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1、Giant InsectsLesson PlanLeveLV V1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:2,167Book SummaryInsects are everywhere on our planet,and many are so small that we dont notice them.Not these insects!Come along on a trip around
2、the world to the homes of some of the largest insects on earth.Find out their relative sizes,their habits,and where they live.vibrant photographs enhance the text.About the LessonTargeted Reading Strategy SummarizeObjectives Usethereadingstrategyofsummarizingtounderstandtext Identifymainideaanddetai
3、ls Recognizeanduseinflectionalending-est IdentifyandcreateclosedcompoundwordsMaterialsGreen text indicates resources available on the website.BookGiant Insects(copy for each student)Chalkboardordryeraseboard Ruler Summarize,inflectionalending-est,compound wordsworksheets Discussion cardsIndicatesano
4、pportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:adapted(v.),colonies(n.),man
5、dibles(n.),safari(n.),species(n.),titans(n.)Enrichment:canopy(n.),evolved(v.),fossil(n.),nocturnal(adj.),swarm(v.),wingspan(n.)Before ReadingBuild Background Providescratchpapertostudentsandaskthemtodrawthefirstthingthatcomestomindwhenyou say the word bug or insect.Thenaskthemtowritethreeadjectivesn
6、exttotheirdrawingto describe insects(for example,tiny,annoying,stinging,and so on).Askifanyonewrotethewordbig as a describing word for insects.explain to students that although most insects are very small,some rare ones around the world are very large.Displayaruler,andmarkoff5inches,7inches,and11inc
7、hes.Tellstudentsthatsomeoftheinsects they will be reading about are this size.Giant InsectsLesson Plan(continued)LeveLV V2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students disc
8、uss what they see on the covers.encourage them to offer ideas as to what type ofbookitis(genre,texttype,fictionornonfiction,andsoon)andwhatitmightbeabout.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname).Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcont
9、entsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebookonthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)Introduce the Reading Strategy:Summarize Directstudentstothetableofcontents.Remindthemthatthetableofcontentsprovidesanoverviewofthebook.As
10、kstudentswhattheyexpecttoreadaboutineachsection.Havestudentspreviewtherestofthebook,lookingatphotographs,captions,andothertextfeatures.Showstudentstheglossaryandindex,andexplainthepurposeofeach.Explaintostudentsthatonewaytounderstandandrememberinformationinabookistowriteasummary,orabriefoverview,oft
11、hemostimportantinformationinasection.Pointoutthatasummary often answers the questions who,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why.Readpage4aloud to students and introduce summarizing.Think-aloud:As I read this book,I am going to stop every now and the
12、n to remind myself about the information I have read so far about giant insects.Doing this helps me remember what Im reading and think about new information.When I finish reading the book,I will be able to tell,in my own words,some of the most important information from each section of the book.Asst
13、udentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Comprehension Skill:Main idea and details Askstudentstoskimthroughthetext,noticingwherethesectionsbegin(wherethesubtitlesare).Explaintostudentsthatwhenabookortextislarge,theauth
14、orgroupstheinformationinto smaller sections.each section has its own main idea,and details in the section support that main idea.Explaintostudentsthatthisbookisinformational.Toidentifythemainideaanddetailsinthebook,thereadermustdeterminewhatisessentialandnonessentialinformation.Explaintostudentsthat
15、thesectionheadingsoftengivecluesaboutthemainideaineachsection.Think-aloud:I know that a section heading often identifies the main idea in that section.Each section contains details that support a main idea about giant insects.For example,the section titled“Giant Darner Dragonfly:The Speed Demon”is l
16、ikely to be about a dragonfly.When I read that section,I will probably learn many details about the darner dragonfly,including how big it is,where it lives,what it eats,and more.Introduce the Vocabulary Explainthatnonfictiontextsusevocabularythatisimportanttothecontent,ortopicofthebook.Revieworexpla
17、inthattheglossarycontainsalistofthesevocabularywordsandtheirdefinitions.Havestudentslocatetheglossaryatthebackofthebook.Modelhowstudentscanuse the glossary or a dictionary to find a words meaning.Havestudentsworkinpairstoreadthedefinitionsforthewordsintheglossarythatdealwiththetopicofinsects.Provide
18、opportunitiesforstudentstotalkaboutdifficultwordssuchasmandibles and titans.Provideopportunitiesforstudentstosaythenewvocabularywords,discusstheir meanings,and use the words in sentences.Giant InsectsLesson Plan(continued)LeveLV V3 Learning AZ All rights reserved.www.readinga-Set the Purpose Havestu
19、dentsreadtofindoutmoreaboutgiantinsects,stoppingaftereachsectiontosummarizewhattheyreadandreflectonmainideaanddetails.During ReadingStudent Reading Guide the reading:Havestudentsreadpage5.Modelsummarizingimportantinformationandidentifying point of view in the introduction.Think-aloud:I made sure to
20、stop reading after this section to summarize what Id read so far.First,I thought about the information that answered the questions who,what,when,where,and why.Then,in my mind,I organized the important information into a few sentences.In this section,I learned that an ancient dragonfly called a Megan
21、eura had a wingspan of 30 inches.Insects grew so huge during prehistoric times because there was more oxygen in the air.I underlined Meganeura,dragonfly,wingspan,30inches,grewsohuge,and higher amount of oxygen in the air.I also learned that some insects have remained huge and that the book is going
22、to take me on an imaginary tripan“insect safari.”I underlined these words and phrases,too.Invitestudentstoassistyouinfillinginthisinformationonthechart.Havethemdecidewhichfactsgointhevariousboxesofthechart.Pointoutthatsometimesnotallofthequestions(who,what,when,where,and why)are answered in every se
23、ction.Create a summary with students,based on the information in the chart.(Insects like the Meganeura dragonfly grew to have a 30-inch wingspan.Insects in prehistoric times grew so huge because there was more oxygen in the air,but some insects have stayed huge.You(the reader)will be taking a“trip”t
24、o see some of these monsters.Check for understanding:Have students read to the end of page 7.When they have finished readingpage6andstudyingpage7,havethemworkwithapartnertoidentifytheimportantinformation(Who:giantdarnerdragonfly;Where:southwesternUnitedStates;What:5-inchwingspan,speedsofover35milesp
25、erhour,shimmeringblack,blue,andgreen5-inchbody;Why:speed and ability to turn come in handy when hunting other insects).Havestudentsworktogethertocreateasummaryofthissectiononaseparatepieceofpaper.Repeattheprocessofunderliningimportantinformation,withthenextsectionofthebook,“TheTitanBeetle:ThePencilB
26、reaker.”WritethewordMainIdeaandDetailsontheboard.Askstudentsvolunteerstosharethemainideaforthesectionofthebook,“TheTitanBeetle:ThePencilBreaker.”WritethemainideaontheboardundertheheadingMainIdea.Pointouttostudentsthatthesentencesandphrasestheyunderlinedwhilereadingwerethesupportingdetailsforthismain
27、idea.Usingwhattheyhaveunderlined,askstudentstoidentifydetailsthatsupportthismainideaandwrotethesedetails on the board under the heading,Details.Modelhowtocreateasummaryfromthemainideaanddetails.Say:NowthatIhaveidentifiedthemainideaanddetails,Icanwriteasummaryinmyownwordsforthissection.Ithinkasummary
28、ofthissectionmightbe:TheTitanBeetleisthelargestbeetleintheworldandhasmany unique features.Havestudentsreadtheremainderofthebook.Remindthemtounderlineinformationineach section that answers the questions who,what,when,where,and why,and to identify the main idea and details.Havestudentsmakeasmallquesti
29、onmarkintheirbookbesideanywordtheydonotunderstand or cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.Giant InsectsLesson Plan(continued)LeveLV V4 Learning AZ All rights reserved.www.readinga-After Reading Askstudentswhatwords,ifany
30、,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading StrategyDividestudentsintopairs.Assigneachpaironeoftheremainingsections/insectsinthebook.Remindthemtounderlineinformationthatanswersthequestionswho,what,whe
31、n,where,and why as they read.Have each pair discuss the information they underlined in their section.Have them use the information to rehearse an oral summary of the section.When students have finishedworking,shareanddiscusstheirsummariesaloud,comparingthecharacteristicsofthevarious insects.Think-al
32、oud:I know that summarizing keeps me actively involved in what Im reading and helps me remember what Ive read.I know that I will remember more about giant insects because I summarized as I read the book.Introduceandexplainthesummarizeworksheet.Have students fill in their underlined informationandthe
33、nwriteasummaryforthesectiontheyworkedon.Reflect on the Comprehension Skill Discussion:Discuss how stopping to review the important details helped students remember the factsandbetterunderstandtheinformationinthebook.Explainthatdeterminingwhichdetailsareessentialandnonessentialisanimportantskillthatt
34、akespractice.Enduring understanding:Inthisbook,youreadaboutwhatitmightbeliketotraveltodifferentlocations and see firsthand some of the largest insects in the world.Now that you have read this information,how might it affect your behavior the next time you are around insects?Build SkillsGrammar and M
35、echanics:Inflectional ending-est Writethefollowingontheboard:Inflectional ending-est.explain or review with students that someinflectionalendings(orsuffixes)areaddedtoarootwordtoshowacomparison.Forexample,write the word tall on the board and then write taller and tallest.Circle the-er and the-estinf
36、lectionalendingsanddiscusswithstudentswhatthoseendingsusuallyindicate(forexample,-er usually means more(comparative)and-est usually means most(superlative).Revieworexplainthatsometimesthe-est ending is just added to the root word,as in the example(tall/tallest).Atothertimes,somethingmustbedonetother
37、ootwordbefore-est canbeadded.Createafour-columnchartontheboardandlabelthecolumnsasfollows:Do nothing;Double final consonant;Change y to i;and Drop final e.Write the word tallest in the Do nothing column.Directstudentstopage8.Havethemfindthewordbiggestinthefirstparagraph.Askavolunteer to identify the
38、 root word(big).Askanothervolunteertoexplainwhatwasdonetothe root word before-est was added(the final consonant gwasdoubled).Askthatvolunteerto come to the board and write biggest in the Double final consonant column.explain that in most cases,if a word has a short vowel followed by a consonant,the
39、consonant must be doubled before adding the ending.Havestudentsfindawordwiththe-est ending on page 12(heaviest).Repeattheprocess,demonstrating how the y in the root word heavy was changed to an i before adding the-est.Check for understanding:Have students find the word largest on page 14.Have each s
40、tudent write the root word in the margin and then decide which column largest would be placed in and why(Drop final e because the word large ends with a silent e).Independent practice:Introduce,explain,and have students complete the inflectionalending-est worksheet.Monitorforcorrectspellingofwordswh
41、enadding-est.Giant InsectsLesson Plan(continued)LeveLV V5 Learning AZ All rights reserved.www.readinga-Word Work:Compound words Write the word wingspanontheboard.Askstudentswhichtwowordswerejoinedtogetherin the word wingspan(wing and span).explain or review that wingspan is an example of a compound
42、word.Acompoundwordcontainstwowordsthattogethercreateonewordmeaning.explain that the definitions of the two separate words can often help students figure out the meaning of the compound word(for example,the span of the wings).Write the words outside and dragonfly on the board.Tell students that these
43、 are examples of closed compound words.Closed compound words have no space or hyphen between the two smaller words.Havestudentsturntopage8intheirbooks.Read the following sentence:When you arrive in the steamy Amazon rainforest,its dark,and you can hear the tapping of rain on the leaves overhead.Have
44、 students identify the two compound words(rainforest and overhead).Askstudentstoidentifythetwoseparatewordsthatmakeupeachcompoundword.Askavolunteerto use the meanings of the two smaller words to figure out the meaning of each bigger word.Check for understanding:Havestudentsturntopage10.Havethemworkw
45、ithapartnertoidentifyand circle the six compound words on the page(afternoon,freshwater,underwater,tadpole,anything,overpower).Askstudentstoidentifythetwoseparatewordsthatmakeupeachcompound word.Discuss the definition of each word,using the smaller words to figure out the meaning.Independent practic
46、e:Introduce,explain,and have students complete the compound words worksheet.Discuss their answers aloud after they are finished.Build FluencyIndependent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingpartsofthebooktoeachother.Home Connection Givestudentsthe
47、irbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Havethemsummarizethesectionsofthebookanddiscussthemainideaanddetailswithsomeone at home.Extend the ReadingInformational Writing ConnectionHavestudentpairsfromthesummarizingactivityrevisitthepagesofthebookthatdescribedtheirassignedinsect
48、.ProvideInternetaccesssostudentscanresearchandlearnmoreabouttheirinsect.Askthemtowritethreeparagraphsdetailingtheinsectshabitat,whatiteats,andsoon.Allowtime for student pairs to share their writing or display it on a bulletin board.visit WritingAZ.com for a lesson and leveled materials on informatio
49、nal writing.Science ConnectionProvideartmaterialstostudentwritingpairssotheycandraworcreatealife-sizedmodeloftheinsecttheyresearched.Askthemtosharetheirartworkwiththeclassalongsidetheirwriting.Giant InsectsLesson Plan(continued)LeveLV V6 Learning AZ All rights reserved.www.readinga-Skill ReviewDiscu
50、ssion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookare provided as an extension activity.The following is a list of some ways these cards can be used with students:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanes