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1、The Olympics:Past and PresentLesson PlanLeveLZ Z1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,255Book SummaryTo many athletes,competing in the Olympic Games is the ultimate honor,where they strive to be the best in the worl
2、d.The Olympics:Past and Present examines the ways in which the Olympic Games in ancient Greece evolved into the modern-day Olympics.Photographs,illustrations,maps,and diagrams support this informative text.Book and lesson also available at Levels R and W.About the LessonTargeted Reading Strategy Con
3、necttopriorknowledgeObjectives Connecttopriorknowledgetounderstandtext Compareandcontrastinformationinnonfictiontext Recognizeandunderstandirregularverbs Identifyandusemultiple-meaningwordsMaterialsGreen text indicates resources are available on the website.BookThe Olympics:Past and Present(copy for
4、 each student)Chalkboardordry-eraseboard Dictionaries Connecttopriorknowledge,compareandcontrast,irregularverbs,multiple-meaningwordsworksheets Discussioncards Indicates an opportunity for students to mark in the book.(All activities may be demonstrated by projecting the book on an interactive white
5、board or completed with paper and pencil if the books are reused.)Vocabulary*Bold vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.Content words:Story critical:archaeologists(n.),competitors(n.),motto(n.),procession(n.),qualify(v.),symbolic(adj.)Enrichment:adamant
6、(adj.),character(n.),clashed(v.),controversies(n.),counterparts(n.),deities(n.),deter(v.),elaborate(adj.),encompass(v.),excavated(v.),freewheeling(adj.),hippodrome(n.),honing(v.),Nazis(n.),pagan(adj.),pantheon(n.),racist(adj.),sacrifice(n.),sauna(n.),steeplechase(n.),steroids(n.),tarnished(v.),terro
7、rists(n.),truce(n.)Before ReadingBuild Background WritethewordOlympics on the board.Have students share what they know about the Olympics.Encourage them to explain what they know about the different sports that athletes compete in,thecountriesathletesarefrom,andtheprizesathletesreceive.The Olympics:
8、Past and PresentLesson Plan(continued)LeveLZ Z2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.Encourage them to offer ideas as to what ty
9、pe of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsnames).Askstudentstoturntothetableofcontents.Remindthemthatthetableofcontentsprovidesan overview of what the book is about.Ask students what they expect to read about in the book ba
10、sed on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Connect to prior knowledge Explainthatgoodreadersusewhattheyalreadyknowaboutatopictounderstandandremember new information as they read a nonfiction book.Modelconnectingtopriork
11、nowledgeusingtheinformationinthetableofcontents.Think-aloud:The first section in the book is titled“To Be the Best in the World.”I know that the word best means to be better than everyone else.When I think about Olympic athletes,I picture how strong and fit they are,and how well they do things such
12、as swim,jump hurdles,or move on the balance beam.Havestudentspreviewthecoversofthebook.Askthemopen-endedquestionstofacilitate a discussion:What is the importance of the rings on the front cover?What types of activities occur in a stadium like the one pictured on the back cover?What else do you know
13、about the Olympics?Independent practice:Introduce and explain the connect-to-prior-knowledge worksheet.If time allows,discuss their responses.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Compare and
14、 contrast Explainthatonewaytoorganizeinformationinabookistoexplainhowtopicsarealikeanddifferent.CreateaVenndiagramontheboardandwritethewordsWriting and Drawing Tools above the diagram.Label the left side Pencil and the right side Marker.Showstudentsapencilandamarker.Invitethemtoexplainhowtheobjectsa
15、realikeanddifferent(alike:used for writing,approximately the same length,used in art,and so on;different:the marker produces color and a pencil produces gray markings,you can erase mistakes withthepencilbutnotwiththemarker,andsoon).ModelhowtowriteeachresponseontheVenn diagram.Askstudentshowidentifyi
16、ngwaysthatapencilandamarkerarealikeanddifferenthelpedthem understand the topic of writing and drawing tools.Think-aloud:To understand and remember new information in a book,I can think about how information is alike and different.I know that this is one strategy that good readers use,so Im going to
17、compare and contrast new information as I read.Introduceandexplainthecompare-and-contrast worksheet.Remind students that as they read,to think about what they already know about the Olympic Games and to identify,in their mind,similarities and differences between what they know and information in the
18、 text.Introduce the Vocabulary Remindstudentsofthestrategiestheycanusetoworkoutwordstheydontknow.Forexample,they can use what they know about letter and sound correspondence to figure out the word.They can look for base words,prefixes,and suffixes.They can use the context to work out meanings of unf
19、amiliar words.Writethefollowingwordsfromthecontentvocabularyontheboard:archaeologists,competitors,and procession.The Olympics:Past and PresentLesson Plan(continued)LeveLZ Z3 Learning AZ All rights reserved.www.readinga- Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelp
20、studentsunderstandwhatshappeningastheyreadthebook.Givegroupsofstudentsthreepiecesofblankpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreachword,havethemwriteordrawwhattheyknowabouttheword.Createadefinitionforeachwordusingstudentspriorknowledge.Pointouttheglossaryatthebackofthebook.Re
21、vieworexplainthataglossaryandadictionarycontain lists of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatetheword procession in the dictionary.Invite a volunteer to read the definition for procession.Have students compare the dictionary definition with t
22、he glossary definition,pointing out the similarities and differences(glossaries only contain definitions for vocabulary words in that particular story,dictionaries contain longer and sometimes multiple definitions,and so on).Have them compare these with their prior knowledge of the word.Havestudents
23、followalongonpage8asyoureadthesentenceinwhichtheword,procession,is found to confirm the meaning.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsreadthebooktofindoutmoreabouttheOlympicGamesinthepastandpresent.During ReadingStudent Reading Guide the reading:Have stu
24、dents read to the end of page 9.Ask them to put an asterisk or a star next to information where they connected with prior knowledge.Encourage students who finish before everyone else to go back and reread.Modelmakingconnectionsusingpriorknowledge.Think-aloud:I read that the early Olympic Games began
25、 with a procession,or parade.Ive seen those on TV at the opening ceremonies of present-day Olympic Games.The athletes carry the flag of the country they represent and march into the Olympic stadium,where the Olympic torch is lighted.Askopen-endedquestionstofacilitatediscussion:Whatdoyouknowaboutthep
26、rocession atthebeginningoftheOlympicGames?HowmighttodaysprocessionsbedifferentfromearlyOlympic processions?Askstudentstoshareadditionalwaystheyconnectedtopriorknowledge.Thenhavethemidentify whether the information in the text is similar to or different from what they know about present-day Olympic G
27、ames.Check for understanding:Have students read to the end of page 13.Ask them to share examples of how they connected to prior knowledge.Ask students to turn to page 7 and identify the officialprizeofpastOlympicgames(anolivebranchfromasacredtree).Havethemidentifywhetherthisprizeissimilartoordiffere
28、ntfromtheprize,laterdecidedupon,tobegivenattheOlympic Games and which page supports their answer(different;page 12 explains that winners ofthefirstOlympicsin1896receivedanolivebranch,certificate,andsilvermedal).Havestudentsexplainthemeaningofthewordtruce.Ask them to explain tell how this word repres
29、ents either a similarity or difference between past and present-day Olympic games(similarity).Havestudentsidentifythepagesthatsupporttheiranswer(page8:During every Olympics,the city-states observed a strictly enforced truce.;page 11:.modern Olympics would be a time of peace,when nations would put as
30、ide politics and warfare.).Askstudentstorecordthissimilarityanddifferenceontheircompare-and-contrastworksheet.Have students read the remainder of the book.Remind them to think about what they know about the Olympics as they read and to identify similarities and differences between past and present O
31、lympic Games.Have them continue to put an asterisk or a star next to information where they connected with prior knowledge.The Olympics:Past and PresentLesson Plan(continued)LeveLZ Z4 Learning AZ All rights reserved.www.readinga-Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstan
32、dor 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 words using decoding strategies and context clues.Reflect on the Rea
33、ding Strategy Havestudentscompletetheconnect-to-prior-knowledgeworksheetandcomparewhattheyknew before reading the book with what they know after reading it.Discusshowmakingconnectionsbetweeninformationreadandinformationknownaboutthetopic keeps readers actively involved and helps them remember what t
34、hey have read.Think-aloud:When I read page 20,I thought about how Olympic athletes must train extensively before competing.It reminds me of the title of the first section,“To Be the Best in the World.”In order to be the best at something,you must be highly skilled in that area.I know that I need to
35、practice extensively to get better at something.In order for these athletes to be the best at their sportbetter than everyone else in the worldthey must be very dedicated to their training.Thinking about what I know helped me to understand and remember this information.Havestudentsshareexamplesofhow
36、theyconnectedtopriorknowledgetounderstandtheinformation in the book.Reflect on the Comprehension Skill Discussion:Review the similarities and differences between past and present Olympics that students recorded on their worksheet.Write the words Olympic Athletes:Then and Now on theboard.Havestudents
37、workwithapartnertolocatetheauthorswordsthatshowwhocould compete in the Olympics originally(page 9:strict civil law prohibited adult women from participating)and who competed in the first Olympic Winter Games(page 15:more than 250 athletes,including 11 women).Invite pairs of students to share the inf
38、ormation that supports them.Have students record the information on the compare-and-contrast worksheet.Independent practice:Have students complete the compare-and-contrast worksheet by identifying at least two differences and two similarities between past and present-day Olympic Games.Enduring under
39、standing:The Olympic Games have survived and continue to embody certain human values,such as passion and perseverance.Now that you know this information,what does this tell us about human nature and the ideals to which we aspire?Build SkillsGrammar and Mechanics:Irregular verbs Writethefollowingsent
40、enceontheboard:I compete in the Olympics.Ask students to identify the verb and the verb tense(compete,present).Write the phrase present tense on the board.Writethephrasepast tense on the board.Ask a volunteer to change the sentence into the past tense.(I competed in the Olympics.)Ask students to ide
41、ntify what changed for the sentence tense to change(added the suffix-ed to the verb).Writethewordhold on the board.Ask a volunteer to use the word in a sentence.Write the sentence on the board and circle the verb.Ask students to identify the tense of the verb(present).Havestudentsturntopage5.Readthe
42、followingsentencealoud:The ancient Greeks held regional athletic competitions throughout Greece for centuries.Point out the word held and explain that the word is the past-tense form of the verb hold.Invite students to explain the difference between the formation of the past tense for the words comp
43、ete and hold(the suffix-ed was added to compete;aspellingchangewasrequiredforhold).The Olympics:Past and PresentLesson Plan(continued)LeveLZ Z5 Learning AZ All rights reserved.www.readinga- Explainthatheldisanexampleofanirregular verb because its past tense is formed without adding -d or -ed.Havestu
44、dentsreadthesecondparagraphonpage7.Pointouttheirregularverbs(sold,came,was,had).Invite students to identify the present-tense forms of these verbs(sell,come,is,have).Write these examples on the board under the past-tense and present-tense headings.Check for understanding:Write the present-tense verb
45、s begin,wear,and win on the board.Have students work in pairs to create past and present-tense sentences using these verbs.Have them share their examples aloud.Independent practice:Introduce,explain,and have students complete the irregular verbs worksheet.If time allows,discuss their answers.Word Wo
46、rk:Multiple-meaning words Writethefollowingsentencesontheboard:I saw the bird in the tree.I used a saw to cut the board in half.Ask students to identify the word in each sentence that is spelled the same(saw).Havestudentsexplainthedifferencebetweenthemeaningsofthetwowords(tohaveseensomething;a tool
47、used for cutting).Explain that words that are spelled and sound the same but have different meanings are called multiple-meaning words.Havestudentslocatethewordwatch in the second sentence on page 12.Ask a volunteer to define the word using the context of the sentence(to observe something).Invite st
48、udents to share other meanings of the word watch.Askavolunteertolocatethewordwatch in the dictionary and read the definitions aloud.Write each definition on the board and have volunteers use each meaning of the word watch in a sentence.Repeatthedictionaryexerciseforthewordpass.Check for understandin
49、g:Write the following words on the board:can and show.Have students locate each word in the dictionary and read the definitions.Then have them use each of the different definitions of the word in a sentence on a separate piece of paper.Have students share their sentences aloud.Independent practice:I
50、ntroduce,explain,and have students complete the multiple-meaning-words worksheet.If time allows,discuss their answers.Build FluencyIndependent Reading Invitestudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirb