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1、George Washington CarverLesson PlanLeveLL L1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:460Book SummaryGeorge Washington Carver is a biographical text that chronicles the accomplishments of an African-American scientist.Born int
2、o 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 Af
3、rican Americans faced widespread discrimination.Book and lesson also available at Levels O and R.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstandandrememberatimelineofevents Identifyelementsofabiography Fluentlyreadthediphthong/ou/sound Recogniz
4、epropernouns:namesofpeople IdentifyandcreatecompoundwordsMaterialsGreen text indicates resources available on the website.BookGeorge Washington Carver(copy for each student)Extracopyofthebook Dictionaries Chalkboardordryeraseboard Stickynotesandahighlighterforeachstudent Indexcards Retell,diphthong/
5、ou/,propernouns:Namesofpeople,compoundwords worksheets 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
6、 a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:crops(n.),famous(adj.),professor(n.),slave(n.),soil(n.)Enrichment:Civil War(n.),college(n.),Congress(n.),invented(n.),respect(n.)Before ReadingBuild Background AskstudentsiftheyhaveheardofamannamedGeorgeWashingtonCarv
7、er.Explainthathewasa famous African American scholar who lived during a time when most black people werent able to attend college.George Washington CarverLesson Plan(continued)LeveLL L2 Learning AZ All rights reserved.www.readinga- AskstudentstotellwhattheyknowabouttheCivilWarandhowitaffectedblackfa
8、miliesinthesouthernUnitedStates.ExplainthatthisbookgivesinformationaboutthispartofU.S.history as it pertains to George Washington Carvers life.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they see on the
9、covers.encourage them to offer ideas 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.Remindstudentsthatthetableofcontentsprovides
10、anoverview of the book.Ask students 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 Askstudentstoexplainthedifferencebetweenabiographyandanautobiogr
11、aphy(biography:thestoryofapersonslifewrittenbysomeoneelse;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,Accomplishmen
12、ts,and Influence in a three-column 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.R
13、eadpages4and5aloudwhiletheyfollowalongsilently.Askstudents to identify which element of a biography this information best reflects(personality).InvitethemtoidentifytheinformationthattellsaboutGeorgeWashingtonCarverspersonality.(Born a slave,George became free when the Civil War ended.He stayed with
14、the people who owned him and learned to read and write.He liked gardening and exploring the world outside.)Have students highlight 1864,18611865,and the words when the war ended for their timeline.Think-aloud:I read that George Washington Carver was born a slave and then freed after the Civil War.He
15、 continued to live with Moses and Susanthe couple who had owned him.Susan taught George to read and write.But what George liked best was to garden and explore the world outside.Askstudentstofind,onthebasisoftheinformationaboutGeorgesofar,wordstodescribewhathis personality might be like(hardworking,a
16、dventurous,and so on).Introduce the Comprehension Skill:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeoneretellssomething,heorsheexplainsthedetailsofwh
17、athappenedinorder.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 wa
18、s born in Montana 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
19、children.Drawatimelineontheboardandmodelhowtocompleteatimelinewithdatesanddetails.Have students retell the details they remember as you fill in the timeline.Explainthatinthisbook,theauthorsharesnonfictiondetailsaboutthelifeeventsofGeorgeWashingtonCarver.Pointoutthatdatesareoftenincludedwhennonfictio
20、ndetailsaregiven in a biography and that a timeline is a good way to record the details.George Washington CarverLesson Plan(continued)LeveLL L3 Learning AZ All rights reserved.www.readinga- Give each student a highlighter and five sticky notes.Have students place sticky notes on the bottomofpages5,8
21、,10,12,and15.Explainthatastheyread,theyshouldstoponthesepagestothinkabouttheinformationaboutCarverslife.Instructstudentsthatwhentheystoptothinkabout 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.Int
22、roduce the Vocabulary Writethefollowingstory-criticalwordsfromthecontentvocabularyontheboard:famous,crops,and professor.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelp students understand whats happening as they read the book.Give groups of students three piecesofbla
23、nkpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreach word,have them write or draw what they know about the word.Create a definition for each word using students prior knowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglossaryandadictionarycontain lists of words and
24、 their definitions.Ask students to compare and contrast the two sources(glossaries only contain definitions for vocabulary words in that particular story,dictionaries contain longer and sometimes multiple definitions,and so on).Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewo
25、rdfamousinthedictionary.Inviteavolunteertoreadthedefinitionforfamous.Have students compare the dictionary definition with the glossary definition,pointing out the similarities and differences.Have them compare these with their prior knowledge of the word.Havestudentsfollowalongonpage14asyoureadthese
26、ntenceinwhichthewordfamous is found to confirm the meaning of the word.Repeat the exercise with the remaining vocabulary words.Set the Purpose HavestudentsreadtofindoutaboutGeorgeWashingtonCarver.Remindthemtostopreadingat the end of each page with a sticky note to quickly retell in their mind the de
27、tails of the events so far in Carvers life,including the important dates.Remind them to highlight the dates and time-order words that identify specific events in Carvers life.During ReadingStudent Reading Guidethereading:Havestudentsreadtotheendofpage8afterrereadingpages4and5.encourage students who
28、finish before everyone else to go back and reread.ModelretellingtheeventsofCarverslifeusingthephotographs,illustrations,andmaps as a guide.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 C
29、ivil War.When the war ended,he was freed.George lived with the couple who had owned him,and Susan taught him how to read and write.What George liked best was to garden and explore the world outside.He wanted to learn more,but many schools did not allow black students,so he left home to attend anothe
30、r school when he was twelve.When he finished high school,he tried to go to college in Kansas,but they told him to leave because he was black.He went to college in Iowa instead and learned all about farming.He was the first black student to finish and also to become a professor at his college.Reminds
31、tudentsthataretellingincludesdetailanddescriptionabouttheeventsofastoryusinga sequence of the most important events that someone would need to know to tell that persons history correctly.George Washington CarverLesson Plan(continued)LeveLL L4 Learning AZ All rights reserved.www.readinga- Askstudents
32、toexplainelementsofCarverspersonality,accomplishments,andinfluenceusing the information in the reading so far(personality:hardworking,smart,determined;accomplishments:left home to go to school,was his colleges first black student to finish,became the schools first black professor;influence:worked ha
33、rd for his education,even though he had many challenges).Add this information to the chart on the board.DiscusshowCarverspersonalitymighthaveinfluencedhisaccomplishments.Facilitatethediscussionwithquestionssuchas:How would you describe Carvers personality?What aspects of his personality might have h
34、elped him to be such a successful student?Check for understanding:Have students read pages 9 and 10.Cut out pages 9 and 10 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 par
35、tner,using the images and dates on 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 Carver
36、s personality,influence,and accomplishments.Have them write this information in the margin of theirbook.Invitestudentstosharethisinformationaloud.Have students read the remainder of the book.Remind them to think about the order of events in Carvers life and to stop wherever they see a sticky note to
37、 highlight and retell in their mind what they have 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
38、.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 Reading Strategy Retell
39、indetailtheeventsofthestoryfrompages9through12.Think-aloud:After becoming a professor,Carver went to Alabama in 1896 to help farmers with a big problem.He knew that growing the same crop again and again had worn out the soil.He taught the farmers how to add dead leaves to the soil and how to plant s
40、weet potatoes,peas,or peanuts in the fields.He knew these crops put things back in the soil that plants need in order to grow well.He invented more than a hundred ways to use sweet potatoes and three hundred ways to use peanuts!Contrary to popular belief,he did not create peanut butter but did inven
41、t these uses for the peanut:pavement,grease,medicines,peanut coffee,peanut mayonnaise,peanut flour,peanut milk,shoe polish,bleach,sandpaper,and more.Check for understanding:Havestudentsworkwithapartnertoretelltheeventsofpages13through the end of the book.Listen for whether students include the corre
42、ct events and details of Carvers life in the order in which they happened.Askstudentshowretellingtheeventsofthestoryintheirmindastheyreadhelpedthemunderstand the story.Independent practice:Introduce,explain,andhavestudentscompletetheretell worksheet,working to accurately retell the events of George
43、Washington Carvers life.Remind them to accurately identify events on the timeline according to the date.When students are finished,discuss their answers aloud.George Washington CarverLesson Plan(continued)LeveLL L5 Learning AZ All rights reserved.www.readinga-Reflect on the Comprehension Skill Discu
44、ssion:InvitestudentstoshareinformationtheylearnedabouttherestofGeorgeWashington Carvers accomplishments(successfully taught farmers how to plant new crops and add dead leaves to help the soil;invented hundreds of uses for sweet potatoes and peanuts;spokeinfrontofU.S.Congress,askingthemtopassalawtohe
45、lpU.S.peanutfarmers;becamefamous and talked to crowds;won the respect of the whole country;shared his belief that people should care for the earth).Askstudentstoexplainhowtheseaccomplishmentshaveinfluencedothers(theymodeltheimportance of trying ones hardest to reach goals,they model the importance o
46、f working with others in order to be successful,and so on).Independent practice:Have students use the inside front cover of their book to create a three-column chart with the headings Personality,Accomplishments,and Influence.Have them reread pages14and15,andwriteinformationthatdescribeseachoftheele
47、mentsofabiographyonthe chart in their book.When students have finished working,discuss their answers.Enduring understanding:Inthisbook,youlearnedaboutaverysuccessfulmanandhisambitious,dedicated nature.Now that you know this information,what qualities do you think can help you achieve your own goals
48、throughout your lifetime?Build SkillsPhonics:Diphthong/ou/Havestudentslookatthemaponpage4.ShowthemwhatpartoftheU.S.isconsideredtheSouth.Writethewordsouth on the board and point to the letters ou.Tell students that the letters o and u together stand for the vowel sound they hear in the middle of the
49、word south.explain that the ou letter combination is one of the letter combinations that stand for this sound.The letter combination ow also makes the/ou/sound.Tell students that these two letter combinations create a sound called the/ou/diphthong.Write the word down ontheboard.Pointoutthelettercomb
50、inationthatstandsforthe/ou/sound and ask students to blend the letters o and w together to make the same vowel sound as in south.Pointoutthatthe/ou/soundcomesinthemiddleofsouth and down,but that it doesnt come in the middle of the word all the time(for example,in our).Next,run your finger underthele