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1、George Washington CarverLesson PlanLeveLR R1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:20 Word Count:1,100Book SummaryGeorge Washington Carver is a biographical text that chronicles the accomplishments of an African-American scientist.Born i
2、nto slavery but set free after the Civil War,Carver struggled to get an education during a time of segregated schools.He eventually became a professor of agriculture and inventor who dedicated his life to helping farmers,and became famous in the process.He won the respect of a nation at a time when
3、African Americans faced widespread discrimination.Book and lesson also available at Levels L and O.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberatimelineofevents Identifyelementsofabiography Recognizepropernouns:namesofpeople Ident
4、ifyandcreatecompoundwordsMaterialsGreen text indicates resources available on the website.BookGeorge Washington Carver(copy for each student)Extracopyofthebook Dictionaries Chalkboardordryeraseboard Stickynotesandahighlighterforeachstudent Indexcards Retell,propernouns:namesofpeople,compoundwords wo
5、rksheets DiscussioncardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybe demonstrated by projecting book on interactive whiteboard 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 vocabular
6、yAZ.com.Content words:Story critical:agriculture(n.),fertilizer(n.),inventor(n.),professor(n.),segregated(adj.),sharecroppers(n.)Enrichment:Civil War(n.),Congress(n.),nutrient(n.)Before ReadingBuild Background AskstudentsiftheyhaveheardofamannamedGeorgeWashingtonCarver.Explainthathewasa famous Afric
7、an American scholar who lived during a time when most black people werent able to attend college.George Washington CarverLesson Plan(continued)LeveLR R2 Learning AZ All rights reserved.www.readinga- AskstudentstotellwhattheyknowabouttheCivilWarandhowitaffectedblackfamiliesinthesouthernUnitedStates.E
8、xplainthatthisbookgivesinformationaboutthispartofU.S.historyasit pertains to George Washington Carvers life.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the covers.encourage them to offer idea
9、s as to what type of book it is(genre,text type,fiction or nonfiction,and so on)and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverview of the book.Ask students
10、 what they expect to read about in the book on the basis of what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Reading Strategy:Elements of a biography Askstudentstoexplainthedifferencebetweenabiographyandanautobiography(biography:thestoryofapersonsli
11、fewrittenbysomeoneelse;autobiography:thestoryofapersonslifewritten by that person).explain that this book is a biography.A biography includes information about the persons personality,accomplishments,and influence on the world.WritethewordsPersonality,Accomplishments,and Influence in a three-column
12、chart on the board.Ask students to explain the meaning of each of these words(personality:the qualities that make each person unique;accomplishments:success achieved through practice or training;influence:an effect on someone or something).Havestudentsturntopage4.Readpages4through7aloudwhiletheyfoll
13、owalongsilently.Ask students to identify which element of a biography this information best reflects(personality).InvitethemtoidentifytheinformationaboutGeorgeWashingtonCarverspersonality.(Bornintoslavery,orphaned,and often sick,George still learned to read,write,and sew.He liked gardening and explo
14、ring nature best.He was shocked to see the eroded land.He had given up a good job to help struggling farmers.)Have students highlight 1896,18611865,1864,and 1865 for their timeline.Pointoutthatinthisbook,theauthorflashesforwardto1896beforestartingtotellaboutCarverslifefrombirthonpage6.Think-aloud:I
15、read that George Washington Carver was born into slavery and then freed after the Civil War.He and his brother,who were orphans,lived with Moses and Susanthe couple who had owned them.Often sick,George stayed at home to help Susan.She taught him to read,write,and sewbut what George liked best was to
16、 garden and explore nature.I also read that as an adult,George traveled to Alabama as a professor who gave up a good teaching job to help struggling farmers.Askstudentstofind,onthebasisoftheinformationaboutGeorgesofar,wordstodescribewhathis personality might be like(hardworking,adventurous,caring,an
17、d so on).Introduce the Comprehension Skill:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwhathappenedino
18、rder.Pointoutthatpeopleretellstoriesaspartoftheirdailylives,suchasexplaining what happened in school to a student who was absent.Ask students to share other examples of when people might give a retelling.Modelretellinganonfictionexampleindetail,suchasyourownlifetimeline.Think-aloud:I was born in Mon
19、tana in 1972 and then moved with my family to Alaska in 1975.When I was ready to start kindergarten in 1977,my family moved back to Montana,where I was a student through college graduation in 1996.I then moved to Washington State.Today,I still live in Washington with my husband and two children.Geor
20、ge Washington CarverLesson Plan(continued)LeveLR R3 Learning AZ All rights reserved.www.readinga- Drawatimelineontheboardandmodelhowtocompleteatimelinewithdatesanddetails.Have students retell the details they remember as you fill in the timeline.Explainthatinthisbook,theauthorsharesnonfictiondetails
21、aboutthelifeeventsofGeorgeWashingtonCarver.Pointoutthatdatesareoftenincludedwhennonfictiondetailsaregiven in a biography and that a timeline is a good way to record the details.Give each student a highlighter and six sticky notes.Have students place sticky notes on the bottomofpages5,10,13,15,17,and
22、19.Explainthatastheyread,theyshouldstoponthesepagestothinkabouttheinformationaboutCarverslife.Instructstudentsthatwhentheystopto think about the important information,they should highlight the dates on these pages.encourage them to retell in their mind the events in the book as they read.Introduce t
23、he Vocabulary Writethefollowingstory-criticalwordsfromthecontentvocabularyontheboard:agriculture,inventor,and professor.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelp students understand whats happening as they read the book.Give groups of students three pieces of b
24、lank paper and have them write one of the three vocabulary 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.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain l
25、ists of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatetheword agricultureinthedictionary.Inviteavolunteertoreadthedefinitionforagriculture.Have students compare the dictionary definition with the glossary definition,pointing out the similarities and d
26、ifferences(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.Havestudentsfollowalongonpage10asyoureadthesentenceinwhichthewordagric
27、ulture is foundtoconfirmthemeaningoftheword.Repeattheexercisewiththeremainingvocabularywords.Set the Purpose HavestudentsreadtofindoutaboutGeorgeWashingtonCarver.Remindthemtostopreadingat the end of each page with a sticky note to quickly retell in their mind the details of the events sofarinCarvers
28、life,includingtheimportantdates.Remindthemtohighlightthedatesandtime-order words that identify specific events in Carvers life.During ReadingStudent Reading Guide the reading:Havestudentsreadfrompage6totheendofpage10afterrereadingpages6and7.Encouragestudentswhofinishbeforeeveryoneelsetogobackandrere
29、ad.ModelretellingtheeventsofCarverslifeusingthephotographs,illustrations,andmapsasaguide.Think-aloud:I stopped after a few pages to retell in my mind what I had read so far.George Washington Carver was born in Missouri as a slave in 1864,during the Civil War.When the war ended,he and his older broth
30、er were freed,but they were orphans.The couple who had owned them gave them a home and taught George how to read,write,and sew.What George liked best was to garden and explore nature.He wanted to go to school,but many schools at that time were segregated and did not allow black students,so he left h
31、ome to attend school elsewhere when he was twelve.When he graduated from high school,he earned a scholarship to go to a Kansas college but was turned away because he was black.He attended a college in Iowa instead and studied agriculture.He was the schools first black graduate and later became the s
32、chools first black professor.George Washington CarverLesson Plan(continued)LeveLR R4 Learning AZ All rights reserved.www.readinga- Remindstudentsthataretellingincludesdetailanddescriptionabouttheeventsofastoryusinga sequence of the most important events that someone would need to know to recount tha
33、t personshistorycorrectly.Remindstudentsthatinthisbook,theauthorbeganbywritingaboutan event that occurred later in Carvers life and then wrote about his early life beginning on page6.Pointoutthatsometimes,althoughadateisnotdirectlygiven,cluesmaybefoundinthetext that contain information for a timelin
34、e of someones life.explain how to find a date for whenGeorgeleftMissouri(hewas12yearsold,sohisyearofbirth1864plus12yearsis1876).Havestudentswritethisdateinthemarginofpage8.AskstudentstoexplainelementsofCarverspersonality,accomplishments,andinfluenceusing the information in the reading so far(persona
35、lity:adventurous,hardworking,resilient,intelligent,determined;accomplishments:lefthometoattendanonsegregatedschool,washiscolleges first black graduate,became the schools first black professor;influence:pushed the boundaries of racial discrimination by continuing to work for his education despite adv
36、ersity).Add this information to the chart on the board.DiscusshowCarverspersonalitymighthaveinfluencedhisaccomplishments.Facilitatethediscussionwithquestionssuchas:How would you describe Carvers personality?What characteristics of his personality might have influenced him to be such a successful aca
37、demic?Check for understanding:Have students read pages 11 and 12.Cut out pages 11 and 12 from an extra copy of the book and place them next to the pages from the beginning of the story in the pocket chart or along the chalkboard ledge.Ask students to work with a partner,using the images and dates on
38、 the pages as a guide,to retell the details of events after Carver graduated from college.Listen to students retellings for correct order and description of the story events.Have students turn to a partner to discuss information from the section that reflects Carvers personality,influence,and accomp
39、lishments.Have them write this information in the margin of theirbook.Invitestudentstosharethisinformationaloud.Havestudentsreadtheremainderofthebook.Remindthemtothinkabouttheorderofevents in Carvers life and to stop wherever they see a sticky note to highlight and retell in their mind what they hav
40、e read so far about his life.encourage them to continue to highlight the dates that give more detail to the timeline of Carvers accomplishments.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 l
41、earned 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 Reading Strategy Retellindetailtheeventsofthestoryfrompages11through13,t
42、yinginthecontentonpages4and5.(Pointoutthatsomeofthepointsinthisretellingwilloverlap;however,connectingthebeginning of the book with the same dates in the middle of the book is important.)Think-aloud:After becoming a professor,Carver went to Alabama in 1896 to help farmers with a big problem.He had g
43、iven up a good job teaching at an Iowa college to help the struggling farmers.He figured out that years of cotton farming had worn out the soil,leaving it eroded and cracked.He taught the farmers how to fertilize the soil and how to rotate crops by planting sweet potatoes,peas,or peanuts in the fiel
44、ds after the cotton was picked in order to put important nutrients like nitrogen back in the soil.He became an inventor to help farmers sell their new crops.He invented more than a hundred ways to use sweet potatoes and three hundred ways to use peanuts!This helped the very poor farmers spend less m
45、oney buying food George Washington CarverLesson Plan(continued)LeveLR R5 Learning AZ All rights reserved.www.readinga-from stores since they were eating what they grew.Contrary to popular belief,he did not create peanut butter,but he did invent these uses for the peanut:pavement,grease,medicines,pea
46、nut coffee,peanut mayonnaise,peanut flour,peanut milk,shoe polish,bleach,sandpaper,and more.Check for understanding:Have students work with a partner to retell the events of pages 14 through17.ListenforwhetherstudentsincludethecorrecteventsanddetailsofCarverslife in the order in which they happened.
47、Askstudentshowretellingtheeventsofthestoryintheirmindastheyreadhelpedthemunderstand the story.Independent practice:Introduce,explain,andhavestudentscompletetheretell worksheet,workingtoaccuratelyretelltheeventsofGeorgeWashingtonCarverslife.Remindthemtoaccurately identify events on the timeline accor
48、ding to the date and to use context clues to calculate dates when possible.When students are finished,discuss their answers aloud.Reflect on the Comprehension Skill Discussion:InvitestudentstoshareinformationtheylearnedabouttherestofGeorgeWashingtonCarversaccomplishments(successfullytaughtfarmershow
49、torotatecropsandfertilize,addingvaluable nutrients to the soil;invented hundreds of uses for sweet potatoes and peanuts;spoke infrontofU.S.Congress,convincingthemtopassalawtohelpU.S.peanutfarmers;becamefamous and talked to large crowds;won the respect of the nation as a black scholar at a time when
50、few black people were respected;successfully shared his belief that people should respect the earth because nature would in turn provide the things people needed).Askstudentstoexplainhowtheseaccomplishmentshaveinfluencedothers(theymodeltheimportance of challenging oneself and being persistent with o