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1、Word Smith,Private I:“Rhyme Crime”Lesson PlanLeveLZ Z Learning AZ All rights reserved.www.readinga-About the BookText Type:Fiction/Mystery Page Count:24 Word Count:2,895Book SummaryWord Smith,Private I,is back with another mystery story filled with alliterations,hyperboles,rhyming,similes,and idioms
2、.Ben Brannoor enters Word Smiths office claiming that someone or something is stealing rhymes out of his greeting cards and replacing them with un-rhymes.Not only are rhymes stolen from greeting cards,but also from advertising slogans and song lyrics.Word Smith and Ben Brannoor work together to trac
3、k down the rhyme thief.Illustrations support the text.About the LessonTargeted Reading Strategy Make,revise,andconfirmpredictionsObjectives Make,revise,andconfirmpredictionstounderstandthetext Identifyandcomparerealityandfantasy Identifyquotationmarks IdentifyhomophonesMaterialsGreen text indicates
4、resources available on the website BookWord Smith,Private I:“Rhyme Crime”(copy for each student)Chalkboardordry-eraseboard Make,revise,andconfirmpredictions,realityandfantasy,quotationmarks,homophonesworksheets Discussion cards Indicates an opportunity for students to mark in the book.(All activitie
5、s may be demonstrated by projecting the book on an interactive whiteboard 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:alliteration(n.),antonym(n.),cadence
6、(n.),linguistic(adj.),similes(n.),synonym(n.)Enrichment:embossed(n.),haiku(n.),idiom(n.),palindrome(n.),scansion(n.),superlative(n.)Before ReadingBuild Background Askstudentstodiscusswhethertheyhaveheardofanyofthefollowingfamousprivateinvestigators:the Hardy Boys,Nancy Drew,or Sherlock Holmes.Askstu
7、dentswhethertheyhavereadtheotherWordSmithbookcalledWord Smith,Private I.Discuss what they remember about the story.Askwhetherstudentshavereadanybooksorseenanymoviesaboutprivateinvestigatorswithinvestigations,surveillance,or witness interviews.Discuss what they know about hired detectives.1Word Smith
8、,Private I:“Rhyme Crime”LeveLZ ZLesson Plan(continued)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 w
9、hat type of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Introduce the Reading Strategy:Make,revise,and confirm predictions Explaintostudentsthatgoodreadersofte
10、nmakepredictionsaboutwhatwillhappen in a book based on the series of events and what the characters say,do,and think in the story.As they read the story,readers make,revise,or confirm predictions based on what they learn from reading.Before reading a book,readers can use the title and illustrations
11、as the basis for making predictions.Havestudentsturntopage5.Modelhowtomakepredictions.Think-aloud:When I look at page 5,I see a man dressed in a plaid suit with a bowtie.He is dressed like a college professor.It looks as if he has opened a door and is entering a room.I know the title of the book inc
12、ludes the name of a private investigator named Word Smith.Could the man be entering his office?Is the man there for help with a problem in his classroom?Createafour-columnchartontheboardwiththeheadingsMake,Revise,Confirm,and Actual.Model writing a prediction in the first column,Make.(For example:The
13、 man who entered through the door has come to seek help from Word Smith.)Introduceandexplainthemake-revise-and-confirm-predictions worksheet.Invite students to make a prediction before they begin reading and record it on their worksheet in the Make column.Asstudentsread,encouragethemtouseotherreadin
14、gstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Reality and fantasy Discussion:Help students understand the concepts of reality and fantasy by using familiar examples.explain that reality is a real event that occurs and fantasy is a creation of
15、the imagination.For example,rainbows are reality,but leprechauns and pots of gold are fantasy.AskstudentsiftheyhavereadthebookorseenthemovieThe Wizard of Oz.Give a brief description of the movie that will reveal both reality and fantasy parts of the movie.Draw a two column chart on the board with th
16、e headings Reality and Fantasy.Say,The Wizard of Oz is a movie about the adventures of a young girl and her dog in a land far away.The young girls house is struck by a tornado,and she is transported to the Land of Oz.Along the way she runs into good and bad witches,talking trees,and all sorts of ima
17、ginative creatures.Finally,she ends up back at home in her bed and realizes it was all a dream.If students wish to contribute to the description of the movie,allow their remarks.Think-aloud:In the movie,the girl lives in a place called Kansas.She lives with her grandparents and has a dog named Toto.
18、I know that all of these things could really happen.There really is a state called Kansas,and some kids really do live with their grandparents.I will write all of these things under the Reality heading.In the movie,a tornado carries away the little girl and her dog inside of her houseover the rainbo
19、w to the Land of Oz,where her house lands on the Wicked Witch of the East.I know that a tornado can really happen.I will write this under Reality.I know that the other parts cannot really happen.I will write house flies over rainbow,house lands in Land of Oz and house lands on Wicked Witch of east u
20、nder the Fantasy heading.2Word Smith,Private I:“Rhyme Crime”LeveLZ ZLesson Plan(continued)Learning AZ All rights reserved.www.readinga- AskvolunteerstotellpartsofthemovietheyrememberandtodecideiftheybelongundertheFantasy or Reality heading.Introduceandexplainthereality-and-fantasy worksheet.explain
21、to students that as they read,they will need to decide which parts of the book are reality-based and which are fantasy-based.Introduce the Vocabulary Writethefollowingwordsfromthecontentvocabularyontheboard:alliteration and similes.Read the words aloud with students.Ask them to share what they might
22、 know about the meaning of each word.Givestudentsapieceofpaperandhavethemfolditinhalf.Ineachbox,havethemwriteeachvocabulary word.For each word,have them write a definition,give an example,or draw what they know about the word.Writethefollowingsentencesontheboard:“My father has a mind like a computer
23、”and“She was as busy as a beaver.”Ask students what they notice about the two sentences(in both sentences,something is being compared to something else with the word like or as).explain that these sentences are called similes,descriptive comparisons of two unlike things as being similar,usually by u
24、sing the word like or as.Invite students to share other examples of similes that they wrote.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryand a dictionary contain lists of words and their definitions.Havestudentschecktheirdefinitionswiththeonesintheglossary.Set the Purpose Havest
25、udentsreadthebook,makingpredictionsaboutwhatwillhappeninthestorybasedonwhat the characters say,do,and think.Remind them to revise or confirm their predictions as they learn more about the events of the story.Tell students to also keep in mind which parts of the book are reality and fantasy.During Re
26、adingStudent Reading Guide the reading:Have students read from page 3 to the end of page 7.encourage those who finish early to go back and reread.Modelmakingandconfirmingpredictions.Think-aloud:Before reading,I predicted that the man who entered through the door had come to seek help from Word Smith
27、.This prediction can be confirmed.The man,Ben Brannoor,owns a greeting-card business that is having problems selling cards.Ben Brannoors greeting cards that normally rhyme all have plain sentences in them.He thinks that someone is stealing the rhymes from his greeting cards,and he needs Word Smiths
28、help.Show students that they put a check mark under the column titled Confirm because this prediction was correct.I also read that the police said they couldnt do anything because nothing had been stolen.Could someone be taking the rhymes from the cards and using them as their own?I will write this
29、prediction under the Make column.Invitestudentstosharetheoutcomesofwhattheypredictedwhilereading.Havethemexplaintheir predictions aloud.Basedontheinformationreadsofar,askstudentstoreviseanypredictionstheyhavemade.Have students write the information from the discussion on their worksheet.3Word Smith,
30、Private I:“Rhyme Crime”LeveLZ ZLesson Plan(continued)Learning AZ All rights reserved.www.readinga- Check for understanding:encourage students to write any new predictions under the Revise heading on their worksheet and what actually happened under the Actual heading.Remind them that if their first p
31、rediction has been confirmed or has not yet been proven,they may write another prediction in the Make column of their worksheet.Model for students how to think through whether or not their predictions were confirmed,and if not,why not.Help them to think about whether or not their reasons for their p
32、rediction were valid.Reassure students by explaining that predicting correctly is not the purpose of this reading strategy.The purpose is to learn how to think ahead in the story based on the information you have read so far.Invite students to share their predictions and any confirmations or revisio
33、ns of predictions.Havestudentsturntopage3andrereadthefirstparagraph.Askwhatpartorpartsoftheparagraph are based in reality(raining,eating lunch,solving crimes).Ask what part is based in fantasy(specializes in cases involving the 26 letters of the alphabet and all forms of the words and phrases they f
34、orm).Have students write these on their reality-and-fantasy worksheet under the appropriate headings.Have students turn to page 5 and reread the last paragraph.Have students underline the line of text they think is fantasy-based(someone or something has taken the rhyme out of all the greeting cards)
35、.Ask volunteers to share what they believe should be written under the Reality heading of their worksheet from the paragraph just read.Havestudentsreadtheremainderofthebook.Encouragethemtocontinuetomake,revise,and confirm their predictions as they read the rest of the story.Remind them to continue t
36、hinking about the important events of the story and whether these events are fantasy-based or reality-based.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.
37、After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Think-aloud:On page 5,I read about the rhymes missing from the greeting cards.I predicted that someone was
38、taking the rhymes and would use them as his or her own.This prediction is not correct.Eleanor Elizabeth,or e.e.cunning,did steal the rhymes and intended to use them in the Poetry Triathlon as her own,but she ended up not even needing them.Independent practice:Have students complete the make-revise-a
39、nd-confirm-predictions worksheet.If time allows,have them share their predictions with a partner.Ask students to explain or show how the strategy of making,revising,and confirming predictions helped them understand and enjoy the story.Reflect on the Comprehension Skill Discussion:Review the characte
40、ristics of reality and fantasy.Have students read aloud the examples they wrote in the Reality and Fantasy sections of their worksheet.Have students reread page 8 and discuss what they would add to the fantasy side of their worksheet (word-murder,billboard advertising changed).Share responses.Indepe
41、ndent practice:Have students complete the reality-and-fantasy worksheet by filling in other events they read in the story.If time allows,discuss their responses.4Word Smith,Private I:“Rhyme Crime”LeveLZ ZLesson Plan(continued)Learning AZ All rights reserved.www.readinga-5 Enduring understanding:In t
42、his story,a woman becomes selfish and steals rhymes to better herself.She later realizes that what she did was wrong and that many things need the rhymes more than she does.Now that you know this information,what will you do if you are in a situation where you witness someone stealing?How will you h
43、andle yourself and what choices would you make?Build SkillsGrammar and Mechanics:Quotation marks Writethefollowingsentenceontheboard:“The full moon in June makes me want to swoon.“Askavolunteertocometotheboardandcirclethesinglequotationmarks.Explainthatthesinglequotationmarksareusedforaquotationencl
44、osedinsideanotherquotation.Inthiscase,someone is repeating a sentence that he or she read somewhere.Havestudentsturntopage12.Askthemtofindthewordswithinthesinglequotations htimS droW.Ask a volunteer to explain why the words htimS droW are within single quotationmarks(becauseWordSmithisreadingtheglas
45、sonhisfrontdoor).Check for understanding:Writethefollowingsentenceontheboard:“Yourphrase,Smith,is:Itsso cold?”Have students rewrite the sentence on a separate piece of paper and correctly insert thesinglequotationmarkswheretheybelong.(“Yourphrase,Smith,is:Itssocold?“)Checkindividual answers for unde
46、rstanding.Independent practice:Introduce,explain,and have students complete the quotationmarks worksheet.Discuss answers aloud after students finish.Word Work:Homophones Revieworexplainthemeaningofhomophones.Remindstudentsthathomophones are words that sound the same,have different meanings,and are s
47、pelled differently.Saythewordsby and buy.Ask a volunteer to spell the two words.Have another volunteer give the meaning of the words.(B-y is when you pass something,and b-u-y is when you purchase something.)Have a volunteer decide which word fits best in this sentence:Today I decided to _ a new wint
48、er coat(buy).Saythewordspane and pain.Ask a volunteer to spell the words.Have another volunteer give the meaning of the two words.(p-a-n-e refers to a window pane and p-a-i-n is when someone is bothersome or you get hurt).Have a volunteer use each word in a sentence.(I replaced the pane in my upstai
49、rs window because it was broken.I had a pain in my side after I ran the race.)Writethewordsbreak and brake on the board.Ask a volunteer to give the meaning of the word break and to use it in a sentence(to separate into pieces;My cookie started to break as I dipped it into my milk).Ask another volunt
50、eer to give the meaning of the word brake and to use it in a sentence(to stop;A car pulled out in front of me,so I had to apply my brake.)Check for understanding:Write the words wait and weight on the board.Have students write the meaning of the words and use them in sentences on a separate piece of