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1、George Washington CarverLesson PlanLeveLO O1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Biography Page Count:16 Word Count:646Book 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 L and R.About the LessonTargeted Reading Strategy RetellObjectives Usethereadingstrategyofretellingtounderstand and remember a timeline of events Identifyelementsofabiography Fluentlyreadthediphthong/ou/sound Re
4、cognizepropernouns:namesofpeople IdentifyandcreatecompoundwordsMaterialsGreen text indicates resources available on the website.BookGeorge Washington Carver(copy for each student)Extracopyofthebook Dictionaries Chalkboardordryeraseboard Stickynotesandahighlighterforeachstudent Indexcards Retell,diph
5、thong/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 app
6、ear in a pre-made lesson for this title on vocabularyAZ.com.Content words:Story critical:agriculture(n.),famous(adj.),fertilizer(n.),inventor(n.),professor(n.),segregated(adj.)Enrichment:Civil War(n.),Congress(n.),nutrients(n.)George Washington CarverLesson Plan(continued)LeveLO O2 Learning AZ All r
7、ights reserved.www.readinga-Before ReadingBuild Background AskstudentsiftheyhaveheardofamannamedGeorgeWashingtonCarver.Explainthathewasa famous African American scholar who lived during a time when most black people werent able to attend college.AskstudentstotellwhattheyknowabouttheCivilWarandhowita
8、ffectedblackfamiliesinthesouthernUnitedStates.ExplainthatthisbookgivesinformationaboutthispartofU.S.historyasit pertains to George Washington Carvers life.Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetitle.Have students discuss what they
9、 see on the 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.Remindstudentsthatthetableofcont
10、entsprovidesanoverview 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 Askstudentstoexplainthedifferencebetweenabiographyan
11、danautobiography(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,A
12、ccomplishments,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).Havestudentst
13、urntopage4.Readpages4and5aloudwhiletheyfollowalongsilently.Askstudents to identify which element of a biography this information best reflects(personality).InvitethemtoidentifytheinformationaboutGeorgeWashingtonCarverspersonality.(Bornintoslavery,orphaned,and often sick,George still learned to read,
14、write,and sew.He liked gardening and exploring nature best.)Have students highlight 1864,18611865,and the words when the Civil War ended for their timeline.Think-aloud:I read that George Washington Carver was born into slavery and then freed after the Civil War.He and his brother,who were orphans,li
15、ved with Moses and Susanthe couple who had owned them.George was often sick,and he often stayed at home to help Susan.She taught him to read,write,and sew.But what George liked best was to garden and explore nature.Askstudentstofind,onthebasisoftheinformationaboutGeorgesofar,wordstodescribewhatGeorg
16、es personality might be like(hardworking,adventurous,and so on).Introduce the Comprehension Skill:Retell Explaintostudentsthatonewaytounderstandandrememberwhattheyarereadingistostopnow and then during reading to retell in their mind what is happening in the story.Explaintostudentsthatwhensomeonerete
17、llssomething,heorsheexplainsthedetailsofwhathappenedinorder.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.George Washington CarverLesson Plan(conti
18、nued)LeveLO O3 Learning AZ All rights reserved.www.readinga- Modelretellinganonfictionexampleindetail,suchasyourownlifetimeline.Think-aloud:I was 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,whe
19、re 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.Drawatimelineontheboardandmodelhowtocompleteatimelinewithdatesanddetails.Have students retell the details they remember as you fill in the timeline
20、.Explainthatinthisbook,theauthorsharesnonfictiondetailsaboutthelifeeventsofGeorgeWashingtonCarver.Pointoutthatdatesareoftenincludedwhennonfictiondetailsaregiven in a biography and that a timeline is a good way to record the details.Give each student a highlighter and five sticky notes.Have students
21、place sticky notes on the bottomofpages5,8,10,12,and15.Explainthatastheyread,theyshouldstoponthesepagestothinkabouttheinformationaboutCarverslife.Instructstudentsthatwhentheystoptothinkabout the important information,they should highlight the dates on these pages.encourage them to retell in their mi
22、nd the events in the book as they read.Introduce the Vocabulary Writethefollowingstory-criticalwordsfromthecontentvocabularyontheboard:famous,inventor,and professor.Pointoutthatthesethreewordscanbefoundinthetextandthatknowingwhattheymeanwillhelp students understand whats happening as they read the b
23、ook.Give groups of students three piecesofblankpaperandhavethemwriteoneofthethreevocabularywordsoneachpage.Foreach word,have them write or draw what they know about the word.Create a definition for each word using students prior knowledge.Pointouttheglossaryatthebackofthebook.Revieworexplainthataglo
24、ssaryandadictionarycontain lists of words and their definitions.Modelhowstudentscanuseadictionarytofindawordsmeaning.Havethemlocatethewordfamousinthedictionary.Inviteavolunteertoreadthedefinitionforfamous.Have students compare the dictionary definition with the glossary definition,pointing out the s
25、imilarities 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.Havestudentsfollowalongonpage14asyoureadthesentencein
26、whichthewordfamous 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 details of
27、 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 Guide the reading:Havestudentsreadtotheendofpage8afterrereadingpages4and5.encourage students who finish
28、 before everyone else to go back and reread.ModelretellingtheeventsofCarverslifeusingthephotographs,illustrations,andmapsas 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 Civil Wa
29、r.When the war ended,he and his older brother 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 George Washington CarverLesson Plan(continued)LeveLO O4 Learning AZ All rights reserved.www.readinga-best was to
30、 garden and explore nature.He wanted to learn more,but many of the schools were segregated and did not allow black students,so he left home 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 h
31、e was black.He attended a college in Iowa instead and studied agriculture.He was the schools first black graduate and later became the schools first black professor.Remindstudentsthataretellingincludesdetailanddescriptionabouttheeventsofastoryusinga sequence of the most important events that someone
32、 would need to know to recount that persons history correctly.Pointoutthatsometimes,althoughadateisnotdirectlygiven,cluesmaybefoundinthetext that contain information for a timeline of someones life.explain how to find a date for whenGeorgeleftMissouri(hewas12yearsold,sohisyearofbirth1864plus12yearsi
33、s1876).Have students write this date in the margin of page 6.AskstudentstoexplainelementsofCarverspersonality,accomplishments,andinfluenceusing the information in the reading so far(personality:adventurous,hardworking,resilient,intelligent,determined;accomplishments:left home to attend a nonsegregat
34、ed school,was his colleges first black graduate,became the schools first black professor;influence:pushed the boundaries of racial discrimination by continuing to work for his education despite adversity).Add this information to the chart on the board.DiscusshowCarverspersonalitymighthaveinfluencedh
35、isaccomplishments.Facilitatethediscussionwithquestionssuchas:How would you describe Carvers personality?What aspects of his personality might have helped him to be such a successful student?Check for understanding:Havestudentsreadpages9and10.Cutoutpages9and10fromanextracopy of the book and place the
36、m 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 the pages as a guide,to retell the details of events after Carver graduated from college.Listen to students retellings for correct o
37、rder and description of the story events.Have students turn to a partner to discuss information from the section that reflects Carvers personality,influence,and accomplishments.Have them write this information in the margin of theirbook.Invitestudentstosharethisinformationaloud.Have students read th
38、e 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 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 o
39、f 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 learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Use
40、thisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Retellindetailtheeventsofthestoryfrompages9through12.Think-aloud:After becoming a professor,Carver went to Alabama in 1896 to help farmers with a big problem.He figured out
41、that years of cotton farming had worn out the soil.He taught the farmers how to fertilize the soil and how to rotate crops by planting sweet potatoes,peas,or peanuts in the fields after the cotton was picked in order to help put important nutrients back in the soil.He became an inventor to help farm
42、ers sell their new crops.He invented more than a hundred ways to use sweet potatoes and three hundred ways to use peanuts!Contrary George Washington CarverLesson Plan(continued)LeveLO O5 Learning AZ All rights reserved.www.readinga-to popular belief,he did not create peanut butter but did invent the
43、se 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 correct ev
44、ents 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 Washi
45、ngton Carvers life.Remind them to accurately identify events on the timeline according 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:Invitestudentstoshareinformationtheylearne
46、dabouttherestofGeorgeWashington Carvers accomplishments(successfully taught farmers how to rotate crops and fertilize,addingvaluablenutrientstothesoil;inventedhundredsofusesforsweetpotatoesandpeanuts;spokeinfrontofU.S.Congress,convincingthemtopassalawtohelpU.S.peanutfarmers;became famous and talked
47、to large crowds;won the respect of the nation as a black scholar at a time when 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).Askstudentstoexplainhowtheseaccomplishmentshaveinfluenced
48、others(theymodeltheimportance of challenging oneself and working toward goals,they model the importance of 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
49、,Accomplishments,and Influence.Have them reread pages14and15,andwriteinformationthatdescribeseachoftheelementsofabiographyonthechart in their book.When students have finished working,discuss their answers.Enduring understanding:Inthisbook,youlearnedaboutaverysuccessfulmanandhisambitious,dedicated na
50、ture.Now that you know this information,what qualities do you think can help you achieve your own goals throughout your lifetime?Build SkillsPhonics:Diphthong/ou/Havestudentslookatthemaponpage4.ShowthemwhatpartoftheUnitedStatesisconsideredtheSouth.Writethewordsouth on the board and point to the lett