原版英语RAZ 教案(T) C Is for Canada_LP.pdf

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1、C Is for CanadaLesson PlanLEVELT T1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Narrative Page Count:20 Word Count:1,357Book SummaryC Is for Canada is a book written in the form of emails between two pen pals:Stephanie from the United States and Jacqueline from Ca

2、nada.Stephanies school assignment is to write a report about Canada,so Jacqueline writes about the details of her country.Photographs support the text.About the LessonTargeted Reading Strategy SummarizeObjectives Identifyauthorspurpose Usethereadingstrategyofsummarizingtounderstandthetext Identifyco

3、mpoundsentencesusedinthetext IdentifyandcreatecompoundwordsMaterialsGreen text indicates resources available on the website BookC Is for Canada(copy for each student)Chalkboardordryeraseboard Dictionaries Authorspurpose,summarize,compoundsentences,compoundwordsworksheets DiscussioncardsIndicatesanop

4、portunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedby projecting the book on interactive whiteboard or completed with paper and pencil if books are reused.)Vocabulary Content words:Story critical:ancestors(n.),democracy(n.),heritage(n.),Parliament(n.),provinces(n.),territories(n.)Enr

5、ichment:caribou(n.),constitution(n.),constitutional monarch(n.),Inuit(n.),republic(n.)Before ReadingBuild Background Askstudentsiftheyveeverhadapenpal.Invitethemtosharetheirexperiences.Askwhattypesof information they learned,or could learn,from a pen pal(family traditions,different food,types of clo

6、thing,and so on).AskstudentsiftheyhaveevervisitedorreadaboutCanada.Invitethemtosharewhattheyknow.C Is for CanadaLesson Plan(continued)LEVELT T2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentstheircopyofthebook.Guidethemtothefrontandbackcoversandreadthetit

7、le.Have students discuss what they see on the covers.Encourage them to offer ideas as to what type of book it is and what it might be about.Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,authorsname,illustrators name).Askstudentstoturntothetableofcontents.Remindthemthatthetableo

8、fcontentsprovidesanoverview of what the book is about.Ask students what they expect to read about based on what they see in the table of contents.(Accept all answers that students can justify.)Introduce the Comprehension Skill:Authors purpose Writethefollowingtermsontheboard:entertain,inform,persuad

9、e.Invitestudentstosharewhat they already know about the meaning of each of the words.Defineeachwordforstudentsandwritethedefinitionsontheboard(inform means to give someone information about something;entertain means to amuse someone;persuade means to try to convince someone to think the same way you

10、 do).Modeleachpurposeforwritingbyreadingabriefpassagefromasocialstudiesbook;afictionstory with a moral,such as The Fox and the Crow;and an advertisement from a newspaper ormagazine.Think-aloud:Authors write for different reasons.Some write to provide facts about something.For example,the passage fro

11、m the social studies book provided me with information about _.However,the purpose of the advertisement was to make me think that I need to have this item.The purpose was not to teach me something.Advertisements like this use words and pictures to persuade me to buy something.Sometimes authors inten

12、d more than one purpose for their writing.In The Fox and the Crow,the readers are entertained by the story of how the fox tricks the crow into dropping the piece of cheese in her mouth.However,the author also uses the story to inform the reader of a moral,or lesson,at the end:do not trust flatterers

13、.Introduceandexplaintheauthors purpose worksheet.Readthefirstchapteraloudtostudents.Have pairs of students work together to record information on their worksheets.Createathree-columnchartontheboardwiththeheadingsto entertain,to inform,and to persuade atthetopofeachcolumn.Discusswithstudentstheinform

14、ationtheyrecordedon theirworksheet.Writetheexamplesontheboardasstudentssharethem.(Forexample:the story entertains through the use of friendly emails and a communication between two pen pals;the story informs readers by providing information about Canada and its provinces.)Introduce the Reading Strat

15、egy:Summarize Explainthatonewaytounderstandandrememberinformationinabookistosummarizeparagraphs,sections,or chapters mentally or on paper.Explain that a summary is a brief overview of the most important information in the text.The summary usually tells who,what,when,where,and why about a topic.Creat

16、eachartontheboardwiththeheadingsWho,What,When,Where,and Why.Modelsummarizingtheinformationinthefirstchapter.Think-aloud:To summarize,I need to decide which information is important to remember and affects the meaning or outcome of the chapter.Then,in my mind,I organize the information into a few wor

17、ds or sentences.This chapter is mostly about Jacqueline,so I will write her name under the heading Who.Based on the information in the chapter,I know that Jacqueline is writing to her pen pal,Stephanie,who lives in the United States.I will write this under the heading What.There is no date on the em

18、ail in the text,so I cant write any information under the heading When.Jacqueline is writing to Stephanie from Vancouver.I will write this information on the chart under the heading Where.Finally,Jacqueline is writing to Stephanie because Stephanie asked for help on her Canada report.I will write th

19、is information on the chart under the heading Why.I can use the important information about the chapter listed on the chart to create a summary in my own words.C Is for CanadaLesson Plan(continued)LEVELT T3 Learning AZ All rights reserved.www.readinga-For example,a summary of this chapter might be:J

20、acqueline,who lives in Vancouver,is pen pals with Stephanie,who lives in the United States.Jacqueline answers Stephanies email to help Stephanie with her report on Canada.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vo

21、cabulary Writethefollowingwordsfromthecontentvocabularyontheboard:confederation,constitutional monarchy,democracy,Parliament,republic.Givegroupsofstudentsfivepiecesofblankpaper.Foreachword,havethemwriteordrawwhatthey know about the word.Create a definition for each word using students prior knowledg

22、e.Givegroupsofstudentsdictionariestolookupeachvocabularyword.Revieworexplainthat a dictionary contains words and their definitions.Modelhowstudentscanusethedictionarytofindawordsmeaning.Havestudentslookuptheword democracy.Inviteavolunteertoreadthedefinitionfordemocracy.Have students compare the defi

23、nition with their prior knowledge of the word.Then have students follow along on page 9 as you read the sentence in which the word democracy is found to confirm the meaning oftheword.Repeattheexercisewiththeremainingvocabularywords.Invitestudentstolocatetheglossaryatthebackofthebook.Havethemcomparet

24、hedictionarydefinitions with those from the glossary.Ask students to compare and contrast the elements of a glossary and a dictionary(the glossary tells the page number in which the vocabulary word is found in the text;the dictionary gives pronunciation and part of speech,and so on).Set the Purpose

25、Havestudentsreadtoidentifyexamplesinthebookthatillustratetheauthorspurpose forwritingthebook.Introduceandexplainthesummarizeworksheet.Ask students to write importantinformationastheyreadontheirsummarizeworksheet.During ReadingStudent Reading Guide the reading:Have students read from page 6 to the en

26、d of page 9.Encourage those who finish early to go back and reread.Have them write information from the chapters on their authors purpose worksheet.Whenstudentsarefinishedreading,discusstheimportantinformationtheywroteontheirsummarizeworksheetforthesecondchaptertitled“Subject:Myquestions.”Modelsumma

27、rizingimportant information in second chapter.Think-aloud:I made sure to stop after reading the second chapter to summarize what I had read so far.First,I decided which information affected the outcome of the chapter that was important to remember,answering the questions who,what,when,where,and why.

28、This time,Stephanie wrote an email to Jacqueline.I will write both names under the heading Whoon the chart on the board.Stephanie provided Jacqueline with topics for her report.She also shared information about her family and asked Jacqueline about her family.I will write this information under the

29、heading What.Stephanie provided the report topics because Jacqueline asked for more specifics in her last email.I will write this information under the heading Why.In my mind,I organized the important information into a few sentences to help me remember the chapter.A summary for the second chapter m

30、ight be:Stephanie answers Jacquelines email,providing her with specific topics for her report.She also shares information about her family and asks for information about Jacquelines family.C Is for CanadaLesson Plan(continued)LEVELT T4 Learning AZ All rights reserved.www.readinga- Havestudentsreview

31、theinformationtheywroteforthesecondchapterontheirsummarizeworksheet.Allow them to make corrections as necessary.Have small groups of students work togethertosummarizethethirdchaptertitled“Subject:Myfamily,”usingtheimportantinformation they wrote on their worksheet.Have students write their summary o

32、n a separate pieceofpaper.Discusstheirresponses.Discusswithstudentstheinformationtheyrecordedontheirauthorspurposeworksheet.Writethe examples on the board as students share them.(For example:the story entertains readers through the girls communication and questions about each others families,and so

33、on;the story informs readers by providing information about the economy and government of Canada.)Discussthespecificinformationfromthechapterrelatingtotheeconomy(fishing,ironore,nickel,and so on)and government(democracy,confederation,constitutional monarchy,Parliament,prime minister).Have students a

34、dd missing information under the appropriate subheading on their authors purpose worksheet.Check for understanding:Have students read from page 10 to page 15 and write important informationfromthefourthandfifthchaptersontheirsummarizeworksheet.Invitethem to share the important information from each

35、chapter.Discusshowtheeventsofthechapterssupportoneormoreofthethreepurposesforwritinga story.Have students record the information under the appropriate heading on their authors purpose worksheet.Havestudentsreadtheremainderofthebook.Remindthemtowriteimportantdetailsfromeachchapterontheirsummarizework

36、sheetsotheycansummarizetheinformationastheyread.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 the word and figure out its meaning.After Reading Askstudentswhatwords,ifany,they

37、markedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Comprehension Skill Discussion:Ask students to explain how identifying the authors purpose helped them understand andrememberdifferentpartsofthestory.Reviewthethreediffe

38、rentpurposesfromtheirworksheet(to inform,to entertain,to persuade).Askstudentsiftheywereinformed by the information that Jacqueline gave Stephanie about Canada.Ask volunteers to provide examples from the book,where the author was informing thereaders(Canadaencompasses9,984,670squaremiles;itshighestp

39、ointisMountLogan:19,551 feet;Canada has 8 land regions;and so on).Ask students to give examples of places where the author was entertaining readers(the girls writing about their friends,sports they like,food they like to eat for dinner,and so on).Ask students if they were persuaded to do something a

40、s a result of the story.Independent practice:Have students choose which purpose was the main intent for this book.Have them write a paragraph to persuade someone of their opinion,using examples from the book to support their ideas.As time allows,meet with students individually to discuss their answe

41、rs.Reflect on the Reading Strategy Think-aloud:I know that summarizing keeps me actively involved in what Im reading and helps me understand and remember what Ive read.I know that I will remember more about the events of the story because I summarized the information in my own words as I read the bo

42、ok.Askstudentstoexplainorshowhowthestrategyofsummarizinghelpedthemunderstand thebook.Discusstheimportantinformationintheremainingchapters.C Is for CanadaLesson Plan(continued)LEVELT T5 Learning AZ All rights reserved.www.readinga- Independent practice:Havestudentscompletethesummarizeworksheet.Iftime

43、allows,discuss their responses.Enduring understanding:Inthisstory,youlearnedinformationaboutCanadathroughemailexchanges between two pen pals.Now that you know this information,why do you think people have pen pals?Build SkillsGrammar and Mechanics:Compound sentences Writethefollowingsentenceontheboa

44、rd:Im very tired,and Im going to sleep.Ask students to identify the two separate sentences within this longer sentence.(Im very tired.Im going to sleep.)Pointoutthattheoriginalsentenceisanexampleofacompound sentence.Revieworexplainthat a compound sentence is a sentence consisting of two or more simp

45、le sentences separated by a comma and a conjunction.Reviewwithstudentsexamplesofconjunctions(and,but,for,or,nor,so,and yet).Writetheseexamples on the board.Askstudentstoidentifythewordthatjoinedthetwopartsofthesentencetogether(and).Point out that a conjunction and a comma connect the two sentences.D

46、iscusshowtheauthorchosetolinkthesetwosentencesinsteadofwritingtwoshort,repetitivesentences,oneafteranother.Invitestudentstoexplainapurposeforusingcompoundsentencesin writing(compound sentences with conjunctions help make writing more fluent).Havestudentsturntopage7.Writethefollowingsentenceontheboar

47、d:It also rarely freezes,so my dad works year-round.Ask a student to come to the board to identify and circle the conjunction(so)and the comma.Havestudentsidentifythetwosentencestheconjunctionconnects.(It also rarely freezes.My dad works year-round.)Discusshowtheconjunctionandcommaconnectthetwosente

48、nces,takingthe place of the period and capital letter M in the second sentence.Check for understanding:Have students locate compound sentences in the book.Ask them to underlinethesesentencesintheirbookandcircleeachconjunctionandcomma.Invitestudentsto share their answers.Independent practice:Introduc

49、e,explain,andhavestudentscompletethecompound sentences worksheet.Iftimeallows,discusstheirresponses.Word Work:Compound words Writethewordgrandparents on the board.Ask students which two words they see in grandparents(grand and parents).Explain that this word is called a compound word.A compound word

50、 contains two words that make up one word meaning.Writethefollowingsentenceontheboard:My friends and I see deer in our backyard.Have students read the sentence and identify the compound word in the sentence(backyard).Ask them which two words are joined together in the word backyard(back and yard).Ex