原版英语RAZ 教案The Great Charter_LP.pdf

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1、The Great CharterY Y1 Learning AZ All rights reserved.www.readinga-Focus Question:In what ways did the Magna Carta become a powerful symbol of freedom?Book SummaryText Type:Nonfiction/InformationalWould you stand for a tyrant king who took your money and land as he pleased?Travel to medieval England

2、 and read about barons who organized for freedom.Read more about the Great Charter,a document that upholds the principle that no one is above the law.Vivid illustrations,timelines,and maps support the text as students learn about authors purpose and past-tense verbs.The book and lesson are also avai

3、lable for levels Z1 and Z2.Guiding the ReadingBefore ReadingBuild BackgroundAsk students to imagine themselves living in a medieval kingdom in England.Ask them what they would do if their king took most of their money and land away as payment for taxes.Have students discuss their responses in small

4、groups.Askstudentswhattheythinkprotectspeoplefrombeing taxed unfairly today.Have students share their ideas with the class.Introduce the Book GivestudentstheircopyofThe Great Charter.Guide them to the front and back covers and read the title.Have students discuss what they see on the covers.Encourag

5、e them to offer ideas as to what type of book it is(genre,text type,and so on)and what it might be about.Show students the title page.Discuss the information on the page(title of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview of the

6、 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:Summarize Explaintostudentsthatonewaytounderstand a text is to summarize information.Readers can write a

7、summary,or brief overview,of the key ideas of each section to understand and remember a text.A summary will typically answer the questions who,what,when,where,and why.CreateachartontheboardwiththeheadingsWho,What,When,Where,and Why.Encourage students to ask and answer these questions as they read,us

8、ing the chart as a guide.Introduce,explain,andhavestudentscompletethesummarize worksheet using evidence from the text.Have students discuss the information they noted with a partner.Lesson EssentialsInstructional Focus Summarize to understand text Identify authors purpose Describe information provid

9、ed by a table of contents Identify and use past-tense verbs Define and use the suffix-edMaterials BookThe Great Charter (copy for each student)Summarize,authors purpose,past-tense verbs,suffix-ed worksheets Discussion cards Book quiz Retelling rubricVocabularyBoldface vocabulary words also appear in

10、 a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowStory critical:charter(n.),civil war(n.),nullified(v.),oath(n.),rebellion(n.),tried(v.)Enrichment:barons(n.),Crusade(n.),humbled(v.),interdict(n.),successor(n.),taxed(v.)Academicvocabulary:approve(v.),document(n.),influenced(v.),obtain

11、(v.),protect(v.),response(n.)The Great CharterY Y2 Learning AZ All rights reserved.www.readinga-Introduce the Comprehension Skill:Authorspurpose Explaintostudentsthatanauthorhasareason,or purpose,for writing a book.Authors write to inform,entertain,or persuade.Explain that to inform means to give in

12、formation about a topic to someone,to entertain means to amuse the reader,and to persuade means to convince the reader.Havestudentsturntopage4andreadthefirstparagraph with a partner.Ask students what they think the authors purpose is on the basis of the introduction.Invite students to share their th

13、oughts with the class.VocabularyHave students turn to the“Words to Know”box on the copyright page.Discuss each word with students.Then,have students turn to the glossary on page 16.Explain that the glossary provides definitions for the vocabularywordsinthebook.Pointouttheuseofeach content word and a

14、cademic vocabulary word in the book,and then use each word in a different model sentence.Have students work in groups to create posters for these words.Have them include on each poster the word and its part of speech,the definition,the word in an example sentence,and a picture illustrating the meani

15、ng of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowthe Magna Carta became a powerful symbol of freedom.Write the Focus Question on the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeaquestionmarkintheirbookbeside any word they do not u

16、nderstand or cannot pronounce.Encourage them to use the strategies they have learned to read each word and figure out its meaning.During ReadingText-Dependent QuestionsAs students read the book,monitor their understanding with the following questions.Encourage students to support their answers by ci

17、ting evidence from the book.Why would the English people hope for less taxes after King Richard I died?(level3)page4 What terrible family crime did King John commit?(level 1)page 5 How did the interdict affect the English people?(level3)page 6 Why did Archbishop Langton want to get rid of King John?

18、(level3)multiple pages How is the Coronation Charter related to the Great Charter?(level 2)multiple pages How would you summarize King Johns breaking his oath to uphold the Great Charter?(level3)page 11 What choice would you have made as King Henry III?(level3)page 12 Why do you think the Great Char

19、ter serves as the foundation for the English Common Law?(level3)page 15Text Features:Table of contentsExplain that a table of contents helps readers identify key topics in the text in the order they are presented.Havestudentsreadthetableofcontentsonpage3.Explain that it provides readers with an outl

20、ine of the topics they will read about and the order in which they will be presented.Ask students,Can you find information about the barons before or after the section about Runnymede?Inform students that they can also use the table of contents to identify sections to summarize,which helps them bett

21、er understand the text.Then,have students stop to summarize after each section they read.SkillReview Leadadiscussionwithstudentstodetermine the authors purpose for writing this book.Guide students to an understanding that the authors purpose is to inform.Write authors purpose is to inform on the boa

22、rd.Ask students to think of reasons from the text that support this idea.Modelidentifyingdetailsthatdeterminetheauthors purpose.Think-aloud:I know the authors purpose is to inform the reader.The author introduces the reader to two terrible kings of England from the 1100s and 1200s on pages 4 through

23、 7.These are historical facts and describe cruel kings who took whatever they wanted from subjects,despite its being unfair.On page 8,the author informs the reader of barons who organized against the king to stand up for their rights.This cry for freedom turned into a list of demands.The author info

24、rms the reader that the Great Charter,or Magna Carta,protected subjects from unruly kings on page 10.The text continues to provide information,rather than amuse or persuade the reader.Havestudentsrereadpage14.Pointoutthatthesection includes information about the Great Charter.Ask students to find an

25、y details that are persuasive or entertaining.Explain that although there may be details in the text that persuade and entertain the reader,the authors main purpose of the text is to inform readers.Introduce,explain,andhavestudentscompletetheauthors purpose worksheet using evidence from the text.Hav

26、e students discuss the details they noted with a partner.Guiding the Reading(cont.)The Great CharterY Y3 Learning AZ All rights reserved.www.readinga-After ReadingAsk students what words,if any,they marked in their book.Use this opportunity to model how they can read these words using decoding strat

27、egies and context clues.SkillReviewGraphic Organizer:AuthorspurposeReview the authors purpose worksheet that students completed.Have students share their work with the class.Listideasontheboard.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught

28、 with the book are provided for extension activities.Response to Focus QuestionHave students cite specific evidence from the book to answer the Focus Question.(Answers may vary.Sample answer:The Magna Carta influenced many ideas in key documents such as the U.S.Constitution and Bill of Rights.)Compr

29、ehension Checks Book quiz Retelling rubricBook Extension ActivitiesBuild SkillsGrammar and Mechanics:Past-tenseverbs Turntopage12ofthebook.Haveavolunteer read the page aloud.Ask students whether the text takes place in the past,present,or future.Have students discuss in groups how they know.Havestud

30、entsunderlinealloftheverbsonthepage.Review or explain that adding the suffix -ed to a regular verb makes it past tense.Review some examples of irregular verbs as well,such as come and know,that dont follow the rule of adding the suffix-ed.Check for understanding:Write the present-tense verbs laugh,w

31、alk,climb,become,and depend on the board.Have students work with a partner to create past-and present-tense sentences using the verbs.Have students share their sentences with the whole class.Independent practice:Introduce,explain,and have students complete the past-tense-verbs worksheet.If time allo

32、ws,discuss their answers.WordWork:Suffix-ed Writethewordlistened on the board.Ask students to identify the root word.Write listen underneath listened.Explain that listen is a verb.Writethefollowingsentenceontheboard:Listen to the text.Readitaloudwithstudents.Pointout that the sentence is present ten

33、se.Write the following sentence on the board:Everyone listened to the text.Pointoutthatthesentenceisnowpasttense.Ask students what changed in the verb.Explaintostudentsthataddingthesuffix-ed to a regular verb will make it past tense.Check for understanding:Have students work in pairs to find and circle all examples of words with the suffix-ed in the book.Independent practice:Introduce,explain,and have students complete the suffix-ed worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)