原版英语RAZ 教案P57-Sugar, Sugar, Everywhere.pdf

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1、Sugar,Sugar,EverywhereP P1 Learning AZ All rights reserved.www.readinga-Focus Question:What happens to our bodies when we eat sugar?Book SummaryText Type:Nonfiction/InformationalMany students love eating sugar,but do they know how sugar affects their body?Sugar,Sugar Everywhere introduces readers to

2、 the not-so-sweet side of sugar.Students will learn how too much sugar can be bad for their body and how it can be hidden in everything they eat.The simple text and detailed photographs will keep students engaged while supporting emergent readers.This book can also be used to teach students the skil

3、l of distinguishing between fact and opinion as well as asking and answering questions to better understand text.The book and lesson are also available for levels J and M.Guiding the ReadingBefore ReadingBuild Background Placeontheboardpicturesofdifferenttypesof food,such as cake,bananas,barbeque sa

4、uce,cinnamon rolls,and corn.Ask students to work in groups to sort the foods into different groups.Invite volunteers to share their answers with the class.Next,ask groups if there is one category in which all the foods can be placed.Invite volunteers to share their ideas with the class.Writethewords

5、ugar on the board.Explain to students that one way to place all of these foods within one group would be to label the group sugar.Explain that all of these foods contain sugar and students will be learning more about how eating sugar affects their body.Introduce the Book GivestudentstheircopyofSugar

6、,Sugar Everywhere.Guidethemtothefrontandbackcovers and read the title.Have students discuss what they see on the covers.Encourage 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(ti

7、tle of book,authors name).Previewthetableofcontentsonpage3.Remindstudents that the table of contents provides an overview 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.)Introduc

8、e the Reading Strategy:Ask and answer questionsExplain to students that engaged readers ask and answer questions while reading in order to better understandatext.PassouttheKWLS/ask-and-answer-questions worksheet and explain what each sectionontheKWLSchartstandsfor.Havestudentsthinkaboutsugarandfillo

9、utthe“WhatIKnow”section on their worksheet.Then,have students think Lesson EssentialsInstructional Focus Ask and answer questions to understand text Distinguish between fact and opinion Understand and use a glossary Identify consonant gl-blend Recognizeanduseadverbs Identify and use synonyms and ant

10、onymsMaterials Book:Sugar,Sugar,Everywhere (copy for each student)KWLS/askandanswerquestions,factor opinion,synonyms and antonyms worksheets Discussion cards Bookquiz RetellingrubricVocabularyBoldface vocabulary words also appear in a pre-made lesson for this title on VocabularyAZ.com.WordstoKnowSto

11、ry critical:diabetes(n.),fructose(n.),fuels(v.),glucose(n.),lactose(n.),sucrose(n.)Enrichment:bland(adj.),bloodstream(n.),prepared(adj.)Academicvocabulary:amount(n.),average(adj.),control(v.),energy(n.),probably(adv.),source(n.)Sugar,Sugar,EverywhereP P2 Learning AZ All rights reserved.www.readinga-

12、about what questions they have about sugar and filloutthe“WhatIWanttoKnow”sectionontheirworksheet.Explain that students will look for the answers to these questions while reading in order to better understand the text.Introduce the Comprehension Skill:Fact or opinion Explaintostudentsthatbookscaninc

13、ludebothfactsandopinions.WritethewordsFact and Opinion ontheboard.Pointoutthatafactisadetail that is true and can be proven and an opinion is a belief or judgment about a subject.Explain that facts can be checked,or verified,while opinions express how a person feels or believes.Referbacktothefoodpic

14、turesontheboard.Writean example sentence on the board,such as Bananas taste terrible.Have students work in groups to determine whether this statement is a fact or an opinion.Have volunteers share their answer and justify their reasoning.VocabularyHavestudentsturntothe“WordstoKnow”boxonthe copyright

15、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 academic vocabulary word in the book,and then use each word in a different model sentence.Have

16、 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 meaning of the word.Set the Purpose Havestudentsreadtofindoutmoreabouthowsugaraffectstheirbody.Wri

17、tetheFocusQuestionon the board.Invite students to look for evidence in the book to support their answer.Havestudentsmakeasmallquestionmarkintheirbook beside any word they do not understand or cannot pronounce.These can be addressed in a future discussion.During ReadingText-Dependent QuestionsAs stud

18、ents read the book,monitor their understanding with the following questions.Encourage students to support their answers by citing evidence from the book.What is sugar?Where does it come from?(level 2)pages 56 What would happen if our bodies did not get enough sugar?(level3)page 6 What are some foods

19、 likely to have added sugar?(level 2)pages 810 How are a fruit smoothie and a soda pop different?How are they alike?(level3)page 9 How much sugar is in one cup of raisin bran?(level 1)page 10 Why is too much sugar bad for you?(level 2)pages 1112 What are some ways to avoid eating extra sugar?(level

20、2)pages1314 How can the foods in this book be sorted into different groups?(level3)multiple pagesText Features:GlossaryExplain that a glossary helps readers define the words in the book.Have students work in small groups to review the glossary on page 16.Ask students:How are the vocabulary words arr

21、anged in a glossary?Can you define the word fructose?On which page can you find the word bloodstream?What part of speech is bland?Have students review other vocabulary words in the book and discuss in groups where they would be found and how the students know.Invite volunteers to share their thought

22、s with the rest of the class.SkillReview Reviewwithstudentsthequestionsfromthe“WhatIWanttoKnow”sectionoftheirKWLSchart.If any questions have been answered,have studentswritetheanswersinthe“WhatILearned”section.Periodicallyreviewthischartwhilestudentsare reading.Modelhowtodeterminefactoropinion.Think

23、-aloud:This book is telling me about how sugar affects my body.Some of the sentences from the book are stating facts and others are sharing the authors opinion.For example,on page 5,I read:Sugar is a natural ingredient in plant foods and milk.I know this is a fact because it can be checked,or verifi

24、ed.However,if I had read:Sugar is the most delicious food to eat!I would know it is an opinion since it is stating a belief.Determining fact or opinion is one way for me to better understand what I read.Modelhowtocompletethefact-or-opinion worksheet.Have students determine whether each sentence is a

25、 fact or an opinion.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 strategies and context clues.Guiding the Reading(cont.)Sugar,Sugar,EverywhereP P3 Learning AZ All rights reserved.www.readinga-SkillRev

26、iewGraphic Organizer:Ask and answer questionsHave students answer all of the questions from their KWLSchartinthe“WhatILearnedSection.”Ifanyquestions remained unanswered,have students circle them.Have students brainstorm a list of new questions they have based on the book and list them inthe“WhatISti

27、llWanttoKnow”section.Encouragestudents to investigate the answers to these questions to continue learning about this topic.Comprehension ExtensionDiscussion cards covering comprehension skills and strategies not explicitly taught with the book are provided to be used for extension activities.Respons

28、e to Focus QuestionHave students cite specific evidence from the book to answer the focus question.(Answers will vary.Sample:When we eat sugar,our body breaks it down into glucose,which goes into our blood and becomes a source of energy.However,if we have too much sugar,our body cannot use it all,an

29、d the excess turns into fat.)Comprehension Checks Bookquiz RetellingrubricBook Extension ActivitiesBuild SkillsPhonics:Initial consonant gl-blend Writethewordglucose on the board and read it aloud with students.Havestudentssaythe/gl/soundaloud.Then,runyour finger under the letters in the word glucos

30、e as students say the whole word aloud.Ask students to identify which letters represent the/gl/sound in the word glucose.Saythewordsglare and glowaloud,emphasizingthe initial sounds,and have students write the words on a separate sheet of paper.Have students comparetheirwordswithapartners,recognizin

31、gthat each word begins with the/gl/sound.Check for understanding:Writethefollowingwordson the board,leaving off the initial consonant blend:glide,glum,glove,and glass.Invite volunteers to come to the board and add the initial consonant blend.Grammar and Mechanics:Adverbs Revieworexplaintostudentstha

32、tadverbs are describing words that provide details about verbs by telling how,when,or where an action occurred.Pointoutthatmany,butnotall,adverbsendin-ly.Explain that writers often use adverbs to make their writing more accurate,factual,and precise.Writethefollowingsentenceontheboard:She ate her bir

33、thday cake slowly.Have students work with a partner to identify the adverb(slowly)and the verb being described(ate)in this sentence.Invite volunteers to share their answers with the class.Repeatwithmultiplesentencesontheboard about the information from this book.Check for understanding:Have students

34、 work with a partner to look through the book to circle the adverbs and underline the verbs that each adverb describes.Ask them to share whether each adverb describes how,when,or where an action occurred.WordWork:Synonyms and antonyms Writethewordbland on the board.Ask students to suggest a word tha

35、t means almost the same thing(boring,dull,and so on).Revieworexplainthataword that means the same or almost the same as another word is called a synonym.Ask students to suggest a word that means the opposite of bland(lively,bright,and so on).Revieworexplainthat a word that means the opposite of anot

36、her word is called an antonym.Check for understanding:Have students turn to page 15 to find the word that describes sugar(delicious,sweet,or tasty).Ask students to suggest a synonym(appetizing,enjoyable,and so on).Ask students to suggest an antonym(horrible,gross,and so on).Useathesaurustolookupthee

37、ntryworddelicious andshowhowathesaurusisused.Putstudentsinto pairs and give each pair a thesaurus.Ask them to find the word delicious and have them confirm the synonyms suggested.If the thesaurus lists antonyms,have them find antonyms for the word.Pointoutthatsomedictionariesalsolistsynonymsand antonyms for words.Independent practice:Introduce,explain,and have students complete the synonyms-and-antonyms worksheet.If time allows,discuss their answers.Connections Seethebackofthebookforcross-curricularextension ideas.Guiding the Reading(cont.)