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1、Desert PeopleLesson PlanLeveLP P1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:897Book SummaryDesert People is an informational text about various peoples who live in deserts.It focuses mostly on the Tohono Oodham(a Native Ame
2、rican tribe)and the Bedouins but also briefly mentions other cultures.Desert People tells about many aspects of desert life,from diet and shelter to daily routines,traditions,and customs.Photographs,tables,and a map support the text.Book and lesson also available at Levels T and W.About the LessonTa
3、rgeted Reading Strategy SummarizeObjectives Summarizetounderstandnonfictiontext Identifydetailstocompareandcontrastdesertpeople Identifyvoweldigraphai Understandanduseprepositionsinsentences ReadandunderstandnumberwordsMaterialsGreen text indicates resources available on the website BookDesert Peopl
4、e(copy for each student)Chalkboardordryeraseboard Compareandcontrast,prepositions,numberwordsworksheets 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 pencil if bo
5、oks are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:adapt(v.),Atacama Desert(n.),Bushmen(n.),dung(n.),nomads(n.),oases(n.)Enrichment:Australian Aborigines(n.),Before ReadingBuild Background Drawawebontheboa
6、rdwiththeworddesert in the center circle.Have students tell what they know about deserts.Attach smaller circles that contain the information they share.Explainthatthehotdesertsoftheworldarehometomanydifferentpeoples.Askstudentswhether they would like to live in a desert and to explain their reasonin
7、g.Desert PeopleLesson Plan(continued)LeveLP P2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandread the title.Have students discuss what they see on the covers.encourage them to offer ideas as to what k
8、ind of book it is and what it might be about.Askstudentsiftheythinkthisbookisfictionornonfictionandtoexplaintheirreasoning.Showstudentsthetitlepage.Talkabouttheinformationonthepage(titleofbook,authorsname).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview of w
9、hat the book is about.Ask students what they expect to read about in the book based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Summarize Explaintostudentsthatonewaytounderstandwhattheyarereadingistostopnowandthenduringreadi
10、ngtosummarizeintheirmindwhattheyarereadingaboutinthebook.Modelhowtosummarize.Think-aloud:As I read this book,I am going to stop every now and then to remind myself what I have read so far about desert people.This helps me remember what Im reading and makes me think about new information.When I finis
11、h reading the book,I should be able to tell,in my own words,some of the information I have read about desert people.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and contrast Explainthatonewa
12、yanauthorhelpsreadersunderstandinformationinabookistotellhowtopics in the book are alike and different.Havestudentslookatthephotographsonpages3and9.Modelhowtocompareandcontrastusing photographs.Think-aloud:These photos show two different types of desert land.They are alike in some ways and different
13、 in some ways.One way they are alike is that they both are sandy.One way they are different is that the desert land on page 9 has cacti,while the desert land on page 3 does not.ModelhowtocompareandcontrastinformationusingaVenndiagram.DrawaVenndiagramon the board.Label the left circle Page 3 and the
14、right circle Page 9.explain that information relatingtothedesertlandonpage3iswrittenintheleftsideoftheleftcircle(nocacti).Information that relates to the desert land on page 9 is written in the right side of the right circle(cacti).explain that in the middle where both circles overlap,information is
15、 written about what thedesertlandsonpages3and9haveincommon(sandy).Havestudentsidentifyothersimilaritiesanddifferencesbetweenthedesertlandsonpages3and9.RecordtheseontheVenndiagram.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what t
16、hey know about letter and sound correspondence to figure out a word.They can look for base words within words,prefixes,and suffixes.They can use the context to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Forexample,pointoutawordinbold,suchastheword adaptonpage5.Modelho
17、wstudentscanusecontextcluestofigureoutthemeaningoftheword.Readthelastparagraphaloud.Askstudentswhatwordsprovidecluesastothemeaning of the word adapt in this text(found ways;live successfully).Have students follow along as you read the sentence to confirm the meaning of the word.Then have students ch
18、eck the glossary to confirm the words meaning.Remindstudentstocheckwhetherawordmakessensebyrereadingthesentenceinwhich it occurs.Desert PeopleLesson Plan(continued)LeveLP P3 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestudentsreadthebooktolearnaboutdesertsandthepeoplewholivether
19、e.Remindthemto stop after reading new information to review,in their own words,what they have learned.During ReadingStudent Reading Guide the reading:Give students their book and have them put a finger on the bottom of page 6.Tell them to read to the end of this page.Have students reread the pages i
20、f they finish before everyone else.Modelsummarizing.Think-aloud:As I read,I paused to summarize in my mind what I learned about in each section.For example,when I read the section titled“What Is a Desert?”I underlined the words,phrases,and sentences I thought were most important.(Add any information
21、 that was not generated bystudentstothewebontheboard.Reviewthewebandpointoutwhichdetailsaremostimportant,crossing out the less-important details as you go.)After sorting through the information and deciding what is important and what isnt,I put the information in my own words to create a summary.(Th
22、ere are many types of deserts.Deserts receive less than 10 inches of rainayear.Somedesertsgetverycold,butmostdesertsarehot.)As I continue reading the book,Ill summarize what Ive read to help me remember new information.Check for understanding:Have students put a finger on the bottom of page 9.Tell t
23、hem to read to theendofthispage.InvitethemtosharetheimportantinformationabouttheSonoranDesert(page 7).Ask students to write a brief summary of the section on a separate piece of paper.Have them share what they wrote.Usingthechartonpage6,havestudentsworkwithapartnertocompareandcontrasttheSonoranDeser
24、tandtheAtacamaDesertandwritetheinformationonaVenndiagramonaseparate piece of paper.Discuss their responses aloud as you create a venn diagram on the board.Havestudentsreadtheremainderofthebook.Remindthemtothinkaboutthedetailsinthebooksotheycansummarizetheinformationaftertheyread.Have students make a
25、 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 meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these w
26、ords using decoding strategies and context clues.Reflect on the Reading Strategy Askstudentstoexplainhowthestrategyofsummarizinghelpedthemunderstandthebook.Think-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
27、 I will remember more about different kinds of deserts and the people who live there,because I summarized the information in my own words as I read the book.Independent practice:Have students write a summary of pages 12 through 16(The Bedouin)on a separate sheet of paper.If time allows,invite studen
28、ts to read their completed summaries aloud.Reflect on the Comprehension Skill Discussion:ReviewwithstudentsthesimilaritiesanddifferencesbetweentheSonoranDesertandtheAtacamaDesert.AddanynewinformationtotheVenndiagramontheboard.ReviewhowtheinformationisorganizedintheVenndiagram.Desert PeopleLesson Pla
29、n(continued)LeveLP P4 Learning AZ All rights reserved.www.readinga- Check for understanding:Have students provide examples of how the Australian Aborigines and theAtacamaIndiansarealikeanddifferent.RecordthisinformationonanewVenndiagram on the board.Independent practice:Introduce,explain,and have st
30、udents complete the compare-and-contrast worksheet.If time allows,discuss their responses aloud.Enduring understanding:In this book,you learned about different types of deserts and the people who live there.You learned that,for thousands of years,people have adapted to deserts.Now that you know this
31、 information,do you think people living in the desert will need to continue to adapt in the future?If so,why?Build SkillsPhonics:Vowel digraph ai Writethewordspain and rain on the board and say them aloud with students.Havestudentssaythelong/a/vowelsoundaloud.Thenrunyourfingerunderthelettersinthewor
32、ds as students say the whole words aloud.Ask students to identify the letters that stand for the long/a/sound in the words pain and rain.Underlinethelettersa and i in the word pain.explain to students that the letters a and i together are called a vowel digraph.The vowel digraph ai makesthelong/a/vo
33、welsound.Saythefollowing words with the vowel digraph ai aloud one at a time:rail,snail,drain.Have volunteers spell the words aloud as you write them on the board.Check for understanding:Have students look through the book to find all the vowel digraph ai words(rain(s),main,trained,raised,rainfall,t
34、errain,plains).Grammar and Mechanics:Prepositions Explainthatprepositions are words that show a relationship between things.They provide information about where,when,how,why,and with what somethinghappens.Forexample,in the sentence Ill do this after lunch,the word after is a preposition that provide
35、s information about when something happens.Askstudentstoturntopage5.Writethefollowingsentenceontheboard:In this book,you will learn about two desert peoples.Point to the word In.Have a volunteer explain how the preposition is used in this sentence(it explains where you will learn about desert people
36、s).Explainthatprepositionsarealsodefinedasrelationshipindicators;theyexplaintherelationshipof a subject to the rest of the sentence.Have a volunteer draw a rabbit on the chalkboard.Have another volunteer draw a cactus in front of the rabbit.Write the following sentences on the board:The rabbit goes
37、_ the cactus.The rabbit is _ the cactus.Next,drawalinefromtherabbitover,under,through,beside,and to the cactus,one at a time.Have a volunteer come to the board and write each preposition in the correct sentence.Check for understanding:Have students look through the text and circle examples of prepos
38、itions.Recordontheboardtheprepositionsthatstudentsidentifyinthebook.Discussthetype of information each preposition provides(how,when,why,and so on)and how each one links the words in the sentence.Independent practice:Introduce,explain,and have students complete the prepositions worksheet.If time all
39、ows,discuss their responses.Word Work:Number words Explainthatwhenreadingaloud,readerswillsometimesencounterdifferentsymbols,numbers,and abbreviations in the text.Good readers read these parts of the text fluently,just as they read the words.Desert PeopleLesson Plan(continued)LeveLP P5 Learning AZ A
40、ll rights reserved.www.readinga- Directstudentstopage8.Askthemtofindthenumbersinthetext(49 Celsius,120 F,30.5 centimeters,12 in).Revieworexplainthatthenumbersarecalledcardinal numbers and that they are used to describe an amount.Point out that a cardinal number is read in the same manner as the writ
41、ten word for the number.Practice reading the numbers and symbols aloud.explain that when reading 30.5,it is read“thirty point five.”Writethenumbersfrompage8ontheboardandhavevolunteerscometotheboardtowritetheir word equivalents(forty-nine,one hundred twenty,thirty point five,twelve).Check for underst
42、anding:Havestudentsturntopage13.Askthemtofindthenumbersinthetext(9 million square kilometers,3.5 million sq mi,25 millimeters,1 in).Have volunteers read the numbers and symbols aloud.Write the numbers on the board and ask other volunteers to come to the board to write their word equivalents(nine mil
43、lion,three point five,twenty-five,one).Independent practice:Introduce,explain,and have students complete the number words worksheet.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependentlyorwithapartner.Encouragerepeatedtimedreadings of a specific section of the book.Home Connectio
44、n Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havestudents create a venn diagram and compare and contrast something at home(for example,two foods,two people,and so on).Extend the ReadingInformational Writing ConnectionProvide print and Internet sources for students
45、 to further research one of the following desert peoples:Kalahari Bushmen,Atacama Indians,or Australian Aborigines.Have them write an informational report,including at least three paragraphs and two illustrations or photographs.Requireanerror-freefinalcopytobereadaloudtoapartneroftheirchoice.Display
46、theirwork on a bulletin board titled Desert People.visit Writing AZ for a lesson and leveled materials on expository report writing.Social Studies ConnectionUsingbooksandInternetreferencematerials,havegroupsofstudentsresearchthetypesofclothing,baskets,and other things worn and used by each of the si
47、x groups of desert people mentioned in the book.Have students create Desert Art posters that show written and visual examples of various kinds of desert clothing.Post them on the Desert People bulletin board alongsidetheirreportsfromtheWritingConnectionactivity.Skill ReviewDiscussion cards covering
48、comprehension skills and 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,eitherasanessayorasa
49、journal entry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Desert PeopleLesson Plan(continued)LeveLP P6 Learning AZ All rights reserved.www.readinga-Assessment
50、Monitor students to determine if they can:accuratelyusedetailsfromthetexttocreatesectionsummariesduringdiscussionandonaseparate piece of paper compareandcontrastnonfictiondetailswithinthetextduringdiscussionandonaworksheet identifyvoweldigraphai during discussion and in book correctlyidentifyandusep