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1、1Ships of DiscoveryLesson PlanLeveLY Y Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:20 Word Count:2,344Book SummaryShips of Discovery is an informational book about the types of boats that explorers built and used when discovering new lands
2、.Ships and conquests of Polynesian,viking,european,and Chinese explorers are explained.The author also describes the people who set out to sea as well as their motivations for going.Illustrations and maps support the text.Book and lesson also available at Levels T and W.About the LessonTargeted Read
3、ing Strategy Summarize Objectives Use the reading strategy of summarizing to understand nonfiction text Identify details to compare and contrast ships Identify adjectives and the nouns they describe Identify and create compound wordsMaterialsGreen text indicates resources available on the website Bo
4、okShips of Discovery(copy for each student)Chalkboard or dry erase board Sticky notes Compare and contrast,adjectives,compound words worksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting book on interactive whiteboard
5、or completed with paper and pencil if books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:bountiful(adj.),buoyant(adj.),commerce(n.),habitable(adj.),ingenuity(n.),scurvy(n.)Enrichment:archipelago(n.),cara
6、vels(n.),catamaran(n.),clipper ships(n.),eliminated(v.),indigenous(adj.),knarrs(n.),speculated(v.),streamlined(adj.),tiers(n.),triremes(n.)Before ReadingBuild Background Ask students if they have ever been to a marina or another place to look at boats.Have them describe the types of boats or ships t
7、hey saw.encourage discussion about the different shapes and designs of boats.Ask volunteers to tell how and why they think ships were invented.2Ships of DiscoveryLesson Plan(continued)LeveLY Y Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Give students their copy of
8、 the book.Guide them to the front and back covers and read the title.Have students discuss what they see on the covers.encourage them to offer ideas as to what kind of book it is and what it might be about.Ask students if they think this book is fiction or nonfiction and to explain their reasoning.S
9、how students the title page.Talk about the information on the page(title of book,authors name,illustrators name).Ask students to turn to the table of contents.Remind them that the table of contents provides an overview of what the book is about.Ask students what they expect to read about in the book
10、 based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize explain to students that one way to understand what they are reading is to stop now and then during reading to summarize in their mind what they are reading about
11、in the book.Model how to summarize.Think-aloud:As I read this book,I am going to stop every now and then to remind myself about the ships I have read about so far.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,i
12、n my own words,some of the information about ships that I have read about.As students read,encourage them to use other reading strategies in addition to the targeted strategy presented in this section.Introduce the Comprehension Skill:Compare and contrast explain that one way an author helps readers
13、 understand information in a book is to tell how topics in the book are alike and different.Have students look at the illustrations on pages 3 and 4.Model how to compare and contrast using illustrations.Think-aloud:These illustrations show two different types of boats.They are alike in some ways and
14、 different in some ways.One way they are alike is that they both float on water.One way they are different is that the boat on page 3 has large sails,while the boats on page 4 do not.Model how to compare and contrast information using a venn diagram.Draw a venn diagram on the board.Label the left ci
15、rcle Page 3 and the right circle Page 4.explain that information relating to the boat on page 3 is written in the left side of the left circle(sails).Information that relates to the boats on page 4 is written in the right side of the right circle(no sails).explain that in the middle where both circl
16、es overlap,information is written about what the boats on pages 3 and 4 have in common(float).Have students identify other similarities and differences between the boats on pages 3 and 4.Record these on the venn diagram.Introduce the Vocabulary Write the following story critical words from the conte
17、nt vocabulary on the board:buoyant,commerce,ingenuity,and scurvy.Point out that these four words can be found in the story and that knowing what these words mean will help students understand events of the story.Give groups of students four pieces of blank paper,and have them write one of the four v
18、ocabulary words on each page.For each word,have them write or draw what they know about the word.Create a definition for each word using students prior knowledge.Point out the glossary at the back of the book.Review or explain that a glossary or a dictionary contains lists of words and their definit
19、ions.Have them locate the word buoyant in the glossary.Invite a volunteer to read the definition for buoyant.3Ships of DiscoveryLesson Plan(continued)LeveLY Y Learning AZ All rights reserved.www.readinga- Have students follow along on page 4 as you read the sentence in which buoyant is found to conf
20、irm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose Have students read the book to learn more about the different types of ships of discovery.Remind them to stop reading after each section to review,in their own words,what they have learned.During Read
21、ingStudent Reading Guide the reading:Give students their book and have them put a sticky note on page 8.Tell them to read to the end of this page.Have students reread the pages if they finish before everyone else.When they have finished reading,ask students what words they had trouble with.Then have
22、 them point out the ships or boats they knew about and tell how the information they already knew helped them understand what they read.Have a student choose one of the boats and summarize what he or she learned.Model summarizing.Think-aloud:As I read,I paused to summarize in my mind what I learned
23、about each type of boat.For example,I read that canoes were made by hollowing out tree trunks.They were sturdy boats,but they couldnt carry very much.Ill keep reading to learn more interesting facts about other types of boats.While I read,Ill summarize what Ive read to help me remember the new infor
24、mation.Check for understanding:Have students put a sticky note on page 10.Tell them to read to the end of this page.Invite them to share the important information about the Polynesians and their ships.Ask students to write a brief summary of the section on a separate piece of paper.Have them share w
25、hat they wrote.Have students work with a partner to compare and contrast Greek and Polynesian ships and write the information on a venn diagram on a separate piece of paper.Discuss their responses aloud as you create a venn diagram on the board.Have students read the remainder of the book.Remind the
26、m to think about the details in the book so they can summarize the information after they read.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 and figure out its meani
27、ng.After Reading Ask students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Ask students to explain how the strategy of summarizing helped them understand the book.Th
28、ink-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 ships because I summarized the information in my own words as I read the book.Independent practice:Have student
29、s write a summary of pages 11 and 12(“The vikings”)on a separate sheet of paper.If time allows,invite students to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:Review with students the similarities and differences between Greek and Polynesian ships.Add any new in
30、formation to the venn diagram on the board.Review how the information is organized in the venn diagram.4Ships of DiscoveryLesson Plan(continued)LeveLY Y Learning AZ All rights reserved.www.readinga- Check for understanding:Have students provide examples of how viking ships and Chinese ships are alik
31、e and different.Record this information on a new venn diagram on the board.Independent practice:Introduce,explain,and have students complete the compare-and-contrast worksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book,you learned about many different types of s
32、hips.You learned about different countries and their motivations to create bigger,better vessels.Now that you know this information,why is it important to know about the evolution of ships to fully understand the history of discovery?Build Skills Grammar and Mechanics:Adjectives Review or explain th
33、at adjectives are words that describe nouns or pronouns.An adjective tells which one,how many,or what kind.Write the following sentences on the board.Ask students to count the number of adjectives in each sentence.People created oars to move in deep water.These large ships helped people explore dist
34、ant places.The Viking longships were speedy and efficient.Have individual students come to the board and circle the adjectives in each sentence(deep,large,distant,Viking,speedy,and efficient).Then have different volunteers underline the noun that each adjective describes(water,ships,places,and longs
35、hips).Discuss how sometimes writers use two or three adjectives to describe one noun(for instance,Viking,speedy,and efficient all describe longships).explain that an adjective doesnt always precede the noun or pronoun it modifies,as seen in the last sentence(speedy and efficient).Point to the circle
36、d adjective in the first sentence(deep).Ask students to determine whether the adjective tells which one,how many,or what kind(it describes what kind of water).Repeat the exercise with the other two sentences.Tell students that some adjectives are hyphenated and that they are called compound adjectiv
37、es.Write the following sentence on the board:Caravels had a triangular-shaped sail on the rear mast.Have a volunteer come to the board and underline the compound adjective(triangular-shaped).Have another volunteer underline the noun that the adjective describes(sail).Have students use the inside bac
38、k cover of their book to write adjective along with the definition of the term(a word describing a noun or pronoun that tells which one,how many,or what kind)to help them remember the terminology.Check for understanding:Give students highlighters and have them work in pairs to reread the last paragr
39、aph on page 13.Have them highlight all of the adjectives they find.Discuss their findings as a group,identifying the noun that each adjective describes and whether the adjective is telling which one,how many,or what kind(three tells how many;faster,safer,small,swift,sturdy,easier,square,and triangul
40、ar-shaped tell what kind;fore,main,and rear tell which one).Independent practice:Introduce,explain,and have students complete their adjectives worksheet.Discuss the answers as a group once everyone has finished.Word Work:Compound words Write the word warships on the board.Ask students which two word
41、s were joined together in the word warships(war and ships).explain that this word is called a compound word.A compound word contains two words that together create one word meaning.explain that the definitions of the two separate words can help students figure out the meaning of the bigger word(a sh
42、ip that is used in war).5Ships of DiscoveryLesson Plan(continued)LeveLY Y Learning AZ All rights reserved.www.readinga- Write the words waterways,flat-bottomed,and North America on the board.Tell students that these are examples of different types of compound words.each example has two parts that ma
43、ke up one word meaning;however,some compound words are separated by hyphens,some are joined,and some are separate.Have students turn to page 13 in the book.Read the following sentence:Shipbuilders searched for ways to build faster and safer ships.Have students identify the compound word in the sente
44、nce(shipbuilders).Ask students to identify the two separate words that make up the compound word(ship and builders).Ask a volunteer to use the definitions of the two smaller words to figure out the meaning of the bigger word(people who build ships).Check for understanding:Have students turn to page
45、19 in the book.Read the first paragraph aloud while students follow along.Ask them to identify three compound words(clipper ships and thirty-five).Ask students to identify the two separate words that make up each compound word(home and lands,clipper and ships,thirty-and five).Discuss the definition
46、of each word,using the smaller words to figure out the meaning.Independent practice:Introduce,explain,and have students complete the compound words worksheet.When students finish,discuss their answers aloud.Build Fluency Independent Reading Allow students to read their book independently.Additionall
47、y,allow partners to take turns reading parts of the book to each other.Home Connection Give students their book to take home to read with parents,caregivers,siblings,or friends.Have students create a venn diagram and compare and contrast something at home(two foods,two people,and so on).Extend the R
48、eadingInformational Writing ConnectionProvide print and Internet sources for students to research one of the following ships:Greek triremes,viking longships,or Spanish galleons.Have them write an informational report on their chosen ship,including at least three paragraphs and two illustrations.Requ
49、ire an error-free final copy to be read aloud to a partner of their choice.Display their work on a bulletin board titled Ships of Discovery or bind the pages into a class book.visit WritingAZ.com for a lesson and leveled materials on expository writing.Social Studies Connection Give students copies
50、of a world map and have them find each location that was mentioned in the book(egypt,North America,Greece,Pacific Islands,Northern europe,Spain,China,and europe).Have them identify each location with a different color and then label each location with the type of ship used.encourage students to add