt smelled like a rose,the jacket smelled like an old shoe,and so on).Independent practice:Introduce,explain,andhavestudentscompletethesimiles worksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Addit
40、ionally,invitepartnerstotaketurnsreading parts of the book to each other.The Mystery of Granville LibraryLesson Plan(continued)LeveLWW5 Learning AZ,Inc.All rights reserved.www.readinga-Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents practic
41、e analyzing the problem and solution,and identifying mystery genre elements while reading with someone at home.Extend the ReadingWriting and Art ConnectionHavepairsofstudentswriteandillustrateamystery,rememberingtoincludethefivepartsofamystery,asoutlinedinIntroducetheComprehensionSkillsection.Havest
42、udentsmakesurethatthecharacter(s)inthemysteryapplytheirproblem-solvingskills.Finally,invitestudentstoreadtheirfinishedmysterytothegroup.Social Studies ConnectionProvideprintandInternetresourcesforsmallgroupsofstudentstoresearchthehistoryofmysteries.Assign groups various periods in history,from ancie
43、nt Greece to the present.Have them prepare posters and oral presentations that provide information about mystery writers.Display the posters along a mystery timeline.Skill ReviewDiscussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedasanextensionactivity.The
44、followingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Conductaclassdiscussionas
45、areviewbeforethebookquiz.AssessmentMonitor students to determine if they can:consistentlyretelltounderstandtextduringdiscussionandonaworksheet identifyandunderstandthemysterygenreduringdiscussion correctlyidentifyandcapitalizenamesofpeopleduringdiscussionandonaworksheet accuratelyidentifysimilesintextduringdiscussionandonaworksheetComprehension Checks BookQuiz RetellingRubric