原版英语RAZ 教案(U) How Sound Works_LP.pdf

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1、How Sound WorksLesson PlanLEVELU U1 Learning AZ All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:24 Word Count:1,028Book SummaryHow Sound Works is an informative book that explores the world of sound around us.It looks at where sound comes from,how sound i

2、s used,and how we hear sound.Science and math experiments are provided as an extra challenge.Photographs,diagrams,illustrations,charts,and a graph support the text.About the LessonTargeted Reading Strategy MainideaanddetailsObjectives Identifymainideaandsupportingdetailsintext Interpretchartsandgrap

3、hs Identifyconjunctionsusedintext UnderstandandusesuffixesMaterialsGreen text indicates resources available on the website BookHow Sound Works(copyforeachstudent)Chalkboardordryeraseboard Mainideaanddetails,chartsandgraphs,conjunctionsworksheets Discussion cardsIndicatesanopportunityforstudentstomar

4、kinthebook.(Allactivitiesmaybe demonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary*Boldvocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyAZ.com.Content words:Story critical:decibel(n.),frequency(n.),intensity(n.),pitch(n.),sou

5、nd wave(n.),vibrating(v.)Enrichment:cochlea(n.),compressed(v.),echolocation(n.),hertz(n.),onomatopoeia(n.),sonar(n.),sonic boom(n.),sound barrier(n.),ultrasound(n.)Before ReadingBuild Background Askstudentswhattheyknowaboutsoundandhowitworks.Askiftheyknowhowsoundtravelsthroughair.Talkaboutdifferentt

6、ypesofsound.Ask:If a tree falls in the forest and no one is around to hear it fall,does it still make a sound?Discuss students answers.How Sound WorksLesson Plan(continued)LEVELU U2 Learning AZ All rights reserved.www.readinga-Preview the BookIntroduce the Book Givestudentsacopyofthebookandhavethemp

7、reviewthefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecoversandofferideasastowhatkindofbookthis is and what it might be about.Havestudentspreviewtherestofthebook.Showstudentsthetitlepage,photos,charts,graph,andglossary.Showstudentstheindex.Revieworexplainthatanindexisanalphab

8、etizedlistwithpagenumbersthattellwherereaderscanfindinformationabouttopicsinthebook.Askstudentstotellwhichpageteachesaboutecholocation(page20).Introduce the Reading Strategy:Main idea and details Revieworexplainthatmanybooks,suchasthisone,containthemainidea,ortopic,ofthebookin the title(How Sound Wo

9、rks).Direct students to the table of contents.Explain that each section titleprovidesamainideaaboutwhatwillbediscussedinthesection;thebodyofeachsectioncontainsdetailsthattellmoreaboutthemainidea.Forexample,askstudentswhattheyexpecttoreadaboutinasectiontitled“ListeningforSound”(listeningforsound).Aft

10、erreviewingthesectiontitles,modelhowtoapplythemainideaanddetailsreadingstrategy.Think-aloud:The table of contents gives me a much clearer idea of the main ideas I will read about in the book.I will pause after each section to review in my mind the main idea and the important details in each section.

11、This strategy will help me keep track of the important information I read and will help me make sure I understand what Im reading.Asstudentsread,theyshoulduseotherreadingstrategiesinadditiontothetargetedstrategypresented in this section.Introduce the Vocabulary Remindstudentsofthestrategiestheycanus

12、etoworkoutwordstheydontknow.Forexample,theycanusewhattheyknowaboutletterandsoundcorrespondencetofigureouttheword.Theycanlookforbasewords,prefixes,andsuffixes,orotherwordendings.Theycanusethecontext to work out meanings of unfamiliar words.Modelhowtoapplyword-attackstrategies.Directstudentstopage9.Ha

13、vethemfindthewordssonic boominthe“MathMinute”section.Modelhowtheycanusecontextcluestofigureoutthe meaning of the unfamiliar word.Explain that the sentences before the one containing theworddescribejetsthattravelfasterthanthespeedofsound.Thesentencecontainingtheunfamiliarwordstellsthatwhenthesejetsbr

14、eakthesoundbarriertheymakealoudsonic boom,whichcanbeheardmilesawayfromwherethejetisflying.Tellstudentsthatthesecluesmakeyouthinkthatthewordssonic boom mean an explosive sound made by jets moving faster than the speed of sound.Havestudentsfollowalongasyourereadthesentenceonthepagetoconfirm the meanin

15、g of the word.Set the Purpose Havestudentsreadthebooktolearnabouthowsoundworks,rememberingtostopaftereachsection to review the main idea and details in their mind.During ReadingStudent Reading Guide the reading:Have students read to the end of page 12.Tell them to look for details about how soundwor

16、ksastheyread.Ifstudentsfinishbeforeeveryoneelse,theycangobackandreread.How Sound WorksLesson Plan(continued)LEVELU U3 Learning AZ All rights reserved.www.readinga- Modelfindingsupportingdetailsintext.Think-aloud:I made sure to stop after each section to review in my mind the important details.First,

17、I reminded myself that the main idea of the second section was“Where Do Sounds Come From?”Next,I decided which of the details were important and which werent.Then,in my mind,I organized the important information into a list of details and thought about them for a couple of moments:Sound is a form of

18、 energy caused by something vibrating.The greater the vibration,the more sound energy is created.Sound moves outward in all directions.Tellstudentstoreadtheremainderofthebook.Remindthemtothinkabout,orreview,thesupportingdetailsintheirmindsaftertheyfinishreadingeachsection.Havestudentsmakeaquestionma

19、rkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Encouragethemtousethestrategiestheyhavelearnedtoreadeachwordand figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues

20、.Reflect on the Reading Strategy Discusshowstoppingtoreviewintheirmindsthemainideaanddetailsofeachsectionhelpsthem remember the important information and better understand what the book is teaching.Havestudentscompletethemain-idea-and-detailsworksheet.Discuss their responses as a group.Teach the Com

21、prehension Skill:Interpret charts and graphs Discussion:Explainthattherearemanydifferentwaysforanauthortoprovidethereaderwithinformation.Some books use illustrations,others use photographs,and others,such as How Sounds Works,alsouseathirdmeansofexpressinginformation:chartsandgraphs.Explainthatcharts

22、 and graphs are often used to show concepts,relationships between items,and quantities.Introduce and model:Revieworexplainthatchartsandgraphsaremostcommonlyusedinnonfictionbooks.Therearemanydifferenttypesofgraphs,suchasbargraphs,pictographs,linegraphs,and pie graphs.Turn to page 8.Tell students that

23、 this is a bar graph.Explain that the bars alongthelefttellwhatisbeingmeasured(thespeedofsoundthroughagas,liquid,andsolid),and the numbers along the bottom tell the rate of measurement(feet per second,or fps).Showstudentshowthisgraphhelpsclarifytheinformationinthetextitshowshowsoundwavestravelmorequ

24、icklythroughsolids,suchasglass,andmoreslowlythroughgases,suchasair.Askstudentstotellwhatincrementthenumbersatthebottomofthegraphareincreasingby(thousands)andwhatnumbersitstartsandendswith(015,000).Havestudentstellwhichsolidisrepresentedbythelongestbar(glass)andhowfastsoundwavesmovethroughglass(14,76

25、4fps).Askhowmanyfeetpersecondsoundwavesmovethroughwater(4,921).Askwhichofthethreetypesofmatterallowssoundwavestomovethroughitattheslowestrate(air,at1,115fps).Pointoutthatthisishowwetypicallyhearsound(asittravelsthroughair),eventhoughitistheslowestmodeatwhichsoundwavestravel.Havestudentsturntopage11a

26、ndfindtheTable of Decibels.AskstudentstodefineSound Source(wheresoundcomesfrom)anddecibels(ameasurementofsound).Check for understanding:Referringtothetableonpage11,havestudentstellwhichsoundistheleastintense(awhisper)andwhichisthemostintense(ajetairplane).Havestudentsexplaintheir answer.Remindstuden

27、tsthattheycanhelpthemselvesunderstandandrememberimportantinformationinnonfictionbooksbylookingcarefullyattheinformationinchartsandgraphs.Independent practice:Have students complete the charts-and-graphsworksheet.Whentheyfinishworkingindependently,discusstheirresponseswithreferencestothetext.How Soun

28、d WorksLesson Plan(continued)LEVELU U4 Learning AZ All rights reserved.www.readinga- Extend the discussion:Tell students to work with a partner to complete the chart on page 16 titled“What could be making the noises in this chart?”Build Skills Grammar and Mechanics:Conjunctions Explainorreviewthatac

29、onjunction is a word that links together two parts of a sentence.Examplesofconjunctionsinclude:and,but,because,when,for,or,so,and yet.Askstudentstoturntopage13.Writethefollowingsentencefromthebookontheboard:The middle ear and the inner ear are designed to transfer sound.Explainthattheconjunctionand

30、connects the two descriptive phrases of the sentence,middle ear and inner ear.On the board undertheexample,writethefollowing:Its shape helps gather sound waves.Its shape moves them along to the middle ear.Discuss how the author chose to link these two phrases(Its shape helps gather sound waves and m

31、ove them along to the middle ear.)instead of writing two repetitivesentencesoneafteranother.Explainthatthisisanexampleofhowconjunctionshelpwritersmaketheirwritingmorefluent,orsmoothflowing.Askstudentstoturntopage5.Writethefollowingsentencefromthebookontheboard:Vibration occurs when an object moves q

32、uickly back and forth.Explainthattheconjunctionwhen connects the description(an object moves quickly back and forth)with the example(vibration occurs).Discusshowtheconjunctionlinksthetwopartsofthesentencetogether.Check for understanding:Have students complete the conjunctionsworksheet.Reviewstudenta

33、nswers aloud.Word Work:Suffixes Revieworexplainthatasuffix is a word part added to the end of a base word to change the meaningoftheword.Askstudentstobrainstormsomeexamplesofsuffixeswhileyouwritethem on the board(-ion,-ing,-ed,-s,-ful,-es,-ly,-ness).Label the list Suffixes.Writethewordquestontheboar

34、d.Askavolunteertotellthemeaningofthewordorlookitupinthedictionary(ajourneyforadventure).Writethewordquestion on the board.Explain that the suffix-ion hasbeenaddedtomakeanewword.Askavolunteertotellthemeaningofthenew word(something asked).Tellstudentstoturntopage8.Askthemtofindandcircleallofthesuffixe

35、stheycanfind(-es in particles and gases;-er in closer,slower,farther,colder,and warmer;-ly in quickly;-s in solids,particles,and liquids).Emphasizethataddingasuffixtoawordcanchangethemeaningoftheword.Forexample,-ion often makes a verb into a noun,-ly makesanadjectiveintoanadverb,etc.Pointoutthatthea

36、uthorcomparesmanythingsonpage8.Askwhichsuffixisaddedontoaword that compares(-er).Pointoutthattherearefivewordsusedtocompareinthisparagraph:closer,slower,farther,colder,and warmer.Check for understanding:Have students find the three words that compare on page 10 (closer,farther).Build Fluency Indepen

37、dent Reading Allowstudentstoreadtheirbookindependently.Additionally,partnerscantaketurnsreadingparts of the book to each other.Home Connection Givestudentstheirbookstotakehometoreadwithparents,caregivers,siblings,orfriends.How Sound WorksLesson Plan(continued)LEVELU U5 Learning AZ All rights reserve

38、d.www.readinga-Extend the ReadingScience Connection Providethematerialsnecessaryforstudentstoexperimentwiththe“TryThis!”sectionsofthebook:Vibration on page 7,Sound in Solids on page 8,and Pitch Practice on page 12.Encourage them to alsofigureouttheMathMinuteonpage9.Writing ConnectionAftercompletingt

39、heScienceConnectionabove,havestudentschooseoneexperimenttocommenton.Have them write at least two paragraphs,one explaining how to do the experiment and the necessarymaterials,andanotherdescribinghowitworksandthesciencebehindit.Havestudentspresent their experiment and read their writing to the class.

40、Visit WritingAZ for a lesson and leveled materials on procedural writing.Skill Review Discussion cardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebook areprovidedasanextensionactivity.Thefollowingisalistofsomewaysthesecardscanbeusedwithstudents:Useasdiscussionstartersforliterat

41、urecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor

42、students to determine if they can:consistentlyusethestrategyoffindingthemainideaandsupportingdetailsintexttounderstandandrememberinformation;recordmainideasanddetailsonagraphicorganizer analyzeandinterpretchartsandgraphsinnonfictiontextandonaworksheet understandtheuseofconjunctionsintextandtocompleteaworksheet identifyandunderstandsuffixesComprehension Checks BookQuiz RetellingRubric