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1、The Story of the StatueLesson PlanLeveLJ J1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:304Book SummaryOn an island in New York Harbor stands a very big,green,famous ladythe Statue of Liberty!Readers will learn many interesti
2、ng facts about where she came from and how she was built.They will also learn what she means to the people of the United States.Engaging photographs support the text.Book and lesson also available at Levels M and P.About the LessonTargeted Reading Strategy VisualizeObjectives Usethereadingstrategyof
3、visualizingtounderstandtext Identify authors purpose Recognizeanddiscriminater-controlled/ar/sound Readandcategorizewordswithr-controlled vowels Recognizeandusepropernouns Recognizeandusehigh-frequencywordsmany,they,whereMaterialsGreen text indicates resources available on the website BookThe Story
4、of the Statue(copy for each student)Chalkboardordryeraseboard Visualize,propernouns,high-frequencywordsworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard or completed with paper and pe
5、ncil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on V.High-frequency words:many,they,where Content words:Story critical:freedom(n.),island(n.),liberty(n.),statue(n.),tablet(n.),torch(n.)Enrichment:base(n.),copper(n.),iron(n.)Before ReadingBui
6、ld Background Showstudentsseveralphotosorimagesofstatues,perhapsincludingsomefamouslocalones.Have students share their ideas on why people make and erect statues(for example,as artwork,to remember or honor someone,or as a symbol of something).ShowstudentsapictureoftheStatueofLiberty.Askthemtosharewh
7、attheyknowabouttheStatue of Liberty(for example,where it is,what it is made of,how old it is,how tall it is,and so on).The Story of the StatueLesson Plan(continued)LeveLJ J2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Showstudentsthefrontandbackcoversofthebookandr
8、eadthetitlewiththem.Askwhattheythink they might read about in a book called The Story of the Statue.(Accept all answers that students can justify.)Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Introduce the Reading Strategy:Visualize Explaintostudentsthatgoodreader
9、softenvisualize,ormakepicturesintheirmind,astheyread.Readers use what they already know about a topic and the words from the text to make pictures in their mind.Modelhowtovisualizeusingthetitleofthebook.Think-aloud:When I read a book,I pause after a few pages or after reading a description of someth
10、ing to create a picture in my mind of the information Ive just read.This helps me to better understand what I am reading.For example,when I read the title The Story of the Statue,I pictured a statue of a little girl that I know of in my local park.I remembered that her family placed the statue there
11、 after she died of an illness.The statue had a story behind it.I wonder if this book is going to tell me the story of the Statue of Liberty.Invitestudentstosharewhattheyvisualizedwhentheyheardthetitleofthebook.Havethemcompare the picture in their mind with the picture on the front cover.Asstudentsre
12、ad,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Authors purpose Explaintostudentsthatanauthorusuallyhasareasonorpurposeforwritingabook.The purpose is either to inform,entertain,or persuade.Explain that to inform m
13、eans to give someone information about something;to entertain means to amuse someone;and to persuade means to convince someone to think or do something in a new way.Readthetitlepageandtheintroductionaloud.Modelhowtoidentifyauthorspurpose.Think-aloud:When authors write,they have a reason,or purpose,f
14、or writing their book.They want to inform me,entertain me,or persuade me.After reading the title and the first page of this book,I think the author wants readers to learn new facts and information about the Statue of Liberty,so I think her purpose in writing the book was to inform readers.Sometimes
15、authors write for more than one purpose,so I will keep reading to see if she also wants to entertain us or persuade us.Introduce the Vocabulary Whilepreviewingthebook,reinforcethevocabularywordsthatstudentswillencounter.Forexample,while looking at the picture on page 4,you might say:It looks as thou
16、gh the Statue of Liberty is holding some kind of torch.Remindstudentstolookatthepictureandtheletterswithwhichawordbeginsorendsto figureoutadifficultword.Forexample,pointtothewordstatue on page 4 and say:I am going to check the picture and think about what word would make sense in this sentence.I kno
17、w the book is about the Statue of Liberty.This word starts with the/st/sound,and when I say statue,I hear the/st/sound at the beginning of the word.Using the picture,sounds,and context of the story,I think this word is statue.Statue makes sense in the sentence.It looks and sounds right,too.Set the P
18、urpose HavestudentsreadtofindoutmoreabouttheStatueofLiberty.Remindthemtovisualize as they read and to think about the authors purpose for writing the book.The Story of the StatueLesson Plan(continued)LeveLJ J3 Learning AZ All rights reserved.www.readinga-During ReadingStudent Reading Guide the readi
19、ng:Give students their copy of the book.Ask them to place a finger on the page number in the bottom corner of page 4.Have them read to the end of page 6,using their finger to point to each word as they read.Encourage students who finish before others to reread the text.Modelvisualizingandidentifying
20、authorspurpose.Think-aloud:As I read page 4,I learned that the Statue of Liberty is the tallest statue in the United States.I tried to imagine myself standing next to the statue and noticing how big it is compared to me.As I read page 5,I learned where the statue came fromFrance.It was a gift for Am
21、ericas 100th birthday.This is a very interesting fact.I think the authors purpose was to inform me about the history of the Statue of Liberty.Introduceandexplainthevisualizeworksheet.Have students draw on their worksheet what they visualizedastheylistenedtoyoureadpages4and5.Invitestudentstosharethei
22、rdrawings.Check for understanding:Have students read to the end of page 11.Invite volunteers to explain what they pictured in their mind when they read about the statue being taken apart.Ask students to draw in the next box of their worksheet(Building the Statue)what they pictured while reading this
23、 section.Askstudentstoexplaintheauthorspurposeinthissection.Askiftheycontinuetothinkitis to inform or whether the author has also entertained or persuaded the reader in any way on these pages.Havestudentsreadtheremainderofthebook.Remindthemtocontinuevisualizingandidentifying the authors purpose as t
24、hey read.Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.These can be addressed in the discussion that follows.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strateg
25、ies and context clues.Reflect on the Reading Strategy Askstudentstoexplainorshowhowthestrategyofvisualizinghelpedthemunderstandandremember important information in the book.Think-aloud:When I read pages 14 and 15 and looked at the photograph on page 14,I pictured myself on that ferryboat,approaching
26、 the Statue of Liberty.This helped me to think back and remember everything I had learned about it.Independent practice:Havestudentscompletethevisualizeworksheetfortwoothersectionsofthebook.If time allows,have them share their drawings.Reflect on the Comprehension Skill Discussion:Review the three m
27、ain purposes that authors have for writing.Ask students if they think it is possible for an author to have more than one purpose when writing.Ask if,for example,its possible for an author to inform and entertain readers at the same time.Enduring understanding:In this book,you learned about a very fa
28、mous statue in the United States.You also learned the“story”behind the statue.The next time you see a statue somewhere,what will you want to know about it?Build Skills Phonological Awareness:Discriminate r-controlled/ar/Say the word hardaloudtostudents,emphasizingther-controlled/ar/sound.Have studen
29、ts say the word aloud and then say the r-controlled/ar/sound.The Story of the StatueLesson Plan(continued)LeveLJ J4 Learning AZ All rights reserved.www.readinga- Say the following words from the book,one at a time:far,birthday,France,apart,island.Have students discuss with a partner and decide which
30、 two words contain the r-controlled/ar/sound as in hard.Have them write the words on a blank piece of paper.On the count of three,have everyone reveal their words to you.Check for understanding:Say the following words,one at a time:are,great,artist,statue,marker.Have students give the thumbs-up sign
31、al for each word that contains the r-controlled/ar/sound as in the word hard.Phonics:R-controlled vowels Writethesewordsfromthebookontheboard:far,first,York,Liberty.Read the words aloud and have students repeat them with you.Explain to students that the letter r can affect the sound of the vowel tha
32、t precedes it in many different ways.Return to the words on the board,underline the vowel+r,andemphasizethedifferent sounds.Check for understanding:Createathree-columnchartonthechalkboardandlabelthecolumnsar,er/ir/ur,and or.Model how to place the words far,first,York,and Liberty on the chart.Next,wr
33、ite the following words on the board in a separate place:copper,story,torch,art.Have volunteers tell in which column each word should be placed.Independent practice:Invite students to work in pairs to look through their book to find words that contain r-controlled vowels.Have them come to the chart
34、and write any words they find.If time allows,discuss their answers.Grammar and Mechanics:Proper nouns Revieworexplainthatanoun is a person,place,or thing.Askstudentstoturntopage5.Ask them to underline the words man,birthday,and gift.Point out that man is a person,and birthday and gift are things.Rev
35、iew or explain that a proper noun is the name of a specific person,place,or thing.A proper nounalwaysbeginswithacapitalletter.Askstudentstoreturntopage5.Askthemtocirclethewords France(a specific place),America(a specific place),and Statue of Liberty(a specific thing).Point out that these words all h
36、ave capital letters.Remindstudentsnottoconfusethecapitalletterinapropernounwiththecapitalletterusedatthe beginning of a sentence or in the title of a chapter or section of a book.Point out instances in the book where capitals are used but a proper noun is not present.Check for understanding:Writethe
37、followingnounsinacolumnontheboard:girl,boy,school,holiday.Ask volunteers to give examples of proper nouns for each one and write them next to the regular noun(holiday:Christmas,Memorial Day,and so on).Independent practice:Introduce,explain,and have students complete the proper nouns worksheet.If tim
38、e allows,discuss their responses.Word Work:High-frequency words Tellstudentstheyaregoingtolearnandpracticethreewordsthattheywillseeofteninbooks.Writethehigh-frequencywordsmany,they,and where on the board.Read and spell each word.Writethefollowingsentenceontheboard:The Statue of Liberty has welcomed
39、many people to the United States.Read the sentence together with students.Point to the word many.Ask students to tell what the word means.Ask volunteers to use many in oral sentences.Askstudentstoturntopage6.Readthelastsentencetogether.PointtothewordThey.Ask students to tell what the word means and
40、use it in an oral sentence with a partner.Repeat this process with the word where on page 4.Check for understanding:Have students complete the high-frequency-wordsworksheet.Whenthey have finished,have them compare their work with a partner.The Story of the StatueLesson Plan(continued)LeveLJ J5 Learn
41、ing AZ All rights reserved.www.readinga-Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemsharethei
42、rvisualizationdrawingswithsomeoneathome.Extend the ReadingInformational Writing and Art ConnectionProvide students with print and Internet resources about the Statue of Liberty.Have them find an interesting fact about“Lady Liberty”not discussed in the book(for example,her dimensions,the man who desi
43、gned and built her,how she was repaired and renovated,and so on)and illustrate it.Requirethreecompletesentencesundertheirillustration.VisitWritingAZ for a lesson and leveled materials on expository writing.Math Connection Locate an Internet resource that lists the dimensions of the statue(for exampl
44、e,length of hand,sizeoffingernail,lengthofnose,armlength,footlength).CreateachartwithalistoftheStatueof Libertys measurements.Provide students with measuring tapes and have partners measure their body parts and compare them to the statues.Skill Review Discussion cards covering comprehension skills a
45、nd 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,eitherasanessay or as a journal entry.Distr
46、ibutebeforereadingthebookandhavestudentsuseoneofthequestions as a purpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:consistentlyusethestrategyofvisualizingtounderstandtextduringdi
47、scussion and on a worksheet accurately identify the authors purpose during discussion accuratelydiscriminatether-controlled/ar/sound during discussion consistentlyreadandcategorizewordswithr-controlled vowels correctlyidentifypropernounsduringdiscussionandonaworksheet correctlyuseandwritehigh-frequencywordsmany,they and whereComprehension Checks BookQuiz Retelling Rubric